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This article investigates how strategic community partnerships form the bedrock of successful institutional community engagement activities. In this investigation, these engagements encourage institutional practitioners to consider how truly effective community economic development materializes when the university assumes a reactionary role by tailoring activity to respond to outcomes community defines for itself. Using the formation and development of York University's successful social procurement program as test case, the article explores how key community partnerships have led to successful program outcomes -- which, to date, have amounted to over $8 million spent on diverse suppliers and 63 apprenticeship opportunities created. To demonstrate this evidence, the article considers how to identify and align with community champions to create tangible outcomes as well as how those defined outcomes are translated into creating activities that are aligned with what the institution can reasonably deliver to achieve the community's stated outcomes. In this article, this will be considered as it explores York's Social Procurement Vendor Portal and how its formation and refinement was directly attributed to community need. Finally, the investigation considers the interplay between how institutions can design impactful reporting that responds to community need.

Opera is considered a significant part of cultural heritage in many societies. In the South African context, opera has a rich history and has contributed to the development of various art forms. Opera has continued to play a significant role in preserving and promoting cultural diversity in South Africa. Opera production contribute to the economy by creating jobs for artists, musicians, technicians, and other professionals. Additionally, opera events can attract tourism and boost local economies. Public funding for opera may be seen as an investment with economic returns. The purpose of this article is to examine the funding of opera in South Africa against the backdrop of a changing cultural landscape. It aims to investigate whether opera should continue to receive funding or if it should be accepted as a fading cultural form. Employing a qualitative approach, ten participants, including opera company managers and artists, share their perspectives through semi-structured interviews. Colaizzi's phenomenological data analysis method reveals key themes of financial viability, challenges, and opportunities. Findings were presented in themes and supported by quotes from research participants. Opera company managers and artists shared valuable insights into financial viability, challenges, and opportunities. Strategic collaborations, revenue diversification, and the pivotal role of public funding emerged as central themes. The findings shed light on the adaptive measures undertaken by stakeholders in response to the changing cultural and financial climate. The conclusion synthesises the key findings, emphasising the resilience of South African opera in the face of funding challenges. It underscores the importance of balancing financial support and cultural acceptance for sustained vitality. The study contributes to ongoing discussions on the intersection of funding, cultural relevance, and the future of opera in South Africa.

This article examines the role of the Great Depression in shaping the intergenerational mobility of some of the most upwardly mobile cohorts of the twentieth century. Using newly linked census and vital records from the Longitudinal, Intergenerational Family Electronic Micro-database, we examine the occupational and educational mobility of more than 265,000 sons and daughters born in Ohio and North Carolina. We find that the deepest and most protracted downturn in U.S. history had limited effects on sons' intergenerational mobility but reduced daughters' intergenerational mobility.

Management tools do more than manage and organise - they classify and contribute to the construction of education-as-concept. This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate 'education' into measurable tender evaluation criteria. Drawing on the sociology of conventions approach and 47 procurement examples, I show that tendering evaluation criteria define what constitutes 'desirable' education through various degrees of commensuration. Further, I show how mechanisms intended to evaluate and compare bids also construct the value of education different - for example, promoting cost-efficiency as valuable; constructing education as an on-demand service; or by assuming a supply-and-demand approach and viewing value as fluid. Based on the exemplified commensurations and valuations, I discuss the consequences of education privatization via tendering-based procurement. Since competition is inherently built into the tool, it becomes valuable. Further, procurement recasts education stakeholders into market roles and reshapes their relationships. In short, the article underscores the importance of understanding how education privatization is organized and what role management tools play in shaping education, calling for critical education research to delve into their dynamics and impact.

Public transport plays a fundamental role in providing access to urban opportunities. People with mobility restrictions face greater obstacles than other members of society. This article seeks to explore the obstacles faced by wheelchair users in Montevideo, Uruguay. To do so, we designed a set of trips to actual destinations for five types of activities to compare time costs between wheelchair users and people without mobility restrictions. We estimated time costs for sidewalk segments, waiting time, onboard bus travel time, and coupling time (i.e., idle time due to the lack of bus provision closer to the activity starting times) and found that, relative to people without mobility restrictions, each of these transit components poses high costs for wheelchair users. From a policymaking perspective, our findings point out the importance of expanding universal design in public transport. They also call attention to other factors that explain travel time such as sidewalks segments and the temporal organization of urban activities that may turn into schedule mismatches.

