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In the field of behavioral disabilities, systematic direct observation (SDO) has been an integral tool for describing and explaining relationships between student and teacher behavior in authentic classroom settings. However, this method of measurement can be resource-intensive and presents a series of complex decisions for investigators. The purpose of this chapter is to review a series of critical decisions investigators must make when developing SDO protocols to address their research questions. After describing each decision point and its relevance to the measurement system, we identify trends and special considerations in the field of behavioral disabilities with respect to each decision. We organize content according to deciding what to measure, deciding how to measure it, and critical steps to prevent system breakdowns. Finally, we identify avenues for research to further the impact of SDO in the field of behavioral disabilities.

This chapter outlines the efforts of two tenure-earning faculty members in distinctly different disciplines. Those navigating through a Historically Black College and University (HBCU) context face a unique set of challenges relative to institutional infrastructure that lends support for teaching, student development, research implementation, and scholastic activities. To address these shortfalls, the authors took action by implementing a novel and collaborative course redesign. While these efforts aimed to enrich existing course instruction, develop undergraduate students' research and teaching pedagogy, and provide culturally relevant teaching services to a partnering primary education institution, early incidents that emerged from the redesign revealed the utility of affording students such as innovative research experience (RE). The authors developed the novel assignment in accordance with Florida A&M University's Quality Enhancement Program, #WriteOnFAMU, which seeks to create a culture in which students become actively engaged in their learning through writing proficiency. Writing Across the Curriculum (WAC) supports high-impact practices, undergirded by multiple opportunities for students to participate in cocurricular writing opportunities.

Moreover, the cross-curricular integrative writing approach implemented by the instructors of these courses (the authors) provided students enrolled in the Colleges of Education and the College of Social Sciences, Arts, & Humanities a unique opportunity to become actively engaged in a multidisciplinary approach to learning. The assignment not only enhanced students' writing proficiency but also broadened their exposure to content area knowledge, afforded students an opportunity to synthesis materials across disciplines, and allowed for critical analysis relative to an action-based, translational RE. The collaborative research assignment entailed two major objectives: the developed project was to (1) improve elementary education preservice students' lesson plan writing and implementation proficiency and (2) develop emerging psychology students' ability to produce and implement an action-based research project within the realm of Social Psychology. Students enrolled in RED3013 (Teaching Reading and Diagnosing its Growth) and SOP3003 (Social Psychology) worked collaboratively to complete the course requirements. Throughout the chapter, the authors describe how this teaching approach aided in faculty and student development. The narrative elaborates on tenure-earning elements of teaching and service via peer collaboration. Additionally, the authors highlight the scanty resources that create pitfalls for affording students opportunities to develop as researchers.

As a sustainability initiative with the backing of civil society, business, or government interests, urban agriculture can drive green gentrification even when advocates of these initiatives have good intentions and are aware of their exclusionary potential for urban farmers and residents. I investigate this more general pattern with the case of how urban agriculture became used for green gentrification in Denver, Colorado. This is a city with many urban farmers that gained access to land after the Great Recession but faced the contradiction of being a force for displacement and at risk of displacement as the city adopted new sustainability and food system goals, the housing market recovered, and green gentrification spread. I argue that to understand this outcome, it is necessary to explain how political economy and cultural forces create neighborhood disinvestment and economic marginalization and compel the entrance of urban agriculture initiatives due to their low-profit mode of production and potential economic, environmental, and social benefits. Central to how urban agriculture initiatives contribute to green gentrification is the process of revalorization, which is how green growth machines repurpose such initiatives by drawing on their cultural cachet to exploit rent gaps. I conclude with a set of hypotheses to help other scholars test the conditions under which urban agriculture is more or less likely to contribute to green gentrification. Doing so may help nuance convictions about the benefits of urban agriculture within the context of entrenched inequalities in rapidly changing cities.

We investigate whether giving workers autonomy through delegation of contract choice intrinsically motivates effort. In a novel laboratory experiment that controls for contract preferences and outcomes, principals can either choose the contract under which agents work on a real-effort task, or delegate the contract choice to the agents. We evaluate whether agents exert higher effort when they are allowed to choose the contract versus when the contract is imposed on them. We find no difference between the two conditions, even after controlling for baseline ability and for locus of control. Because our design excludes the possibility that preferences play a role, and because workers engaged in a real-effort task, this result casts doubt on an intrinsic link between the autonomy granted through delegation and the motivation of employees in the workplace. Our results do not deny, however, the possible instrumental benefits of autonomy (which did not play a role in our design) and their potentially powerful impact on motivation.

