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This study aims to empirically assess the standardization of using voluntary ex ante transparency notices to announce the awards of noncompetitive large-value contracts.

Based on open data published in the Official Journal of the European Union, a pooled cross-sectional research design is used to determine the level of standardized use of noncompetitive contracting by member states.

Findings suggest little evidence of standardization when publicizing direct contract awards, which might warrant remedial measures for promoting standardization by the EU. Moreover, France was found to be a major outlier in the prevalence of using non-competitive direct contract awards procedures.

Maintenance of the European Union is predicated on free, transparent and open competition among member states, and this can only be maintained if each member state transposes EU standards into their national laws.

Findings suggest little evidence of standardization when publicizing direct contract awards, which might warrant additional remedial measures promoting consistency across the EU. Moreover, France was found to be a major outlier in the prevalence of using non-competitive direct contract awards procedures.

It's no surprise that the early 1980s have witnessed a resurgence of interest in etiquette books, since that's that usual reaction after a period of loose morals. The current vogue features the New Right, short haircuts, and proper behavior, a predictable backlash after the “Age of Aquarius,” the hedonistic 1960s: the age of love‐ins, be‐ins, and smoke‐ins. Two bestselling etiquette books in particular have parlayed this social milieu into commercial success: Miss Manners' Guide to Excruciatingly Correct Behavior (1982), and Eve Drobot's Class Acts (1982). Ms. Drobot, a Canadian journalist, realizes that those of the tribal 1960s have “shucked blue‐jeans in favor of 3‐piece suits: we are junior members of law firms…we have to take clients out to lunch, attend cocktail parties, and travel on business.”

To identify the Obama administration’s policy responsiveness to the (African) American LGBT communities.

Theory development and content analysis.

Civic universalism, as a theory, can explain President Obama’s evolution on his support for marriage rights for same-sex couples. Obama employed the concept of e pluribus unum in his many approaches to LGBT responsive politics.

To date, theoretical development within the social sciences of LGBT policy responsiveness is limited.

Very little is written on the subject of LGBT (Lesbian, Gay, Bisexual, and Transgendered) politics in the 21st century. The study of the LGBT experience generally has been devoid of political variables because of a lack of attention toward LGBT issues, until recently, in national political party agendas. In this chapter, we review some of the contours of the LGBT community’s fight for political recognition in the United States as a precursor to the election and reelection of President Obama. Drawing parallels with presidential responsiveness toward Blacks in their quest for rights, we examine the Obama administration’s LGBT public policy initiatives as administrative policy and programs. We conclude by identifying new areas of research to explore on LGBT politics.

The purpose of this paper is to examine the transformative potential of a school-based model in India that makes middle class students active stakeholders in the well-being of underprivileged children.

Employing a qualitative case study method, data were collected through a survey – containing close-ended and open-ended questions – that was administered to all students in grades 6 through 10.

Overall, the data suggest that socialization with underprivileged children had a profound impact on the views of middle class children about social inequalities and their own agency in addressing them. While younger children observed more manifest differences between them and the poor children they engaged; the older children articulated those differences in terms of inequalities of opportunity and violations of rights.

The research was based on a single school where the intervention was conceived and implement by its visionary leader. It would be important to examine the robustness of the model in a broader sample of schools.

The study demonstrates that with purposive strategies and intentional organizational culture, schools for privileged can promote social inclusion of all children.

This paper makes the counter-intuitive case – analytically and empirically – that for social policies designed for poor children to be a force for social transformation, they should be purposively conceived in conjunction with the educational and developmental imperatives of children from more privileged backgrounds.

The purpose of this study is to analyze year-end spending practices in the European Economic Area (EEA) to baseline the pervasiveness of year-end spending spikes across countries in Europe.

The Tenders Electronic Daily dataset is used to descriptively analyze above-threshold procurement contracts by country, year and contract type from 2009 to 2018. Proportional distributions are employed to compare percentages of spend across quarters. Analyses are run within each country on the number of years displaying a fourth quarter spike, as well as within each country and contract type.

The results show that while spending spikes for above-threshold contracts in the final fiscal quarter are not consistent across all countries, patterns emerge when the data are disaggregated by country. The most populous nations in the EEA are more likely to have years with the highest proportion of fiscal spend occurring in the fourth quarter. Further, the type of contract makes a difference – services and supplies contracts are more likely to display fourth quarter spikes than works contracts.

This article provides the first analysis of the year-end spending spike across countries in Europe using procurement data, as well as the first to disaggregate by year and contract type. Findings support the literature on the presence of year-end spikes; such spikes exist even for above-threshold public procurement contracts.

The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.

Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.

Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.

Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.

Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.

The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

Despite more than half a century of academic research, relatively few methods have been shown to reliably improve intergroup relations in the real world. This paper aims to use a social marketing approach to design a pro-diversity intervention in a university setting.

We conducted extensive qualitative, quantitative and observational background research to identify elements that would increase the effectiveness of the intervention. Focus groups and surveys allowed us to identify a target audience, target behaviors and the relevant barriers and benefits.

The background research suggested increasing inclusive behavior would have a greater impact than reducing discriminatory behavior. Based on this research, this paper determined an optimal target audience was students who had relatively positive attitudes toward diversity but engaged in few inclusive behaviors. This paper used relevant theories from the behavioral sciences to design an intervention that promoted a small set of inclusive behaviors and that addressed the relevant barriers and benefits. The intervention took the form of a single page of targeted messages that instructors can add to their course syllabi. The page communicates injunctive and descriptive norms, highlights the benefits of behaving inclusively and provides concrete behavioral advice.

The research applies the social marketing approach to a novel domain. This approach represents a new way to advance diversity, equity and inclusion through promoting inclusive and reducing discriminatory behavior.