Academic freedom is under threat across the globe and a wave of substantial academic freedom declines affects not only autocracies but also (liberal) democracies. However, although the development of academic freedom has generated scholarly attention, this article presents the first systematic conceptualization and measurement of academic freedom growth and decline episodes. In particular, this article systematically analyzes the development of academic freedom across the globe and shows that global development follows waves of growth and decline. The first growth wave started in the mid-1940s and was succeeded by a second growth wave that started around 1977 and lasted for more than 30 years resulting in the greatest improvement in academic freedom that has been recorded since 1900. However, since 2013, we see an ongoing decline wave in academic freedom. Overall, this article highlights how academic freedom developed over time and across the globe in waves of growth and decline.

The COVID-19 pandemic drastically affected higher education and higher education students around the world, but few studies of college students' experiences during the COVID-19 pandemic have been conducted in Latin America. This study describes the COVID-19-related experiences and perspectives of Peruvian college students. We surveyed 3,427 full-time college students (average age: 23 years) attending a multi-campus Peruvian university in fall 2020. Participants were recruited through the digital platform of the learning management system at their university, email, and social media. We asked participants how they were managing risks related to COVID-19; the continuity of social, educational, and work activities; and the psychological and economic impacts of the pandemic on their lives. Since March 2020, 73.0% of participants reported COVID-19-related symptoms, but only 33.9% were tested for COVID-19. During the national quarantine imposed by the Peruvian government (March 15-June 30, 2020), 64.3% of participants remained in their house. Furthermore, while 44.0% of participants were working in February 2020 (95% CI: [41.7%, 46.4%]), only 23.6% (95% CI: [21.7%, 25.7%]) were working immediately after the pandemic began (i.e., at the end of April 2020). Participants were more stressed about the health and educational implications of COVID-19 for Peruvian society and their families than about themselves. The public health, economic, and educational implications of COVID-19 on college students are continuing to unfold. This study informed Peruvian higher education institutions' continued response to the COVID-19 pandemic, the progressive return to postpandemic activities, as well as other future pandemics and other crises.

An i-voting system may promote electoral participation by reducing travel cost and time to polling places, especially among youth who are more accustomed to technological changes. We study the linkage between travel costs on election day and voter turnout by comparing past electoral participation with stated voting behavior in a hypothetical i-voting system. We believe that the link between transportation costs, i-voting, and voter-turnout emerges as an interesting opportunity to disentangle the mechanism behind the expected increase in political participation after diversifying voting channels. Data were collected using an online questionnaire that was disseminated among Chilean university students. Binary and bivariate probit estimates show that conventional turnout probability among university students is negatively affected by travel costs on election day. Interestingly, whereas political interest and democracy valuation still augment the probability of voter turnout with i-voting, travel-to-polling-station costs are not statistically relevant.

Mobile shopping (m-shopping) adoption has been significantly touted in the contemporary era; however, the adoption of m-shopping is still under shadow in many developing countries. The aim of this study is to discover the impact of device system quality on m-shopping adoption among university students with the support of UTAUT and UTAUT2 theories. The study employed PLS-SEM (symmetric) and fsQCA (asymmetric) analysis simultaneously using survey data from 530 respondents who are primarily university students. PLS-SEM results found positive significant relation between device system quality and m-shopping adoption. The study contributes with an extension of earlier studies that combine PLS-SEM (symmetric methods) and fsQCA (asymmetric methods). The study is limited among the university students that may affect the generalizability of the study. The casual recipes in this research aid policymakers to achieve their strategic objectives in implementing positive m-shopping behavior among the university students.

This article presents part of a larger study on potential relations between democracy and numeracy and mathematics teaching for adults. This study is motivated by the many challenges to democratic institutions and democratic values at local, national and international levels that I have observed in recent years. In this article. I go back to the 1980s to revisit literature on the connections between mathematics education and society, focusing on democracy. The chosen literature is not exclusively, but primarily, of Nordic origin and represents the context within which I was enculturated as a young student. Revisiting this literature and supplementing it with newer literature confirmed that the complex relations between mathematics education and democracy described by prominent scholars back in the 1980s are worth remembering and developing further, even today. Although these Nordic scholars focused on other parts of education rather than adult education, I find it relevant to consider the scholars' descriptions of democratic aspects of numeracy and mathematics education in relation to adult education. The present article suggests a model, a frame, consisting of four boxes that can function as a pragmatic tool for analyses of democratic aspects of present-day adult education. The frame highlights that democracy can be interpreted as more than just the right to vote in elections. The frame shows two interpretations of democracy: representative democracy (RD), i.e. the rules and rights of citizens and representatives, and participatory democracy (PD), i.e. democratic participation and democratic communication among citizens in everyday life. The hope is that this frame may encourage, facilitate reflection on and influence the practice of democracy among teachers and students in adult education. To this end, the frame specifies reflections and practice both in school (IS) and outside school (OS). Examples from numeracy and mathematics instruction practice are presented, and some frame limitations are sketched out.

