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School leaders seeking to implement restorative justice discipline practices in diverse urban schools have a series of subtle and crucial decisions to make that are omitted in the literature on alternatives to suspension. The current chapter examines one group of Black teachers from a larger study of schools using restorative practices. In interviews and observations, these teachers demonstrated Du Bois’s theory of Double Consciousness; they recognized both the institutional dynamics of the school’s discipline policy and the ways in which enactment of that policy ultimately replicated traditional racial inequality. They repeatedly challenged restorative theory and practices in terms of their relevance to students whose everyday reality involved police violence, community violence, and impoverished living conditions. While praising its potential as a foundation for communication and trust building, they perceived its implementation as a way to restore obedience for the student and restore order in the school. While stemming from one group of teachers in one school setting, my findings beg important questions for school leaders, researchers, and policymakers concerned with school discipline reform.

Research for the case study was conducted using a combination of semi-structured interviews and secondary data sources.

This case traces the international expansion of Sadowsky Guitars’ bass guitar product line. Roger Sadowsky is one of the most respected instrument makers in the world and gained early acclaim for his outstanding repair and restoration work on guitars and basses. Some of his early clients included Prince, Will Lee (The Tonight Show), Tom Hamilton of Aerosmith, Jason Newsted of Metallica, Eddie Van Halen and Marcus Miller. Roger’s reputation and the demand for his instruments led to some customers having to wait for more than a year to obtain the chance to purchase a Sadowsky instrument, while others were unable to do so due to financial constraints. In 2003, Roger made the decision to form Sadowsky Japan to begin the contract manufacturing of more affordable Sadowsky instruments in Tokyo, Japan. As the company grew in size, Roger realized he was becoming more focused on running a business than building instruments. Furthermore, his Japanese partners were only interested in serving the Japanese market. This required him to handle the sales and distribution in the remaining parts of the world. In December of 2019, he announced a new, exclusive licensing agreement and distribution partnership between Sadowsky Guitars and Warwick GmbH & Co Music Equipment KG. The new agreement allowed Roger to continue running the Sadowsky NYC Custom Shop while Warwick would take over building and distributing the Metro instruments and a less-expensive, Chinese-built version of the MetroExpress instruments.

This case is appropriate for undergraduate and graduate-level courses related to marketing and consumer behavior. The case walks students through a real-life scenario when the founder of a well-known musical brand sought to expand internationally as a way to meet growing market demand. Students are asked to consider the advantages and disadvantages of the five key international market entry strategies: exporting, licensing, contract manufacturing, joint ventures and investment (equity/acquisition).

The case works well in the classroom, even if people are unfamiliar with the musical instrument retail industry. Participants are most likely aware of some of the artists and musicians mentioned in the case. Some may also be or know musicians. The instructor should be able to quickly engage participants in a lively discussion about Roger Sadowsky’s vision for his instruments and the opportunities and challenges of expanding product offerings and increasing market share.

Teaching notes are available for educators only.

This research informs the intersection of climate and heritage policy development by examining the history of US energy policy as it relates to historic buildings, emerging policy tools to reduce greenhouse gas emissions, and the implications of a changing legislative landscape on historic buildings through the case of New York City.

This study employs a multi-method approach, including a review of US energy codes; discourse analysis of government records, energy studies, and reports related to historic buildings and energy; select research into energy-related heritage policy at the municipal level; and geospatial and statistical methods to analyze policy implications in the case study of New York City.

Historic buildings have long been afforded exemptions from energy code compliance in the US, and these waivers are widespread. Contemporary operating energy and greenhouse gas data, as well as energy justice findings about whom these waivers privilege, challenge these exemptions and signal a need for significant policy reform in light of climate change.

This study questions longstanding rhetoric about historic buildings being inherently green and supports the need for more evidence-based research to undergird heritage policy reform that is equitable and climate-responsive.

New York City’s status as a majority “minority” city is reflected in many local neighborhoods that exemplify the racial and ethnic diversity of the urban landscape in the 21st century. In this quintessential immigrant city, the relative share of foreign-born has reached levels not seen since the historic immigrant wave at the turn of the last century (Foner, 2000; Scott, 2002). While “all the nations under heaven” are represented among old and new New Yorkers, researchers find that patterns of residential segregation persist and in fact, have worsened especially for African Americans (Beveridge, 2001; Logan, 2001). The racial balkanization of New York City, however, is tempered by the expansion of “polyethnic” or “global” neighborhoods. These racially and ethnically diverse neighborhoods are found throughout New York City but their concentration in the borough of Queens is notable. Moreover, the magnitude of ethnic diversity in these neighborhoods has “no parallel in previous waves of immigration” (Foner, 2000, p. 58).

This chapter provides an overview of the policies that taxi and ridesourcing regulators in the USA and around the world have adopted in response to the COVID-19 pandemic and the recovery from it, including regulatory actions and measures to protect driver and passenger safety and health, as well as various efforts intended to provide economic relief and assistance. This chapter raises the issue of guidance versus regulatory mandates by transportation officials, and what issues need to be further researched and evaluated for permanent implementation and/or to prepare for any resurgence of this or other pandemics.

While the issue of “Blackness” has long pervaded American society, it has rarely been problematized in social science literature and treated as a taken-for-granted. This article utilizes in-depth interviews with second generation West Indian adults in New York City to examine the ways in which they conceive of their Blackness, both racially and ethnically. New York City is viewed as an important urban context that in many ways facilitates the formation of identity for this population. The assimilation process, or not, of second generation West Indians is also considered in terms of socioeconomic status and gender. The results indicate that second generation West Indians strongly identify with both their racial and ethnic identities, which in turn calls for a reconceptualization of “Blackness”. There is also evidence that points to New York City as a space of cross-cultural integration where identity formation is significantly impacted by the presence of other immigrants (and their children) that leads to a pan-immigrant or pan-ethnic identity among young New Yorkers.

In this chapter, the authors describe collaborative efforts of three teacher leaders and a college professional development school (PDS) liaison to ensure that preservice candidates and practicing teachers can effectively meet the needs of English learners (ELs). The chapter includes an introduction to the PDS’s history and mission, an overview of research on effective practices that promote ELs’ learning, a description of teacher leadership in the PDS context, examples of professional learning opportunities to help preservice candidates and practicing teachers ensure that ELs are academically successful, and a discussion of how data are being used to evaluate the impact of this work on both teachers and students.

This paper examines the determinants of success in seeking local government earmarked funding. We compile data of the aggregate amounts of the New York City Council discretionary expense grants received or requested by each council district every year during 2011-2013. The statistical results show that the allocation of the expense grants are politically motivated with more earmark funds flowing to the districts council leaders and key committee chairpersons represent. Furthermore, constituents of key committee chairpersons are more successful in the earmarking process. Districts with larger African American population have lower success ratios possibly because they request significantly more earmarks. These empirical findings are consistent with anecdotal perceptions that earmarking is not substantially effective in meeting community need.