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Unconscious biases against certain groups aid in forming assumptions which may be promulgated in the USA via popular news media linking rare but memorable violent acts with specific groups. However, the relationship between marginalized group association, assumptions regarding the motive for violent acts and individual media consumption has never been directly examined. This study aims to directly examine this relationship.

In the present study, individuals read a vignette of a mass shooting in which the perpetrator’s implied religion (i.e. Islam or unknown religion) was manipulated. Participants then indicated their assumptions regarding motive (i.e. terrorism or mental illness) and personal media consumption habits.

Contrary to hypotheses, differences in assumed motive based on implied religion were not found; participants were not more likely to associate an assumed Muslim perpetrator with terrorism as a motive or consider the assumed non-Muslim perpetrator to be mentally ill.

These unexpected findings are discussed in the context of the data-collection period, which coincidentally overlapped with a well-publicized act of domestic terrorism that led to a unique national debate regarding biased news coverage and associations between religion, ethnicity, terrorism and mental illness.

The purpose of this paper is to investigate proprietary data from customers of a Southern Louisiana credit union. It analyzes the factors that contribute to an accelerated failure time (AFT) using information from customers’ credit applications as well as information provided in their credit report.

This paper investigates the factors that affect credit risk using survival analysis by employing two primary models – the AFT model and the Cox proportional hazard (PH) model. While several studies employ the Cox PH model, few use the AFT model. However, this paper concludes that the AFT model has superior predictive qualities.

This paper finds that the factors specific to borrowers and local factors play an important role in the duration of a loan.

This paper offers an easily interpretable model for determining the duration of a potential borrower. The marketing department of credit unions can then use this information to predict when a customer will default, thus allowing the credit union to intervene in a timely manner to prevent defaults. Further, the credit union can use this information to seek out customers who are less likely to default.

This study is different from the previous research due to its focus on credit unions, which have distinct characteristics. Compared to similar lending institutions, the charter of the credit union does not allow management to sell off loans to other investors.

Although employee race has been an actively investigated area of scientific inquiry for decades, a thorough and informed understanding of the role of race in the organizational sciences has eluded us for a number of reasons. The relationship of race and stress in organizations is a prime example of this neglect and deficiency in our knowledge base, as little work has been done in this area. We attempt to address this limitation in the literature by proposing an inductively derived, review-centric framework that attempts to articulate the multiple intermediate linkages that explain the process dynamics taking place in the relationship between employee race and health and well-being in organizations. We argue that socialization processes, social networks, information and resource access, and mentoring contribute to distance and differences between racial minorities and nonminorities concerning control, reputation, performance, and political understanding and skill, which in turn, creates barriers to success, and increased stress and strain for racial minorities. The implications of this framework along with directions for future theory and research are discussed in this chapter.

This paper aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning.

The authors posed the following research questions of related literature: Under what conditions, in what ways and to what ends do teachers exercise agency within ELA classroom teaching? Through five stages of systematized analysis, this scoping review of 21 studies maps the evidence base.

Structural, material, interpersonal and pedagogical issues both constrained and supported agency. Teachers covertly exercised agency to be responsive to students’ needs; in some instances, teachers’ agentive practices reinforced institutionally sanctioned methods. Teachers’ agentive action aimed to combat the deprofessionalization of the field, foster innovative curriculum approaches and challenge stereotypes about students. The authors also found a range of definitions of agency in the research, some of which are more generative than others.

This paper addresses a gap in the research literature by illuminating contexts, consequences and conundrums of ELA teacher agency. The authors documented the range of structural, cultural and material conditions within which teachers exercise agency; the subversive, collective and small- and large-scale ways in which teachers realize agency; and the potentially favorable or unfavorable consequences to which these efforts are directed. In doing so, the authors also problematize the range of definitions of agency in the literature and call for greater attention to conceptual clarity around agency in research. As literacy researchers illuminate work that disrupts the marginalization of teachers’ agency, this scoping review maps the field’s knowledge base of agency in ELA teaching and sets up a future research agenda to promote the professionalization of teaching and advocacy for English teachers.

