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The current world is characterized by VUCAT (Volatility, Uncertainty, Complexity, Ambiguity, and Technology). These elements provoke in workers a need for leadership that must be addressed continuously (Deepika & Chitranshi, 2021). Companies must dedicate efforts to leading their employees in a homogeneous way for team integration (Contreras et al., 2020; Sandeep & Latasri, 2021). It should be noted that remote work is a permanent feature for more organizations. Despite the difficulties that workers at all levels have had to adapt to remote work, an adaptation has been achieved in general terms based on communication technology. However, in many cases, it has altered the traditional performance of resources in companies, which makes the leading global and local institutions design new rules in favor of the health of workers and, at the same time, contribute to their better performance. For that, managers in the areas of Human Resources, Finance, and Information Technology (IT) must be able to propose strategies to take care of the human capital of companies in all their departments. For the process to work efficiently, leadership is necessary. The transition of workers from the Asia Pacific region to teleworking, the influence of leadership, and the impact on job satisfaction, which is a measure that shows the optimal management of this new way of working in companies, are described. The organizational models related to business management, the barriers in the first steps of teleworking, the strategies used, the legislation created, and the results achieved by the company are described.

In response to a critical need for uniform school crisis preparedness and response efforts across districts, the National Association of School Psychologists developed PREPaRE, a model and training curriculum aimed to equip school-based professionals to engage in comprehensive school crisis prevention and intervention practices. The PREPaRE acronym stands for: Prevent/Prepare for psychological trauma; Reaffirm physical health, security, and safety; Evaluate psychological trauma; Provide interventions (and) Respond to psychological needs; and Examine the effectiveness of prevention and intervention efforts. The model spans four crisis preparedness phases: Prevention, Mitigation, Response, and Recovery. This chapter provides a detailed overview of the development and structure of the PREPaRE model's core components and the organizational framework of the Incident Command System. It delineates elements of the basic school crisis response plan, assessment of mental health risk following a crisis event, and the provision of crisis interventions within a multitiered system of support framework. Additionally, it summarizes ongoing effectiveness and implementation research used to evaluate and improve the model based on immediate training outcomes assessed through pre and postmeasures and training transfer to applied school contexts. Implications for research and public policy regarding school safety and crisis prevention and intervention, as well as the future of PREPaRE curriculum development, are discussed.

In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of online assessment, most of the previous studies relied on small samples of respondents or focused on student self-report using survey methods. This exploratory mixed-method study aims to combine a quantitative analysis of learners’ academic performance on an online Financial Accounting course with a more in-depth exploration of learner experiences using qualitative methods. The quantitative findings suggest that student previous educational qualifications, age and experience of studying a similar subject are strongly associated with CMA completion, which is also linked to scores on other pieces of assessed work. The qualitative results show that from the learners’ perspective, diversifying assessment methods, introducing low-stakes assessment activities and creating opportunities for situational interest are viewed as key aspects of online CMA design. This paper concludes with discussing the implications of the study for designing and delivering online courses in accounting, particularly in the light of the growing popularity of massive open online courses (MOOCs).

Recent discussions of how members of the middle classes define themselves have focused on cultural patterns, following Bourdieu's (1984) influential work on how occupational, educational, and cultural fields combine to configure classes. Researchers have extended this approach to studies of the emerging middle classes in the global South, adapting these concepts to the specific circumstances of postcolonial settings in a globalizing world. This chapter explores these processes among urban middle-class Chileans. I show how members of the middle classes seek meaningful identities while engaging in symbolic combat with other groups in a society historically marked by an aristocratic elite, a recent military dictatorship, and free market policies that have reconfigured the possibilities for upward and downward mobility while integrating Chile more firmly within global commodity and image circuits. The principal foci of conflict are cultural consumption, childrearing and education, as well as electronic media use. Members of Chile's middle classes are locked in an unresolved conflict over who they are, who they should be, and where they fit in the global cultural economy.

Purpose – Religion is an important driving force behind many lifestyle decisions. Therefore, it is surprising that research on cultural consumption and stratification has linked religion and religiosity with consumption patterns only to a limited degree. In this chapter, we outline several theoretical directions that can be used for studying the link between religion, religiosity, and cultural consumption and the consequences of this link for cultural stratification.

