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Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.

There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.

While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.

The 1896 presidential election between William Jennings Bryan and William McKinley has new salience in the wake of the 2016 presidential contest. We provide the first systematic analysis of presidential voting in 1896, combining county-level returns with economic, financial, and demographic data. We show that Bryan did well where interest rates were high, railroad penetration was low, and crop prices had declined. We show that further declines in crop prices or increases in interest rates would have been enough to tip the Electoral College in Bryan’s favor. But to change the outcome, the additional changes would have had to be large.

States that the emerging economic democracy driven by electronically‐mediating communication systems (information sharing technology) is decentralizing the decision process to informed, empowered stakeholders in coalitions over rights and responsibilities. Reports that the modern world is in the throes of creating an information age in which fragmentation, competition and division is giving way to unification and co‐operation as knowledge, technology, and capital flows across the world. Reveals that electronic technology is shifting the critical factor of production from capital to knowledge. The knowledge‐based world has different economic imperatives. Democracy and enterprise have become economically efficient. Information technology provides the communication for the system of complexity which is the knowledge society. Notes that the context of communication is irreversibly changing with the advent of relationships in networked constituencies. The corporate communicator will have to deal with, and be part of, social systems which can balance the opposing forces of community (conformity, belonging, association, and collaboration) and individualism (freedom, co‐operation, conflict, and competition). Corporate communication is a part of this.

As a consequence of the global financial and economic crisis, the European Commission recently reformed the audit market. One objective was to restore public trust in the auditing profession and thus to enhance the audit function. This study investigates whether perceptions of auditor independence and audit quality are influenced by audit firm rotation, auditor retention and joint audits, because regulators argue that these instruments can improve auditor independence and audit quality. Therefore, we conduct an experiment with bank directors and institutional investors in Germany. The results indicate a negative main effect for joint audits on perceived auditor independence, and that a rotation cycle of 24 years marginally significantly impairs participant perceptions of audit quality, compared to a rotation cycle of only ten years. Besides the main effects, planned contrast tests suggest a negative interaction between rotation and joint audit on participant perceptions of auditor independence. Moreover, a negative interaction effect is revealed between rotation after 24 years and retention on perceptions of audit quality. It is particularly noteworthy that we failed to identify a positive impact of the regulatory measures taken or supported by the European Commission on perceptions of auditor independence and audit quality.

Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators.

The empirical data consist of in-depth interviews with 13 administrators before and after the implementation of CARE program, observation notes from shadowing their activities during school time and attending the CARE program as a participant observer. Employing the pro-social classroom model (Jennings and Greenberg, 2009) as a theoretical foundation, the paper is based on an ongoing, iterative data analysis process, following the coding and interpretive techniques of grounded theory.

The positive outcomes that emerged from the data relate to improved leadership skills, such as increased self-reflection, better relationships and attendance to self-care. These skills are tied to increased self-awareness, self-management and self-compassion. Participants also reported an improved ability to recognize their emotional reactions, which enabled them to better understand their leadership roles in shaping their school climates.

The findings reveal significant insights about the implementation of social-emotional, mindfulness-based professional development with school administrators and potential outcomes. Implications for professional development that fosters school administrators’ social-emotional competencies are discussed.

As a study of one of the first implementations of mindfulness-based professional development programs among school principals, this research illuminates the specific benefits of such programs for school leaders and how mindfulness could be integral in their lives and education. Specifically, this study is one of the first to reveal how the CARE professional development program influences principals’ well-being and leadership.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.