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The purpose of this study is to assess factors related to sorority women connecting with people who exacerbate feelings of exercise guilt and body dissatisfaction (BD), both of which preclude compulsive exercise.

In all, 207 sorority women (egos) completed online surveys measuring physical activity, BD, compulsive exercise and egocentric networks (n = 1,105 social ties/alters). Two random coefficient multilevel models assessed factors related to an ego connecting to someone who makes her feel: guilty about her exercise habits and good about her looks.

Exercise patterns within networks related to how often an alter made ego feel guilty about her exercise habits; alter gender and communication frequency related to how often an alter made ego feel good about her looks; and ego’s BD score was related to both feelings of guilt and body satisfaction.

The findings of this study support and extend literature highlighting the importance of someone’s immediate social network on their body image and related behaviors.

This paper aims to use social network analysis (SNA) to determine whether compulsive exercise (CE) was related to social connections and network position among participants of group-exercise programs.

Members from two group-exercise programs (Gym 1: n = 103; Gym 2: n = 56) completed an online survey measuring their social connections within the program, CE, depressive symptoms and sense of belonging. Network position was calculated for each person based on network centrality scores (i.e. closeness, eigenvector centrality). Linear network autocorrelation models determined whether respondents reported similar CE as their network ties (i.e., network effects) and whether network position was related to CE in these networks.

Eigenvector centrality (i.e., being connected to popular/important people within the network; Gym 1: parameter estimate [PE] = 0.51, p < 0.01, Gym 2: PE = 0.39, p = 0.02) and network effects (i.e. having similar CE scores as direct network ties; Gym 1: PE = 0.07, p < 0.01, Gym 2: PE = 0.19, p < 0.01) were related to CE among participants in these programs.

This study builds on existing SNA research suggesting the importance of social connections and network position on CE, and, to the best of the authors’ knowledge, is the first to explore these effects among group-exercise participants. This study describes how the social environment can impact, both positively and negatively, someone’s susceptibility for CE and supports fostering social connections within group-exercise programs as a way to potentially combat harmful CE among its participants.

The purpose is to ascertain the state of sustainability in higher education (SHE) in Atlantic Canada (sustainability education/curriculum; research and scholarship; operations; faculty/staff development and rewards; community outreach and service; student opportunities; and institutional mission, structure and planning).

All Association of Universities and Colleges of Canada (AUCC) member institutions in Atlantic Canada were sampled in 2005/2006 to examine sustainability performance. Data were collected using the sustainability assessment questionnaire (SAQ) and were triangulated with document, webpage, and additional survey research.

The majority of higher education institutions in Atlantic Canada are engaged in sustainable development work, most notably in the area of curriculum. Sustainability research and scholarship is spread amongst faculty and students; many institutions have inter‐ or multi‐disciplinary research structures to address sustainability questions across campus and in collaboration with community partners. Much unrealized potential remains within physical operations, faculty/staff development and rewards, and student opportunities. No single university emerges as the Atlantic Canadian SHE leader; Acadia University (Wolfville, Nova Scotia), St Francis Xavier University (Antigonish, Nova Scotia) and Mt Allison University (Sackville, New Brunswick) excel in a regional peers comparison.

The Atlantic Canada study commences a series of five regional SHE assessments in Canada.

The study strengthens ongoing efforts for creative institutional solutions to reduce the ecological footprint of higher education institutions. It contributes to SHE knowledge transfer and capacity‐building.

The study is the first regional SHE performance assessment in Canada. It serves as a pilot study and strategic planning tool.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.

The purpose of this paper is to provide insight into the effectiveness of cognitive and emotional appeals to mobilize resources in prosocial crowdfunding settings that combine the creation of economic and social value.

The authors quantitatively measure the effectiveness of cognitive and emotional appeals in the entrepreneurial narratives of 2,098 entrepreneurs from 55 countries shared via the Kiva platform by performing multiple regression analysis.

The findings suggest that using cognitive appeals can attract more resources than using emotional appeals. In fact, using affective language in general, and negative emotion words specifically, can be detrimental and attract fewer resources.

The authors contribute to the entrepreneurship and social entrepreneurship literature by linking insights from the Elaboration Likelihood Model (ELM) of persuasion and motivational framing to understand resource mobilization in prosocial settings. This study demonstrates that cognitive and emotional appeals could lead to different outcomes in contexts where entrepreneurial narratives are all framed as “doing good” and individuals allocating resources are highly socially motivated.

Justice rules are standards that serve as criteria for formulating fairness judgments. Though justice rules play a role in the organizational justice literature, they have seldom been the subject of analysis in their own right. To address this limitation, we first consider three meta-theoretical dualities that are highlighted by justice rules – the distinction between justice versus fairness, indirect versus direct measurement, and normative versus descriptive paradigms. Second, we review existing justice rules and organize them into four types of justice: distributive (e.g., equity, equality), procedural (e.g., voice, consistent treatment), interpersonal (e.g., politeness, respectfulness), and informational (e.g., candor, timeliness). We also emphasize emergent rules that have not received sufficient research attention. Third, we consider various computation models purporting to explain how justice rules are assessed and aggregated to form fairness judgments. Fourth and last, we conclude by reviewing research that enriches our understanding of justice rules by showing how they are cognitively processed. We observe that there are a number of influences on fairness judgments, and situations exist in which individuals do not systematically consider justice rules.