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1 – 10 of 180Consumers are increasingly present in multiple spaces. For instance, many people choose to browse their smartphones for product reviews, while shopping at the traditional…
Abstract
Purpose
Consumers are increasingly present in multiple spaces. For instance, many people choose to browse their smartphones for product reviews, while shopping at the traditional brick-and-mortar store. How is their presence affected in such scenarios? Can they be fully present in the store? How is their overall consumption experience impacted? This chapter addresses such questions and explores the nature and role of presence, which is defined as the “feeling of ‘being there’ in the present, the here and now of the physical or a virtual world” (Waterworth & Waterworth, 2006, p. 82).
Methodology/approach
Drawing on findings from different literatures (e.g., marketing, communications), a conceptual approach is used to identify the underlying components of presence and to explore how this construct relates to customer experience.
Findings
Preliminary assertions suggest that presence has a spatial structure. It is concerned with two distinctions. First, presence may vary depending on the level of physicality or virtuality. Second, presence may change based on whether someone is perceiving stimuli in the external environment (what is happening around us in the physical or virtual space) or is lost (i.e., absent) in the internal world of dreams, thoughts, and imaginations.
Research implications
From a theoretical perspective, this research introduces the presence construct from communications to the marketing literature. Studying consumption experiences through the lens of presence contributes to our understanding of how they are affected by simultaneous activities of customers in physical and virtual spaces.
Practical implications
From a managerial perspective, marketers are encouraged to develop new strategies that account for customers’ presence in various spaces, in order to gain their attention.
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Hugh Potter, Brian Boggs and Christopher Dunbar
In this chapter, we argue that the growth of punitive school discipline in US schools has created an inequitable system of school punishment that is reflective of the development…
Abstract
In this chapter, we argue that the growth of punitive school discipline in US schools has created an inequitable system of school punishment that is reflective of the development of the school-to-prison pipeline and the establishment of an educational “total institution.” Current school discipline practices negatively affect student academic growth in the classroom as a result of an increase in suspensions and expulsions. Data in this chapter exemplify the overreliance on punitive school discipline in one urban school to address behavioral issues and also further expand on the concept of school-to-prison pipeline using the “total institution” theory of command and control of a population proposed by Goffman (1961). We argue that there are more effective measures of school discipline and seek to provide alternate possibilities for school leaders to address the draconian treatment of Black and brown boys in today’s traditional public school environments.
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Kamilah B. Legette, Elan C. Hope, Johari Harris and Charity Brown Griffin
Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies…
Abstract
Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.
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Gina McGovern, Colin Ackerman, Deborah Rivas-Drake, Alexandra Skoog-Hoffman, Enid M. Rosario-Ramos and Robert J. Jagers
Across the United States, school leaders are realizing the potential for social and emotional learning (SEL) to be used as a critical lever for students' equitable access to full…
Abstract
Across the United States, school leaders are realizing the potential for social and emotional learning (SEL) to be used as a critical lever for students' equitable access to full participation in social and civic life. Researchers and practitioners seek to understand how teachers can elevate student voice, increase students' sense of agency, and promote civic engagement through SEL instruction. The School and Community Pathways for Engagement (SCoPE) Project brought together teams from a large, urban school district in the Midwestern United States, the University of Michigan, and the Collaborative for Academic, Social, and Emotional Learning (CASEL) in a research-practice partnership (RPP) to examine these pertinent challenges. This chapter demonstrates how the purposeful establishing of and fostering collaborative relationships between researchers and practitioners in the SCoPE Project motivated deeper investment and equity of voice for all stakeholders involved. This chapter specifically discusses the motivational affordances of the RPP approach during participant recruitment, data collection, and data sharing for the SCoPE Project.
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Moosung Lee, Jenny Dean and Yeonjeong Kim
Using data from the Children of Immigrants Longitudinal Study, this study examines the structural relationships between negative school social relationships, school safety…
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Using data from the Children of Immigrants Longitudinal Study, this study examines the structural relationships between negative school social relationships, school safety, educational expectation, and academic achievement of Latino immigrant students. Results from multilevel structural equation modeling show that discrimination, unhelpful school social relationships, and experiences of unsafe school environments influence Latino immigrant adolescents’ academic achievement indirectly and directly through their educational expectations. Specifically, this study explores how noncognitive and contextual factors embedded in different structural layers of school organization influence Latino immigrant adolescents’ academic achievement. It draws attention to the impact of negative school factors such as discriminatory and unsupportive school social relationships, and negative and unsafe school structures that undermine school life. Based on our findings, we argue that as Latino immigrant students internalize negative experiences from their school experiences during the critical period of adolescence, such accumulated negative internalization may reinforce negative self-perceptions and inaccurate stereotypes. Not only discrimination but also other negative school features such as the absence of academic supporters, nonacademically oriented friends, and unsafe learning environments inhibit them from navigating positive school opportunities and ultimately, successful school achievement. Implications for the social organization of U.S. public secondary schools with a focus on Latino immigrant adolescents’ academic achievement are discussed.
