Search results

The purpose of this paper is to explore the connections between sexual harassment and ostracism both before and after the modern day #MeToo movement. It outlines how the birth of the #MeToo movement lessened the impact of ostracism, empowering victims to report their abusers.

This paper provides an overview of the ostracism literature, and discusses why ostracism has historically prevented individuals from disclosing workplace abuse. It also examines recent and historical cases of sexual harassment where ostracism has both inhibited targets of sexual harassment from reporting and harmed those who stood up for their right not to be harassed.

Both purposeful and non-purposeful ostracism have negative impacts on employees and organizations as a whole, and the fear of ostracism prevented many from disclosing harassment and abuse in the workplace. The #MeToo movement, by nature, is antithetical to ostracism by building community and freeing people to seek justice. This paper makes practical recommendations for organizations that wish to help prevent ostracism as a response to workplace sexual harassment disclosure.

Both purposeful and non-purposeful ostracism have negative impacts on employees and organizations as a whole, and the fear of ostracism prevent many from disclosing harassment and abuse in the workplace. The #MeToo movement by nature is antithetical to ostracism, building community and freeing people to seek justice. This paper makes practical recommendations for organizations that wish to prevent ostracism as a response to workplace sexual harassment disclosure. Additionally, it provides future research directions to explore the empirical link between the disclosure of sexual harassment and ostracism.

This paper analyzes a crucial barrier to reporting sexual harassment. It both examines the consequences of ostracism and highlights how the threat of ostracism can be overcome through intentional organizational efforts.

The purpose of this paper is to examine peer-to-peer sharing platform business models, their sources of competitive advantage, and the roles, motivations and behaviors of key actors in their ecosystems.

This paper uses a conceptual approach that is rooted in the service, tourism and hospitality, and strategy literature.

First, this paper defines key types of platform business models in the sharing economy anddescribes their characteristics. In particular, the authors propose the differentiation between sharing platforms of capacity-constrained vs capacity-unconstrained assets and advance five core properties of the former. Second, the authors contrast platform business models with their pipeline business model counterparts to understand the fundamental differences between them. One important conclusion is that platforms cater to vastly more heterogeneous assets and consumer needs and, therefore, require liquidity and analytics for high-quality matching. Third, the authors examine the competitive position of platforms and conclude that their widely taken “winner takes it all” assumption is not valid. Primary network effects are less important once a critical level of liquidity has been reached and may even turn negative if increased listings raise friction in the form of search costs. Once a critical level of liquidity has been reached, a platform’s competitive position depends on stakeholder trust and service provider and user loyalty. Fourth, the authors integrate and synthesize the literature on key platform stakeholders of platform businesses (i.e. users, service providers, and regulators) and their roles and motivations. Finally, directions for further research are advanced.

This paper helps platform owners, service providers and users understand better the implications of sharing platform business models and how to position themselves in such ecosystems.

This paper integrates the extant literature on sharing platforms, takes a novel approach in delineating their key properties and dimensions, and provides insights into the evolving and dynamic forms of sharing platforms including converging business models.

Experiencing academic difficulty can deter students’ academic momentum, decreasing the speed with which they complete coursework and increasing the odds that they will not persist to a credential. The purpose of this paper is to expand upon an existing framework that investigates students’ academic difficulty in co-enrolled courses by adding additional co-enrollment variables that may influence academic performance in introductory gateway courses.

This study uses quantile regression to better understand academic difficulty in co-enrolled courses and the impact that students’ co-enrollment patterns may have on their success in focal introductory gateway courses.

This study revealed significant relationships between student success and co-enrollment patterns, including: the disciplinary alignment of the course with a student’s major, the student’s co-enrollment in other difficult courses and experiencing below average academic performance in a co-enrolled course. Further, impact of these relationships often differed by students’ performance quantile in the focal course.

The results point to factors related to the student and their co-enrolled courses that faculty, academic advisors and curriculum committees can consider as they design general education requirements within and across disciplinary majors.

This approach advances the understanding of how a prescribed curriculum produces interdependent pathways that can promote or deter students’ success through the organization of curricular requirements and student course taking. The paper provides a generalizable methodology that can be used by other universities to investigate curricular pathways that have the potential to reduce student success.

The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with ASD. Parents are the main integrators of long-term educational and healthcare service for their child with ASD.

