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  • Authors: Di Carlo, Jonathan Michael;

    This thesis analyzes the legal history of the Supreme Court’s Fourth Amendment case law as it relates to the police practice of Stop and Frisk which shifted drastically in 1968 with the creation of the “Terry Stop”. From that decision, it analyzes the broader role that both the Judiciary and Law Enforcement, as fundamental American institutions, played in the creation of the Carceral State. This research draws on archival Supreme Court records to demonstrate that the decision to reinterpret the Fourth Amendment’s prohibition on warrantless searches and seizures was made in full view of the politicization and racialization of crime. Further, it shows that the Supreme Court both faced and succumbed to the immense pressure that Law Enforcement, lobbyists, and the United States Department of Justice placed on it. In response, the Court created a semantic carveout of the Fourth Amendment that permitted the practice of racially motivated Stop and Frisk, and the confiscation of contraband found during such frisks as evidence of a crime. In doing so, the Court demonstrated its allegiance to Law Enforcement—in the face of significant evidence to the contrary—by continually dismissing arguments that police practices were motivated by negative stereotypes. In legalizing the Stop and Frisk in 1968, the Court empowered Law Enforcement to practices to gradually shift away from the racially motivated police harassment from the Vagrancy Regime of the Jim Crow era to a constitutionally permissible Stop and Frisk regime. This thesis situates the advent of that change in Police Power which brought about this new regime as a primordial cornerstone in the creation of the Carceral State which was characterized by police as the agents who gathered Black bodies from American streets into the justice system.

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    Authors: Rollwagen, Katharine;

    This thesis focuses on the emergence of the teenaged consumer as a market segment in Canada during the 1930s, 1940s, and 1950s. It challenges the notion that teenagers were of little interest to retailers until economics and demographics shaped the more numerous and prosperous post-war teenagers of the Baby Boom generation. Using evidence from corporate records and analysis of mail order catalogues, the study examines how department store retailer, the T. Eaton Company, Limited, began to cultivate a distinct and lucrative teenaged consumer in the 1930s, and thereby began shaping the teenaged consumer. The thesis contextualizes the case study of Eaton’s by exploring the varied expectations that adults had of young people at the time, using census records and magazines (Chatelaine, Canadian Home Journal and Mayfair) to explore concerns about young people’s transition to adulthood. It then focuses on how Eaton’s made a concerted and sustained effort to attract teenager customers to its catalogue and stores. Analysis of its semi-annual catalogue highlights the emergence of specialized clothing size ranges and styles, revealing that Eaton’s increasingly viewed the teenaged years as an important in-between life stage. Eaton’s also instituted teenage advisory councils to both glean market trends and provide a venue for what it considered education for novice consumers. Eaton’s presented consumption as a way to prepare young people for adult roles, legitimizing teenaged participation in the consumer marketplace and contributing to wider debates about when and how teenaged Canadians should reach maturity. Taken together, the chapters of this thesis reconsider the origins of the teenager's prominent position as a sought-after consumer market. The result contributes to a better understanding of the influence of the retail industry on cultural understandings of childhood and growing up in twentieth century Canada. Thesis submitted to the Faculty of Graduate and Post-Doctoral Studies in partial fulfilment of the requirements for the Ph.D. in History, Department of History, Faculty of Arts, University of Ottawa. https://viuspace.viu.ca/bitstream/handle/10613/3250/Rollwagen_2012.pdf?sequence=3

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    Thesis . 2012
    Data sources: VIUSpace
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      Thesis . 2012
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    Authors: Dane, A.; Kennedy, Richard; Spring, M.; Volk, A.; +1 Authors

    The current study examined whether parental monitoring and attachment were related to adolescent beliefs about antisocial acts, with temperament, gender, and age considered as potential moderators. A total of 7135 adolescents, ages 14-18 years, completed self- report measures of antisocial beliefs, parental monitoring, attachment security, and temperament. Results indicate that both attachment security and parental monitoring are associated with adolescent beliefs about antisocial behaviour. It also appears that the two aspects of parenting are complementary, in that a secure attachment relationship is associated with greater parental monitoring knowledge, which in turn is linked with a lower tolerance for antisocial behaviour. However, the relations between these aspects of parenting and beliefs about antisocial acts depended on the young people's characteristics, with some results varying by age, gender and temperament. Implications for future research and parent-focused interventions to prevent antisocial beliefs and behaviour are discussed. peer-reviewed