Urbanization is a crucial factor in economic growth and common prosperity and thus an inevitable pathway to a nation's modernization. To achieve the goal of common prosperity of Chinese society as a whole, it is imperative to enhance the education level of its farmers, accelerate the construction of the new countryside, and develop modern, large-scale agriculture, so as to liberate more farmers from the agricultural labor and allow them to enter the secondary and tertiary sectors of economy that provide higher incomes. This study seeks to verify the promotional effect of education on the urbanization level by utilizing the provincial-level panel data from 2005 to 2020 in China. The two-way fixed effects model is adopted in the analysis. Research findings include that: (i) Investment in education has substantial promotional effects on the urbanization level; (ii) Economic growth and technological advancement significantly advances the progression of urbanization; (iii) The development level of the region can moderate the impact of education on urbanization.

The rapid onset of the COVID-19 pandemic, also known as the SARS-CoV-2 outbreak, has brought to light how important technology may be to the socio-economic development of a nation, particularly in Africa. The study conducted a narrative review of pertinent literature to objectively assess the effects of two types of emerging digital technologies (Artificial Intelligence [AI]) and nanotechnologies in Africa. The results showed that emerging technology-related research, development, and deployment are happening throughout Africa. Nanotechnology and AI have had a substantial impact in many spheres of African economies. The study, however, acknowledges in its conclusion that not all African nations have derived the same benefits from emerging technologies, including the digitalisation processes. There are still large disparities in the accessibility of technology and digital skills in several rural and underdeveloped areas in Africa. Thus, recommendations on how to close these gaps are provided for all African countries to profit more consistently from the emerging technologies and the digitalisation processes.

Environmental education (EE) has received more and more attention worldwide. In Korea, there is a national consensus on the importance of EE; however, it is not as much of a priority as other education subjects or themes, based on annual survey results. This study asks how much value Korean citizens place on EE, revealing its value more objectively than the opinion survey. This study estimates citizens' benefits from EE using the contingent valuation method (CVM) to elicit willingness to pay (WTP). The survey scenario detailed information about the Green Movable EE Classroom program managed by the South Korean Ministry of Environment, and its 1,004 participants comprised a representative sample of Korea. The results are as follows. If the average household's annual WTP (KRW 17,575; USD 14.85) were expanded to the total number of Korean households, the total benefit would be about KRW 367.2 billion (USD 310 million) per year. This result can be interpreted as citizens being willing to pay that amount for EE. This study estimated the economic value and is the first empirical attempt to reveal the value of EE nationwide. This study expands the theoretical discussion of the value of EE and provides evidence for policy revision.

This paper comparatively examines residents' attitudes toward the tourism economy across eight rural counties at varying tourism development stages within the Monongahela National Forest region, West Virginia. Nine hypotheses related to attitudes toward sustainable tourism, perceptions of regional collaboration, and perceived strengths, weaknesses, opportunities, and threats (SWOT) are proposed and evaluated with the Social Exchange Theory (SET), Tourism Area Life Cycle model (TALC), and Doxey's Irritation Index as the theoretical foundations. While the nine hypotheses are not consistently supported with mixed findings, it seems that residents from counties at higher levels of development stages are more likely to support tourism development because of its positive economic benefits to communities while disfavoring tourism development for its negative social impacts on communities; to value the importance and benefits of regional collaboration, and to score higher on their communities' strengths in tourism development. Research implications, limitations, and future research needs are discussed.

The popular climbing destination of Lander, Wyoming receives nearly 37,000 climbing visits every year, with 78% of those visits coming from persons living outside of this area. Climbing tourism expenditures result in an estimated $4.5 million in visitor spending each year. Climber demographics indicate these visitors are well-educated with 98% choosing to stay overnight on their visits. The average visit also lasts nearly a week. Climbing tourism expenditures support $1.7 million in wages for local workers, highlighting an opportunity to increase regional tourism and its economic impact amid a rural, transitional economy.

