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Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

The purpose of this chapter is to develop a model of union reform that may help to revitalize the labor movement. Our model presents a path using democracy and militancy to overcome union oligarchy to build stronger unions and a stronger broader movement. We develop a new model of union revitalization by expanding the Voss and Sherman (2000) model from our own experiences and a review of past union revitalization efforts. Democratic and militant strategies are a key to successful reform efforts. Entrenched union leaders tend to oppose such efforts. Reformers must adequately overcome entrenched leader responses to succeed in reforming their unions. We have developed a new conceptual model of union revitalization. Our model should be tested further through in-depth case studies and analysis of reform efforts which have failed or succeeded. Our model presents strategies and tactics for labor activists to revitalize their unions and the labor movement. We present a new model of union revitalization that looks at both internal and external union revitalization. This chapter accumulates evidence across reform efforts throughout the modern history of unions. This comparative and contrasting analysis of the evidence from these efforts is a unique contribution to the field. Further, the resulting model from this review presents a unique focus on the strategies and tactics of reform efforts as well as the interaction between union reform efforts and entrenched leaders. This model provides a path for both future research and practical revitalization efforts.

While the popular image of the Sherman Act is that of a “trust-busting” statute, conduct remedies have been more common than structural relief. This paper evaluates the effect on economic welfare of conduct remedies that have resulted from ten prominent Sherman Act monopolization cases. In general, we find that in some cases the behavioral relief has had no consequence other than the cost of litigation and cost of compliance; in other cases, the remedies probably reduced consumer welfare. Cases studied are United Shoe Machinery, AT&T, Std. Oil of California, IBM, United Fruit, Kodak, Safeway, GM, Jerrold, and Blue Chip Stamp.

Major concern over monopolies and trusts was one of the distinguishing marks of the American Economic Association from its foundation and lasted well into the early 1900s (Coats, 1960). The failed merger attempt of the Northern Securities Company and the subsequent panic of 1902–1903, the 1907 financial crisis and its aftermath, as well as the ostensibly illegal financial practices of many conglomerates, all contributed to keep the trusts issue alive on academic circles. But it was only after the 1911 Court decisions that the debate on the trust problem and the necessary measures to amend the existing antitrust legislation acquired new vigor and incisiveness.³

Reassesses the Minneapolis Domestic Violence Experiment (MDVE) data of the 1980s which said that “arrest works best”. Examines the potential effects of a small number of officers generating a relatively large number of MDVE cases. Expresses concern that a few officers submitting a high rate of cases might have an inordinately large effect on the experimental outcomes. Seeks to determine whether they followed the experimental protocol but finds instead that it was the low rate officers who failed to do so. Finds that officers who submitted experimental cases at a high rate were also different in other ways from the rest of the officers. Finally, excludes findings relating to lower case officers and thereby reveals that recidivism in domestic violence was not reduced by the arrests.

Mr and Mrs Martin, the claimants, received financial advice from Mr Sherman, a representative of the Life Association of Scotland in 1991. The long‐term insurance business of the Life Association for Scotland was transferred to Britannia Life Ltd. in 1994, hence their position as Defendant to this claim. The financial advice the Martins received involved, in brief, a remortgage of their house, the surrender of a number of existing life policies which were collateral security for an existing mortgage on the house, the taking out of a new endowment policy and a pension policy with the new endowment policy being charged as collateral security on the mortgage. The judge described Mr Sherman as being, at the material time, a self‐employed financial consultant but he was actually for the purposes of the Financial Services Act 1986 a company representative of the Life Association for Scotland (LAS) authorised only to advise, market and sell that group's products. Mr Sherman was therefore a company representative of LAS within the meaning of rule 1.2 of the then applicable rules of the Life Assurance Unit Trust and Regulatory Organisation (LAUTRO).

Social entrepreneurship literature acknowledges that social capital is vital to the success of social entrepreneurship efforts and trust is integral to the process of building social capital. However, there has been limited research on trust itself in social entrepreneurship literature. This article aims to begin filling this gap by utilizing a specific social entrepreneurship initiative to illustrate the role of trust in social entrepreneurship efforts. It describes the model of trust developed by Sheppard and Sherman and the social entrepreneurship initiative, Global Brigades. The article discusses the relationships between the parties involved in the initiative and applies Sheppard and Sherman's model to these relationships. It illustrates the importance of trust to social entrepreneurship efforts, as well as the need for additional research regarding social entrepreneurship and trust.

This chapter presents an interview with Ben Sherman, a member of the Oglala Lakota Tribal Nation of Native Americans. Ben Sherman’s narrative reveals an information experience that is deeply embedded in the cultural and spiritual traditions of the Lakota people. Ben Sherman progressively and systematically contrasts this strongly with the technology driven information experience associated with our contemporary information systems. This is a richly nuanced discussion on the nature of information experience, which highlights how the nature of what is informing varies across time and sociocultural contexts.

The interview was conducted in Colorado, USA, by Ben Sherman’s colleague Dana Echohawk. Her questions are shown in italics. The main text is Ben Sherman’s narrative response to Dana Echohawk’s questions. Editors have made minor modifications to better suit the written context of the interview without changing the meaning or intent of any of the passages.

Of all of the educational tools used in social studies education, by far the most critiqued is the standard basal textbook. If used properly, nevertheless, textbooks are not as problematic as critics claim and can be a useful tool in the teaching and learning of social studies and history. Based on the focus found in the Common Core Standards on informational texts, the practicality of using textbooks is especially true in today’s educational environment. This article was written with the goal of helping social studies teachers develop lessons that assist their students in meeting the requirements of the Common Core. One specific strategy is described to offer teachers an example of how to effectively use their textbook in a Common Core focused and social studies content-based activity. A sample lesson, based on an inquiry activity titled “Hollywood or History,” is provided.

Although the family plays a key role in affecting offender behavior, little research examines how sanctioning contexts affect familial relationships. Using data from the Australian reintegrative shaming experiments (RISE), we investigate how the processing of offenders via court and conference affects their bonds with family members by examining the type of shaming – reintegrative or disintegrative – they experience. In contrast to disintegrative or stigmatizing shaming, which tends to be associated with court processing, reintegrative shaming shames the act and not the moral character of the offender, allowing for the reparation of social ties. We find that despite higher levels of stigmatization in conferences, this form of processing is also more reintegrative and strengthens family relationships to a greater extent than courts, with offenders feeling prouder of being a member of their family and indicating that familial closeness and respect increased. Moreover, reintegrative but not disintegrative shaming mediates the relationship between criminal justice processing and family relationships.