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The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region.

The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive set of covariates.

The relationship between race congruence and teacher job satisfaction is attenuating over time and is likely explained by the lower job satisfaction of white teachers who work for black principals. Some evidence indicates teacher-principal race congruence has greater salience in the Southern region of the country. Find evidence that teachers with race-congruent principals report more workplace support than their non-race congruent colleagues.

Future studies should investigate why racial congruence has more salience in the Southern region of the country and for white teachers who work with black principals. At the same time, results indicate that teacher-principal race congruence might no longer be a determinant of teacher job satisfaction, although further studies should continue investigating this relationship.

Findings on the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time as well as the differing nature of race congruence in the Southern region of the country are both novel findings in the literature.

Discusses the context for French property investment. Shows how it has evolved as a result of social, economic and political forces. Considers investment media, investment methods and types of investors. Finally examines in depth the phenomenon of ‘mondialisation′ – the increasingly international nature of property investment.

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues.

The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format.

The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation.

As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level.

Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995).

The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.

The purpose of this paper is to review the history and current state of provision of homeless medical respite services in the UK, drawing first on the international context. The paper then articulates the need for medical respite services in the UK, and profiles some success stories. The paper then outlines the considerable challenges that currently exist in the UK, considers why some other services have failed and proffers some solutions.

The paper is primarily a literature review, but also offers original analysis of data and interviews, and presents new ideas from the authors. All authors have considerable experience of assessing the need for and delivering homeless medical respite services.

The paper builds on previous published information regarding need, and articulates the human rights argument for commissioning care. The paper also discusses the current complex commissioning arena, and suggests solutions.

The literature review was not a systematic review, but was conducted by authors with considerable experience in the field. Patient data quoted are on two limited cohorts of patients, but broadly relevant. Interviews with stakeholders regarding medical respite challenges have been fairly extensive, but may not be comprehensive.

This paper will support those who are thinking of undertaking a needs assessment for medical respite, or commissioning a new medical respite service, to understand the key issues involved.

This paper challenges the existing status quo regarding the need for a “cost-saving” rationale to set up these services.

This paper aims to be the definitive paper for anyone wishing to get an overview of this topic.

This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement.

In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful.

The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness.

In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.

The purpose of this paper is to determine the features of alcopops which make them attractive to Australian adolescents, which features are most important in determining choice of ready‐to‐drinks (RTDs) over other alcoholic drinks, and whether these vary by age and gender.

Mixed methods study. Participants in Study 1 (focus groups) were 72 adolescents aged 12‐17 from New South Wales, Australia; four groups each from Sydney (metropolitan area), Wollongong (regional) and Dubbo (rural); and in Study 2 (survey), 1,263 adolescents aged 12‐17 recruited through schools, mall intercepts, and online.

The predominant factor influencing preference for alcopops across both genders was taste, followed by alcohol strength and cost, although the association between price and choice was complex. Convenience was an important factor, including ease of carrying and concealing, as was the physical appearance (particularly for younger drinkers). Non‐drinkers and experimental drinkers reported that advertising was a key influencer.

These results elaborate on previous research, indicating that alcopops are appealing to young people for a number of reasons (including taste, cost and alcohol strength), many of which differ in importance depending on age and gender. Given that advertising was found to be a key factor in the preference for alcopops, alcohol‐related media literacy education may help young people to resist these harmful persuasive messages.

This study goes beyond previous research into the role of taste preferences to explore the complexity of reasons for adolescents' alcohol consumption. In doing so, this research provides the basis for future educational and policy interventions.

This paper aims to review past papers focused on understanding consumer-related topics in marketing and related interdisciplinary fields to demonstrate the applications of electroencephalogram (EEG) in consumer neuroscience.

In addition to the review of papers using EEG to study consumer cognitive processes, the authors also discuss relevant decisions and considerations in conducting event-related potential (ERP) studies. Further, a framework proposed by Plassmann et al. (2015) was used to discuss the applications of EEG in marketing research from papers reviewed.

This paper successfully used Plassmann et al.’s (2015) framework to discuss five applications of neuroscience to marketing research. A review of growing EEG studies in the field of marketing and other interdisciplinary fields reveals the advantages and potential of using EEG in combination with other methods. This calls for more research using such methods.

A technical overview of ERP-related terminology provides researchers with a background for understanding and reviewing ERP studies. A discussion of method-related considerations and decisions provides marketing researchers with an introduction to the method and refers readers to relevant literature.

The marketing industry has been quick to adopt cutting edge technology, including EEG, to understand and predict consumer behavior for the purpose of improving marketing practices. This paper connects the academic and practitioner spheres by presenting past and potential EEG research that can be translatable to the marketing industry.

The authors review past literature on the use of EEG to study consumer-related topics in marketing and interdisciplinary fields, to demonstrate its advantages over-traditional methods in studying consumer-relevant behaviors. To foster increasing use of EEG in consumer neuroscience research, the authors further provide technical and marketing-specific considerations for both academic and market researchers. This paper is one of the first to review past EEG papers and provide methodological background insights for marketing researchers.

The purpose of this paper is to document augmentative and alternative communication (AAC) training provision by clinical services in England.

A questionnaire was used to obtain the following information concerning AAC training provision; frequency, length, type, content and cost, trainee occupations and numbers, and future training priorities, and information concerning training providers – service type, geographical area.

In total, 98 clinical service training providers in England responded. Services commonly reported providing AAC training to speech and language therapists, teaching assistants and teachers. Training around “use of specific AAC products, systems and technology” and “introducing/awareness raising of AAC products” were rated as high priority for future training and were two of the three subject areas where services reported the highest percentage of training. Training was predominantly provided at a foundation (basic) level.

There is no consensus on the amount or content of AAC training which professionals in England must receive. Evidence suggests that AAC training for pre-qualification professionals is limited and this paper has identified variation in the amount and type of post-qualification AAC training. While knowledge concerning specific AAC systems is necessary, focussing training primarily on this area may not address critical gaps in knowledge. There is a need for specific recommendations regarding AAC training for professionals in this field, to ensure professionals can fully support people who use AAC.

The purpose of this paper is to examine the customer decision-making journey of high involvement female fashion consumers in the context of omnichannel fashion retailing.

The research is qualitative in nature, using a multi-method approach consisting of focus groups, semi-structured interviews, online diaries and follow-up interviews, with grounded theory applied to analyse the data.

The results of the study include a framework to outline the stages of the omnichannel customer decision-making journey for young high involvement female fashion consumers. The findings also reveal that an omnichannel decision-making journey is the one that predicated on risk and that consumers employ specific strategies to avoid such risks.

Due to the nature of this research, the sample size is limited and may not be generalised. Data collection was confined to Manchester, UK.

Customer journey mapping enables practitioners to view the entire shopping experience through the eyes of the customer and enables retailers' fault-find issues within the customer and brand experience.

The paper advances knowledge about fashion and consumer behaviour. The customer decision journey framework maps the emotional experiences, devices and channels encountered by high-involvement fashion consumers across each stage of the omnichannel journey.