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The purpose of this paper is to present a preliminary study of the effect of the presence at work of employees' dogs on stress and organizational perceptions.

A pre‐post between‐group design with repeated measures was used to compare differences between employees who bring their dogs to work (DOG group), employees who do not bring their dogs to work (NODOG group), and employees without pets (NOPET group) on physiological and perceived stress, perceptions of job satisfaction, organizational affective commitment, and perceived organizational support.

Combined groups scored significantly higher on multiple job satisfaction subscales than the reference norm group for these scales. No significant differences were found between the groups on physiological stress or perceived organizational support. Although perceived stress was similar at baseline; over the course of the day, stress declined for the DOG group with their dogs present and increased for the NODOG and NOPET groups. The NODOG group had significantly higher stress than the DOG group by the end of the day. A significant difference was found in the stress patterns for the DOG group on days their dogs were present and absent. On dog absent days, owners' stress increased throughout the day, mirroring the pattern of the NODOG group.

This paper provides the first quantitative exploratory study of the effects of pet dogs in the workplace setting on employee stress and perceptions of satisfaction, support and commitment.

This study examined the attitudes of high school social studies teachers toward the inclusion of English language learners (ELLs) in their social studies classrooms. A mixed-model methodology was employed by surveying all 344 social studies teachers in the school district. Additionally, eight of these teachers were interviewed to ascertain their attitudes toward including ELLs in high school social studies classrooms. More than three-fourths of teachers surveyed indicated they would prefer that ELLs not be in their classroom until they have “learned” English. Furthermore, the main cause of the negative attitudes seemed to be rooted in the inability of the social studies teachers to effectively modify instruction. The possible results of these attitudes and the efficacy of current policies are discussed.

The purpose of this study was to explore the phenomenon of leadership development as experienced by non-government organization (NGO) executive leaders in international agricultural development. Data were collected from twelve executive NGO leaders through in-depth interviews to understand the textural and structural essences of the participants’ lived experiences of leadership development. Findings indicated the integral role of mentoring in leadership development prior to obtaining an executive leadership role and supported the conceptual model inclusive of mentoring as a mediating factor of efficacious leadership development. The study provided implications and future research recommendations for executive leaders in international agricultural development, as well as for leadership educators and practitioners.

The purpose of this paper is to investigate whether firm efficiency can explain the investment anomaly. The investment anomaly refers to the persistent negative relation between firm growth and future risk-adjusted returns. When firms grow by investing heavily, the market often takes the growth as positive news initially but will correct prices downward subsequently if the firms lack skills to materialize value from the investments.

The author conducts portfolio sorting and Fama–Macbeth regression analyses with three different measures of efficiency and four variables for firm investment: net stock issuance (NSI), total asset growth (dAA), fixed asset and inventory growth (IA) and net operating assets (NOA).

The author finds that the NSI, dAA and IA anomalies are concentrated in firms with low overall efficiency. In addition, there is strong evidence that manager-driven efficiency is closely related to the NSI anomaly and limited evidence that NOA efficiency plays a role in the NSI, IA and NOA anomalies.

The research contributes to the literature by employing advanced efficiency measures developed by Demerjian et al. (2012) to resolve extant asset pricing puzzles. Also, the findings offer important implications for corporate managers and investors by demonstrating the effect of firm investments and efficiency on future profitability of stocks.

The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in the field of school-based health education reimagine the possibilities and potential of the subject to rise to the challenges presented and make a difference in learners' worlds. In this paper we explore the potential of health education learning to contribute to aspects of the Organization for Economic Co-operation and Development's (OECD's) Learning Compass 2030 from our perspective in Aotearoa New Zealand. This is a learning framework that uses the metaphor of navigation to demonstrate the competencies young people need in order to thrive in the world and has a significant focus on wellbeing for people and society (OECD, 2019).

We explore the links between the learning compass and a socio-critical approach to secondary school-based health education learning opportunities by producing and refining our own knowledge of the learning contexts and experiences that could potentially contribute to the elements of compass. We present this as dialogue produced through asynchronous online conversations between the paper's two authors across a three-month period in 2020 – a method befitting our COVID-19 times.

After employing a deductive thematic analysis we found extensive links between health education learning and aspects of the compass which are congruent with the notion that it is more about how the subject is taught than what is covered in a socio-critical health education. We communicate our findings by organising them into three themes that arose for us in analysis: learners' capability to understand the world, navigate the world and change the world.

We conclude the paper with key questions to consider if we are to reimagine school-based health education in order for learning experiences in the subject to enrich learners' understanding of how to navigate the complex and uncertain times they will face across their lives.

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.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

What causes the downward trend of real interest rates in major developed economies since the 1980s? What are the challenges of the near-zero interest and inflation rates for monetary policy? What can the policymakers learn from the latest developments in the monetary and interest rate theory? This paper aims to answer these questions by reviewing both basic principles of interest rate determination and recent academic and policy debates.

The paper critically reviews the explanations for the downward trend of real interest rates in recent decades and monetary policy options in a near-zero interest rate environment.

The decline of real interest rates is likely an outcome of multiple technological, social and economic factors including diminished productivity growth, changing demographics, elevated tail-risk concerns, time-varying convenience yields of safe assets, increased global demand for safe assets, rising wealth and income inequality, falling relative price of capital, accommodative monetary policies, and changes in industry structure that alter the investment and saving behaviors of the corporate sector. The near-zero interest rate limits the space of central banks' response to economic crises. It also challenges some conventional wisdoms of monetary theory and sparks radically new ideas about monetary policy.

This survey differs from the existing work by taking a broader view of both economics and finance literature. It critically assesses the economic forces driving the global decline of real interest rates through the lens of basic principles and empirical evidence and discusses the merits and limitations of each proposed explanation. The study emphasizes the importance of a better understanding of economic forces driving diverging trends of corporate investment and saving behaviors. It also discusses the implications of the neo-Fisherism and the fiscal theory of price level for monetary policy in a low interest rate environment.

A methodology that combined ethnographies, including the ethnography of performance with narrative inquiry was used in a research project investigating the assessment of senior secondary Drama performance in Australia. The paper aims to discuss this issue.

After a temporal change in the research approach, it was decided that the research method needed to capture the Drama performance assessment phenomenon as it was lived and experienced.

As a result, methodological choices shifted from procedural documentation and document analysis to ethnographic observations that were able to capture the more nuanced aspects of the relationship between Drama performance and assessment, embracing tacit learning, agendas, cultures, experiences and understandings.

This paper reflects on the methodological dilemmas and choices made when studying artistic and aesthetic texts in the classroom, and poses considerations for future researchers conducting inquiries in aesthetically rich learning environments.