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The purpose of this research was to explore the growth of Home Equity Conversion Mortgage (HECM) fraud and the role of housing counselors in its identification and prevention. HECMs are the Federal Housing Administration endorsed version of a reverse mortgage and represent the majority of reverse mortgages on the market.

To investigate HECM counselor’s training, and their ability to detect fraudulent activity, a survey was constructed and distributed nationwide using HUD’s publicly available roster of qualified agencies and counselors. The survey consisted of three main sections agency and respondent information including HECM certification process, typical interactions with clients, and mortgage fraud and HECM fraud.

Responses indicate that HECM counselors have limited awareness of and training in identifying fraudulent activities.

The case is made that additional training is needed to raise awareness among counselors so that they might better serve their clients. Given the sizable population that may legitimately need HECMs, it is important to improve awareness and provide training to detect fraudulent schemes and prevent this type of deception from occurring.

Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’ pre-academic skills. The factors examined included (a) family characteristics, behaviors, and beliefs; (b) nonparental care literacy activities; and (c) child health, aggression, and approaches to learning (e.g., curiosity, independence, and persistence). High achieving boys are contrasted with other boys, along the following dimensions: familial, early childhood program, child characteristics and practices and their pre-academic skills, and whether the association was moderated by achievement status. Regression analyses indicated that some aspects of family, preschool, and child characteristics were associated with African American boys’ early outcomes, especially parental caretaking (e.g., bathing and brushing teeth) and approaches to learning (e.g., persistence and attention). Recommendations for educational practices and policies were offered.

Martin’s Big Words: The Life of Dr Martin Luther King, Jr is a timeless book well-known among K-6 teachers, students, librarians and book-lovers throughout the USA. This multi-award winning picture book provides readers with insight into Dr Martin Luther King Jr’s life and the oppression and progress of African Americans before and during an era known as the modern US Civil Rights Movement (CRM). The biography outlines the period’s equity issues, and serves as a springboard for this upper elementary lesson. While Dr King played an iconic role, there were many other individuals involved in the CRM, most of whom students do not know. The purpose of this paper is to offer varying perspectives related to lesser known CRM leaders, protesters, advocates, perpetrators and bystanders.

Technology is incorporated through online research, videos and productions; thus, students actively engage in making connections to various individuals’ points of view, those both supportive and oppositional. Students conduct research while responding to higher-order, critical-thinking questions regarding groups and forces of the CRM. Then, they expand knowledge through jigsaw research activities by collecting information, responding to inquiry questions and presenting relevant evidence-based information about CRM contributors, perpetrators and bystanders.

This is a National Council for the Social Studies (NCSS) Notable Tradebook Lesson Plan.

This is a NCSS Notable Tradebook Lesson Plan.

In this chapter we discuss the implications social media have for the self-representation and identity formulation of professionals within organizations. Under the assumption that new, technology-mediated networking possibilities call for a reformulation of the boundaries between the professional and the private, we propose several avenues of investigation. The concept of “online personae” is also introduced in order to describe how managers may strive for equilibrium while balancing on and offline identities with impression management efforts.

Proceeding conceptually, we review the existing literature and practice of managerial social media use and delineate the challenges, or “tensions” professionals have to mitigate while expressing themselves online. This allows for a full exploration of digital interaction as a quest for equilibrium, between one’s professional and personal self-expression, but also between the management of one’s impression, and the emotional attachment to a social media profile.

We argue that social media may challenge current conceptions of managerial identity and work practices to a degree. Social media may demand different forms of representation both to inside and outside audiences, which can lead to the mediatization of both the professional and the organization, and call for a more conscious formulation of identity and management of impressions. We argue in particular that, within this context, online personae may serve as entities (through single or multiple accounts) delineating boundaries between the various roles managers are asked to perform within their professional and personal lives.

Managerial awareness toward a tool such as online personae may help in critically reflecting the embeddedness of managerial practice within social networks. A critical management of personae can also help in formulating identity-based strategies for gaining access and improving the quality of connections and interactions. Ultimately, as social media become a tool for workplace collaboration, the strategic thinking behind online personae might take a progressively larger importance for the success of individuals, and for organizations at large.

The chapter introduces a managerial point-of-view to the field of digital identities, widely analyzed on samples of adolescents and young adults. This allows to investigate matters proper of a professional life, such as the management of work/life boundaries, which become increasingly blurry in the online world. The chapter also introduces the concept of “online personae,” which aims at describing with more specificities the message and audience consequences behind the choice of one single social media profile, or several coexisting ones.

