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Intro -- Title Page -- Copyright -- Contents -- Preface -- Acknowledgements -- Introduction -- The Land before the Lakes: The Difference between God-Made and Human-Made -- I. THE ARMY CORPS OF ENGINEERS LAKES -- 1. The Army Corps of Engineers -- 2. Allatoona Lake (1950) -- 3. J. Strom Thurmond Lake (1953) -- 4. Lake Sidney Lanier (1957) -- 5. Lake Hartwell (1962) -- 6. Carters Lake (1977) -- 7. Richard B. Russell Lake (1985) -- II. THE GEORGIA POWER LAKES -- 8. The Georgia Power Company -- 9. Tallulah Falls Lake (1911) -- 10. Lake Rabun (1915) -- 11. Lake Burton (1919) -- 12. Lake Tugalo (1923) -- 13. Lake Yonah (1925) -- 14. Lake Seed (1927) -- 15. Lake Heath/Antioch (1995) -- III. THE TENNESSEE VALLEY AUTHORITY LAKES -- 16. The Tennessee Valley Authority -- 17. Lake Blue Ridge (1927) -- 18. Lake Chatuge (1942) -- 19. Lake Nottely (1942) -- Afterword. The Haunting Question, "What If ?" -- Notes -- Bibliography -- About the Author.

AbstractThis empirical study evaluates the impact of faculty training in online teaching on perceived comfort, perceived effectiveness, and stress during the Emergency Transition to Online Learning (ETOL) caused by COVID‐19. Survey data revealed a positive relationship between training in online teaching and perceived effectiveness during the ETOL. However, this relationship is fully mediated by perceived comfort in teaching online, meaning training in online teaching significantly increased faculty perceived comfort, which in turn increased perceived effectiveness. Relative to their counterparts, faculty who agreed that the ETOL was stressful were significantly more likely to cite working from home distractions and a lack of physical resources as the greatest challenges. Going forward, our results suggest faculty should be trained in best practices in online teaching as a regular part of their development. Doing so would not only benefit online courses, but the tools used in online courses can also benefit faculty teaching in‐person courses. The emerging tools used in online courses can also serve to enhance teaching in emerging, technology‐based disciplines in business, such as digital marketing or business analytics. In addition to ongoing training, another best practice to prepare for a future ETOL would be to allow business school faculty to share what they have learned with other business faculty.

PurposeThe purpose of this paper is to empirically examine the relationship between psychological diversity climate (PDC) and organizational identification (OID) when influenced by racial dissimilarity between the subordinate and supervisor.Design/methodology/approachOrdinary least squares hierarchical regression analysis was run for hypotheses testing.FindingsThree of the four hypothesized relationships were supported. Support was found for the direct relationship between PDC and OID. The moderator race was significant thus also supported. The moderator of dissimilarity was not supported. Finally the three-way interaction with race and dissimilarity was supported.Practical implicationsOID is an important variable for overall organizational success. OID influences a wealth of organizationally relevant outcomes including turnover intentions. Considering higher turnover exists for minority employees, understanding how diversity climate perceptions vary by employee race and therefore impact OID differently, helps managers when making decisions about various initiatives.Originality/valueThis study is the first the authors know of to investigate the impact of dissimilarity on the PDC-OID relationship.