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Studies that examine the relationship of economic value added (EVA) to market value did not isolate the EVA effect in conjunction with controlling for the economic effect of the market. Since the EVA metric is viewed as value‐added apart from the market, operational managers will benefit from a procedure that separates the market driven versus firm driven (EVA) effects. Our paper examines the effects of the economy and EVA on MVA. The results indicate that EVA and GDP significantly affect MVA. Furthermore, the MVA‐EVA relationship shows a systematic bias between the largest MVA firms and the smallest MVA firms. Overall, our study provides implications for corporate executives utilizing EVA to evaluate managerial performance linked to MVA.

Purpose: We review theory and research to suggest how research on sexual and gender minority (SGM) population health could more completely account for social class.

Approach: First, we review theory on social class, gender, and sexuality, especially pertaining to health. Next, we review research on social class among SGM populations. Then, we review 42 studies of SGM population health that accounted for one or more components of social class. Finally, we suggest future directions for investigating social class as a fundamental driver of SGM health.

Findings: Social class and SGM stigma are both theorized as “fundamental causes” of health, yet most studies of SGM health do not rigorously theorize social class. A few studies control socioeconomic characteristics as mediators of SGM health disparities, but that approach obscures class disparities within SGM populations. Only two of 42 studies we reviewed examined SGM population health at the intersections of social class, gender, and sexuality.

Research implications: Researchers interested in SGM population health would benefit from explicitly stating their chosen theory and operationalization of social class. Techniques such as splitting samples by social class and statistical interactions can help illuminate how social class and SGM status intertwine to influence health.

Originality: We synthesize theory and research on social class, sexuality, and gender pertaining to health. In doing so, we hope to help future research more thoroughly account for social class as a factor shaping the lives and health of SGM people.

“Spirit of the West” is a phrase recently coined to announce the revival of an airline serving the western portion of the United States. It is also an expression that exemplifies the determination, neighborliness, and collaborative energies among Montana's libraries as they become connected to the twenty‐first century. The focus of this article will be on outlining the scope of activities in which Montana libraries have involved themselves as they connect to the Information Super‐highway, the hurdles they have overcome, and the directions they are planning to head in the future.

Using literature as the catalyst for change is grounded in Freirean pedagogy. In the case of the Oaks Leadership Scholars, leadership educators are crafting an environment for building transformative leadership skills using texts calling for the enactment of justice and equity as a starting point for capacity building and self-reflection. Students read the texts individually, then in conjunction with workshop-style instruction, discuss the texts in formal sessions. To extend their thinking, students have the opportunity to attend optional reading circles (including a formal lesson and informal discussion) designed to enhance their critical thinking and development. Discussions in these reading circles often move in directions that allow for meaning-making beyond the narrow text focus into broader, real-world applications. Project co-directors report that the texts and subsequent discussion have energized students to act and engage.

The introduction of a three-quarter-view database in the PRO-fit facial-composite system has enabled an investigation into the effects of image view in face construction. The purpose of this paper is to examine the impact of constructing full-face and three-quarter-view composites under different encoding conditions. It also examines the potential value of three-quarter-view composites that can be generated automatically from a front-view composite. The authors also investigate whether there is an identification benefit for presenting full-face and three-quarter composites together.

Three experiments examine the impact of encoding conditions on composite construction and presentation of composites at the evaluation stage.

The work revealed that while standard full-face composites perform well when all views of the face have been encoded, care should be taken when a person has only seen one view. When a witness has seen a side view of a suspect, a three-quarter-view composite should be constructed. Also, it would be beneficial for a witness to construct two composites of a suspect, one in full-face view and one in a three-quarter-view, particularly when the witness has only encoded one view. No benefit emerged for use of three-quarter-view composites generated automatically.

This is the first study to examine viewpoint in facial composite construction. While a great deal of research has examined viewpoint dependency in face recognition tasks, composite construction is a reconstruction task involving both recall and recognition. The results indicate that there is a viewpoint effect that is similar to that described in the recognition literature. However, more research is needed in this area.

The practical implications of this research are that it is extremely important for facial composite operators in the field (police operators) to know who will make a good likeness of the target. Research such as this which examines real-life issues is incredibly important. This research shows that if a witness has seen all views of a perpetrator’s face then standard composite construction using a full-face view will work well. However, if they have only seen a single view then it will not.

There are obvious wider societal implications for any research which deals with eyewitness memory and the potential identification of perpetrators.

No research to date has formally examined the impact of viewpoint in facial-composite construction.

In order to provide access to care in a timely manner, it is necessary to effectively manage the allocation of limited resources. such as beds. Bed management is a key to the effective delivery of high quality and low-cost healthcare. The purpose of this paper is to develop a discrete event simulation to assist in planning and staff scheduling decisions.

A discrete event simulation model was developed for a hospital system to analyze admissions, patient transfer, length of stay (LOS), waiting time and queue time. The hospital system contained 50 beds and four departments. The data used to construct the model were from five years of patient records and contained information on 23,019 patients. Each department’s performance measures were taken into consideration separately to understand and quantify the behavior of departments individually, and the hospital system as a whole. Several scenarios were analyzed to determine the impact on reducing the number of patients waiting in queue, waiting time and LOS of patients.

Using the simulation model, it was determined that reducing the bed turnover time by 1 h resulted in a statistically significant reduction in patient wait time in queue. Further, reducing the average LOS by 10 h results in statistically significant reductions in the average patient wait time and average patient queue. A comparative analysis of department also showed considerable improvements in average wait time, average number of patients in queue and average LOS with the addition of two beds.

This research highlights the applicability of simulation in healthcare. Through data that are often readily available in bed management tracking systems, the operational behavior of a hospital can be modeled, which enables hospital management to test the impact of changes without cost and risk.

The author takes on the assertion posed in recent educational articles that technology is driving down book circulation and contributing to the decline of reading‐center learning. In his interview with Richard Cochran, Dean of the Ferris State University Library for Information, Technology, and Education, the two discuss the importance of incorporating technology to support all types of learning, and using faculty buy‐in to insure that as many media as possible are integrated into the final building design.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.

As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies with preservice teachers preparing to teach and inservice teachers who come to online courses for professional development.

This chapter explores common frameworks for interactive relational models of teaching from John Dewey, Lev Vygotsky, and Paulo Friere and then proposes, using examples from the author’s practice, how these models translate into online contexts.

Diversity in education calls for increased awareness of individuals using a relational stance. This stance should apply both to schoolchildren as well as the teacher candidates and teachers in development that are coming to teacher education to build and improve their practice.

More research on relationality in online learning is necessary. This research should take shape through using theories that are complex enough to provide insights that marry the pedagogical with the relational aspects of teaching as part of a comprehensive teacher education experience.

This chapter makes a valuable contribution to research in teaching online through its thorough inquiry into theories of learning and teaching and they apply – or do not – online.