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Food waste represents a major sustainability challenge with environmental, economic, social and health implications. Institutions of higher education contribute to generating food waste while serving as models in championing sustainability solutions. An experiential learning project was implemented as part of two university courses in a buffet-style university dining hall with the objective to reduce food waste while building student capacity to contribute to transformational food system change.

Partnerships were developed with university dining services. Students were trained to conduct a needs assessment in a university dining hall through food waste measurements. Students were facilitated through the process of applying baseline data on food waste to design, implement and evaluate a multi-component food waste intervention that consisted of offering reduced portion sizes, use of smaller serving utensils and educational messaging. Participant reflections were elicited to evaluate the effectiveness of the experiential learning experience.

The food waste intervention led to a 17 per cent reduction in total food waste, with a large portion of waste attributed to post-consumer plate waste. While the reduction in food waste was not statistically significant, it highlights the potential for food service operations to address food waste through reduction techniques while providing students an experiential opportunity that meets multiple learning objectives including systems thinking, collaboration and motivation for leading change in the food system.

This study highlights the opportunity of building student capacity to address sustainability challenges through an experiential learning model for reducing food waste in an institutional setting that other educators can adapt.

This article explores the community recovery and resilience element of “building back better” (BBB) through the perspectives and experiences of community influencers who provided psychosocial supports after the 2013 floods in southern Alberta, Canada.

The Alberta Resilient Communities (ARC) project adopted a community-based research methodology to examine the lived realities of children, youth, families and their communities postflood. In-depth semistructured interviews were conducted with 37 community influencer participants representing a range of organizations including not-for-profit agencies, community organizations, social service agencies and government departments.

The findings were drawn from the interviews held with community influencers in flood-affected communities. Major themes include disaster response challenges, insufficient funding for long-term disaster recovery, community partnerships and collaborations and building and strengthening social capital.

Findings demonstrate the need to build better psychosocial services, supports and resources in the long term to support community recovery and resilience postdisaster for children, youth and families to “build back better” on a psychosocial level.

Local social service agencies play a key role in the capacity of children, youth and families to “build back better” postdisaster. These organizations need to be resourced and prepared to respond to psychosocial needs in the long term in order to successfully contribute to postdisaster recovery.

The findings illustrate that adopting a psychosocial framework for disaster recovery can better inform social service disaster response and long-term recovery plans consistent with the BBB framework. Implications for social service agencies and policymakers interested in fostering postdisaster community recovery and resilience, particularly with children and youth, are presented.

This study aims to uncover factors related to students’ preference for ebooks with hopes that understanding what drives these preferences will help librarians to figure out how to increase students’ use of ebooks.

Based on the unified theory of acceptance and use of technology, researchers developed a model of ebook preference and a survey including constructs related to perceived usefulness and perceived ease of use. Respondents were undergraduate students from a core political science course at a large research university in the USA.

Ebook performance expectancy and ebook self-efficacy have indirect effects on ebook preference by way of ebook attitude. Ebook attitude and social influence both have direct effects.

One of the limitation include respondents being of a similar age and having a similar experience of technology and ebooks. Prior use of ebooks may partially explain the results.

Librarians should help students develop ebook self-efficacy. Vendors should consider how interfaces may impact ebook self-efficacy. Ebook attitude may be positively influenced by tapping students’ desire to utilize technology.

This research adds to the understanding about ebook preference while expanding research in libraries by applying a theory and model from another research discipline.

This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.

The three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.

The paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials are appended.

The paper provides useful information on enhancing their workplace learning among work‐based education students.

This study aims to investigate the drivers and impact of balanced scorecard (BSC) usage on organizational effectiveness in manufacturing companies. The objectives of the paper were to assess the organizational factors affecting the usage intensity of the BSC; the relative benefits of BSC determining its adoption speed; and the extent to which BSC usage enhances organizational effectiveness.

The study adopted a survey research design. Data collection was through a structured questionnaire administered on senior accounting/ finance personnel of 300 manufacturing companies that are members of the Manufacturers Association of Nigeria. Binary logistic regression analysis, discriminant analysis and structural equation modeling (maximum likelihood estimation method) were used to analyze survey data obtained from 104 BSC adopters.

Result shows that the three organizational factors affecting BSC usage intensity are affiliation to a foreign entity, availability of specialist skills and business strategy (strategic pattern). The strongest predictor is, however, the availability of specialist skills. The strongest determinants of the BSC adoption speed are the need for financial stability and the importance of customer feedbacks. The impact of BSC usage on organizational effectiveness is positive, statistically significant but weak. The inability of BSC usage to contribute appreciably to organizational effectiveness is attributable to the lack of integration among the performance measures in the BSC framework and the shallow usage rate of BSC.

