Search results

To discuss issues that real estate fund sponsors may encounter due to investor liquidity constraints amidst the COVID-19 pandemic (such as investors seeking redemptions or transfers) and to provide guidance on potential ways that fund sponsors can prepare for, and respond to, such inquiries while at the same time addressing their fund’s liquidity needs (such as by utilizing subscription-secured credit facilities).

The article identifies the types of requests that investors may make to address their internal liquidity constraints, discusses contractual, legal, regulatory and business issues that fund sponsors should consider in responding to such requests and provides some alternatives for fund sponsors to consider allowing them to be responsive to investor liquidity concerns while also addressing fund capital needs.

The article finds that there are specific actions which fund sponsors should take in anticipating, and responding to, investor liquidity requests, such as reviewing partnership documents and credit facility documents and considering consequences in respect of ERISA, tax and compliance with applicable securities laws. The article also finds that specific affirmative actions by fund sponsors, such as increased borrowings under credit facilities, making distributions that are recallable and favoring transfers over withdrawals or redemptions may assist fund sponsors in preserving capital while addressing investor liquidity requests.

Fund sponsors should carefully review their fund documentation and determine their options and requirements as they pertain to potential liquidity requests. Fund sponsors should be careful to avoid foot-faults under their fund documents and credit facility agreements.

Practical guidance from experienced fund formation, securities law, tax, ERISA and finance lawyers.

This article seeks to report on a research inquiry that explored the educational praxis of ethical school leaders in Chile. Behaving ethically is an imperative for school leaders. Being an ethical educational leader is something different. It is not only about behaving according to standards, but also rather involves an ethical way of being that engages the leader holistically in their attempt to do the right thing for students.

A multiple case study design was employed to gain insight into the feelings, beliefs and thoughts of ethical school leaders in Chile regarding their educational experiences. To this end, semi‐structured interviews were conducted with eight identified ethical school leaders. The data focused on the commonalities and uniqueness within and across participants.

Six main themes that reflect the experience of being ethical as a school leader in Chile were identified and included: holding personal and professional ethics as inseparable; “consistently” inspiring practice; valuing others; sustaining a humane view of education; being sensitive to the complex local context; and leading as serving.

Ethical leaders in education have been shown to influence educational contexts from a moral imperative that is grounded in a critical and humanistic concern that deeply affirms “others” as a common good. Becoming and being an ethical leader is indeed an experiential journey that integrates the leader's personal and professional way of being. The findings provide key elements of ethical leadership within a Chilean school context that can influence current and future school leaders' practices and professional development.

The purpose of this paper is to focuses on the use of Appreciative Inquiry (AI) to acquire and analyse student's life-centric experiences in an undergraduate early childhood course entitled, “Philosophy in Action”. The course has as a foundational belief that a teacher's sense of identity is central to effective teaching. As such, this research sought to capture the essence of the connection between students’ beliefs about early childhood teaching and the real world of practice.

Using an AI approach peak performances were analysed for causes of success and emergent themes, after which provocative propositions and an action plan were co-constructed.

The findings of this research evoke discourse around the influence of the student-teacher relationship as a means of enhancing life centric learning experiences in educational programmes.

The authors wondered whether an AI approach to a course evaluation might open themes that show a taken-for-granted depth of the learning experiences. The authors were not disappointed.

This article aims to discuss the conceptualisation process of developing a new one‐year taught‐master's programme in educational leadership at an Aotearoa/New Zealand university.

The perspective taken is a highly personalised one from the two lead “drivers” of the programme and outlines the two‐year process of development of the programme from conception through to the first papers delivered in semester one 2008. The article describes the process, the concerns, the underlying philosophy, content and intended delivery pattern within the Master of Educational Leadership (MEdL) programme. As the programme designers, the authors wanted something discernibly different in orientation from the postgraduate programmes offered by other tertiary providers in Aotearoa/New Zealand. The content had to be both educationally and culturally relevant and reflect the nation's bi‐cultural heritage, yet growing multi‐ethnic population base.

The proposed programme was somewhat controversial and had a rather difficult journey through the New Zealand Vice Chancellors' Committee (NZVCC) that deals with the accreditation process. The philosophy of the programme centred on leadership rather than a management focus. Moreover, the philosophy was premised on both theory and practice as praxis and drew on both developmental and experiential models for leadership development.

This article leads a critical discourse amongst tertiary educators in educational leadership programmes towards a greater exploration and articulation of the critical, humanistic, and phenomenological nature of the programmes it offers.

The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time.

The paper uses a case study research design similar to the 2005 report.