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    OAR@UM
    Article . 2012
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    Article . 2018
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    DOAJ
    Article . 2012
    Data sources: DOAJ
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      Article . 2012
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      OAR@UM
      Article . 2018
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      DOAJ
      Article . 2012
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    Authors: Raykov, Milosh; Taylor, Alison; Jamal, Sameena; Wu, Sirui;

    More than ever, university students are seeking voluntary as well as paid work experiences prior to graduation to help them develop skills. Unpaid work often involves different motivations and has different benefits and challenges vis-à-vis paid work. It is also less visible than paid work and tends to be given less research attention. This report follows on our earlier report on UBC undergraduate students and paid work by documenting features of students’ unpaid work as well as differences in their perceptions of paid and unpaid work. The term “unpaid work” covers a wide range of opportunities that includes student clubs and associations, community-engaged learning, student leadership, and internships. There is a sizeable academic literature that addresses university students and different kinds of unpaid work; their motivations for engaging (or not engaging) in voluntary work and perceived benefits; differences in participation based on gender and international student status; and the issue of voluntary work and equity. Our Hard Working Student study contributes to this literature based on our quantitative and qualitative findings. Quantitative results come from two datasets: a pilot survey in 2018 followed by a module in 2019, both tied to the Undergraduate Experience Survey of students at UBC-Vancouver. In 2018, responses were obtained from 1,073 (62%) female and 659 (38%) male students. In 2019, responses were obtained from 1,117 (37%) male and 1,870 (63%) female students for a total of 2,987. Qualitative data include 12 focus group interviews with 37 second-year students recruited across faculties at UBC-V in January and February 2019. Findings from 2018 suggest that almost half (49%) of the undergraduate students were involved in volunteer work, while a slightly smaller proportion of students (44%) reported participating in volunteer activities in 2019. The average time spent on unpaid work in both years was around 6 hours per week. Our interviews with 37 working students found that even more (68%) also participated in unpaid work. Overall, our findings indicate that more female students than males participated in unpaid work, but did so for a little bit less time, on average, than male students. The reasons most frequently given for voluntary work were to gain career-related experience (40%) and to make a social contribution (39%). Almost three-quarters of international students surveyed (74%) also indicated that their voluntary work was important to gain Canadian work experience. Interviews add that students may also develop passion for a career through volunteer work. Common motivations for volunteer work on campus were to socialize and have fun. Over two-thirds (69%) of students who volunteered agreed or strongly agreed that it helped them build career-related skills. Volunteer work was also perceived to influence their further education plans (53% agreed or strongly agreed) and career plans (58% agreed or strongly agreed). Interviews add that international and out-of-province students felt that on-campus voluntary experience helped in their transition to university. However, expensive international opportunities were out of the reach of some students. Interestingly, more students perceived that their unpaid work had impact on their development of skills, future education and career plans, and interest in university compared to their paid work. In our 2019 survey, for example, unpaid work was reported to be more influential than paid work for developing career-related skills (69% vs 60%) as well as deciding on future education plans (53% vs 39%). Similarly, unpaid work appeared to be more influential than paid work for career plans (58% vs 45%). Unpaid work also increased students’ interest in university more than paid work (50% vs 35%). Interviews suggest that greater choice of unpaid work and flexibility in conditions of work may contribute to these results. While our Hard Working Student research project focuses primarily on students’ paid term-time work, the data reported provide an important reminder that work needs to be thought about in more expansive ways to capture the complexity of students’ experiences. peer-reviewed

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    OAR@UM
    Book . 2020
    Data sources: OAR@UM
    https://doi.org/10.14288/1.039...
    Other literature type . 2020
    Data sources: Datacite
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      Book . 2020
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      https://doi.org/10.14288/1.039...
      Other literature type . 2020
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Alison Taylor; Lorin Yochim; Milosh Raykov;

