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In this chapter, we use the concepts of emotional labor or emotion work to examine the experiences of transracial families – white families rearing Black adoptees. We focus on the emotion work done by the parents to inculcate and develop positive racial identities for their adoptive children as their adoptees experience racial mistreatment. We also use the concept of white racial framing to examine strategies for effectively coping with racial mistreatment. African Americans have more emotion work than the members of dominant group because of their status as stigmatized minorities in American society. African Americans adopted by white families have even greater emotion work because they tend to have the extra burden of living in predominately white communities where there are fewer people of color to serve as positive role models in the socialization process.

To examine bad credit experiences in the context of identity to understand the entanglement between bad credit and the deformation of identity.

A qualitative method using depth interviews and hermeneutical analysis.

Bad credit is a major life event and plays a critical role in identity. By restricting or eliminating identity construction and maintenance through consumption, identities are deformed. Consumer identities are deformed as they are consumed by the identity deformation process as normal patterns of consumption that have built and supported their identities are disrupted and demolished. Bad credit is overwhelmingly consumptive of consumers – it consumes their time, energy, patience, lifestyle, relationships, social connections, and perhaps most importantly, it consumes their identity as it deforms who they are.

Researchers need to examine more closely not just the creation and maintenance of identity, but also how identity is deformed and deconstructed through consumption experiences that can no longer be enjoyed.

Government agencies may want to reexamine policies toward the granting of credit to reduce the incidence of loading up consumers with credit they are not able to pay for. The deformation of identity may result in anti-social behavior, although our study does not address this directly.

This study is different from previous work in several ways. We focus on identity deformation due to bad credit. By analyzing a crisis response that transcends the specific impetus of bad credit, we extend identity theory by developing an insight into “identities-in-crisis.” We also provide a theoretical framework and explore how consumers’ identities are deformed and renegotiated.

This paper aims to examine the asymmetric impact of the oil price increase and decrease on stock returns at the firm level.

To ascertain the impact oil price can exert on the stock price at the firm level, this study uses panel structural vector auto regression with various linear and nonlinear measures of oil price shock on a data set, containing 1,168 firms listed in Indian stock markets. This study also considers stock index returns, Fama-French factors and inflation as control variables.

This paper finds evidence that at firm level, net oil price increase and decrease have an asymmetric impact on stock returns. Other oil price shock measures, namely, shock because of oil price increase and decrease, do not show any sign of asymmetric impact on stock returns.

The comparison of firm-level return on its response towards oil price fluctuation can give valuable insights into a firm’s features.

This special “Anbar Abstracts” issue of the Industrial and Commercial Training is split into five sections covering abstracts under the following headings:Education/Graduates/Students; Training/Learning Techniques; Management Development; Career/Human Resources Development; Training Technology.

Matching supply and demand in services by capacity management has a direct influence on the ability of the service delivery system to achieve service quality and resource productivity targets. Examines some propositions for the influences of capacity management on quality and resource productivity and for managing capacity. In addition to the chase and level strategies for managing capacity in services suggested by Sasser a coping strategy for capacity management is described which aims to improve the overall delivery of service quality while achieving resource productivity targets. Coping is necessary for all organizations at some time. Some research results derived from the experience of a range of service organizations indicate a less than satisfactory handling of the coping situation.

By drawing on ethnographic fieldwork conducted amongst waste-pickers and recycling traders in the waste paper, plastic and scrap metal sectors, and engaging with literature from economic anthropology and history, as well as archival sources, this paper documents changing perceptions of just price, morality and fairness in the Turkish recycling market. The paper suggests that multiple markets imply multiple prices, which are contingent and contested. When dealing with price mechanisms largely outside their control, actors tend to associate a fair price with the going market price, rather than factors such as state regulation. Approaches to morality and assessments of fairness become more ambiguous when prices are mediated by actors’ own practices. These range from gift relations to paternalism, envy and deception.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.