Design/Methodology/Approach – Our empirical analysis is based on data from the International Social Survey Programme (ISSP), conducted in 2007 and pertaining to samples from 33 countries.

Findings – We present cross-national evidence illustrating that, first, there is a positive correlation between religiosity and cultural consumption in many countries and, second, there is little evidence that religion is significantly linked to cultural consumption. Furthermore, we find that the effect of religiosity on cultural consumption is comparable to that of important socioeconomic factors such as education and socioeconomic status. We offer three possible explanations to the findings. First, that religious individuals tend to be active individuals; therefore, they go more often to religious services and they are active also in cultural participation. Second, a certain level of religiosity affects cultural consumption by setting standards for the intensity of social ties. Third, religiosity plays a central role in marking boundaries of cultural distinction. In the last part of the chapter, we delineate motivations for further research interest in the link between religion and cultural consumption and discuss possible avenues for the development of such research.

This chapter documents an exchange between Leonard Savage, founder of the subjective probability approach to decision-making, and Karl Popper, advocate of the so-called propensity approach to probability, of which there is no knowledge in the literature on probability theory. Early in 1958, just after being informally tested by Daniel Ellsberg with a test of consistency in decision-making processes that originated the so-called Ellsberg Paradox, Savage was made aware that a similar argument had been put forward by Popper. Popper found it paradoxical that two apparently similar events should be attributed the same subjective probability even though evidence supporting judgment in one case was different than in the other case. On this ground, Popper rejected the subjective probability approach. Inspection of the Savage Papers archived at Yale University Library makes it possible to document Savage’s reaction to Popper, of which there is no evidence in his published writings. Savage wrote to Popper denying that his criticism had paradoxical content and a brief exchange followed. The chapter shows that while Savage was unconvinced by Popper’s argument he was not hostile to an axiomatically founded generalization of his theory.

This study examines how the distribution of opinions and social status combine in a collectively oriented task group to affect perceptions about the correctness of a final decision.

We relied on data from a controlled laboratory experiment to test a series of theoretically derived hypotheses.

The study shows that both the distribution of opinions and status affect perceptions of correctness. It also establishes that the effects of status on uncertainty are strongest when the group is initially evenly split about the correctness of an opinion, and that like the distribution of opinions, the effects of status on uncertainty are curvilinear.

Previous research shows that by integrating research on faction sizes with status characteristics theory (SCT), more accurate predictions of social influence are possible. Assumed therein is that people use information about the distribution of opinions and status to reduce uncertainty about correctness of a choice. The current study establishes this point empirically by examining the effects of the distribution of opinions and status in a four-person, collectively oriented task group. Future research should consider groups of different sizes and other moderating factors.

This study advances and elaborates upon previous research on social influence that integrates research on faction sizes with SCT.

This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers, school leaders, and jurisdictions to be engaging productively with research and evidence. Our aim here is to step back from these developments and consider them in the context of: (1) the nature and distinctive characteristics of the Australian school system; (2) what is known (and not known) about Australian educators' use of research and evidence; and (3) recent insights into enablers and barriers to research use in Australian schools. We argue that the development of evidence-informed practice in Australia needs to take careful account of the complex history and fatalist nature of the wider school system. This will make it possible to identify and work with the productive places that exist within a system of this kind. It is also important to recognize that research use in schools is a topic that has been investigated surprisingly little in Australia relative to other countries internationally. Current policy aspirations around evidence-informed approaches therefore need to be matched by greater efforts to understand the dynamics of research engagement in Australian schools and school systems.

While traumatic brain injury (TBI) became a special education category within the Individuals with Disabilities Education Act (IDEA) in 1990, societies have dealt with TBI far back in history. According to Granacher (2007), there have been writings about the examination of skulls from battlefields in which a hole was drilled into the skull using a trepanning tool apparently to provide some physical relief for the injured soldier. Interestingly, Levin, Benton, and Grossman (1982) stated that this tool continued to be part of Medieval and Renaissance surgeons' practice. At that time, the surgeons believed that trepanation was a vital procedure to improve the brain pulsations and hence the overall well-being of the person with a TBI; however, the medical effectiveness of this procedure did not materialize and it was replaced by brain surgery in the 20th century (Levin et al., 1982).