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Guided by Ericson’s counter-law analytic, the focus of this paper is how peace bonds erode traditional criminal law principles to govern uncertainty and provide applicants with a “freedom from fear” (Ericson, 2007a). Peace bonds permit the courts to impose a recognizance on anyone likely to cause harm or “personal injury” to a complainant. This paper conducts a critical discourse analysis to answer the question: how and to what extent are peace bonds a form of counter-law? Facilitated by the erosion of traditional criminal law principles and rationalized under a precautionary logic, proving that a complainant is fearful through a peace bond can result in the expansion of the state’s capacity to criminalize and conduct surveillance.

We descriptively examined measures of family structure, socioeconomic disadvantage, and exposure to crime, violence, and substance use in young adulthood and childhood for those who experienced maternal incarceration as children.

We used data from waves I and IV of the National Longitudinal Study of Adolescent to Adult Health. We compared these individuals to two groups: those who did not experience maternal incarceration and those who experienced paternal incarceration. We generated weighted means and conducted F-tests using bivariate regressions to determine where these groups significantly differed.

We found that individuals whose mothers were incarcerated during their childhoods experienced greater hardships in both childhood and young adulthood than those whose mothers were not incarcerated. Individuals who experienced maternal incarceration reported similar levels of socioeconomic disadvantage and exposure to crime and violence as those who experienced paternal incarceration. One notable exception was family structure, where maternal incarceration was associated with significantly fewer respondents reporting living with their mother or either biological parent.

With the exception of family structure, the childhood and transition to adulthood were comparable for individuals experiencing any form of parental incarceration. These children were significantly more disadvantaged and exposed to more risk factors than those whose parents were never incarcerated. Additional support and resources are necessary for families who have incarcerated parents, with special outreach made to families without a biological mother in the household.

There has been no overarching, descriptive study comparing child and young adult outcomes of those with an incarcerated mother using a nationally representative, longitudinal dataset in the United States.

Mondays in my classroom typically have time reserved for personal storytelling, but students are allowed to share whenever they feel so inclined during the week in class. At the beginning of the year, I am the major storyteller in class so that I can model appropriate aspects of delivery such as content appropriateness and time allotment, but as the students become familiar with me and with each other, they assume responsibility for the storytelling that occurs in class.

This paper aims to describe and demonstrate a quantitative areal openness model (AOM) for measuring the openness of floor plans. Creation of the model was motivated by the widely reported but rarely quantified link between openness and adaptability.

The model calculates values for three indicators: openness score (OS), weighted OS (WOS) and openness potential (OP). OS measures the absence of obstructions (walls, chases, columns) that separate areas in a floor plan. WOS measures the number of obstructions while also accounting for the difficulty of removing them. OP measures the potential of a floor plan to become more open. Indicators were calculated for three demolished case study buildings and for three adapted buildings. The case study buildings were selected because openness – or lack thereof – contributed to the owners' decisions to demolish or adapt.

Openness indicators were consistent with the real-world outcomes (adaptation or demolition) of the case study buildings. This encouraging result suggests that the proposed model is a reasonable approach for comparing the openness of floor plans and evaluating them for possible adaptation or demolition.

The AOM is presented as a tool for facility managers to evaluate inventories of existing buildings, designers to compare alternative plan layouts and researchers to measure openness of case studies. It is intended to be sufficiently complex as to produce meaningful results, relatively simple to apply and readily modifiable to suit different situations. The model is the first to calculate floor plan openness within the context of adaptability.

MBA students Tim Joyce and Brandon Cornuke had what they believed was a great product concept: a body powder that could be delivered in an aerosol spray. Current market-leading powders such as Gold Bond and Johnson's Baby Powder involved messy application, as they were only available in “dump-on” form. Worse, because powders deposited on top of the skin didn't adhere to it, they tended not to last long. Joyce and Cornuke believed an aerosol powder spray would solve these problems. They called their product concept Dry Goods. However, taking Dry Goods from idea to reality presented some serious challenges. How would two students without access to a lab be able to research and develop a complex chemical/physical process like aerosol delivery, let alone manufacture it once they had a proven prototype? To address these problems, the two entrepreneurs sought out a contract manufacturing partner. After identifying a number of options, Joyce and Cornuke had to decide which partner offered them the best chances of success, given their goals and financial constraints.

Students will learn about the process of hiring a contract manufacturing partner to produce a new packaged good for a startup.

The purpose of this study was to explore college students’ understanding of sustainability and, specifically, the extent to which students see social justice as being integral to sustainability.

Between fall 2015 and 2017, an online survey study was deployed to students at a Midwestern University in the USA to assess attitudes and concerns about environmental issues and awareness of the university’s activities related to these issues. This analysis included ten assessment items from a larger study, of which 1,929 participants were included in the final sample. A chi-square goodness-of-fit and variable cluster analysis were performed on the included items.

Items such as “recycling,” “economic viability” and “fair treatment of all” were identified as integral to the concept of sustainability, while items such as “growing organic vegetables” and “reducing meat consumption” had high levels of “not applicable” and “don’t know” responses, with differences arising across gender and class standing. Social justice-related items were seen as more distally connected to sustainability.

This study is limited by a non-random sample of students.

College students tend not to recognize the integral nature of social justice or the relevance of food to sustainability, providing an opportunity for universities to better prepare their students for a sustainable future.

Universities might adopt policies and curricula that address these areas of ignorance.

This study is among the first to identify specific areas of college students’ lack of understanding about sustainability.

The purpose of this paper is to take a professional service operation (PSO) perspective to reconceptualise a persistent pedagogical dilemma of teaching large classes into a process design challenge. This enables developing a solution that reduces labour intensity and improves the customisation of teaching.

This work is based on a single-case analysis of an undergraduate operations management course taught at a UK-based global top-50 business school. The research process follows the design science approach where a prior course design is analysed and a redesign is presented, refined and tested using data on student satisfaction.

The course redesign is based on the flipped learning pedagogy, and uses a combination of process analysis and educational science perspectives. The redesign seems to provide the benefits to students without increasing labour intensity. The developed six-step systematic approach should reduce the labour intensity of university-level teaching operations, while providing additional possibilities for customisable in-class active learning.

The empirical findings from the single-case design cannot be directly generalised to other contexts. However, the developed six-step systematic approach for redesigning the university-level teaching process should be applicable to other teaching operations to drive value creation and improve processes.

This study shows how the resource-constrained value creation of teaching operations can be improved systematically using process analysis perspectives. The work also scrutinises the flipped learning pedagogy from a PSO perspective and shows its benefits for improving teaching operations compared to traditional lecturing.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides: