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The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.

Libraries have faced many periods of grim economic realities. These periods of hardship have forced libraries to strive for more efficient organizational structures. Many of these improved organizational structures have been the result of mergers and/or consolidations. This phenomenological study describes the lived experiences of the merger design team of a large and complex library organization.

Results indicated the experience of the participants touched upon each of Bolman and Deal’s (2008) four frames: political, human resources, structural, and symbolic. The merger design team’s effectiveness on task is congruent with the model of team effectiveness proposed by Hackman (2002). Lastly, the role of underlying assumptions, espoused values and beliefs, and artifacts that makes up the organization’s culture falls within the parameters set forth by Schein (2004).

The marketing environment is constantly changing due to political, economic, social and technological issues. Therefore, this chapter explains how practitioners in destination marketing can improve their internal capabilities, competences and resources whilst responding to the ongoing changes in the external environment. The strategic management of destination marketing organisations involves continuous decision-making processes due to the nature of the tourism product. Hence, the author underlines the importance of stakeholder management, organisational culture, employee satisfaction, leadership and corporate governance/political environment, as these variables may contribute to the effective strategic management of these organisations.

Rooted in adult fear, adult authority aims to protect and control youth (Gannon, 2008; Valentine, 1997). Continuously negotiating for freedom, youth search for adult-free public spaces and are therefore extremely attracted to social networking sites (boyd, 2007, 2014). However, a significant portion of youth now includes adult authorities within their Facebook networks (Madden et al., 2013). Thus, this study explores how youth navigate familial- and educational-adult authorities across social networking sites in relation to their local peer culture.

Through semi-structured interviews, including youth-centered and participant-driven social media tours, 82 youth from the Northeast region of the United States of America (9–17 years of age; 43 females and 39 males) shared their lived experiences and perspectives about social media during the summer of 2013.

In their everyday lives, youth are subjected to the normative expectations emerging from peer culture, school, and family life. Within these different and at times conflicting normative schemas, youth’s social media use is subject to adult authority. In response, youth develop intricate ways to navigate adult authority across social networking sites.

Adult fear is powerful, but fragile to youth’s interpretation; networked publics are now regulated and youth’s ability to navigate then is based on their social location; and youth’s social media use must be contextualized to be holistically understood.

In the 1980s, the National Collegiate Athletic Association (NCAA) passed several eligibility rules to address concerns about the academic and personal development of its participants (Gaston-Gayles, 2009). Despite garnering publicity, fostering school pride, providing entertainment, and generating billions of dollars in revenue for the Division I-affiliated institutions they attend (Sylwester, M., & Witosky, T. (2004). Athletic spending grows as academic funds dry up. USAToday.com , February 18. Retrieved from http://www.usatoday.com/sports/college/2004-02-18-athletic-spending- cover_x.htm), student-athletes are prevented from receiving compensation beyond athletic scholarships by the NCAA’s amateurism principle. Consequently, the ethical question at the center of college sports is: how do participants benefit from the college experience relative to their non-sport peers? While the NCAA typically reports benefits, research that disaggregates the data by sport, division, race, and sex reveals long-standing and pervasive inequities (Harper, Williams, & Blackman, 2013). Accordingly, this chapter juxtaposes NCAA’s rhetoric, principles, and espoused goals with the lived realities of the most populous demographic group within high revenue-generating collegiate sports, Black male student-athletes.

This chapter explores how hybrid organizations navigate the challenges (and opportunities) associated with advancing unconventional logic combinations. It draws from a study of the 180-year history of sheltered workshops in the United States. Sheltered workshops are hybrids that combine social and commercial logics to provide gainful employment to individuals with disabilities. This chapter theorizes a connection between the governance system – that is, country-based social norms and regulatory settlements – framing hybrids and the agency that allows them the discretion required to advance unconventional combinations. It introduces the term hybrid agency to describe this connection and identifies four types: upstream, midstream, downstream, and crosscurrent. Upstream agency draws from the entrepreneurial vision of charismatic founders. It allows hybrids the discretion to advance unconventional logic combinations in unsupportive times, but it also requires them to observe certain dominant cultural norms. Midstream agency draws from hybrids’ adaptation and advocacy skills and resources in periods of historical change. It allows access to resources and legitimacy for unconventional combinations. Downstream agency draws from organizational slack possible in supportive times. Slack eases tensions and tradeoffs between conflicting logics but may also fuel mission drift. Finally, crosscurrent agency also draws from hybrids’ adaptation and advocacy skills and resources. It provides hybrids with the opportunity to grapple with challenges in periods of contestation.

This paper exposes the development of markets-as-networks theory from formal inception in the mid-1970s until 2010 state-of-the-art, en route presenting its historical roots. This largely European-based theory challenges the conventional, dichotomous view of the business world as including firms and markets, arguing for the existence of relational governance structures (the so-called “interfirm cooperation”) in addition to hierarchical and transactional ones.