This chapter examines immigrant adolescents’ personal vulnerabilities and strengths that combine in complex ways with environmental adversities and affordances to determine their post-immigration developmental pathways. The challenges associated with immigrant adolescents’ transition to a U.S. school are examined within the framework of risk-protective additive, challenge and susceptibility, and the risk-protective interactive models. This transition is much more than a change of schools. It involves several transitions: (a) the cultural, relational, and physical context the adolescent leaves behind; (b) the circumstances of exit from the home country and of entry into the host country including voluntary and involuntary immigration; (c) the reception accorded to the immigrant adolescent’s family upon immigration; (d) the first place of settlement after immigration; and (e) entry into a new school with a new set of peers, teachers, behavioral norms, and school rules and expectations. The chapter addresses the various forms of immigrant adolescents’ acculturation upon relocation to the United States. These include the role of immigrant group’s social distance from mainstream society, downward assimilation, and selective acculturation. Special emphasis is placed on the relationship between immigrant adolescents’ identity negotiations, their need to belong in the new context, and the acculturation patterns they manifest. While acknowledging the importance of family resources pre- and post-immigration and the role of community resources in the United States that may ease this transition, the crucial role of schools in creating respectful, culturally responsive spaces that foster inclusion, engagement, and learning for immigrant adolescents’ successful adjustment in the new context is highlighted.

Building on the contributions of chaos and complexity theories, this paper aims to conceptualize how the leadership of Mahatma Gandhi, Martin Luther King and Nelson Mandela were able to transform chaos (randomness) into order (integration). More specifically, it aims to identify the qualities by which such leadership worked in the context of conflict and cultural confrontations, which is, leading at the edge of chaos.

This research follows a qualitative approach in data collection and analysis; it narrates and analyses biographic data as well as literature about these three prominent leaders. Common qualities of these leaders are explored in-depth, discussed and linked.

Success in leading at the edge of chaos was attributed to the following leadership qualities: vision, non-violence and tolerance. This paper conceptualizes Gandhi, King and Mandela's embodiment of these qualities in transforming difference and disagreement to unity and how they inspired and developed their societies at home and all over the world. This paper concludes with the following results: Dr King, Gandhi and Mandela were visionary leaders; the three leaders had a vision about the future of freedom, equality and peace. More importantly, they were able to hearts and minds, and convey their visions to followers and to society at large. They struggled to achieve their goals non-violently, but knew that violence could destroy society due to unbalanced power structures. In the fight for their people's emancipation/freedom, they avoided ethnic, racial and religious discrimination. The three leaders were politically, culturally and socially tolerant.

By identifying their leadership qualities and analyzing their leadership mechanisms, this paper stresses the necessity of the emergence and preservation of leadership as exhibited by King, Gandhi, Mandela and many other influential leaders. Leaders, committed to enrichment and sustainability of cultural diversity and nurturing of tolerance, can play a role in unifying nations. Practically put, today’s leaders need to rethink their strategies, by taking into consideration what Gandhi, King and Mandela have contributed to leadership in dealing with cultural diversity and conflict. Furthermore, leaders must extend the applicability of such leadership to include the ending of violence in every facet of people's lives, and work publicly to overcome the challenges encountering human kind such as nuclear weapons, war, poverty, racism, global warming, drugs, religious bigotry and violence of any kind. That is, today's leaders need to lead at the edge of chaos due to the ongoing conflicts around the globe.

This paper uniquely conceptualizes leadership qualities by analyzing and comparing literature and biographical data of the above-mentioned leaders. The study also contributes to the existing literature on leadership using an interdisciplinary approach by proving the mechanisms by which leadership transforms chaos into order within the context of cultural diversity and confrontation, where studies are rare. This research contributes to the theory of leaderships at three levels. First, it offers an interdisciplinary theory on leadership qualities by linking these qualities with chaos and complexity theories. Second, unlike the majority of literature which views leadership from a business or public leadership perspective, this research provides a new perspective of leadership for cultural diversity. Third, it highlights the role models of three exemplary leaders for each of whom previous literature is lacking.

This paper aims to conceptualise the interplay of strategic design and market-shaping capabilities.

Drawing on the emergent scholarly discourses related to strategic design and dynamic markets, this paper merges a contemporary view of markets and market-shaping capabilities with a conceptual exploration of strategic design.

This paper proposes that the strategic design process can shape markets through orchestrating and leveraging market-shaping capabilities. Specifically, it highlights how these capabilities trigger and facilitate purposeful intent; situated and systemic understanding; and collective collaboration.

Furthering the notion of strategic design, this paper contributes to clarifying how to interpret and use design as a strategic practice in business management.

This paper identifies strategic design as an innovative approach for creating future value-creating systems or markets, and as such, it develops a process framework for market-shaping capabilities, addressing the “how” of market shaping.