    Background: Despite increased access to higher education in recent decades, first-generation (first-gen) university students continue to face challenges with persistence and completion. Recommended responses by universities include exposing these students to “high-impact” educational practices. Purpose: This article examines the potential of one of these practices—service-learning—to address the disadvantages faced by first-gen students. Methodology/Approach: We review the literature on first-gen students and service-learning and offer a conceptual critique of dominant approaches. Findings/Conclusions: Dominant conceptions of service-learning treat first-gen students as a homogeneous, deficient group and reduce learning to an input-environment-output model. We argue for a more conceptually nuanced understanding of the reasons for the cultural mismatch often experienced by underrepresented groups of students. Implications: The conceptual resources offered in this article are intended to help researchers and policy makers undertake research that captures the diversity and richness of students’ lives and leads to more equitable practices.

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    Journal of Experiential Education
    Article . 2019
    License: SAGE TDM
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      Journal of Experiential Education
      Article . 2019
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    Authors: Ackert, Lucy F.; Deaves, Richard; Miele, Jennifer; Nguyen, Quang;

    The authors investigated whether cognitive intelligence (intelligence quotient [IQ]) and emotional intelligence (emotional quotient [EQ]) meaningfully correlate with time preference and risk preference, finding solid evidence in support. In the realm of time preference, high-EQ individuals are less subject to present (or future) bias and more patient. Further, high-IQ subjects tend to exhibit preferences that conform to expected utility maximization. While recent research on the relationship between cognitive ability and preferences has provided important insights, the results suggest that both cognitive intelligence and emotional intelligence matter.

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    Journal of Behavioral Finance
    Article . 2019
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      Journal of Behavioral Finance
      Article . 2019
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    Authors: Van Bavel, Jay J.; Cichocka, Aleksandra; Capraro, Valerio; Sjåstad, Hallgeir; +26 Authors

    Changing collective behaviour and supporting non-pharmaceutical interventions is an important component in mitigating virus transmission during a pandemic. In a large international collaboration (Study 1, N = 49,968 across 67 countries), we investigated self-reported factors associated with public health behaviours (e.g., spatial distancing and stricter hygiene) and endorsed public policy interventions (e.g., closing bars and restaurants) during the early stage of the COVID-19 pandemic (April-May 2020). Respondents who reported identifying more strongly with their nation consistently reported greater engagement in public health behaviours and support for public health policies. Results were similar for representative and non-representative national samples. Study 2 (N = 42 countries) conceptually replicated the central finding using aggregate indices of national identity (obtained using the World Values Survey) and a measure of actual behaviour change during the pandemic (obtained from Google mobility reports). Higher levels of national identification prior to the pandemic predicted lower mobility during the early stage of the pandemic (r = −0.40). We discuss the potential implications of links between national identity, leadership, and public health for managing COVID-19 and future pandemics.

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    Scholarship@Western
    Other literature type . 2022
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      Scholarship@Western
      Other literature type . 2022
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    Authors: John-Tyler Binfet; Freya L. L. Green; Sherri Roche; Cassidy Scott;

    Teachers may be encouraged to follow a prescribed curriculum when teaching social and emotional learning (SEL), and varied research findings attest to the efficacy of this approach in fostering students’ social and emotional competencies. An alternative approach might see teachers create SEL initiatives and infuse, embed, or integrate SEL into core teaching content. This case study explored how, when asked to foster social and emotional learning within their schools, 16 SEL teachers created learning opportunities for students to bolster their social and emotional skills. Teachers were asked to first define SEL and then to create portfolios showcasing three of their SEL lessons or initiatives. Content analysis of definitions revealed that teachers largely defined SEL as fostering students’ self-awareness and self-management. Content analysis of each of the teachers’ lessons indicated that the learning opportunities or initiatives that teachers introduced were predominantly social in nature and oftentimes focused on having students practice emotion regulation strategies. Findings inform our understanding of the perceptions and actualizations of SEL in applied contexts. peer-reviewed

