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This study contributes to the understanding of the health effects of pesticides exposure and of how pesticides have been and should be regulated.

This study presents literature reviews for the period 2000–2013 on (i) the health effects of pesticides and on (ii) preference valuation of health risks related to pesticides, as well as a discussion of the role of benefit-cost analysis applied to pesticide regulatory measures.

This study indicates that the health literature has focused on individuals with direct exposure to pesticides, i.e. farmers, while the literature on preference valuation has focused on those with indirect exposure, i.e. consumers. The discussion highlights the need to clarify the rationale for regulating pesticides, the role of risk perceptions in benefit-cost analysis, and the importance of inter-disciplinary research in this area.

This study relates findings of different disciplines (health, economics, public policy) regarding pesticides, and identifies gaps for future research.

Adolescents in their late teenage years are commonly faced with the difficulties of making important life decisions, such as whether to marry, whether to have children, and in particular, what type of occupation they wish to pursue. Researchers have often posited that such decisions are best understood as the end product of socialization within the individual’s specific learning environment (see Bronfenbrenner, 1994). Aspirations, particularly occupational goals, do not occur within a vacuum; rather, they will be affected by a variety of factors, such as gender (e.g. Davey, 1993; Mau & Bikos, 2000), race/ethnicity (Arbona & Novy, 1991; Marjoribanks, 1985), and social class (Weinger, 2000). In particular, there exists a need to better recognize and understand the familial context in which these decisions are made (see Marjoribanks, 1997). Researchers have addressed many of the potential predictors of adolescents’ aspirations, yet typically have focused on only one set of factors. This study will attempt to provide a more comprehensive understanding of adolescents’ occupational aspirations by focusing on how they are affected by the familial context, and how such effects vary by race/ethnicity and gender.

In an attempt to minimize the need for subsequent special education and related services, the federal government provides financial assistance to states to develop and implement quality ECI services to infants and toddlers with disabilities or developmental delays (IDEIA, 2004). Under Part C of IDEIA (2004), states, which receive federal assistance, are mandated to create a statewide, comprehensive, coordinated interagency council (also known as the state interagency coordinating council or SICC) that ensures qualified infants and toddlers, and their families are identified and provided with early intervention services. The SICC is composed of parents, ECI service providers, and other agencies that work with children with disabilities (e.g., Head Start, preschool, and child care providers; Blasco, 2001).

A youthful sub-Saharan Africa presents fertile grounds to nurture a new breed of inspirational and resilient leadership that could transform the continent for decades to come. Population statistics indicate that 44% of sub-Saharan Africa’s population is less than 15 years old. The timing is ripe to infuse transformational leadership skills targeting the youth to build sustainable peace. The most potent force of change in Africa today is her youthful, progressive, and courageous population. A renewed sense of patriotism, nationalism, and a brighter Africa abound with hope and prosperity is in the hands of the youth. The United States President Barack Obama recently said, “… You have the power to hold your leaders accountable, and to build institutions that serve the people. You can serve in your communities, and harness your energy and education to create new wealth and build new connections to the world. But these things can only be done if all of you take responsibility for your future” (Remarks by President Obama to the Ghanaian Parliament, July 11, 2009). This chapter incorporates the principles and power of appreciative inquiry, moral imagination, and moral leadership to offer the African Youth inspiration for fresh leadership. The overall outcome will be a discourse toward an African Youth Theory of Inspirational Servant Leadership.

The increased complexity of educational processes at times of global change calls for new research and theoretical inquiry to address how changes such as economic, social and political disruption, financial recession, international migration, and new and rapid technological advancements affect education, schools, and student learning and adjustment. Specifically for motivation in education, the fundamental assumption is that, on the one hand, change and challenge have a significant impact on students’ and educators’ motivation to learn and achieve and, on the other hand, motivation can have a significant impact on students’ and educators’ capacity to cope with change and challenge effectively. This chapter introduces the reader to the present volume in the Advances in Motivation and Achievement Series which is dedicated to the role of motivation at times of change and uncertainty.

Functional assessment-based interventions are a tertiary support that have been incorporated in many three-tiered models of prevention to support students who do not respond to more global prevention efforts. Although endorsed by host of reputable organizations (e.g., National Association of School Psychologists) and mandated in Individuals with Disabilities Education Act (IDEA, 1997, 2004), concerns have been raised that this mandate may not be warranted if functional assessment-based interventions do not meet minimum criteria to establish this as an evidence-based practice. One issue contributing to this concern is variability in the functional assessment process. John Umbreit and colleagues (2007) have attempted to address this concern by introducing a systematic approach that includes (a) a Function Matrix to analyze functional assessment data and identify the hypothesized function(s) of the target behavior and (b) a Function-Based Intervention Decision Model to guide intervention planning. In this chapter, we applied the core quality indicators for single-case research developed by Horner, Carr, Halle, McGee, Odom, and Wolery (2005) to studies conducted using this practice to determine the extent to which this systematic approach to functional assessment-based interventions met the standards for evidence-based practices for use in educational settings across the K-12 continuum for students with or at-risk for high incidence disabilities. If this practice is deemed to meet criteria, then this systematic approach may be particularly useful in meeting the mandate established in IDEA. Results suggest that it may be appropriate to establish this systematic method as a promising practice.

We present the preliminary results from a parameter study investigating the stability of underground structures in response to explosion‐induced strong ground motions. In practice, even the most sophisticated site characterization may lack key details regarding precise joint properties and orientations within the rock mass. Thus, in order to place bounds upon the predicted behavior of a given facility, an extensive series of simulations representing different realizations may be required. The influence of both construction parameters (reinforcement, rock bolts, liners) and geological parameters (joint stiffness, joint spacing and orientation, and tunnel diameter to block size ratio) must be considered. We discuss the distinct element method (DEM) with particular emphasis on techniques for achieving improved computational efficiency, including the handling of contact detection and approaches to parallelization. We introduce a new approach for simulating deformation of the discrete blocks using the theory of a Cosserat point, which does not require internal discretization of the blocks. We also outline the continuum techniques we employ to obtain boundary conditions for the distinct element simulations. We present results from simulations of dynamic loading of several generic subterranean facilities in hard rock, demonstrating the suitability of the DEM for this application. These results demonstrate the significant role that joint geometry plays in determining the response of a given facility.

The purpose of this paper is to examine the effect of supervisor support for employees’ work-life balance (WLB) on employees’ intention to take sabbaticals. According to the theory of planned behavior, intentions are based on attitudes, subjective norms, and perceived behavioral control, which mediate the relationship between supervisor support and the intention to take sabbaticals.

Survey data were collected from 510 employees in Germany. The hypotheses developed are analyzed using structural equation modeling.

The results show that supervisor support has a direct negative effect on employees’ intention to take sabbaticals. In addition, supportive supervisors are associated with a decreased attitude toward sabbaticals, which reduces employees’ intention to take them. In contrast, supervisor support promotes employees’ perceived behavior control, which increases their intention to take sabbaticals.

The findings show that supervisors play an important role in employees’ decision-making process regarding whether to take sabbaticals. If supervisors are supportive regarding employees’ WLB, the need to take sabbaticals decreases. However, in order to encourage participation and to exploit the positive outcomes of sabbaticals, supervisors should communicate the possibility of taking them.

Prior research has focused solely on the direct link between supervisor support and the actual use of WLB policies. As behavior is intentional, it is important to understand how supervisor support affects employees’ intention to take sabbaticals. This paper explores the mechanism that explains the relationship between supervisor support and employees’ intention to take sabbaticals.