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In total, 14 credit unions have acquired 16 banks and savings institutions since 2012; 7 additional acquisitions are in progress and are expected to close before year-end 2019. The analysis of the population of these acquisitions spans the paths of annual differences in CAMEL ratios. Most acquirers have a somewhat revised capital structure and are often benefiting from economies of scope, as well as economies of scale. Since their acquisitions, the acquiring credit unions have become less risky, measured by simulated CAMEL ratios, and they are lending a larger share of their deposits. There is no apparent financial reason to discourage credit unions from acquiring additional banks and savings institutions. The National Credit Union Administration does not need to be particularly hesitant to allow credit unions to acquire banks and thrifts.

Financial analysis is done via simulated CAMEL ratios.

After acquiring banks, credit unions are less risky and lend a greater share of their deposits.

The study analyzes the population of the credit unions that have acquired banks since 2012, but the population consists of 14 banks acquiring 16 credit unions.

Credit unions should not be prohibited from further acquisitions of banks and thrifts.

Credit union members are better served after a credit union acquires a bank.

No previous study has explored the effects of credit unions acquiring banks and thrifts, which began in 2012.

In the present chapter, we present the case study of the only woman film director who has ever won an Academy Award for Best Director, Kathryn Bigelow. We analyzed 43 written interviews of Kathryn Bigelow that have appeared in the popular press in the period 1988–2013 and outlined eight main themes emerging regarding her exercise of leadership in the cinematic context. We utilize three theoretical frameworks: (a) paradoxical leadership theory (Lewis, Andriopoulos, & Smith, 2014; Smith & Lewis, 2012); (b) ambidextrous leadership theory (Rosing, Frese, & Bausch, 2011), and (c) role congruity theory (Eagley & Karau, 2002) and show how Bigelow, as a woman artist/leader working in a complex organizational system that emphasizes radical innovation, exercised paradoxical and ambidextrous leadership and challenged existing conventions about genre, gender, and leadership. The case study implications for teaching and practice are discussed.

The US General Services Administration (GSA) sought to identify innovative and best practices in real property management at the state level, with the intent that sharing these practices may lead to creative new approaches throughout all levels of government. The resulting study focused on four aspects of real property management and identified the following states as exemplars: (1) Acquisition and construction (Maryland, Minnesota, Utah) (2) Operations and maintenance (Michigan, Missouri, Utah) (3) Web‐enabled software (Texas, Washington) (4) Public‐private partnerships (Arizona, Washington) Many of these best practices have resulted in streamlined operations, cost savings, and innovative solutions to complex problems. They offer new ideas for real property management. In order to perform the study, GSA contracted with George Washington (GW) University. The GSA study team included the following members: Marjorie Lomax, Director of the Evaluation and Outreach Division, Andrea Wohlfeld Kuhn, Project Team Leader, and team members Dennis Goldstein, Sheldon Greenberg,Robert Harding, Jonathan Herz and Rebekah Pearson. The GW team was under the direction of Dr Kathryn Newcomer, PhD, Principal Investigator, with Robin Kane and Howard Smith as Research Associates. The following paper is an excerpt of the study. The entire document can be downloaded at http://www.gsa.gov/statesrpbp

Policy‐makers are looking to after‐school programmes to improve family and child wellbeing and are searching for evidence‐based ways to improve the quality of after‐school programmes. This study examines whether the Good Behaviour Game, a behaviour management curriculum designed for school classrooms, can be easily migrated to academically focused after‐school programmes. Our results are based on programme observations, qualitative interviews and ratings of implementation fidelity. We describe the structure and activities in these after‐school programmes and then identify challenges to implementing and evaluating classroom‐based interventions in the after‐school setting.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

This chapter makes a case for Adam Smith’s description of the market as a moral exemplar. More specifically, it argues that the behavior of the individual agents who inhabit Smith’s market is indeed morally exemplary.

The basis for this argument is that economic self-interest drives market participants to look beyond any inherent prejudice or tendency to discriminate on the basis of preconceived opinions or beliefs. Some historical context is provided that illustrates conservative opposition to this perspective from unlikely sources.

A simple moral framework is created to provide one possible representation of Smith’s interpretation of the market. In this framework self-interest is characterized as a “trump” that overcomes potential prejudices. It is further argued that this framework can be considered a moral exemplar, and that it is also important in facilitating exchange between participants.

The central argument is tested when the self-interest criterion is exposed to competition from the alternative moral value of altruism. The moral framework presented, and the principle of economic self-interest in particular, is resilient against this moral challenge.

The social implications of this argument relate directly to our normative understanding of how individuals should behave in a market context. The chapter establishes a link between this moral framework and the functioning of the market.

The chapter is original in its attempt to defend the underlying morality of Smith’s market without recourse to his other works, such as the Theory of Moral Sentiments. It also links an understanding of market egalitarianism with a broader moral framework of market activity. Furthermore, it offers a clarification of why economic self-interest, and not altruism, is the appropriate motivation for market activity.

To determine how the correlational structure of emotion differs for individuals age 60 and above, compared to those under age 60, and to discuss the profound implications these differences may have for the experience and management of emotion.

Structural equation modeling and shortest path analysis of emotion items from the General Social Survey (GSS)’s (1996) emotions module.

Some positive and negative emotion pairs are more distant for individuals over age 60, while others are in fact closer. This variability leads to differences in available shortest paths between emotions, especially when emotional transitions require segueing through intermediary feelings. The segueing emotions most readily available to those over 60 are limited to the poles of affective meaning, whereas those used by ones under age 60 are more variable. The majority of negative emotions are more tightly correlated, whereas the majority of positive emotions are less so, among those over age 60.

Although the measures are limited to 18 of the 19 emotions recorded by the GSS, and are based on self-report data regarding feelings felt over a period of seven days, these results suggest that attempts at intrapersonal and interpersonal emotion management may differ depending up the age of the actor/object.

Addresses the need for more nuanced analyses of emotional experience that goes moves beyond simple frequencies. Also suggests potential bridges between sociological and psychological approaches to the study of emotion.

This study examines one social studies teacher’s experience developing and implementing an Experiential Education-based (EE) curriculum and her reflection on the experience of putting theory and research into practice. Using a qualitative case study research strategy, we focused on the single case of the teacher’s experience. We identified four categories related to the implementation of EE elements into her classes: (a) teacher’s values, (b) students’ values, (c) teacher directedness versus student directedness, and (d) accountability. We used the teacher’s values as the central category for our discussion to explore how these values conflicted and coordinated with manifestations of the other categories. Through this study, we learned more about the importance of teachers as researchers and the value of university and school collaboration. However, the critical result was the disconnect between what is valued by the teacher and what is assessed and the need for a continued examination of this issue.