The concept of entrepreneurial orientation (EO) attracts considerable attention in the organizational literature. Focusing on issues related to measurement of EO and using a three-pronged framework to organize the growing diversity of EO measures, the authors conduct a systematic literature review on how EO is captured and assessed in the empirical literature. Specifically, the authors classify 551 empirical works according to the approach to measurement (i.e., managerial perceptions, content analysis, and resource allocations) which allows the authors to document and critically analyze prevalent measurement practices within the literature. Based on the synthesis, the authors identify key measurement-related tensions that may inhibit cumulative knowledge development in the area of EO, such as ad hoc modification of seminal scales and lack of theoretical clarity with respect to measurement. Additionally, the authors find that research into the antecedents of EO as well as causality and temporality of the phenomenon is underdeveloped, which the authors attribute to scarce use of mixed methods. The authors conclude chapter by discussing the challenges involved in measuring EO and offering possible recommendations for future inquiry.

Ridley Scott’s 1982 cinematic production of Blade Runner, based loosely on a 1968 story by Philip Dick (Do Androids Dream of Electric Sheep?), is read within a general context of critical theory, the purpose being twofold: first, to highlight the film’s fit with, and within, several issues that have been important to critical theory and, second, to explore some questions, criticisms, and extensions of those issues – the dialectic of identity/difference most crucially – by speculations within and on the film’s text. The exploration is similar in approach to studies of specific films within the context of issues of social, cultural, and political theory conducted by the late Stanley Cavell. Interrogations of dimensions of scenarios and sequences of plotline, conceptual pursuit of some implications, and assessments of the realism at work in cinematic format are combined with mainly descriptive evaluations of character portrayals and dynamics as these relate to specified thematics of the identity/difference dialectic. The film puts in relief evolving meanings of prosthetics – which is to say changes in the practical as well as conceptual-semantic boundaries of “human being”: what counts as “same” versus “other”? “domestic” versus “foreign”? “integrity” versus “dissolution”? “safety” versus “danger”? And how do those polarities, understood within a unity-of-opposites dialectic, change, as human beings are confronted more and more stressfully by their own reproductions of “environment” – that is, the perspectival device of “what is ‘text’ and what is context’?” – and variations of that device by direct and indirect effects of human actions, as those actions have unfolded within recursive sequences of prior versions of perspectival device, a device repeatedly engaged, albeit primarily and mainly implicitly, as a “prosthetic that could not be a prosthetic.”

Marriage is often compared to a “contract.” This analogy purports to proceed from a settled concept called “contract,” under which legitimate obligations derive from consent. The analogy creates confusion when applied in the legal context. In law, “contract” refers to a broad category of legal obligation. Many legal theorists believe “contractual” enforceability should be based solely on consent. But as a matter of positive legal doctrine, consent is neither necessary nor sufficient to establish enforceability. A contract's enforceability also depends on its relationship to public welfare.

Thus the “contract” analogy does not constitute a legal justification for an approach to marriage based solely on the consent of the parties. It merely expresses a normative preference for a consent-based approach. The chapter illustrates this point using examples of current marriage-related issues, such as covenant marriage, prenuptial agreements, and same-sex marriage.

Racialized class formation is a process in which both racial formation and class formation shape the experiences of African Americans in the stratification system. This occurs for blacks in differing social classes. However, this chapter focuses on African Americans in the professional middle class. The professional middle class as a whole has grown substantially under postindustrialism. Racialized class formation has been greatly shaped by the nature of state policy regarding citizenship rights and has varied in the transition from the pre-civil rights era to the post-civil rights era. This chapter utilizes historical, interview, and secondary data to analyze experiences of the “first generation” of black professionals to integrate employment in mainstream institutions after the Civil Rights Act of 1964. The focus is on the processes of recruitment, hiring, and promotion, as well as relations with clientele among those black professionals and how their middle class employment experiences are racialized.