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This article considers the independent liberty interests of children in foster care and their mothers in parental termination proceedings. Recent federal reforms impose a mandatory deadline for the state to terminate parental rights. That policy erroneously presumes that the passage of time alone establishes parental fault and satisfies a parent’s due process rights. It also fails to protect the minority of children who assert an interest in preserving a safe relationship with mothers who are unlikely to meet the state’s schedule – including many substance abusers and victims of domestic violence.

This chapter aims to evaluate the relationship between the representation of women on corporate boards of directors and its impact on firm financial performance.

This study utilized both a systematic review and a meta-analysis, using a sample of 40 published studies, which gleaned financial indicator and observation data from 28 different countries.

As indicated in previous studies, while positive, there was no significant correlation found between the number of women serving on the boards of directors and firm financial performance.

The heterogeneity between the various studies analyzed may present difficulties in making general conclusions. The chapter could also be subject to publication bias, as the selection criteria included may indicate a need for further peer review. Future meta-analyses should include data associated with other financial indicators.

This study shows how composition ratios of men/women serving on corporate boards should be addressed in terms of proving for a greater diversity of leadership perspectives.

Previous systematic reviews and meta-analyses have analyzed country environments as moderators for the relationship between the representation of women on corporate boards and firm financial performance. The present study evaluates possible differences between the impact of the number of women serving on the board of directors on a variety of financial indicators (ROA, ROE, and Tobin’s Q).

Introduction Summary: Tourism is accepted as a multidisciplinary industry .Hoteliers and tour operators/travel agencies (TO/TA) count as two main stakeholders in the tourism sector, and they are interdependent with regard to their marketing and service objectives. Distribution channels, as TO and TA, are an important part of tourism growth. As TOs and TAs are the intermediaries between tourist and tourism service providers. Tourists travel to satisfy or fulfill their dreams because travel is a need for psychological relief that motivates people for temporary movement to different places and different countries. The research aims to examine the effects of perceived stakeholder conflict factors (PSCF) issues identified from the existing literature on guests’ outcomes in accommodation establishment located in Kyrenia, Northern Cyprus. PSCF is, namely, misinformation, unmanaged bookings and operational mistakes involving quality-price inconsistency and unsolved guest’s problems should be considered by both parties. Therefore, the objective of this study is to address the research gap regarding the effects of PSCFs on guests’ perceived value (GPV), guest satisfaction (GS) and behavioral intention (BI). Purpose: This study aims to investigate stakeholders conflict and its effects on guests’ outcomes, namely GPV, GS and BI associated with accommodation establishments, which has not been examining empirically before. Design/Methodology/Approach: This study conceptualized PSCFs and developed a scale for assessing this conflict and its outcomes. Through careful instrument development process, four sub-dimensions and 17 items of PSCFs were identified. Findings: The overall PSCFs’ effects obtained indicate that GPV, GS and BI are associated with accommodation establishments, and are negatively affected by the unsatisfactory relationship between these two key stakeholders. Originality/Value: The study empirically tested the conceptual model through conducting survey research to collect data from the guests whose trips were organized through a TO/TA and staying in five-star or four-star accommodation establishments located in Kyrenia, Northern Cyprus.

This chapter presents the multimodal-pedagogical model and initial teacher training organization aimed at preparing primary school teachers at the University of Bari “Aldo Moro.” The work centers on how the components of curriculum are balanced and how theory meets practice in school and university classrooms. We specifically focus on the epistemic function of didactic-disciplinary laboratories as experiences promoting and advancing multimodal learning essential to teacher preparation.

Many organizations around the world currently are facing board diversity issues and challenges. Hence, this empirical paper investigates the relationship between board diversity and firm’s financial performance. We use a sample of 35 companies from five countries in Southeast Europe (Macedonia, Croatia, Serbia, Bosnia and Herzegovina, and Greece) for the period between 2008 and 2012 to find that, on average, companies with well-educated board members are more profitable and overvalued on the market. When running the regression again to test the levels of heterogeneity, we also find that the companies with more women on board tend to be overvalued on the market, while those with more foreigners on board are subject of undervaluation. The paper mostly contributes to the literature on corporate governance and board diversity. First, we postulate the impact of each of the board diversity variables on the financial performance and then show the extent of this impact and its economic interpretation. Our findings have important practitioners’ implications for corporate regulators and policy-makers since the demonstrated positive impact of the well-educated board members on firm’s financial performance gives a new impetus in building a corporate strategy that will intend to engage more people holding PhD on board.

Research has begun to explore how individuals perceive and respond to institutional complexity differently. The authors extend such efforts and theorize how the complexity of individuals’ cognitive representations of the institutional logics (based on their perceived differentiation and integration of the external environment) and of their role identities (based on the pluralism and unity of their self-representations) can predict such variation. The authors argue that the former explains whether individuals are capable of enacting norms and beliefs from different logics and of envisioning possibilities to reconcile their contradictory demands, whereas the latter explains whether they are motivated to implement a given response.

This chapter highlights the underlying complexities of the concept of “curriculum” in recent decades and the different definitions given to the concept in curriculum studies by scholars of education in general and ISATT members in particular. After describing the fuzziness of the curriculum concept and seeking to resolve fragmentation through returning to its value and avoiding misunderstandings, this work briefly addresses the “curriculum design” concept and presents some recent developments in ISATT research – “curriculum making” and “vertical curriculum” – that reevaluate the role of teachers. The outcomes of the such investigations converge around teachers' roles as “curriculum makers” and not as mere “implementers”; specifically, they allow explorations of teacher's “best-loved self,” through narratives and metaphors to reaffirm principles – such as decision-making and collegiality – which are necessary for teachers' practices and teaching and teacher education research.

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.