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    Article . 2023
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    Article . 2023
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      Article . 2023
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      Article . 2023
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    Authors: Martin Rudbeck Jepsen; Tobias Kuemmerle; Daniel Müller; Karl-Heinz Erb; +44 Authors

    Land use is a cornerstone of human civilization, but also intrinsically linked to many global sustainability challenges-from climate change to food security to the ongoing biodiversity crisis. Understanding the underlying technological, institutional and economic drivers of land-use change, and how they play out in different environmental, socio-economic and cultural contexts, is therefore important for identifying effective policies to successfully address these challenges. In this regard, much can be learned from studying long-term land-use change. We examined the evolution of European land management over the past 200 years with the aim of identifying (1) key episodes of changes in land management, and (2) their underlying technological, institutional and economic drivers. To do so, we generated narratives elaborating on the drivers of land use-change at the country level for 28 countries in Europe. We qualitatively grouped drivers into land-management regimes, and compared changes in management regimes across Europe. Our results allowed discerning seven land-management regimes, and highlighted marked heterogeneity regarding the types of management regimes occurring in a particular country, the timing and prevalence of regimes, and the conditions that result in observed bifurcations. However, we also found strong similarities across countries in the timing of certain land-management regime shifts, often in relation to institutional reforms (e.g., changes in EU agrarian policies or the emergence and collapse of the Soviet land management paradigm) or to technological innovations (e.g., drainage pipes, tillage and harvesting machinery, motorization, and synthetic fertilizers). Land reforms frequently triggered changes in land management, and the location and timing of reforms had substantial impacts on land-use outcomes. Finally, forest protection policies and voluntary cooperatives were important drivers of land-management changes. Overall, our results demonstrate that land-system changes should not be conceived as unidirectional developments following predefined trajectories, but rather as path-dependent processes that may be affected by various drivers, including sudden events.

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    Land Use Policy
    Article
    Data sources: UnpayWall
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    NARCIS; Research@WUR
    Other literature type . Article . 2015
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    NARCIS
    Article . 2015
    Data sources: NARCIS
    Hal-Diderot
    Article . 2015
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9 Research products
  • Authors: Di Carlo, Jonathan Michael;

    This thesis analyzes the legal history of the Supreme Court’s Fourth Amendment case law as it relates to the police practice of Stop and Frisk which shifted drastically in 1968 with the creation of the “Terry Stop”. From that decision, it analyzes the broader role that both the Judiciary and Law Enforcement, as fundamental American institutions, played in the creation of the Carceral State. This research draws on archival Supreme Court records to demonstrate that the decision to reinterpret the Fourth Amendment’s prohibition on warrantless searches and seizures was made in full view of the politicization and racialization of crime. Further, it shows that the Supreme Court both faced and succumbed to the immense pressure that Law Enforcement, lobbyists, and the United States Department of Justice placed on it. In response, the Court created a semantic carveout of the Fourth Amendment that permitted the practice of racially motivated Stop and Frisk, and the confiscation of contraband found during such frisks as evidence of a crime. In doing so, the Court demonstrated its allegiance to Law Enforcement—in the face of significant evidence to the contrary—by continually dismissing arguments that police practices were motivated by negative stereotypes. In legalizing the Stop and Frisk in 1968, the Court empowered Law Enforcement to practices to gradually shift away from the racially motivated police harassment from the Vagrancy Regime of the Jim Crow era to a constitutionally permissible Stop and Frisk regime. This thesis situates the advent of that change in Police Power which brought about this new regime as a primordial cornerstone in the creation of the Carceral State which was characterized by police as the agents who gathered Black bodies from American streets into the justice system.

