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In June 2016, the first cases of Zika were reported in the USA in the Wynwood neighborhood of Miami, Florida. The purpose of this paper is to present the results of a survey of Wynwood businesses about their perceptions of their financial well-being and the government and media’s responses to the Zika outbreak.

A survey instrument was developed, and 44 owners/managers of Wynwood businesses were interviewed by telephone or in-person during the period when the outbreak was being managed.

Businesses reported downturns in revenues, profits, and customer traffic following the Zika outbreak. Believing that the downturn would be temporary, few businesses laid off workers or reduced prices. All businesses reported dissatisfaction with the government’s response to the outbreak.

This is the first study to document the impact of Zika on businesses located in outbreak areas. The findings highlight the business impact of Zika outbreaks and suggest a need for improved communication and response from state and local governments to business concerns when future outbreaks occur.

The purpose of this paper is to examine personal and social network characteristics that predict staff ratings of therapeutic community (TC) resident role model status.

In all, 49 incarcerated female residents tracked interactions with peers, including verbal affirmations and corrections, during a 12-hour period. Two weeks later, staff members were surveyed about their view of participants as role models. Poisson regression was used to analyze resident interactions and demographics as predictors of role model status.

The number of corrections given to peers was positively related to staff ratings of role model status (B=0.234, SE=0.088, p=0.008). The number of affirmations given was negatively related to staff ratings (B=−0.112, SE=0.051, p=0.028). Resident phase was positively related to staff ratings (B=0.256, SE=0.102, p=0.012). These values did not significantly change when controlling for affirmations and corrections received from peers, non-programmatic interactions between residents, or resident demographics.

These results imply that TC staff judge role model status by resident actions in the community rather than demographics or peer reactions. External validity is limited by the single site, case study design, and the fact that only female TC residents were sampled.

This study is the first to track resident peer interactions over the course of a day and to link those interactions to role model status.

Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research.

The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources.

As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative.

Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.

Drawing on social exchange theory, social capital theory, and perspectives of political influence in organizations, this study develops and tests a model in which managerial political skill is associated with internal, supplier and customer supply chain integration through two mediating mechanisms: facilitating a supply chain orientation and mitigating self-serving politics.

Data were collected from three independent samples, one for each achieved state of integration (i.e. internal, customer and supplier) (n_internal = 225; n_customer = 225; n_supplier = 225; N = 675). Hypotheses were tested with structural equation modeling and indirect effects analysis. The potential impact of unmeasured endogenous factors was mitigated through appropriate survey design, statistical control, marker variable analysis and instrument variable usage.

Managerial political skill exhibited a positive, direct relationship with achieved internal and supplier integration. Supply chain orientation partially mediated the relationship for achieving integration with both customers and suppliers. Self-serving organizational politics was not associated with achieving internal, customer or supplier integration.

By demonstrating the importance of political influence in achieving supply chain integration, the findings support the role of managerial social capital in the underlying social exchange processes that drive integration.

Despite the fundamental role of informal, social dynamics in supply chain integration, past research has largely focused on either the technical prowess of middle managers or the political skill of executives in supporting integration. The present study explicates the critical role of middle management political skill in actually achieving supply chain integration.

This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

Through a 10-month ethnographic study of one afterschool program that teaches teens how to make documentaries, I demonstrate that the confluence of blurred organizational goals; weak relational trust among staff; and funding pressures may have the unintended consequence of exploiting students for their work products and life stories.

The study finds that, while not all organizations function with student work at its center, many afterschool organizations are under increasing pressures to document student gains through tangible measures.

Implications from these findings reveal the need for developing strong relationships among staff members as well as establishing transparency in funding afterschool programs from within the organization and from foundations in order to provide quality programming for young people.

This study informs organizational theory, specifically in terms of measures of variation in relational trust within an organization and its influence on young people. This chapter includes student accounts of experiences with staff to enhance the significance of relational trust.

Purpose – This chapter focuses on how teacher candidates engage in a process of body mapping to narratively inquire into how their daily informal and formal music experiences inform elementary music teaching practices.

Methodology and findings – In a primary/junior music education course at Brock University, teacher candidates utilize a course assignment to create a visual narrative (body map), along with oral and written narratives that outline their music experiences. Through this narrative inquiry, teacher candidates become aware of how their personal lived experiences influence their perceptions about elementary music teaching. This chapter offers conceptualizations of five threads that emerged from the narratives: process of body mapping and musical experience, music everywhere, school influences, family, and fear.

Value – This inquiry deepens understandings of curriculum making possibilities in elementary music teacher education as teacher candidates begin to form their music teacher identity based on their lived experiences. Such visual, oral, and written narratives contribute to increased narrative understandings by demonstrating the power teacher candidates' personal music experiences have in shaping teacher identity and, in turn, teaching practice.