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Studies of public policy, particularly the explanation and prediction of policy outcomes, are motivated by a desire to improve policy success. However, most policies fall far short of solving problems. Why is it so difficult for policy to succeed? Biology's answer: because we are human. Many natural tendencies are less than optimal for the policy cognition and behavior necessary to make effective policy popular. The portions of human nature which are most interesting for our purposes include the way humans think, the role of emotion, the power of interpersonal relationships, the power of belonging to a group, and the power of competition for status. These human realities anticipate ineffective policy development. Knowing something about humans might explain why it is difficult for policy to succeed.

The purpose of this paper is to explore the response dynamics of management interventions in relation to coastal urbanization and its consequences for ecosystems and society.

An extensive review of the literature was conducted on the characteristics of cities, sustainability science, and ocean governance/policy.

In less than two decades the world's urban population is expected to add another 2.1 billion people with the majority located in coastal cities. Dramatic increases in human‐induced stressors to coastal ecosystems are inevitable. The consequences represent one of the most urgent challenges for mankind, yet the magnitude and time lines are under‐appreciated. Many urban challenges (e.g. pollution, infrastructure) do not scale linearly with population size. The result is that the per capita contribution to ecosystem stressors increases with urban growth. The environmental costs of time lags in management response therefore increase per unit time. Reduction of lag times in management responses to coastal urban environmental challenges is paramount and will require anticipation, greater institutional efficiencies, knowledge creation and a focus on action strategies.

The study articulates the ecological consequences of coastal urbanization and the urgent challenge of reducing lags in management response times globally.

A product manager at Apple examines the past, present, and future of the PC industry in September 2011 in the wake of Steve Jobs's resignation and HP's announcement that it was exiting the PC industry in favor of enterprise software solutions and consulting. The protagonist thinks through current forces in the PC industry, including market share trends, mobile computing, ultrabooks, and cloud computing services—as well as the position of the Mac in Apple's product portfolio—and is faced with making a decision about the future of the Mac.

The purpose of this paper is to investigate IPO performance. At announcement, the impact of purchases by informed traders on stock returns and uninformed traders on volatility were assessed. In the post-IPO period, returns were expected to be driven by firms with high returns on equity and the implementation of growth strategies. Return on equity was evaluated further in terms of whether it had a direct effect or was instrumented by volatility, cash flow, profit margin or revenue growth.

All IPOs announced in 2009-2014 were used. Measures were created to demarcate growth firms from risk-averse firms and firms with highly volatile cash flows from their counterparts with cash flows of lesser volatility. Event studies were used to measure abnormal return and abnormal volume, while multiple regressions tested the influence of predictors on abnormal returns, volatility and holding period return. Instruments of return on equity were also assessed.

The offer volume of informed traders significantly explained announcement-day returns, while the offer volume of uninformed traders explained the increase in volatility of IPO stock. The ability to capitalize on growth opportunities and increase shareholder wealth through higher return on equity significantly predicted holding period returns. Return on equity, was explained by volatility, cash flow to assets and profit margin.

The data are highly current with 2014 IPOs being used. The paper clearly distinguishes between fleeting announcement-day returns driven by informed traders and long-term holding period returns in a departure from the prevailing practice of measuring long-term post-IPO performance with abnormal returns. Finally, the paper creates subjective measures of volatility and growth strategies.

This paper aims to examine the need for outcome research in secure children’s homes, explaining the problems for young people and how we can remedy this.

This is a discussion paper raising issues of importance as to who these children are, what is provided and how well they work in providing what is a very expensive service.

There is a great need to investigate the efficacy of secure children’s homes by assessing outcomes.

As far as the authors are aware, this topic has not been previously discussed in academic journals.

Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed.

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education. Drawing from Mezirow’s (1997) notion of transformative learning and Bass’s (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.

The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population, less highlighted is the growing number of individuals who identify as belonging to two or more races. This group of individuals currently constitutes the youngest, fastest growing racial subgroup. According to the US Census' projections, the two or more races population will grow by 226% between 2014 and 2060, almost double the Asian population, the next fastest growing subgroup. Though individuals with multiplicity to their racial backgrounds have existed in the United States since its inception, only recently has the government provided the option for individuals to quantify their self-reported belonging to multiple races. The resulting statistics alert educators to the fact that individuals identifying as biracial and multiracial are going to be an increasingly sizable group of students requiring, as all children do, individualized care and support within school walls. In this chapter, I draw upon Black-White biracial women's elementary school recounts to help educational practitioners understand lived experiences that inform young girls' navigations of the intersections of their Blackness and Whiteness in schooling spaces.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.