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Providing insights into the need to go beyond superficial equity efforts in classrooms, the authors present a standardized test analogy to make the concept of oppression accessible and relevant for educators. Three levels of oppression (individual, institutional and cultural/societal) are described along with a brief overview of Paulo Freire’s four dimensions of oppression. Drawing parallels from a children’s book, Testing Miss Malarkey (Finchler, 2014), strategies for recognizing and interrupting oppression are offered. The authors recommend resources that teachers can use to help children and themselves take reflective actions (praxis) to interrupt systemic types of oppressions in their classrooms and personal spaces.

This paper is grounded in the belief that to teach in socially just and equitable ways, educators benefit from a fundamental understanding of how systems of oppression work in classrooms and in society. The paper provides both a theoretical and practical approach to help guide educators’ efforts in such a way as to address systemic issues of racism, classism, sexism, heterosexism and other “isms” (systems of oppression).

This paper does not present findings such as those found in an empirical study. However, it does provide an overview of Freire’s levels of oppression along with instructional guidelines to assist teachers in helping provide children with tools to understand oppression and to take reflective actions (praxis) to make a dent in systemic types of oppressions in their classrooms and worldwide.

There are many other decolonizing frameworks that are available. This translational study focuses on one of them (Freire’) and what it means for teachers.

Believing that the school years are foundational for providing children with the tools that they need to be able to identify and address the ongoing acts of oppression, this paper seeks to make the topic accessible to educators with the hope that they can make a lasting and positive difference in children’s lives (and in society in general). Recommended resources are provided.

To interrupt and counter oppression, educators must be informed. The benefits of doing so readily extend to society in general; so, it is important for both educators and students to understand oppression and have tools for disrupting it.

This paper takes the original approach of using standardized tests as analogy to make the concept of oppression accessible and relevant for educators. The authors use this example because they recognize that many teachers can identify with feeling disempowered by the standardized testing mandates and frenzy. They believe that educators will be able to extrapolate the process by which the loss of their power occurs with standardized testing to understand how institutional oppression works. Neither author has seen an article that uses an analogy from the professional lives of teachers to illustrate oppression.

Traditionally, the process of choosing a vocation has been presented as the matching of a person's interests and aptitudes with occupational requirements. Maintaining the individual's role as an agent in the process of “self‐selection into an occupation” (Krech, Crutchfield and Ballachey, 1962), one ought to give attention not only to the push‐ but also to the pull‐ factors, i.e. to the occupational appeal which embodies the occupation's motivational “valence” (to use the term coined for a social context by Lewin, Dembo, Festinger and Sears, 1944).

The main objective of this research was to measure the effects on sponsor recall¹ at the soccer African Nations Cup (ANC) in Tunisia in 2004. This quantitative investigation used a sample of 308 people who watched the event on television and/or in the stadium. The research demonstrates that there was indeed an effect by type of audience and other variables.

The purpose of this paper is to develop two new constructs (career self-schemas and career locus) and present a conceptual model of the influence of Native American culture on MBA fit.

Using a social cognitive lens on career theory, the authors examine the possible effects of cultural influences on the fit between Native Americans’ career goals and an MBA. Specifically, the authors propose that cultural factors contribute to career self-schemas inconsistent with Native American perceptions of business graduate education. Career self-schemas are an individual’s cognitive map of the self in his or her career.

The conceptual model proposes that aspects of career self-schemas may explain lagging Native Americans’ MBA fit: the MBA is culturally inconsistent, and a community career locus.

The model needs to be tested empirically. This research has implications that extend beyond Native Americans to help explain the career aspirations of other diverse groups.

Native Americans are, in recent years, engaging in economic development that would benefit from Native Americans with MBAs. The authors make recommendations for increasing Native American interest in MBA programs.

This paper introduces the constructs of career self-schemas and career locus to explain lagging MBA fit for Native Americans. The constructs may also be applied in other cultures and with other ethnic groups to explain differences in career choice. It may be particularly helpful in an international context.

THE College of Librarianship is best considered on its own terms, as an institution unique in the history and present pattern of British library education, but its significance and probable future development can best be assessed if two external factors are kept in mind.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

The purpose of this paper is to address two major challenges faced by sustainable building owners: first, address the gap between an occupant’s expectations of sustainable building outcomes and what the building actually provides and second, overcome the lack of user knowledge about sustainability design and operation for a particular with regards to performance.

This study used a focus group approach to investigate the gap between: user expectations and sustainable building performance. The study surveyed occupants of sustainable office buildings in Melbourne, Australia.

There is no significant relationship between users’ expectations and users’ experience of sustainable building performance and users’ knowledge about sustainability and the building they were worked in.

The research was limited to sustainable office buildings. New office buildings seeking to incorporate sustainability which need to focus on the needs of tenants in order to maximise value.

There is an urgent need to ensure sustainable office buildings meet the needs of present and future occupiers without compromising short and long-term occupier satisfaction levels with regards to sustainability and operation of the building.

Increasing the level of sustainability in office buildings has been a major trend over the past decade however the tenants need to be consulted in the post-occupancy phase.

Little attention has been given in the property management literature to sustainable office buildings and value drivers. This is an original and innovative study, partly due to the recent developments in sustainable buildings.

The authors compare sentiment level with sentiment shock from different angles to determine which measure better captures the relationship between sentiment and stock returns.

This paper examines the relationship between investor sentiment and contemporaneous stock returns. It also proposes a model of systems science to explain the empirical findings.

The authors find that sentiment shock has a higher explanatory power on stock returns than sentiment itself, and sentiment shock beta exhibits a much higher statistical significance than sentiment beta. Compared with sentiment level, sentiment shock has a more robust linkage to the market factors and the sentiment shock is more responsive to stock returns.

This is the first study to compare sentiment level and sentiment shock. It concludes that sentiment shock is a better indicator of the relationship between investor sentiment and contemporary stock returns.