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The objective of this study is to investigate how country risk, different political actions from the government and bureaucratic behavior influence the activities in industry supply chains (SCs) in emerging markets. The main objective of this study is to investigate the influence of these external stakeholders’ elements to the demand-side and supply-side drivers and barriers for improving competitiveness of Ready-Made Garment (RMG) industry in the way of analyzing supply chain. Considering the phenomenon of recent change in the RMG business environment and the competitiveness issues this study uses the principles of stakeholder and resource dependence theory and aims to find out some factors which influence to make an efficient supply chain for improving competitiveness. The RMG industry of Bangladesh is the case application of this study. Following a positivist paradigm, this study adopts a two phase sequential mixed-method research design consisting of qualitative and quantitative approaches. A tentative research model is developed first based on extensive literature review. Qualitative field study is then carried out to fine tune the initial research model. Findings from the qualitative method are also used to develop measures and instruments for the next phase of quantitative method. A survey is carried out with sample of top and middle level executives of different garment companies of Dhaka city in Bangladesh and the collected quantitative data are analyzed by partial least square-based structural equation modeling. The findings support eight hypotheses. From the analysis the external stakeholders’ elements like bureaucratic behavior and country risk have significant influence to the barriers. From the internal stakeholders’ point of view the manufacturers’ and buyers’ drivers have significant influence on the competitiveness. Therefore, stakeholders need to take proper action to reduce the barriers and increase the drivers, as the drivers have positive influence to improve competitiveness.

This study has both theoretical and practical contributions. This study represents an important contribution to the theory by integrating two theoretical perceptions to identify factors of the RMG industry’s SC that affect the competitiveness of the RMG industry. This research study contributes to the understanding of both external and internal stakeholders of national and international perspectives in the RMG (textile and clothing) business. It combines the insights of stakeholder and resource dependence theories along with the concept of the SC in improving effectiveness. In a practical sense, this study certainly contributes to the Bangladeshi RMG industry. In accordance with the desire of the RMG manufacturers, the research has shown that some influential constructs of the RMG industry’s SC affect the competitiveness of the RMG industry. The outcome of the study is useful for various stakeholders of the Bangladeshi RMG industry sector ranging from the government to various private organizations. The applications of this study are extendable through further adaptation in other industries and various geographic contexts.

Since the declaration of COVID-19 as a pandemic in March 2020, higher education institutions (HEIs) across the globe have shifted – entirely or partly – to online teaching and learning; Lebanese HEIs were no exception. Such an unprecedented and “forced” transition to online teaching and learning has created a landscape for scholars and researchers to inquire into the efficiency and effectiveness of online teaching and learning, students’ satisfaction with this virtual educational experience, and instructors’ satisfaction with such an experience. This chapter presents a study about Lebanese instructors’ satisfaction with online teaching and learning during the pandemic. Instructors’ satisfaction was measured in terms of three satisfaction constructs of psychometrically validated “Online Instructor Satisfaction Measure” (OISM): instructor-to-student interaction (ISI); student-to-student interaction (SSI); and course design, development, and teaching (CDT). Data were collected through an online questionnaire from 102 Lebanese instructors across 7 Lebanese universities: 6 private universities and the national public Lebanese higher education institute (Lebanese University). This study found that there were no significant changes between the satisfaction levels in relation to each of the ISI, SSI, and CDT constructs between STEM education background instructors and their non-STEM education background counterparts. Despite their dissatisfaction with the level of interaction between them and their students (ISI), the participating Lebanese instructors were satisfied with the SSI, except for students’ collaborative and group work, and were also satisfied with the CDT, except for the preparation time required for delivering an online course.

We examine individuals' distributional orderings in situations involving (a) comparisons of social welfare and (b) choice under uncertainty. There is a special focus on whether these orderings satisfy the principle of transfers (the principle of mean-preserving spreads). The results are compared with those of earlier work that was conducted in the context of inequality and of risk.

In the beginning the Philosophers were the ones to school us on how to consider and treat our children. In Plato's Republic, Socrates sketched a place where the nursing and parenting of children is carried out communally (Platone, 1994, p. 172). Not much later, instead, Aristotle claimed that children belong to their own parents inasmuch as they beget them (Aristotele, 1999, pp. 345, 18–24). Much later, first Augustine, then Thomas, and later still Locke and Hobbes, Rousseau and Kant, all had a great deal to say on children and parents, as well as on children's status (Archard, 1993, Chap. 1; Blustein, 1982). The last great master who told us who children are and how they should be treated is perhaps John Stuart Mill: children are immature beings who cannot have the very same rights and liberties as adults (Mill, 1910, p. 73).

