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The technical report released by the National Transportation Safety Board, along with the primary flight cockpit voice recorder data and archival interview data, were used as the basis for this case. Other available public data such as news reports were used to round out the synopsis of the case study.

United Express Flight 5925 was a scheduled commuter passenger flight operated by Great Lakes Airlines with a Beechcraft 1900 twin turboprop. It was a regularly scheduled flight from Chicago O'Hare International Airport to Quincy, Illinois, with an intermediate stop in Burlington, Iowa. Drawing from various first-hand accounts (cockpit voice recorder) and secondary evidence (news reports, archival interview data, and online sources) of the tragedy, the case provides a detailed account of the key events that took place leading up to the accident at Quincy regional airport. The case describes how the radio interactions, a jammed door and degradation of situational awareness all contributed to the accident. Through many of the quotes in the text and eyewitness accounts, readers gain an understanding of the impressions and perceptions of the pilots, including how they felt about many of the critical decisions in the last minutes of the flight and the situation at the airport.

When the authors teach this case, the students are required to read it as pre-reading before class. Various readings and materials (see supplemental readings below and Exhibit 3) are made available to students before class, and the instructor can choose to use some of these materials to further explore areas of interest. This case is best explored over a 90-min session but could be expanded to take up one 3-h session. This case can be covered in an undergraduate senior capstone organizational behaviour seminar, any general organizational behaviour class (including introductory in nature), an undergraduate communication theory class or an MBA class that focuses on applied organizational behaviour concepts. It works particularly well in the MBA class, as students with work experience can make the links between the behaviours explored in the case and their everyday workplaces.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

This paper intends to explore the relationship between participants' eye fixations (a measure of attention) and durations (a measure of concentration) on areas of interest within a range of online articles and their levels of information discernment (a sub-process of information literacy characterising how participants make judgements about information).

Eye-tracking equipment was used as a proxy measure for reading behaviour by recording eye-fixations, dwell times and regressions in males aged 18–24 (n = 48). Participants' level of information discernment was determined using a quantitative questionnaire.

Data indicates a relationship between participants' level of information discernment and their viewing behaviours within the articles' area of interest. Those who score highly on an information discernment questionnaire tended to interrogate the online article in a structured and linear way. Those with high-level information discernment are more likely to pay attention to an article's textual and graphical information than those exhibiting low-level information discernment. Conversely, participants with low-level information discernment indicated a lack of curiosity by not interrogating the entire article. They were unsystematic in their saccadic movements spending significantly longer viewing irrelevant areas.

The most profound consequence is that those with low-level information discernment, through a lack of curiosity in particular, could base their health, workplace, political or everyday decisions on sub-optimal engagement with and comprehension of information or misinformation (such as fake news).

Ground-breaking analysis of the relationship between a persons' self-reported level of information literacy (information discernment specifically) and objective measures of reading behaviour.

Transgender and gender diverse (TGD) individuals who choose to begin a gender affirmation journey often find the experience challenging. This can be a highly stigmatized process, and TGD consumers must strategically interact with brands and products to successfully construct authentic identities. Therefore, the purpose of this study was to obtain a better understanding of the TGD individual’s identity transformation within the consumption context.

Interviews were conducted with 27 TGD individuals about their gender affirmation journeys. The process of in vivo coding and thematic coding were applied for inductive analysis. Through subsequent analysis, parities with concepts from stigma management theory and Alvesson’s (2010) self-identity metaphors were identified.

The results of this study illustrated seven themes of TGD consumption patterns in relation to the gender affirmation journey. Awakening marks the watershed realization of a TGD identity, a cessation of some consumption habits and an emergence of new ones. Exhibiting is a form of information control and often transpired with new clothing purchases. Shifting one’s name and pronouns on identification documents is a means of covering. Remaking typically involves the procurement of medical services such as hormonal prescriptions and/or surgical procedures. Disclosing to individuals in one’s reference groups is a method of assessing (and maintaining) the wise, the curious and the oblivious. Rebelling against the stereotypes of masculinity and femininity in media portrayals and leisure activities is a technique to express one’s eccentricity and quirkiness. Finally, releasing describes the potentially waning TGD label and a somewhat stabilizing pattern of consumption. A model of TGD consumers is presented, and key assertions are discussed.

The variety and complexity of consumer purchases associated with gender affirmation journeys were investigated, and it was revealed that many of these consumption choices aided in the TGD individual’s stigma management as well. The key assertions presented here progress the literature on gender affirmation journeys by predicting patterns of consumption.