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The purpose of this paper is to identify bank deserts in the USA in 2009 and 2015, separately for inner city, suburban, and rural areas. It also identifies correlations between bank deserts, population characteristics, market competition, and payday lending restrictions, both cross-sectionally and over time.

FDIC data on bank office locations are used to identify bank deserts, defined as the 5 percent of census tracts with the greatest distance from the centroid to the nearest office. Those data are matched to both American Community Survey data to identify population characteristics, to a list of states with payday lending prohibitions, and to levels of market competition. An alternative measure of bank deserts corrects for population density. Geography is analyzed, mean characteristics compared, and random effects regressions capture static and dynamic correlates.

Population density explains approximately half of bank distance variance. Bank deserts appear more often in southern and western states, and expanded significantly in inner cities while contracting in rural areas. Regression results suggest that African Americans were overall and increasingly likely to live in bank deserts and Native Americans were overall more likely to live in rural bank deserts. Rural poverty is linked to bank deserts, and the effects of competition are complex.

The space for policy intervention exists in African American inner cities and Native American rural communities.

The relative measure of bank deserts is novel, as are dynamic estimates and random effects analysis of correlates.

The study aims to analyze the roles of poverty and African American status in terms of vulnerability to tornado damages and barriers to recovery afterward.

Using five decades of county-level data on tornadoes, the authors test whether economic damages from tornadoes are correlated with vulnerability (proxied by poverty and African American status) and wealth (proxied by median income and educational attainment), controlling for tornado risk. A multinomial logistic difference-in-difference (DID) estimator is used to analyze long-run effects of tornadoes in terms of displacement (reduced proportions of the poor and African Americans), abandonment (increased proportions of those groups) and neither or both.

Controlling for tornado risk, poverty and African American status are linked to greater tornado damages, as is wealth. Absent tornadoes, displacement and abandonment are both more likely to occur in urban settings and communities with high levels of vulnerability, while abandonment is more likely to occur in wealthy communities, consistent with on-going forces of segregation. Tornado damages significantly increase abandonment in vulnerable communities, thereby increasing the prevalence of poor African Americans in those communities. Therefore, the authors conclude that tornadoes contribute to on-going processes generating inequality by poverty/race.

The current paper is the first study connecting tornado damages to race and poverty. It is also the first study finding that tornadoes contribute to long-term processes of segregation and inequality.

The purpose of this paper is to analyze interest-bearing checking (IC) account policies, including the monthly fee, and minima to avoid the fee or to earn interest, as shrouded equilibria in the sense that low-income depositors subsidize higher income depositors. The authors ask whether behavior is consistent with low-income depositors being myopic, and analyze the role of competition and bank size.

IC policy data from RateWatch cover more than 600 single-market banks from 2008-2012, and are matched to FDIC SOD data and call report data for testing. Hypotheses assuming low-income depositors are myopic are tested, as are the effects of bank size and competition with local market and multi-market banks.

IC policies represent locally shrouded equilibria, with low-income depositors subsidizing higher income depositors up to a well-defined threshold, with depositors above that threshold subsiding all other customers. IC policy patterns are consistent with low-income customers being myopic, with banks generally avoiding drawing their attention, attempting to confuse them, and with policies consistent with a present orientation among low-income depositors. Local market competition does not meet the traditional expectation of favoring consumers. Additionally, larger banks report higher fees and minima, with the difference growing during the period.

IC policies have not received regulatory attention, yet the fees likely fall mainly on low-income individuals, and may continue to grow.

The analysis of IC policies is novel, as is the locally shrouded equilibrium model, and findings regarding competition.

Equal Opportunities at Wellcome The October issue of Personnel Management contains an article entitled “ When line managers welcome equal opportunities”.

The COVID-19 pandemic has created a new normal for international business (IB) activities, leaving them pondering their next steps. The decreasing effectiveness of current vaccines to protect individuals against new variants have created uncertainty on how to respond to the new waves of the COVID-19 infection. This study aims to empirically assesses how IBs perceive the unfolding challenges in the supply chain due to the pandemic and the solutions.

The survey data is obtained from 166 logistics professionals in Hong Kong and India.

The results reveal that returns on investment, logistics, delays and imports are the most affected areas. The most often recommended solutions for supply chain management (SCM) include using local manufacturing capabilities, analytics and automation, offering better customer service, providing more effective transportation means, ensuring diligence around optimization and focusing on sustainability.

The findings of this study help to improve supply chain operations. This study also provides recommendations for changes to SCM in response to the new normal.

This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues.

Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders.

The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration.

This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building.

Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students. This study investigates the four physiological learning styles of visual, aural, read‐write and kinesthetic as they apply to online education. Findings suggest that online students are more likely to have stronger visual and read‐write learning styles. Further, read‐write learners and students that were strong across all four learning styles were likely to evaluate course effectiveness lower than other students while aural/readwrite learners and students that were not strong on any learning style were more likely to evaluate course effectiveness higher than other students.

The purpose of this paper is to evaluate the critical success factors for sustainable e‐learning in an e‐learning ecosystem framework. Three critical components of the e‐learning ecosystem including principles and methods, processes and systems, and substance and content are considered based on a comprehensive review of the relevant literature in e‐learning.

Systematic interviews are conducted with experts in e‐learning for identifying the critical success factors to sustainable e‐learning within an e‐learning ecosystem framework. This leads to the development of an e‐learning success model that describes the underlying relationship between and among the identified critical success factors.

A comprehensive analysis of the interview results shows that there are several barriers to the effective adoption of the proposed e‐learning success model for improving the effectiveness of e‐learning. These barriers include a lack of understanding of the technologies behind various pedagogies, insufficiencies of the popular learning management systems, and the sustainability of the learning objects repositories.

The paper highlights the criticality of synergizing the three components of e‐learning ecosystems namely pedagogies, technologies and management of learning resources for achieving a sustainable e‐learning success.

A better understanding of these barriers would help e‐learning stakeholders develop appropriate strategies and policies for the implementation of the proposed e‐learning success model towards creating a sustainable e‐learning environment.

Specific contributions of this research to the entire e‐learning community are discussed with recommendations for concerted policy measures to eliminate the identified barriers in the process of adopting the developed e‐learning success model.

So far the proposed analytical methods for calculation of copper losses are rather simplified and do not include the time component in the basic partial differential equations, which describe current density distribution. Moreover, when the physical parameters of the transformer (wire dimensions) are out of the certain range, the current density distribution approaches infinity. The purpose of this paper is to offer a generally applicable analytical method. The main goal of the proposed modification of the solution to the current density is improvement of the accuracy and stability of the analytical results.

This paper deals with the calculation of copper losses with various methods, which are based on a time‐dependent electromagnetic field. Analytical method is based on Maxwell equations and Helmholtz equation. Numerical calculation is performed with finite element method (FEM).

Analytical method is a very accurate and it gives results, which are very similar to the actual behaviour of the current density in the winding. However, the FEM analysis is easier to comprehend, but yet very dependent on input parameters.

The numerical analysis may not be accurate enough, because of the problems with the oscillation of the output welding current amplitude. To calculate copper losses correctly, the output welding current must be equal in all test cases, especially during the measurements.

When the physical properties exceed a certain range, the copper losses of the analyzed welding transformer cannot be calculated with existing analytical methods. The new analytical approach gives a far more realistic solution to the current density distribution and improves the accuracy and stability of the results.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).