U.S. CREDIT UNIONS: SURVIVAL,CONSOLIDATION, AND GROWTH

This study uses hazard function estimations and time‐series and cross‐sectional growth regressions to examine the impact of exit through merger and acquisition (M&A) or failure, and internally generated growth, on the firm‐size distribution within the U.S. credit union sector. Consolidation through M&A was the principal cause of a reduction in the number of credit unions, but impact on concentration was small. Divergence between the average internally generated growth of smaller and larger credit unions was the principal driver of the rise in concentration. (JEL G21)     

Factors influencing university students' explicit and implicit sexual double standards

Quantitative research has resulted in inconsistent evidence for the existence of a sexual double standard, leading Crawford and Popp ( 2003 ) to issue a call for methodological innovation. The implicit association test (IAT; Greenwald, McGhee, & Schwartz, 1998 ) is a measure that may provide a means to examine the double standard without the contamination of the demand characteristics and social desirability biases that plague self-report research (Marks & Fraley, 2005 ). The purpose of this study was to examine the factors influencing explicit and implicit double standards, and to examine the relationship between these explicit and implicit double standards, and levels of socially desirable responding. One hundred and three university students completed a sexual double standard IAT, an explicit measure of the double standard, and measures of socially desirable responding. Hierarchical regression analysis indicated that levels of socially desirable responding were not related to implicit or explicit double standards. Men endorsed a stronger explicit traditional double standard than women, whereas for implicit sexual standards, men demonstrated a relatively gender-neutral evaluation and women demonstrated a strong reverse double standard. These results suggest the existence of a complex double standard, and indicate that more research of sexual attitudes should include implicit measures.     

Dominant strategy implementation with a convex product space of valuations

A necessary and sufficient condition for dominant strategy implementability when preferences are quasilinear is that, for every individual i and every choice of the types of the other individuals, all k-cycles in i’s allocation graph have nonnegative length for every integer k ≥ 2. Saks and Yu (Proceedings of the 6th ACM conference on electronic commerce (EC’05), pp 286–293, 2005) have shown that when the number of outcomes is finite and i’s valuation type space is convex, nonnegativity of the length of all 2-cycles is sufficient for the nonnegativity of the length of all k-cycles. In this article, it is shown that if each individual’s valuation type space is a full-dimensional convex product space and a mild domain regularity condition is satisfied, then (i) the nonnegativity of all 2-cycles implies that all k-cycles have zero length and (ii) all 2-cycles having zero length is necessary and sufficient for dominant strategy implementability.     

Lessons learned about collaborative evaluation using the Capacity for Applying Project Evaluation (CAPE) framework with school and district leaders

Schools, districts, and state-level educational organizations are experiencing a great shift in the way they do the business of education. This shift focuses on accountability, specifically through the expectation of the effective utilization of evaluative-focused efforts to guide and support decisions about educational program implementation. In as much, education leaders need specific guidance and training on how to plan, implement, and use evaluation to critically examine district and school-level initiatives. One specific effort intended to address this need is through the Capacity for Applying Project Evaluation (CAPE) framework. The CAPE framework is composed of three crucial components: a collection of evaluation resources; a professional development model; and a conceptual framework that guides the work to support evaluation planning and implementation in schools and districts. School and district teams serve as active participants in the professional development and ultimately as formative evaluators of their own school or district-level programs by working collaboratively with evaluation experts. The CAPE framework involves the school and district staff in planning and implementing their evaluation. They are the ones deciding what evaluation questions to ask, which instruments to use, what data to collect, and how and to whom results should be reported. Initially this work is done through careful scaffolding by evaluation experts, where supports are slowly pulled away as the educators gain experience and confidence in their knowledge and skills as evaluators. Since CAPE engages all stakeholders in all stages of the evaluation, the philosophical intentions of these efforts to build capacity for formative evaluation strictly aligns with the collaborative evaluation approach.     

Collaborative evaluation and market research converge: an innovative model agricultural development program evaluation in Southern Sudan

In June and July 2006 a team of outside experts arrived in Yei, Southern Sudan through an AID project to provide support to a local agricultural development project. The team brought evaluation, agricultural marketing and financial management expertise to the in-country partners looking at steps to rebuild the economy of the war ravaged region. A partnership of local officials, agricultural development staff, and students worked with the outside team to craft a survey of agricultural traders working between northern Uganda and Southern Sudan the steps approach of a collaborative model. The goal was to create a market directory of use to producers, government officials and others interested in stimulating agricultural trade. The directory of agricultural producers and distributors served as an agricultural development and promotion tool as did the collaborative process itself.     

Evaluation of a school-based sexual abuse prevention curriculum in Malaysia

This article examines a personal safety curriculum (Keeping Me Safe) offered to Standard Three students (mostly nine-year-olds) in five primary schools in Kuala Lumpur, Malaysia. Staff of the Malaysian NGO, Protect and Save the Children, Association of Selangor and Kuala Lumpur (P.S. The Children), facilitated six weekly one-hour sessions featuring games and role play to teach children about potentially unsafe situations and touches, and to develop appropriate safety strategies and skills to ask for help. The students (n = 261) and a control group (n = 184) completed a 25 item questionnaire before and after the program, and for the experimental group only, again two months later. The assessment was supplemented by observations of each session, student interviews, and parent and teacher focus groups. The experimental group students showed substantial gains on about two-thirds of the questionnaire items. However, a minority of the students failed to absorb key messages of the curriculum. Challenges to implementing prevention programs in Malaysia are discussed.     

Trains,chains, blame,and elephant appeal: A case study of the public relations significance of Mary the Elephant

Using the media coverage of the hanging of Mary the Elephant, the purposes of this article are to discuss the major implications of the press agentry model of public relations, the impact of corporate decisions on the reputation of its surrounding community, and how the values related to societal issues such as animal cruelty change over time. Findings reveal that public pressure, intense police attention, and the counsel of a master press agent led the circus owner to make the decision to hang Mary and ultimately adulterate the reputation of the town of Erwin, Tennessee indefinitely.