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This study investigates core framing techniques utilized by two anti-illegal immigration social movement organizations, the Minuteman Project, Inc. and the Minuteman Civil Defense Corps, both volunteer civil border patrol groups operating along the U.S.–Mexican border. Theoretically, this paper is informed by Robert Benford and David Snow's work on collective action framing. Using a case study approach, document analysis is employed to explore how four types of framing techniques (diagnostic framing, prognostic framing, motivational action framing, and credibility framing) are implemented by each group via information presented on their websites. The findings of this investigation suggest that these groups implement each of the four framing techniques in question, with the bulk of their focus resting in the diagnostic frame. Through the examination of these groups via the framing perspective, it is also found that the groups emphasize the importance of place, that is, the U.S.–Mexican border itself. The case analyses thus further framing theory by highlighting the roles that “geographic and place framing” also play. The Minuteman Project, Inc. and the Minuteman Civil Defense Corps are relatively new groups that have mobilized within the past few years. Sociologically, relatively few scholars have studied these particular groups within the larger anti-illegal immigration movement. This paper provides an in-depth analysis of how the groups utilize framing to construct their messages, missions, and goals to the public. Doing so contributes to an interesting and emerging type of civil border patrol movement and also adds to the body of work devoted to the importance of social movement framing.

This chapter introduces Learning Health Systems (LHS) and the impact of data science on such systems. It also examines the necessary properties of data used in LHS and identifies patients who may benefit from a transition to palliative care. Finally, it examines the way LHS can be used to identify racial and social disparities in access to palliative care.

Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of students diagnosed with specific learning disabilities (SLDs), are improved. In this chapter, we discuss assessment as unfolding within a framework that includes purposes, processes, and tools of assessment existing in the educational context. We open the chapter with an explanation of this framework. Then, in Part 1, we review the construct of SLD and detail how assessment is used within prominent approaches to diagnosis. In Part 2, we discuss how assessment is used to inform instruction before and after diagnosis. We ground our discussion in a vignette that follows Tess, a student who, at the beginning of third grade, has undiagnosed SLD in the area of reading. We show how educators at Tess's school collaborate in the purposeful use of assessment to inform instruction before and after Tess's diagnosis of SLD, highlighting traditional and innovative assessment techniques along the way.

An important current trend in health care is the move toward personalized medicine. Personalized medicine includes diagnostic and therapeutic interventions, with risk defined through genetics. The key paradigm shift brought about by the advent of personalized medicine is the increased use of in vitro genomic diagnostics. These tests offer the potential of being able to predict which patients are likely to respond to a particular drug, or which patients are likely to develop adverse reactions to a drug. The focus of this paper is the use of genomic diagnostics, and how the increasing development and translation into clinical practice of diagnostic – drug combination products will be adopted into health care delivery. The meaning of value and how to measure it is considered from different perspectives. A novel framework for evaluating the value of genomic diagnostics is proposed. Finally, the implications for regulatory approval and policy are discussed using an illustrative case study.

The potential advantage of extreme value theory in modeling management phenomena is the central theme of this paper. The statistics of extremes have played only a very limited role in management studies despite the disproportionate emphasis on unusual events in the world of managers. An overview of this theory and related statistical models is presented, and illustrative empirical examples provided.

Purpose – To provide a resource for educators and graduate students that contains information about using formal assessment data to plan literacy instruction and intervention.

Design/methodology/approach – Several aspects of formal assessment are presented, including a definition of formal assessment, types of formal assessment scores, commonly used formal assessments, and recommendations for using formal assessments for individuals and groups. Information about formal assessment is informed both by documented sources and the experiences of the authors.

Findings – The authors provide an overview of common, commercially available assessments designed to measure literacy achievement in either individuals or groups. Reviews of formal assessments include scores, number of forms, literacy domains measured, and published reliability figures. Recommendations for formal assessment use include using assessment data to plan instruction and intervention for both individuals and groups. In addition, a case study is presented demonstrating the efficacy of using formal assessment data to plan instruction and intervention in a K-6 elementary school in the United States.

Research limitations/implications – The review of commercially available individual and group literacy assessments does not constitute an exhaustive list.

Practical implications – Information about formal assessments, assessment score types, and formal assessment uses is consolidated in one location for easy access by graduate students and other educators.

Originality/value – This chapter provides graduate students and others in the field of education an overview of formal assessments and how formal assessment data can be used to make instructional decisions for both individuals and groups.

Scholarship on workplace diversity, equity, and inclusion (DEI) is voluminous. Nevertheless, there is relatively little work that examines DEI from an organization development and change (ODC) or systems perspective. As a result, there is no unified framework ODC practitioners can use for DEI diagnosis and intervention. The purpose of this chapter is to review the ODC literature with respect to DEI and propose a diagnostic Context-Levels-Culture (CLC) framework for understanding and addressing diversity-related challenges in organizations. We also present a case example of how this framework can be used in DEI consulting, including implications for future research and practice.

Purpose – The purpose of this chapter is to theorize the relationship between diagnosis and medicalization through an examination of the medicalization of childhood gender variance and the Gender Identity Disorder of Childhood diagnosis.

Methodology/approach – The chapter examines textual data (published clinical and research literatures, and critiques of the diagnosis appearing in a range of venues) to track how childhood gender variance is medicalized over time and the role of diagnosis in that medicalization.

Findings – While diagnosis certainly plays a role in shoring up medicalization, this case study reveals the many ways in which diagnoses may also become key tools in attempts to curtail medicalization.

Research limitations/implications – As a case study, the findings are not generalizable to all diagnoses. As a study of an instance of the medicalization of deviance, these findings may be particularly applicable to analogous cases.

Social implications – These findings show the sometimes tenuous nature of medicalization processes, and the social uses of diagnoses in those processes.

Originality/value of paper – This chapter sheds light on a relationship that is often assumed to be unidirectional (e.g., that the formation of diagnosis results in increased medicalization), and answers calls for a more nuanced sociology of diagnosis, including greater attention to the relationship between diagnosis and medicalization.