Although it is commendable that financial stability and customer satisfaction strongly drive BSC adoption speed, the low rating recorded by other factors related to product development, employee development and process improvement suggests that the performance measures in the BSC framework are not used in an integrative manner. This also confirms that the BSC, like other innovative management accounting techniques, is applied at a rudimentary level by organizations in Nigeria.

The current study contributes to knowledge by exposing the organizational factors and relative benefits driving BSC adoption. It provides empirical evidence on why the BSC may not deliver the optimal benefit of improving organizational effectiveness despite its popularity and potential as an integrated performance measurement (IPM) apparatus that can add value to organizations. The paper adds to the scarce literature on IPM in developing countries. Drawing from the result that availability of specialist skills is the strongest predictor of BSC usage intensity, the practice of enmeshing the management accounting function with general accounting/finance should be discouraged.

The purpose of this study is to examine men’s engagement in anti-sexual violence activism, including the frequency of their participation, whether demographic correlates, as well as a history of sexual harassment perpetration, relate to frequency, and the extent to which those correlates explain variation in frequency.

Data for this cross-sectional study were collected in 2020; participants were 474 men, 18–40 years of age, who live in the USA.

Descriptive findings show that in the past year, about two-thirds of the men engaged in at least one of the behaviors related to anti-violence activism examined here but with relatively low frequency. Hierarchical regression modeling showed that several of men’s demographic characteristics were significantly related to an increase in frequency, including sexual minoritized identity, education, mother’s education and being a father/parent, as well as past year sexual harassment perpetration in a fourth model. Overall, these variables explained approximately 22% of the variance in frequency of activism.

The sample is not representative of the US population. There is potential for the frequency of activism and engagement to be explained by individuals’ access to opportunities for activism.

This paper discusses implications for practitioners who want to engage men in anti-violence activism.

Engaging men in anti-violence activism is critical to end sexual violence.

This study responds to the call for investigations of bystander intervention to include pro-active helping, outside of intervention in high-risk situations for violence and to examine such beyond college students.

The interpersonal theory of suicide proposes that an individual must acquire the capability for suicide to carry out a near-lethal or lethal suicide attempt. This capability develops via habituation in response to painful and provocative life events. Some individuals might be more vulnerable to developing the capability for suicide because they habituate more quickly to stimuli. The purpose of this paper is to examine the relations between the rate of physiological habituation and acquired capability, proxies for acquired capability, and acute risk factors for suicide.

Depressed, suicidal individuals completed self-report assessments and a startle reflex task assessing the rate or speed of physiological habituation in response to repeated bursts of white noise.

Slower habituation was associated with hopelessness and negative stressors. The rate of habituation was not associated with acquired capability.

The current study informs the understanding of how physiological habituation is related to suicide risk factors.

The purpose of this paper is to outline qualitative research into what influences, maintains and reduces prolific self-harm within women’s prisons across England.

Semi-structured interviews were conducted with participants who were identified as engaging in prolific self-harm. Thematic analysis was applied to two data sets, and analyses were combined to generate final themes.

Six overarching themes were identified which served to explain what influences the repetitive nature of prolific self-harm and also what helps to reduce it. The themes were reasons for self-harm, trauma, being in prison, support, other support and interventions: management and rehabilitative.

Owing to the sensitive nature of the research a stringent exclusion criteria was applied which limited the data sample from the original pool. Variance in detail was observed from the interviewer transcripts. The data sample was not large enough to examine the influence of protected characteristics.

Responsivity in the support offered by staff is critical to a reduction in repetitive harm. A re-focus on staff training, plus support mechanisms for staff supporting people in women’s prisons who self-harm prolifically has been recommended.

This paper has focussed specifically on prolific self-harm within women’s prisons. This has not been an area that has been investigated separately to the general self-harm literature in prisons. This paper provides insight into factors which influence, maintain and reduce prolific-self harm in women residing in prison.

Many initiatives are seeking to engage children in learning to code. However, few studies have examined how children’s engagement in learning and using coding develops over time. This study aims to seek young people’s perspectives on what they viewed as important in their long-term participation in a coding community.

This study identified youth with a high level of participation and who demonstrated emergent leadership in the Scratch online community. Using methods from qualitative research on youth development, individual interviews were conducted in which these youth were asked about memorable moments in their participation and how these experiences influenced them.

While each young person described a unique pathway and perspective, this study identified key experiences that motivated their participation, influenced their development and inspired their emergent leadership. These experiences included opportunities to learn through exploration, to receive feedback from peers, to engage in creative collaboration and to contribute to the community.

This study discussed these findings in light of previous research on youth development, and it suggests that building on practices and principles from research on youth programs can help more young people become engaged in developing broader skills with coding.

Youth highlighted experiences that enabled them to express their ideas, to build relationships, to help others and to see themselves in new ways. Their perspectives expand beyond the predominant focus of coding initiatives on computational thinking and problem-solving skills to also support social, leadership and identity development.