This article looks at the meaning of solidarity as related to the Egyptian uprising of January 2011. Through participant interviews, field notes, and observations, the author examines the role of grassroots theatre in enabling the aspirations of the revolution to live on amongst its players, and despite more stringent state control over the arts and freedom of expression. The author examines how solidarity can take different forms through silence, witnessing, and embodied creative works.

Purpose: The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach: This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps. Findings: The review's findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps. Research limitations/implications: One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review. Practical implications: The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience. Social implications: The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion. Originality/value: This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

The purpose of this study was to understand the lived experience of the Spanish-speaking Latino community during the COVID-19 shelter-in-place orders. A single remote focus group meeting was conducted with nine Spanish-speaking participants to explore how residents living amidst shelter-in-place orders made informed decisions about health, safety, and security during the early months of the pandemic. The focus group meeting lasted about 60-90 minutes, and this meeting was facilitated by bilingual/bicultural Latino research assistants trained in qualitative research methods. Study participants also completed the Household Pulse Survey developed by the U.S. Census Bureau, a 20-minute survey to understand the social, health, and economic impact of COVID-19. The mean age was 33 years [range 21-60, SD = 12.44], and most participants attended some or completed a college degree. The participants self-reported as heterosexual, and five self-reported as single or never married. At least four noted making less than $25,000 annually, and four reported that they were self-employed. Most of the participants resided in New Jersey (n = 6), whereas two were from Michigan and one was from New York. The themes that emerged from the focus group meeting were the following: (1) social media and televised news outlets propagated confusing and harmful public messages; (2) COVID-19 elicited negative feelings of uncertainty; and (3) participants had widespread concerns about the health of their family, others, and self. Public messages on COVID-19 were not only confusing but harmful, as Latino families were highly dependent on them when determining how to protect their families in the early days of the pandemic.

In March 2020, when public health stay home orders began in order to halt the spread of COVID-19, child care as an industry was drastically and abruptly impacted. This public health emergency highlighted the weaknesses in the child care system in the United States. This study investigated the changes in operations cost, child enrollment and attendance, and state and federal support that occurred during the first year of the COVID-19 pandemic among both center-based and home-based child care programs. A total of 196 licensed centers and 283 home-based programs across Iowa participated in an online survey as a part of the 2020 Iowa Narrow Costs Analysis. This mixed method study utilizes qualitative analysis of response as well as descriptive statistics and pre- post comparison testing. Analysis of qualitative and quantitative data revealed that the COVID-19 pandemic had a marked impact on child care enrollment, the operational cost of child care, the availability of child care, and a variety of other areas including staff workload and mental health. In many instances, participants shared that state and federal COVID-19 relief funds were critical. Although state and federal COVID-19 relief funds were critical for child care providers in Iowa during the pandemic, results suggest similar financial support will be necessary beyond the pandemic to sustain the workforce. Policy suggestions are made for how to continue to support the child care workforce in the future.

Increasingly higher education institutions are expected to demonstrate their contribution to academia, society, and the economy. This is pertinent for business schools as a key purpose for them is to provide education that enhances management practice, with Doctorates in Business Administration (DBAs) being the highest-level qualification offered in pursuit of this goal. Yet there is scant research that captures the impact of DBAs beyond the individual and academia. This paper focuses on the important role of DBAs in generating and transferring knowledge from academia to practice and in creating wider impact in society and the economy. Based on 36 semi-structured interviews with DBA students and alumni, our research shows how DBA students are able to generate and exchange knowledge between academia and business, enabling a wide range of impacts to be achieved. We show how knowledge transfer is the outcome of a learning process in which DBA students and their supervisors learn to speak each other's language, enabling two-way communication. Facilitated by the power and associated credibility and legitimacy of the DBA students as practicing senior managers, the knowledge can then be transferred. Personal development in the form of analytical skills and increased confidence gained through the learning process results in a personal impact that acts as the precursor to other forms of impact, such as improved organisational performance and broader societal benefits. Research generated by DBAs is thus well-placed to offer opportunities for impact and contribute substantially to the research-practice conversation in higher education.

This study examined the impact of changes in tax codes on voluntary giving to universities and colleges. While higher education institutions have drawn attention to individual gifts and philanthropic donations as supplementary financial resources, the recent introduction of the Tax Cuts and Jobs Act of 2017 in the United States reduced tax incentives for charitable contributions, thus raising concerns regarding considerable declines in charitable giving. By using panel data from the Voluntary Support of Education Survey, this research revealed that changes in tax benefits on charitable giving as a consequence of the new tax policy are associated with an overall decrease in the sum of individual donations and the number of individual donors. This loss of voluntary contribution is notably observed in private colleges and universities with an emphasis on research activities.