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Sara Castro-Olivo, Jessica Furrer and Nicholas Yoder
Latino youth represent more than one quarter of the overall public school population in the United States. For decades, Latinos have been found to perform significantly lower than…
Abstract
Latino youth represent more than one quarter of the overall public school population in the United States. For decades, Latinos have been found to perform significantly lower than their peers in standardized academic and some social and emotional measures. A unique subpopulation of this ethnic group, Latino Youth of Immigration (LYOI), has historically been underrepresented in the research literature, specifically, attempting to identify effective interventions that align with their unique social, emotional, and academic needs. In this chapter, we describe the unique sociocultural risk and protective factors for this population. In addition, we provide a brief synthesis of the extant literature on the sociocultural factors that researchers and practitioners need to address in partnership with the LYOI community when developing and implementing preventative programs. We emphasize the unique impact culturally responsive social and emotional learning (SEL) can have in this population. In addition, we provide models and examples on how school-based interventions can be implemented in a transformative manner for this vulnerable population, highlighting implications for researchers and practitioners to better collaborate with the LYOI community.
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Helen M. Dah, Robert J. Blomme, Arie Kil and Ben Q. Honyenuga
This chapter investigates the effect of customer orientation and CRM organization on hotel financial performance. A model of enhancing hotel financial performance through customer…
Abstract
This chapter investigates the effect of customer orientation and CRM organization on hotel financial performance. A model of enhancing hotel financial performance through customer satisfaction practices was tested. Customer satisfaction was hypothesized to be a mediator in the relationships between customer orientation and CRM organization and the result being financial performance. The sample consisted of 54 hotels that was made up of three 5-star, fifteen 4-star, and thirty-six 3-star hotels in Ghana. A quantitative deductive approach was employed to gather data using cross-sectional survey, which was analyzed using PLS-SEM to check the validity, reliability and factor loading of the data. The findings revealed that, CRM organization enhances customer satisfaction and financial performance of hotels. Also, customer orientation showed significant positively related to customer satisfaction in the hotels. Surprisingly, the effects of CRM organization and customer orientation on financial performance through customer satisfaction were insignificant. Thus, customer satisfaction failed to mediate the effect of CRM organization and customer orientation on the financial performance of hotels. This suggests that though an effective CRM organization enhances customer satisfaction, it directly affects the financial performance of hotels. The outcomes have useful implications for CRM implementation on hotel financial performance in Ghana.
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The chapter draws on historical evidence from Central America to test two of the most influential theories of the development of democracy: (1) structural theories derived from…
Abstract
The chapter draws on historical evidence from Central America to test two of the most influential theories of the development of democracy: (1) structural theories derived from the work of Barrington Moore and (2) theories of the “political economy of democratic transitions.” The Central American evidence confirms Moore's theory in regard to the anti-democratic role of landed elites, but not the democratic role of the bourgeoisie. Contrary to some structural theories, the industrial working class was also not important in the development of democracy in Central America. Nor does the Central American evidence fit the political economy of democratic transitions model of negotiated or imposed “transitions from above.” A new model, termed the route to democracy through socialist revolution from below is proposed to account for the Central American evidence and the implications of the model are explored for the development of democracy generally.
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The collapse of Italian economy has coincided with the global financial crisis to which derivatives are suspected to be responsible of its propagation. For this reason, this study…
Abstract
The collapse of Italian economy has coincided with the global financial crisis to which derivatives are suspected to be responsible of its propagation. For this reason, this study aims to examine whether the use of derivatives affects the profitability of Italian banks during both the global financial crisis period and the recession period of Italian economy. To reach this goal an appropriate econometric procedure namely the dynamic Generalized Method of Moments system is applied using data from 22 Italian banks over the long period 2005–2017. A series of bank-specific indicators are used to explain the effect of overall derivatives and each derivative instrument separately on Italian banks’ profitability. The results of regressions panels indicate that in general derivatives as well as measured in the whole or splitting up in instruments specifically in forwards, options, and, in particular, swaps affect positively the profitability of Italian banks. The main conclusion is that – despite the episode of economic recession in Italy – Italian banks boost their profitability by using derivatives.
As practical contribution, policy-makers in Italy should throw out the assumption of the implication of derivatives in the fragility of the banking system. On the contrary, they should pave the way easily for Italian banks’ managers to deal with derivatives and look out for the real problems of the recent collapse of the Italian economy.
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