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    Authors: Rollwagen, Katharine;

    This thesis focuses on the emergence of the teenaged consumer as a market segment in Canada during the 1930s, 1940s, and 1950s. It challenges the notion that teenagers were of little interest to retailers until economics and demographics shaped the more numerous and prosperous post-war teenagers of the Baby Boom generation. Using evidence from corporate records and analysis of mail order catalogues, the study examines how department store retailer, the T. Eaton Company, Limited, began to cultivate a distinct and lucrative teenaged consumer in the 1930s, and thereby began shaping the teenaged consumer. The thesis contextualizes the case study of Eaton’s by exploring the varied expectations that adults had of young people at the time, using census records and magazines (Chatelaine, Canadian Home Journal and Mayfair) to explore concerns about young people’s transition to adulthood. It then focuses on how Eaton’s made a concerted and sustained effort to attract teenager customers to its catalogue and stores. Analysis of its semi-annual catalogue highlights the emergence of specialized clothing size ranges and styles, revealing that Eaton’s increasingly viewed the teenaged years as an important in-between life stage. Eaton’s also instituted teenage advisory councils to both glean market trends and provide a venue for what it considered education for novice consumers. Eaton’s presented consumption as a way to prepare young people for adult roles, legitimizing teenaged participation in the consumer marketplace and contributing to wider debates about when and how teenaged Canadians should reach maturity. Taken together, the chapters of this thesis reconsider the origins of the teenager's prominent position as a sought-after consumer market. The result contributes to a better understanding of the influence of the retail industry on cultural understandings of childhood and growing up in twentieth century Canada. Thesis submitted to the Faculty of Graduate and Post-Doctoral Studies in partial fulfilment of the requirements for the Ph.D. in History, Department of History, Faculty of Arts, University of Ottawa. https://viuspace.viu.ca/bitstream/handle/10613/3250/Rollwagen_2012.pdf?sequence=3

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    VIUSpace
    Thesis . 2012
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      Thesis . 2012
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    Authors: Dane, A.; Kennedy, Richard; Spring, M.; Volk, A.; +1 Authors

    The current study examined whether parental monitoring and attachment were related to adolescent beliefs about antisocial acts, with temperament, gender, and age considered as potential moderators. A total of 7135 adolescents, ages 14-18 years, completed self- report measures of antisocial beliefs, parental monitoring, attachment security, and temperament. Results indicate that both attachment security and parental monitoring are associated with adolescent beliefs about antisocial behaviour. It also appears that the two aspects of parenting are complementary, in that a secure attachment relationship is associated with greater parental monitoring knowledge, which in turn is linked with a lower tolerance for antisocial behaviour. However, the relations between these aspects of parenting and beliefs about antisocial acts depended on the young people's characteristics, with some results varying by age, gender and temperament. Implications for future research and parent-focused interventions to prevent antisocial beliefs and behaviour are discussed. peer-reviewed

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    OAR@UM
    Article . 2012
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    Article . 2018
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    Article . 2012
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      Article . 2012
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      Article . 2018
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      Article . 2012
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    Authors: Raykov, Milosh; Taylor, Alison; Jamal, Sameena; Wu, Sirui;