The COVID-19 pandemic, and the measures implemented to control it, collided with another public health emergency – the opioid crisis – with dire consequences. In October of 2017, the Secretary of the US Department of Health and Human Services declared the opioid crisis a public health emergency. That declaration has been renewed several times, including during the COVID-19 pandemic, with the latest renewal set to go into effect on July 4, 2022. The overlap of individual, environmental, and social risk factors for substance use disorder (SUD) and COVID-19 present major challenges to those working as part of the response to both pandemics. The severity of the implications of this dual pandemic – an estimated 100,000 people in the United States died from a drug overdose during the first year of the pandemic – make this an area of the pandemic response where lessons learned had to be rapidly implemented to save lives. Identifying ways in which those lessons can be expanded to other populations at risk, including those with other pre-existing mental disorders, will be important to reducing the inequitable impacts of the pandemic on mental health.

There are growing expectations that students graduating from health courses and current health professionals have some proficiency in using telehealth. However, there is limited accessibility to multidisciplinary-based material to meet this need. This paper describes the development of an online telehealth education resource using a co-design approach and the strengths and challenges of embedding authentic learning principles in an open-access online course with a broad target audience.

The authors first describe the co-design process of the course and discuss the pedagogy underpinning the course design. Then learner enrolment data is discussed to evidence uptake across key characteristics. Finally, the authors assess the efficacy of the co-design approach by analysing feedback collected from learners at the end of the course.

The course is structured across four modules and comprises interactive content, reflective tasks, case studies and purposefully developed digital material. Responses from the working group and from learner feedback indicate that the course is an authentic and relevant introduction to telehealth practice for both health students and current health professionals, despite some limitations.

This case study demonstrates the value of a co-design process and key learning design choices in online course development to meet the educational needs of learners from broad disciplinary backgrounds, in various stages of learning/understanding of telehealth and/or requiring a practice-based resource in the context of a rapidly changing policy environment.

With increasing acceptance of followership as a counterpart of leadership, the study of followership within graduate-level leadership and business curricula should be equally considered. Further, an understanding of andragogy, or adult education theory, is of benefit with the inclusion of creativity within a followership curriculum. By developing creative capacity within followership education, graduate students are better equipped to influence the business world with innovative thinking skills that enhance problem solving in an increasingly competitive work environment.

The emergence of diversity in organizations is typically traced to the 1960s when legislation was enacted in the USA to prohibit discrimination against ethnicity, gender, national origin, race, and religion. However, Peter Drucker found that workplace diversity had its origin in the aftermath of World War I. In response, this paper aims to address the historical evolution of workplace diversity through the lens of Drucker.

The paper traces the historical evolution of Drucker's perspective on workplace diversity and the circumstances that catapulted him to advocate for understanding and valuing diversity in organizations. Further, it uses passages from Peter Drucker's published accounts to illustrate his understanding of demographic trends and how these trends impacted the competitiveness of the organization and management of workplace diversity.

Drucker's early life experiences influenced him to become a tenacious advocate for workplace diversity. As a reflection of these experiences, Drucker's understanding of human resource management led him to implore his readers to use human resource practices to leverage the power of evolving demographic trends. Drucker later refined his prescriptions on workplace diversity by incorporating several assumptions from the strategic human resource management literature into his research.

Future workplace diversity research would benefit from evaluating Drucker's propositions on leveraging the power of demographic trends through human resource management practices.

This historical analysis of Drucker's vast body of research provides substantial insight into his practical arguments for understanding and valuing diversity in organizations. To the best of one's knowledge, organizational researchers and management historians have not extensively evaluated Drucker's contributions to the workplace diversity literature.

Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their historical and civic understanding through exposure to artifacts and narratives unavailable in classrooms. Yet, research suggests teachers are insufficiently prepared to integrate museum visits into classroom curriculum effectively. In this project, the instructors of the two secondary social studies methods course sections organized a visit to a natural history museum. The instructors modeled pre- and post-visit lesson activities during class and provided a guide for pre-service teachers to complete during their museum visit. While pre-service teachers reported they better understood the importance of connecting museum visits to classroom curriculum, they also raised questions about how methods course faculty might introduce pre-service teachers to museum visits. This article discusses what was learned during the project, as well as approaches social studies methods course instructors might reflect upon when considering museum visits as a component of social studies teacher education.