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The purpose of this paper is to examine the effects of congruity and endorsement on consumer attitudes toward sports website advertisements (Aad), the advertising brand (Abr), and consumers’ future intentions (FI).

The current study followed a 2×3 between-subjects experimental design. Sports celebrity (or the presence or absence of a sports celebrity in a banner ad) and the level of congruity between the website and banner ad (high congruity – soccer, medium congruity – snowboard, and low congruity – computer) were the primary independent variables. Data were collected in two stages. An initial pilot study (n=40) established the reliability and validity of the scaled measures guiding this test. The second phase of data collection, the main study, was conducted over a five-day period. A random assignment of treatment conditions (i.e. exposure to one of six banner ad manipulations) was followed by a series of short surveys designed to measure the dependent variables of subjects’ cognitive ad responses (i.e. Aad, Abr, and FI).

The results indicated that participants who viewed the ad with the endorsement showed a more positive Aad than those who viewed the ad without it. The participants with a high congruity condition reported a more positive Abr and higher FI than those with low or medium congruity.

This study extends the application of congruity theory to banner advertisements, thereby aiding our understanding of consumers’ perceptions of advertising.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

In this chapter, we examine the current research on how technology is applied to benefit students with emotional and/or behavioral disorders (EBD). First, we describe the iterative yet unpredictable nature of technological innovation to suggest that incremental successes are qualified by the creation of often unforeseen consequences. We then identify commonly used nonelectronic technologies in education to emphasize that the hoped-for advances in electronic technology have failed to deliver on their decades-old promise of educational revolution. We continue with our review of the literature on empirical studies examining how technology is used to support students with EBD. These findings indicate that the research design primarily employed in this field is single-subject. Examples of specific findings include web-based graphic organizers for student writing, virtual self-modeling for targeting student behaviors, and virtual coaching for teachers of students with EBD. We conclude by reviewing how leaders in the field of special education predict the field will change in the future. Overall, with an increased emphasis on research accessibility and practitioner-validated knowledge, and advances in neuroscience and artificial technologies, practitioners may hold a more central role to the creation and dissemination of knowledge.

Over 30 years, many comparative surveys have found Japanese employees and managers far less satisfied with their jobs than their Western counterparts. This paper explores the findings and interpretations from these studies, and then proposes an alternative explanation based on childhood socialization practices and the history of Japanese society. This explanation is then used to illuminate the recent social problems of karoshi (death from overwork) and ijime (bullying) in the Japanese workplaces.

Rather than spend an inordinate amount of time and resources on planning what is inherently unknown and uncertain, socially-focused organizations like Panera Cares, Banco Davivienda, and Brigham Young University's (BYU) Design Exploration lab quickly map out their assumptions, run experiments to test those assumptions, and adjust their plans based on their learnings. In this article, we explain and expand on how organizations of all kinds (whether they be large corporations, social ventures, or government agencies) have bought into the idea of using innovation and experimentation for impact; and how despite recent advancements of design thinking on the social impact front, the actual implementation of innovative ideas remains elusive for many organizations. The article further presents a more systemic model for social impact innovation: social impact models, which provide one possible solution by enabling social ventures to achieve a more robust validation of their new- and not-so-new-to-the-world ideas by mapping and strategies by mapping out each assumption and iteratively testing them in the field. With this article, the authors seek to provide a practical process for how to apply the model, and how to avoid the most common illusory validation traps, which together would allow socially-focused organizations to more frequently succeed and deliver more impact with their endeavors.

The purpose of this paper is to examine the effects of reconciliation and retaliation story endings on subsequent aggressive affect and behavior.

Participants took part in two ostensibly unrelated studies. The first involved reading a violent story, attributed to a biblical or secular source, which ended in either brutal retaliation or peaceful reconciliation. They then took part in a second study in which they completed measures of aggressive affect and behavior.

Participants told that their stories came from a secular source experienced a more aggressive affect than those told that their stories came from a biblical source. In terms of behavioral aggression, a significant difference in effect of the story ending on males and females emerged. Females who read the reconciliation ending had lower levels of behavioral aggression than females who read the retaliation ending. Conversely, males who read the reconciliation ending had higher levels of behavioral aggression than males who read the retaliation ending.

These findings suggest that media depictions of prosocial reactions to unprovoked aggression may not reduce aggression in men.

Results are discussed in terms of moral values espoused by women and men and suggest that anti-violence messages may be strengthened to the extent they address the values important to both.

This study extends research on violent media exposure to a burgeoning literature on reading violent content.

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED). ¹ Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.

Microstructure-sensitive design (MSD), for optimal performance of engineering components that are sensitive to material anisotropy, has largely been confined to the realm of theory. The purpose of this paper is to insert the MSD framework into a finite element environment in order to arrive at a practical tool for improved selection and design of materials for critical engineering situations.

This study applies the recently developed Hybrid Bishop-Hill (HBH) model to map the yield surface of anisotropic oxygen free electronic copper. Combining this information with the detailed local stresses determined via finite element analysis (FEA), a “configurational yield stress” is determined for the entire component. By varying the material choice/processing conditions and selecting the directionality of anisotropy, an optimal configuration is found.

The paper provides a new FEA-based framework for MSD for yield-limited situations. The approach identified optimal directionality and processing configurations for three engineering situations that are particularly sensitive to material anisotropy.

The microstructure design space for this study is limited to a selection of eight copper materials produced by a range of processing methods, but is generalizable to many materials that exhibit anisotropic behavior.

The introduction of MSD methodology into a finite element environment is a first step toward a comprehensive designer toolkit for exploiting the anisotropy of general materials (such as metals) in a way that is routinely undertaken in the world of fiber-based composite materials. While the gains are not as sizeable (due to the less-extreme anisotropy), in many applications they may be extremely important.

This study aims to examine the effect of publics' legitimacy evaluations on Arthur W. Page's conceptualization of “reasonable freedom of action” by breaking it into two parts: (1) perceived organizational autonomy and (2) trust in the organization.

This study conducted an online experiment using a 2 (legitimacy: low, high) × 2 (legitimacy type: institutional, actional) between-subjects design. Measured variables included perceived organizational autonomy and trust.

Organizations acting in their own self-interest while ignoring community norms and expectations were perceived to be exercising higher levels of organizational autonomy and have lower levels of trust. The interaction between legitimacy type and level had an effect on perceived organizational autonomy and trust.

Public's view their relationships with organizations from a perspective that prioritizes responsibility and conformity to community norms and expectations. Also, organizations have more to lose by acting in their own self-interest to resolve institutional legitimacy concerns and more to gain by handling them in a way that includes the public interest than when they are managing an actional legitimacy situation.

Societal norms, values and beliefs, which may have accommodated, or even supported, an organization's approach to doing business in the past, can change over time, calling into question an organization's legitimacy and its ability to operate in the public interest. As a result, organizational leaders need the Chief Communication Officer to help them understand current societal norms, values and beliefs.

This study addresses a core assumption of the organization–public relationship paradigm that has not yet been studied empirically. It also expands the understanding of organizational autonomy from a public perspective and examines the effect of legitimacy on organizational autonomy and trust.