In the last twenty years, the women’s movement has resulted in a greater representation of women in once male-dominated venues, such as the job force and higher education. Women currently represent nearly 43% of those in the United States labor market, and it is expected that four in every five women ages 25–54 will be employed by the year 2000 (Hoyt, 1988; U.S. Department of Labor, 1995). Despite women’s increasing participation in the world of work, they continue to choose occupations that represent the stereotypically feminine range of occupations, meaning less pay and less status (Betz & Fitzgerald, 1987). For example, women are still underrepresented in engineering, architecture, and the physical sciences (Eccles, 1994; U.S. Department of Labor Women’s Bureau, 1995). These gender-based occupational patterns are also evidenced in college enrollment; women continue to comprise the majority in academic majors that are considered traditionally feminine, such as early childhood, elementary, and secondary education, library science, nursing, and home economics, whereas men are the predominant majors in physics, chemistry, architecture, and engineering (Bartholomew & Schnorr, 1994; National Science Foundation, 1990).

Purpose – This paper proposes a new procedure for measuring affective responses during social interaction using facial thermographic imaging.

Methodology – We first describe the results of several small pilot experiments designed to develop and refine this new measure that reveal some of the methodological advantages and challenges offered by this measurement approach. We then demonstrate the potential utility of this measure using data from a laboratory experiment (N=114) in which we used performance feedback to manipulate identity deflection and measured several types of affective responses – including self-impressions and emotions.

Findings – We find warming of the brow (near the corrugator muscle) and cheek (near the zygomatic major muscle) related most strongly to emotion valence and self-potency, with those whose brows and cheeks warmed the most feeling less positive emotion and less potent self-impressions. Warming in the eye area (near the orbicularis oculi) related most closely to undirected identity deflection and to positive self-sentiments. Positive self-views and strong identity disruptions both contributed to warming of the eyes.

Implications – The rigor of contemporary sociological theories of emotion exceeds our current ability to empirically test these theories. Facial thermographic imaging may offer sociologists new assessments of affect and emotion that are ecologically valid, socially unreactive, temporally sensitive, and accurate. This could dramatically improve our ability to test and develop affect based theories of social interaction.

Improving Turkey's low level of education quality and achieving equity in quality education across its seven regions continue to be a monumental challenge. The purpose of this study was to document the extent of Turkey's regional differences in science achievement at the eighth grade and to investigate factors associated with these differences. Identifying the factors influencing Turkey's regional inequalities in student learning is crucial for establishing policies that will help raise the educational performance at the national level as well as close regional gaps. A series of hierarchical linear modeling (HLM) analyses were performed at two levels (the school/class level and student level) using Turkey's nationally representative data from the Trends in International Mathematics and Science Study (TIMSS) 2007. Findings suggested that attempts to increase Turkish students' achievement and close the achievement gaps between regions should target the students in the undeveloped regions, particularly in Southeastern and Eastern Anatolia. Designing interventions to improve competency in Turkish and to compensate for the shortcomings of insufficient parental education, limited home educational resources, poor school climate for academic achievement, and inadequate instructional equipment and facilities might be expected to close the regional achievement gaps as well as raise the overall achievement level in Turkey. Using TIMSS data, this study provided an example of a methodology that may be employed to describe how student achievement is distributed among various subpopulations of national interest and to investigate the factors that contribute to differences in the achievement distribution.

Building on the first cross-national study that had demystified various assumptions about the worldwide use of shadow education two decades ago, we analyze data from the 2012 Programme for International Student Assessment to examine the cross-national pattern of the use of shadow education by families in 64 nations and use improved statistical estimation methods. Focusing on fee-paying out-of-school classes, we find a continued, and likely an intensified pattern of the cross-national use of shadow education in the contemporary world. Approximately about one-third of all 15-year-old students from 64 countries/economies across the world use this form of shadow education. Students of higher socioeconomic status, females, and students in urban areas and general programs are more likely to use fee-paying services, while families and students turn to these services to address academic deficiencies in general. In addition, students from poorer countries more extensively rely on shadow education than students from wealthier countries after controlling for other variables. Students in South-Eastern and Eastern Asian countries are more likely to pursue shadow education than their counterparts in many other regions. Implications of these findings for theories of education and society as well as for educational policy in relation to shadow education are discussed.