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This paper aims to investigate price and objective-quality in durable product categories containing national and private-label (PL) brands.

Using data from consumer reports objective-test results of 14,476 durable products available in the US the authors identified product categories containing both national and PL brands; constructed relative price- and quality-indices for each category; calculated price and quality differentials for each category then modeled the relationship between them; estimated the price premium associated with national brands (NBs); and computed price–quality (PQ) correlations for each category. The authors also analyzed the same relationships using subjective brand-perception data collected from 240 consumers.

Overall the price of NBs in durable products was substantially higher than the price of PL brands despite there being little to no difference in quality levels overall, with the proportion of categories having higher PL quality nearly equaling that of categories having superior NB quality. Correlation between price and quality was moderate. Accuracy of consumer perceptions varied depending on the importance of brand in the purchase decisions for particular product categories.

This paper uses a large objective dataset spanning a period of more than eight years to assess price and quality for durable goods in categories offering PL brands. It addresses an under-studied area, that of PL brands for higher-priced, longer-lasting products. The findings contribute to an existing understanding of PLs, especially in the domain of durable-goods, as well as to the body of research in the area of PQ relationships. It also adds to our understanding of consumers’ perceptions of brand as a factor in durable product decisions and how the market aligns with those perceptions.

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at the University of Chicago between 1889 and 1935 is well-known, especially the work of George Herbert Mead and John Dewey, sometimes called “the Chicago school of sociology” or symbolic interaction. But the Hull-House school of sociology, led by Jane Addams, is largely unknown. In this chapter I explore her founding role in feminist symbolic interaction. Her perspective analyzes micro, meso, and macro levels of theory and practice. Feminist symbolic interaction is structural, political, rational, and emotional, and employs abstract and specific models for action. Addams led a wide network of people, including sociologists, her neighbors, and other citizens, who implemented and institutionalized their shared visions. Addams led many controversial social movements, including the international peace movement, recognized in 1931 by the Nobel Peace Prize. “Feminist symbolic interaction” expands the scope of symbolic interaction by being more action-oriented, more political, and more focused on a successful social change model than the traditional approach to this theory. In addition, many new sociologists are added to the lists of important historical figures.

IT is a very encouraging sign to those interested in the welfare of children that so much attention is being bestowed upon them by library authorities. On every side activity is apparent: most new buildings have a room set aside for the exclusive use of juveniles, and many old buildings are being adapted and special provision made for the young. In these circumstances a brief summary of practical requirements may not come amiss.

The paper aims to advance the conceptual understanding of supply chain orientation (SCO) in small and medium-sized enterprises (SME) as a general attitude and to empirically measure the link between SCO and willingness to implement supply chain management (SCM). Coordination among supply chain stages is widely considered important for competitiveness in all sectors. Recently, SCO of the actors has been discussed as a precondition for successful implementation of SCM.

SCO is operationalized as a two-dimensional attitudinal construct. In all, 279 German dairy farmers participated in an online-survey. By means of factor and cluster analysis and one-way analysis of variance, the relation between the two SCO dimensions and their link with willingness to implement several currently discussed SCM measures is analysed.

The SCO dimensions are not purely linearly related, as shown by three clusters with different patterns of vertical cooperation orientation and common goal orientation. No differences occur in terms of socio-economic characteristics, but the share of cooperative members varies. SCO is related to the intention to implement SCM. However, the greater the (monetary) efforts required by farmers, the lower their acceptance of an SCM measure. Trust and perception of the power relation play an important role, revealing patterns of coopetitive behaviour.

SCO is a relatively new and little investigated construct. To the authors' best knowledge, this is the first time that a purely attitudinal measure was used, and that SMEs and the milk supply chain were investigated with respect to SCO and implementation of concrete SCM measures.

Students with emotional and behavioral disorders are at great risk for long-term negative outcomes. Researchers and practitioners alike acknowledge the need for evidence-based, preventive, and early intervention strategies. Accordingly, in this chapter an expanded view of prevention is presented as a series of data driven decisions to guide provision of supports that lessen the impact of emotional/behavioral disorders (EBD). Universal screening, use of a multitiered framework, delivery of increasingly intensive support prior to chronic and persistent patterns of behavior, and continuity of service across school, home, and community settings are discussed. Specific techniques for data decision-making, use of a school-based team approach, and recommendations for future research are also provided.

This year’s annual bibliography includes materials reflecting various aspects of library instruction and information literacy. The academic literature continues to generate the greatest number of citations in these areas, but a small increase in the special libraries area was noted for 2000. The themes of standards for information literacy and assessment were apparent in all areas of the literature.