    More than ever, university students are seeking voluntary as well as paid work experiences prior to graduation to help them develop skills. Unpaid work often involves different motivations and has different benefits and challenges vis-à-vis paid work. It is also less visible than paid work and tends to be given less research attention. This report follows on our earlier report on UBC undergraduate students and paid work by documenting features of students’ unpaid work as well as differences in their perceptions of paid and unpaid work. The term “unpaid work” covers a wide range of opportunities that includes student clubs and associations, community-engaged learning, student leadership, and internships. There is a sizeable academic literature that addresses university students and different kinds of unpaid work; their motivations for engaging (or not engaging) in voluntary work and perceived benefits; differences in participation based on gender and international student status; and the issue of voluntary work and equity. Our Hard Working Student study contributes to this literature based on our quantitative and qualitative findings. Quantitative results come from two datasets: a pilot survey in 2018 followed by a module in 2019, both tied to the Undergraduate Experience Survey of students at UBC-Vancouver. In 2018, responses were obtained from 1,073 (62%) female and 659 (38%) male students. In 2019, responses were obtained from 1,117 (37%) male and 1,870 (63%) female students for a total of 2,987. Qualitative data include 12 focus group interviews with 37 second-year students recruited across faculties at UBC-V in January and February 2019. Findings from 2018 suggest that almost half (49%) of the undergraduate students were involved in volunteer work, while a slightly smaller proportion of students (44%) reported participating in volunteer activities in 2019. The average time spent on unpaid work in both years was around 6 hours per week. Our interviews with 37 working students found that even more (68%) also participated in unpaid work. Overall, our findings indicate that more female students than males participated in unpaid work, but did so for a little bit less time, on average, than male students. The reasons most frequently given for voluntary work were to gain career-related experience (40%) and to make a social contribution (39%). Almost three-quarters of international students surveyed (74%) also indicated that their voluntary work was important to gain Canadian work experience. Interviews add that students may also develop passion for a career through volunteer work. Common motivations for volunteer work on campus were to socialize and have fun. Over two-thirds (69%) of students who volunteered agreed or strongly agreed that it helped them build career-related skills. Volunteer work was also perceived to influence their further education plans (53% agreed or strongly agreed) and career plans (58% agreed or strongly agreed). Interviews add that international and out-of-province students felt that on-campus voluntary experience helped in their transition to university. However, expensive international opportunities were out of the reach of some students. Interestingly, more students perceived that their unpaid work had impact on their development of skills, future education and career plans, and interest in university compared to their paid work. In our 2019 survey, for example, unpaid work was reported to be more influential than paid work for developing career-related skills (69% vs 60%) as well as deciding on future education plans (53% vs 39%). Similarly, unpaid work appeared to be more influential than paid work for career plans (58% vs 45%). Unpaid work also increased students’ interest in university more than paid work (50% vs 35%). Interviews suggest that greater choice of unpaid work and flexibility in conditions of work may contribute to these results. While our Hard Working Student research project focuses primarily on students’ paid term-time work, the data reported provide an important reminder that work needs to be thought about in more expansive ways to capture the complexity of students’ experiences. peer-reviewed

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    Book . 2020
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    https://doi.org/10.14288/1.039...
    Other literature type . 2020
    Data sources: Datacite
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      https://doi.org/10.14288/1.039...
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Alison Taylor; Lorin Yochim; Milosh Raykov;

    Background: Despite increased access to higher education in recent decades, first-generation (first-gen) university students continue to face challenges with persistence and completion. Recommended responses by universities include exposing these students to “high-impact” educational practices. Purpose: This article examines the potential of one of these practices—service-learning—to address the disadvantages faced by first-gen students. Methodology/Approach: We review the literature on first-gen students and service-learning and offer a conceptual critique of dominant approaches. Findings/Conclusions: Dominant conceptions of service-learning treat first-gen students as a homogeneous, deficient group and reduce learning to an input-environment-output model. We argue for a more conceptually nuanced understanding of the reasons for the cultural mismatch often experienced by underrepresented groups of students. Implications: The conceptual resources offered in this article are intended to help researchers and policy makers undertake research that captures the diversity and richness of students’ lives and leads to more equitable practices.

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    Journal of Experiential Education
    Article . 2019
    License: SAGE TDM
    Data sources: Crossref
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Journal of Experient...arrow_drop_down
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      Journal of Experiential Education
      Article . 2019
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    Authors: Ackert, Lucy F.; Deaves, Richard; Miele, Jennifer; Nguyen, Quang;

    The authors investigated whether cognitive intelligence (intelligence quotient [IQ]) and emotional intelligence (emotional quotient [EQ]) meaningfully correlate with time preference and risk preference, finding solid evidence in support. In the realm of time preference, high-EQ individuals are less subject to present (or future) bias and more patient. Further, high-IQ subjects tend to exhibit preferences that conform to expected utility maximization. While recent research on the relationship between cognitive ability and preferences has provided important insights, the results suggest that both cognitive intelligence and emotional intelligence matter.

