Evidence—Admissibility of the Victim\u27s Past Sexual Behavior under Washington\u27s Rape Evidence Law—Wash. Rev. Code § 9.79.150 (1976)

Although R.C.W. § 9.79.150 deals with many sex crimes, this note is limited to its application in forcible rape cases. Part I examines various exclusionary rules of evidence in order to develop a framework for analysis of Washington\u27s new law. Part II discusses the relevance of the victim\u27s sexual history to her credibility as a witness; it concludes that the complete exclusion of past sexual history to attack credibility may be unconstitutional under the United States Supreme Court holding in Davis v. Alaska. On the other hand, Part III suggests that R.C.W. § 9.79.150 should be redrafted to limit further the use of sexual history to prove consent. Conceding that a past sexual encounter between the victim and the defendant may be sufficiently probative of consent to overcome the prejudicial effects of the evidence, Part III argues that this is not the case when past behavior with others is offered to prove consent to the defendant. The note concludes that past sexual conduct with third parties may be constitutionally excluded on the issue of consent

A Phenomenology of Teacher and Parent Perceptions of the Characteristics of Effective Schools: Working Toward a Shared Vision

Research conducted at schools that have outperformed their counterparts points to specific characteristics that make them successful. These characteristics brought about the development of the effective schools correlates by Ronald Edmonds (1979). Various people from across the United States and in various occupations perceive these correlates differently (Sorenson, Goldsmith, Mendez, & Maxwell, 2011). Effective school research focuses school improvement on the variables that are within the control of educators and have the greatest potential to impact student achievement (Vaughn, Gill, & Sherman, 2009). Research surrounding effective schools concentrates on the seven effective school correlates: (a) clear school mission, (b) high expectations for success, (c) instructional leadership, (d) frequent monitoring of student progress, (e) student time on task and an opportunity to learn, (f) safe and orderly environment, and (g) home-school relations (Berdsell & Sudlow, 1996). In this study, I questioned teachers and parents at elementary schools in rural Virginia using open-ended questions about the perceived effectiveness of schools. The study found that the perceptions of parents and teachers were both similar and different, depending upon their perspective. Five themes emerged from the research a) communication, good home-to-school relationship; (b) parental involvement; (c) high expectations; (d) instructional leadership; and (e) school safety. All five themes correspond with existing correlates of effective schools. This study was intended to help start a dialogue between parents and teachers about the importance of the correlates of effective schools

Editor\u27s Note

Adopting a policy of encouraging the use of gender-neutral langauge

Operationalizing Sustainability

Within this “how to” practices-based study is a generalizable framework of engagement and collaborative learning to operationalize sustainability for any organization. Purposefully cultivating the application of cross-disciplinary engagement, a phased approach is proposed to understanding complex, real-world sustainability challenges while making them material to an organization. Practical value for managers and future change agents includes a systematic approach, creative solutions, and feasible recommendations for new value propositions. Contributions of operationalizing sustainability include, but are not limited to: a structured approach to building a shared understanding of the sustainability paradigm; benchmarking; brainstorming; and prioritizing best-practice options. Pedagogical value for business students (and faculty) includes improved skills for framing complex problems, first-hand insight, research to emerging business challenges, and increased cross-discipline integration. Based on several years of applied insight with practitioners and graduate business students, operationalizing sustainability provides new integration opportunities for strategic planning and day-to-day activities. Information within this study will help readers understand the why, what, and how of operationalizing organizational practices aligned with strategy and a shared vision of a sustainable future

Quantifying the Order of Priorities in Student Choice of Graduate Business Schools: Does Sustainability Matter?

Business schools expend resources to attract more and higher-quality applicants to their institutions, yet our understanding of what criteria resonate with those who want to find the right fit with a business school and its programs is, paradoxically enough, either not clear or dated. There is a dearth of research on what business students value, resulting in missed opportunities to engage existing students so as to translate their interests and aspirations into prospects for program design, delivery, and enrollment. One important and often overlooked criterion, for example, is the desire of business students to learn about sustainability. Thus, while most studies aim to discover and quantify the selection criteria in students’ choice of business schools, this paper builds on the aspect of sustainability. We propose a multi-criteria decision analysis (MCDA) methodology that uncovers an array of essential criteria, including sustainability, for schools to consider in future program revision and development efforts. The proposed approach allows schools to be exact with their resource expenditures in areas that are critical to applicants, including those aligned with sustainability, as well as attract larger numbers of more qualified students. Insights from this study show that with the proper approach to understanding business school candidates, it is possible to quantify the order of priorities that students consider when choosing a business school

The Management for Global Sustainability Opportunity: Integrating Responsibility, Sustainability, and Spirituality

This study reflects the necessity to incorporate spirituality into business practices while building on a foundation of responsibility and sustainability. The articulation between these three practices is necessary to respond to the three fundamental divides or wounds that our present world lives on: the wounds between the person and society; between the person and nature; and between the person and the best version of themselves. The Research Question guiding this paper is: How can responsibility sustainability and spirituality be understood and interconnected to address, from a Management perspective, the three fundamental wounds of our world? We answer it by comparing two conceptual worlds: Theory U, and the Jesuit Tradition. After presenting both conceptual worlds and comparing them, we discuss how they contribute to a better understanding of the relationships between responsibility, sustainability, and spirituality. We then propose practical implications for Management Education

Sporting Change: Greening the Ballpark

Sustainable construction achieves the dual aim of reducing building carbon emissions while reducing lifecycle maintenance and long-term operating costs of the facility. This exploratory research aims to address the gap between the growing development of commercial LEED real estate buildings and sports and entertainment venues, while developing a framework for LEED Certification in New Ballparks. Medlar Field at Lubrano Park, located in State College, Pennsylvania, opened in 2006 as the first LEED certified stadium in the world. Sustainable design features include automatic plumbing fixtures, a gray water system, automatic lighting, public transportation hubs, and use of recycled and local construction materials. The first U.S. professional stadium to earn LEED certification was Nationals Park, located in Washington, D.C., in 2008. In order to achieve the environmental certification, the stadium features use of a brownfield redevelopment site, high-efficiency lighting, low-flow plumbing fixtures, a 6,300 square foot green roof, use of recycled building materials, and a ground and stormwater filtration system. By examining the stadium developments of the two aforementioned first in class LEED stadiums—The Washington National’s Nationals Park and The State College Spikes’ Medlar Field at Lubrano Park—the economic, social, and environmental priorities necessary for achieving LEED certification of a minor league baseball stadium in Chico, California are identified. Through standard greening procedures, the research reveals significant reductions in carbon emissions and operating costs that will bring added value to any franchise’s bottom line and advocate future sports venues to meet these standards for green excellence in the industry

Transforming Business Education: 21st Century Sustainable MBA Programs

Business education should give students the skills to solve complex global challenges. It should align management practices with goals for a sustainable future. Sadly, few management schools even discuss the real issues business leaders face today. This article challenges others to develop a curriculum that embeds sustainability in the core of their programs. The authors argue that faculty and business school leadership should move beyond “saddlebag” initiatives that bolt sustainability onto the traditional, shareholder primacy-driven core. This article profiles three programs as case studies transforming business education to prepare leaders to achieve a more sustainable world. Business schools are torn between competing paradigms. Given the existential challenges facing humanity, business schools will have to change or simply lose relevancy. Our stories of disruption give evidence of success and hope for the coming transformation of business education and of capitalism itself. The lessons learned and insights in this article provide guidance for business school leaders aspiring to redefine management for global sustainability and business school programs. It is an open invitation for others to disrupt and rethink business education before it is too late