The old findings revealed a principal who had used direction setting, developing people and redesigning the organization, as well as the enabling principles of accountability, caring and learning to turn around a failing, high poverty urban school. The new findings revealed that, while the same core practices and enabling principles were still in place, a significant change in governance structure had been required to sustain the school's success. Specifically, the school converted from a traditional public school to a charter school in order to protect investments made in teacher professional development. The resulting initiatives, introduced to stem teacher turnover, led to the emergence of greater teacher leadership and professional self‐renewal processes that sustained the school's success.

The paper adds to the literature on sustaining school success and the utility of governance change.

The prevalence of online hate material is a public concern, but few studies have analyzed the extent to which young people are exposed to such material. This study investigated the extent of exposure to and victimization by online hate material among young social media users.

The study analyzed data collected from a sample of Finnish Facebook users (n = 723) between the ages of 15 and 18. Analytic strategies were based on descriptive statistics and logistic regression models.

A majority (67%) of respondents had been exposed to hate material online, with 21% having also fallen victim to such material. The online hate material primarily focused on sexual orientation, physical appearance, and ethnicity and was most widespread on Facebook and YouTube. Exposure to hate material was associated with high online activity, poor attachment to family, and physical offline victimization. Victims of the hate material engaged in high levels of online activity. Their attachment to family was weaker, and they were more likely to be unhappy. Online victimization was also associated with the physical offline victimization.

While the online world has opened up countless opportunities to expand our experiences and social networks, it has also created new risks and threats. Psychosocial problems that young people confront offline overlap with their negative online experiences. When considering the risks of Internet usage, attention should be paid to the problems young people may encounter offline.

This study expands our knowledge about exposure to online hate material among users of the most popular social networking sites. It is the first study to take an in-depth look at the hate materials young people encounter online in terms of the sites where the material was located, how users found the site, the target of the hate material, and how disturbing users considered the material to be.

The purpose of this paper is to examine the effects of leadership on student achievement and sustained school success, especially in challenging, high‐poverty schools.

The paper combines a review of the leadership literature with findings drawn from longitudinal studies of the International Successful School Principalship Project (ISSPP).

Direction setting, developing people and redesigning the organization were practices common to successful principals in all contexts, including those in challenging, high‐poverty schools. How these practices manifested varied in relation to national context and tradition. Distributed teacher leadership and professional self‐renewal emerged as processes central to sustaining success, and, in at least one US case, a change in organizational governance was necessary to allow these processes to continue over time.

The paper adds to the literature on leadership effects on student achievement and sustaining school success, especially in challenging high‐poverty schools.

Social media influencers (SMIs) are becoming a powerful force within the marketing and branding landscape, with several leading brands opting to use SMI endorsements for their products and brands. Extant SMI literature has primarily focused on the influence mechanism exerted by SMIs on their followers. Less is known about how followers view their favorite SMIs. This study aims to explore the SMI–follower relationship from the follower’s perspective and examine the underlying attachment mechanism.

First, a qualitative study was conducted to explore the attributes that individuals consider following an SMI and ensure that it is consistent with the literature review. This was followed by a survey-based quantitative study where a structural equation modeling technique was used to test the hypotheses using 508 SMI followers.

Followers find the SMI as a source to fulfill their intrinsic needs, that is, need to escape or self- improvement. The findings of this study suggest that followers attribute glamor, fun and connectedness to the SMIs driven by their need for self-improvement and fun with their need to escape. Finally, these attributions influence the overall perceived image of the SMI in followers' minds.

This study uses qualitative and quantitative approaches to picture SMIs as human brands from a follower's need fulfillment perspective.

This chapter aims to review evidence of the relationships between dog ownership, dog walking and overall walking and the factors associated with dog walking. It reviews the evidence using a social ecological framework. The chapter finds that dog ownership and dog walking are associated with higher levels of walking. A number of social ecological factors are associated with dog walking. Motivation and social support provided by the dog to walk and a sense of responsibility to walk the dog are associated with higher levels of dog walking. Positive social pressure from family, friends, dog owners and veterinarians is also associated with higher levels of dog walking. Built and policy environmental characteristics influence dog walking, including dog-specific factors such as access to local attractive public open space with dog-supportive features (off-leash, dog waste bags, trash cans, signage), pet-friendly destinations (cafes, transit, workplaces, accommodation) and local laws that support dog walking. Large-scale intervention studies are required to determine the effect of increased dog walking on overall walking levels. Experimental study designs, such as natural and quasi-experiments, are needed to provide stronger evidence for causal associations between the built and policy environments and dog walking. Given the potential of dog walking to increase population-levels of walking, urban, park and recreational planners need to design neighbourhood environments that are supportive of dog walking and other physical activity. Advocacy for dog walking policy-relevant initiatives are needed to support dog walking friendly environments. Health promotion practitioners should make dog walking a key strategy in social marketing campaigns.