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    Journal of Behavioral Finance
    Article . 2019
    Data sources: Crossref
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      Journal of Behavioral Finance
      Article . 2019
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    Authors: Van Bavel, Jay J.; Cichocka, Aleksandra; Capraro, Valerio; Sjåstad, Hallgeir; +26 Authors

    Changing collective behaviour and supporting non-pharmaceutical interventions is an important component in mitigating virus transmission during a pandemic. In a large international collaboration (Study 1, N = 49,968 across 67 countries), we investigated self-reported factors associated with public health behaviours (e.g., spatial distancing and stricter hygiene) and endorsed public policy interventions (e.g., closing bars and restaurants) during the early stage of the COVID-19 pandemic (April-May 2020). Respondents who reported identifying more strongly with their nation consistently reported greater engagement in public health behaviours and support for public health policies. Results were similar for representative and non-representative national samples. Study 2 (N = 42 countries) conceptually replicated the central finding using aggregate indices of national identity (obtained using the World Values Survey) and a measure of actual behaviour change during the pandemic (obtained from Google mobility reports). Higher levels of national identification prior to the pandemic predicted lower mobility during the early stage of the pandemic (r = −0.40). We discuss the potential implications of links between national identity, leadership, and public health for managing COVID-19 and future pandemics.

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    Scholarship@Western
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      Scholarship@Western
      Other literature type . 2022
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    Authors: John-Tyler Binfet; Freya L. L. Green; Sherri Roche; Cassidy Scott;

    Teachers may be encouraged to follow a prescribed curriculum when teaching social and emotional learning (SEL), and varied research findings attest to the efficacy of this approach in fostering students’ social and emotional competencies. An alternative approach might see teachers create SEL initiatives and infuse, embed, or integrate SEL into core teaching content. This case study explored how, when asked to foster social and emotional learning within their schools, 16 SEL teachers created learning opportunities for students to bolster their social and emotional skills. Teachers were asked to first define SEL and then to create portfolios showcasing three of their SEL lessons or initiatives. Content analysis of definitions revealed that teachers largely defined SEL as fostering students’ self-awareness and self-management. Content analysis of each of the teachers’ lessons indicated that the learning opportunities or initiatives that teachers introduced were predominantly social in nature and oftentimes focused on having students practice emotion regulation strategies. Findings inform our understanding of the perceptions and actualizations of SEL in applied contexts. peer-reviewed

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    OAR@UM
    Article . 2023
    Data sources: OAR@UM
    DOAJ
    Article . 2023
    Data sources: DOAJ
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      OAR@UM
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      Article . 2023
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    Authors: Martin Rudbeck Jepsen; Tobias Kuemmerle; Daniel Müller; Karl-Heinz Erb; +44 Authors

    Land use is a cornerstone of human civilization, but also intrinsically linked to many global sustainability challenges-from climate change to food security to the ongoing biodiversity crisis. Understanding the underlying technological, institutional and economic drivers of land-use change, and how they play out in different environmental, socio-economic and cultural contexts, is therefore important for identifying effective policies to successfully address these challenges. In this regard, much can be learned from studying long-term land-use change. We examined the evolution of European land management over the past 200 years with the aim of identifying (1) key episodes of changes in land management, and (2) their underlying technological, institutional and economic drivers. To do so, we generated narratives elaborating on the drivers of land use-change at the country level for 28 countries in Europe. We qualitatively grouped drivers into land-management regimes, and compared changes in management regimes across Europe. Our results allowed discerning seven land-management regimes, and highlighted marked heterogeneity regarding the types of management regimes occurring in a particular country, the timing and prevalence of regimes, and the conditions that result in observed bifurcations. However, we also found strong similarities across countries in the timing of certain land-management regime shifts, often in relation to institutional reforms (e.g., changes in EU agrarian policies or the emergence and collapse of the Soviet land management paradigm) or to technological innovations (e.g., drainage pipes, tillage and harvesting machinery, motorization, and synthetic fertilizers). Land reforms frequently triggered changes in land management, and the location and timing of reforms had substantial impacts on land-use outcomes. Finally, forest protection policies and voluntary cooperatives were important drivers of land-management changes. Overall, our results demonstrate that land-system changes should not be conceived as unidirectional developments following predefined trajectories, but rather as path-dependent processes that may be affected by various drivers, including sudden events.

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    Land Use Policy
    Article
    Data sources: UnpayWall
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    NARCIS; Research@WUR
    Other literature type . Article . 2015
    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    NARCIS
    Article . 2015
    Data sources: NARCIS
    Hal-Diderot
    Article . 2015
    Data sources: Hal-Diderot
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