Design/methodology/approach included (1) a sentiment analysis of discussion forum posts from an autism message board using a rule-based sentiment analysis tool that is specifically attuned to sentiments expressed in social media and (2) a qualitative content analysis of one-on-one interviews with parents of children diagnosed with ASD, complemented with interviews with experienced educators and clinicians.

Findings reveal the link between customized service integration and long-term benefits. Both parents and service providers emphasize the need to integrate healthcare and educational service to create holistic long-term care for a child with ASD. Parents highlight the benefits of varied services, but availability or cost are burdens if the service is not publicly provided, or covered by insurance. Service providers' lack of experience with ASD and people's ignorance of the challenges of ASD are burdens.

Ensuring health outcomes for a child with ASD requires an integrated service system and long-term, customer-centric service process because the scope of service covers the child's entire childhood. Customized educational and healthcare service must be allocated and budgeted early in order to reach the goal of a satisfactory service output for each child.

This is the first service research to focus on parents' challenges with obtaining services for their child with ASD. This paper provides service researchers and managers insight into parents' perceptions of educational and healthcare service value (i.e. benefits vs. burdens) received for their child with ASD. These insights into customer-centric perceptions of value may be useful to research and may help service providers to innovate and provide integrated service directly to parents, or indirectly to service providers, who serve children with ASD.

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.

Unlike postwar reconstruction of urban districts, the architectural projects developed during the Lebanese war are a relatively unexplored subject, moreover if one is dealing within housing in the rural realm. Little attention has been paid to its contemporary propositions, especially to the ones directed by the Lebanese Diaspora during the war. By living abroad and by maintaining a link to their origins, members of the Diaspora put together all their strength and wealth to keep in touch with their land. For a large part, the idea of dwelling refers to their identity: by investing and building houses in their native village, they aim at preserving a place in their community.

In this article, the Lebanese Diaspora will be regarded as an ethnoscape, figure of the globalization introduced by Arjun Appadurai, namely a social and political matrix structured by and for the production of a cultural model and identity. Our hypothesis postulates that each village constitutes a micro ethnoscape (with, of course, exceptions and alternatives) and uses a particular architectural language. However, it is not a question of homogenizing all constructions but rather to find a common vocabulary referring to identity and appropriation in the various villages of origin of the Diaspora.

The houses built on the native soil by emigrants' take part in the debates that oppose the local production to the global one. Thus, contrary to many researches that denounce globalization for the cultural standardization that it produces, this article intends to show the imaginative character of the members of the Diaspora, their resistance to the traditional models and the contemporary interbreeding which results from it. In this sense, the local and the global are intrinsically related one to the other.

To explain a guidance update issued in February 2017 by the staff of the Division of Investment Management (Staff) at the US Securities and Exchange Commission (SEC) on how robo-advisers may meet their disclosure, suitability and compliance obligations under the Investment Advisers Act of 1940 (Advisers Act).

Examines the update’s guidance on three areas – the substance and presentation of disclosures, the provision of suitable investment advice, and the adoption and implementation of effective compliance programs – and then raises practical considerations for robo-advisers.

The update reflects the Staff’s increasing concern about the potential risks of the robo-adviser platform and provides a listing of key issues that the SEC’s Office of Compliance Inspections and Examinations (OCIE) – which recently added “electronic investment advice” as a new focus for its 2017 examinations – may zero in on when examining robo-advisory firms.

Robo-advisers should carefully review the Staff’s update to evaluate whether their firms’ operations address the guidance.

Practical advice from experienced securities regulatory lawyers.

In a diverse society, empathy would intuitively seem to represent a powerful force for social good. In particular, we expect empathic people to tolerate (rather than reject) attitudes that might be different from their own, and to resolve and/or avoid (rather than escalate) potential disagreements with others. Some research supports this benign view of empathy, but somewhat surprisingly, there is a “dark” side to empathy, one that can sometimes exacerbate attitudinal conflict. That is, empathy can often be parochial, in the sense that people are inclined to reserve their compassion for others only when they are deemed to be worthy of such support. In this chapter we review classic and contemporary research on the light and dark side of empathy, and consider its implications for the kinds of dynamics that could potentially emerge when people encounter people and ideas that are different from their own.

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.