This study used the provincial panel data on policy adoption rate of university-affiliated think tanks in China from 2005 to 2017 and built a fixed effects model to explore the impact of the policy adoption rate of university-affiliated think tanks on China's economic growth. The results indicated that China's university-affiliated think tanks developed rapidly and the quality of policy advice improved significantly, but obvious regional imbalance existed. The policy adoption rate of university-affiliated think tanks can significantly affect China's economic growth. The impact was significant in the eastern developed region and western underdeveloped region but not in the moderately developed region in central China. The impact was significant in both the southern developed region and northern underdeveloped region, while the impact in the south was more significant than this in the north. Besides, the policy adoption rate of university-affiliated think tanks had obvious time effect on China's economic growth. As time went by, the effect became stronger, which was significant in eastern and central China but not in the western region. The enhancement of effect was significant in both the southern and northern regions, while the enhancement in the south was higher than this in the north.

Over the past decade, the financial crisis has led to reduced government funding for academic libraries in Greece. Now more than ever, it is imperative for library managers to improve their knowledge and understanding of cost behavior, in order to effectively deliver high quality services at decreasing costs. To do so, they need to apply clearly-defined costing methods, such as Time-Driven Activity-Based Costing (TDABC), that allow them to identify the various costs involved in the library processes. In our study, we applied the TDABC method at the medium-sized library of the University of Macedonia (UoM), in Thessaloniki, Greece, to evaluate the costs of the Inter-library Loans (ILL) services. Since the library managers did not adopt a cost allocation method, the cost estimation of the UoM ILL services was rather simplistic and rudimentary. Our research provides empirical evidence of the advantages of TDABC in an academic library setting. Namely, the TDABC method can help library administrators decide how to successfully allocate the available resources and improve the efficiency of the library processes.

Prairie View A&M University (PVAMU) plays an important role in the social and economic life of the local, state and national economy. This study presents estimates of the economic impacts of the University's contributions, both short-term and long-term, on the local (Waller County), regional (Houston-The Woodlands-Sugar Land Metropolitan Statistical Area), and state (Texas) economies in 2019.The study measures short-term economic benefits like the total output, value-added, labor income, and employment (jobs) created; and the long-term benefits like the contributions PVAMU makes to increase the lifetime earnings potential of its students. The study used the latest version of Minnesota IMPLAN software with built-in multipliers, survey questions, and administrative data; in addition to other standard techniques found in the economic impact analysis literature. The study finds the myriad economic impact of PVAMU University greater than greater than the direct spending by the University for pay-roll, goods and services, construction, and direct spending by PVAMU students. The impacts include $176 million annual contribution to Waller county's income base and employment impact of 1,925 high paying jobs created. For the greater Houston economy, it adds $291 million annually to the income base through direct compensation and induced spending, while the employment impact is 4,183 high paying jobs created. Finally, the economy of Texas had a direct spending impact of $354 million with 5,300 jobs supported.

In rural Canada the issue of school closures and consolidations due to low enrollment and heightened fiscal constraints has become a contentious and highly charged issue for citizens and communities. This literature review synthesizes the major effects of school closure on rural communities, identifying economic impacts, social impacts, and implications for students. The historical context of Canadian rural schools, notions of rurality, urbanormativity and local complexity, along with considerations of urban-centred educational policy, are overarching themes identified in the rural school literature. These concepts were found to subsequently perpetuate the economic, social, and student-centred impacts reported. A relative dearth of research focusing on the community-level impacts of rural school closure, particularly in the Canadian context, supports the need for further in-depth studies that address gaps in the literature. These findings could in turn be used in the development of future educational policy which acknowledges rurality for rural Canadian communities.

The financial exploitation (FE) of older adults affects not only victims' finances, but also their health. This preliminary study investigated the impacts of a financial coaching program on the financial, neurocognitive, physical, and emotional health of older adult victims of FE. Twenty older adults residing in a large urban area who had experienced FE were compared at baseline and follow-up with a group of 20 older adult of the same area who were making important financial decisions, but had not experienced FE and did not receive the intervention. At baseline, both groups were similar on demographic variables, but participants who had experienced FE had more health problems, poorer memory and executive functioning, less social support, and greater stress than the comparison group. Six months after financial coaching ended, program participants had significantly less anxiety. Overall, older adult victims of FE showed no significant declines and, in fact, showed some improvement.