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The purpose of this paper is to report on a study conducted for the purpose of learning more about the mindfulness experiences of college students and their teachers. To assist in developing a more inclusive approach to the teaching of mindfulness tailored to the individual needs of more vulnerable students and to inform teacher training and curriculum development.

This three-phase phenomenological study involved face-to-face and online contact with community college students and teachers involved in courses that incorporated mindfulness meditation. The findings from interviews with students in phase 1 were shared with teachers in phase 2 along with suggestions for safeguarding in phase 3 but initial results are promising as a number of safeguards have already been put into place.

This study found that mindfulness meditation is not necessarily a positive experience for vulnerable college students and their teachers and that there was a need for more teacher training, knowledge and ongoing support about the effects of some mindfulness meditations on some vulnerable students and how to adjust their intensity.

While this is a small qualitative study, the majority of students interviewed reported unusual experiences. This this is not well known in the literature on mindfulness in higher education, and a search of the clinical literature supports the findings that significant safeguards and adjustments are needed for mindfulness meditation for vulnerable students in educational, non-clinical settings. Further research is needed.

An implication of this study is that mindfulness meditation in its current form is likely to be unsuitable for vulnerable students. Practical recommendations for safeguarding mindfulness in higher education are already being trialed, as mentioned in this paper and will be the subject of more extensive exploration in another paper.

There are significant implications in these findings that the potential harmful effects of mindfulness may be overlooked and may be more commonly experienced than is currently realized especially for individuals with a history of trauma, with addictions, mental health difficulties or self-harm.

An innovation in this study is its methodology which drew out students’ and teachers’ own experience of mindfulness meditation in their own words when most mindfulness studies are quantitative and tend to focus on outcomes before understanding. In addition, the findings were presented directly to teachers making it possible to see how little they knew about their students’ experiences. This created an opening and a willingness to adopt safeguarding recommendations.

Teaching about nutrition is a crucial component of high school health education, with the potential to shape students' perceptions about food, weight and bodies and improve health outcomes. Weight-inclusive approaches have demonstrated success in improving body acceptance, decreasing dieting behaviors and anti-fat attitudes and improving health outcomes and may decrease weight-based bullying. However, little is known about nutrition education in high school settings. This study sought to understand how high school health teachers in Vermont are teaching about the connections between nutrition, weight and bodies and what influences their nutrition-focused curricular decisions. The goal is to inform the development of a novel weight-inclusive curriculum for high school health teachers in Vermont and beyond.

This study used case study methodology: qualitative interviews with eight teachers and document analysis of curricular materials.

Findings indicate that weight-normative activities and values dominate curriculum and that multiple levels exert influence on teacher curricular decisions. Findings confirm a need for the development and implementation of a weight-inclusive nutrition curriculum, professional development for health teachers and policy-level interventions as strategies to improve health outcomes.

Limitations of the data collection include a small within-case sample size and limited availability of documents to review. However, the triangulation of gathered and publicly available data ultimately supported an in-depth case study.

The findings from this study inform future directions for both curriculum and professional development for high school health teachers, which is essential for improving health outcomes, reducing stigma and moving toward justice. This is original work.

This paper investigates the information dilemma in negotiations: if negotiators reveal information about their priorities and preferences, more efficient agreements may be reached but the shared information may be used strategically by the other negotiator, to the revealers' disadvantage. We present a theoretical model that focuses on the characteristics of the negotiators, the structure of the negotiation, and the available incentives; it predicts that experienced negotiators will out‐perform naive negotiators on distributive (competitive) tasks, especially when they have information about their counterpart's preferences and the incentives are high—unless the task is primarily integrative, in which case information will contribute to the negotiators maximizing joint gain. Two experiments (one small, one large) showed that the revelation of one's preferences was costly and that experienced negotialors outperformed their naive counterparts by a wide margin, particularly when the task and issues were distributive and incentives were large. Our results help to identify the underlying dynamics of the information dilemma and lead to a discussion of the connections between information and social dilemmas and the potential for avoiding inefficiencies.

To understand how parents make the decision to implant their deaf young children with cochlear implants, focusing specifically on the concepts of normality, medicalization, and stigma.

I conducted 33 semi-structured interviews with the hearing parents or parent of children with cochlear implants. In all but two families I interviewed the primary caretaker which in all cases was a mother. In the remaining two interviews, I interviewed both parents together. Because of the relative scarcity of families with children with cochlear implants, and the difficulty in connecting with these families, I used a convenience sample, and I did not stratify it in any way. The only requirement for parents to be interviewed is that they had at least one deaf child who had been implanted with at least one cochlear implant. Although this is a small sample, the findings are transferable to other families with the same sociodemographic characteristics as those in my study.

Parents in the study focused on three key concepts: normality, risk analysis, and being a good parent. Dispositional factors such as the need to be “normal” and the desire for material success for one's children appeared to moderate the cost-benefit calculus.

This interview project concentrated on hearing families who had implanted their deaf children with cochlear implants; it does not include culturally Deaf parents who choose to use American Sign Language (ASL) with their Deaf children. Understanding how Deaf families understand the concepts of normality, medicalization, and stigma would shed light on how a distinctly “abnormal” group (by a statistical conception of normal) – ASL-using Deaf people-explain normality in the face of using a non-typical communication method. One can learn a lot by studying the absence of a phenomena, in this case, not implanting children with cochlear implants. It is possible that the existential threat felt by some Deaf people, specifically the demographic problem presented by cochlear implants, led Deaf educators or parents to resist being the subject of research.

Overwhelmingly the sample was female, and white. Only two participants were male, and none of the participants were non-white. The lack of diversity in the sample does not necessarily reflect a lack of diversity of children receiving cochlear implants. Medicaid, which disproportionately covers families of color, covers cochlear implants in most cases, so low SES/racial intersectionality should not have affected the lack of diversity in the sample. However, the oral schools are all private pay, with few scholarships available, so low SES/racial intersectionality in the sampling universe (all children who attend oral schools), may have played a part in the lack of racial diversity within the sample.

Parents in this study were very specific about the fact that they believed cochlear implants would lead to academic, professional, and personal success. They weaved narratives of normality, medicalization, and stigma through their stories. Normality is an important lens from which to see stories about disability and ability, as well as medical correction. As medical science continues to advance, more and more conditions will become medicalized, leading to more and more people taking advanced medical treatments to address problems that were previously considered “problems with living” that are now considered “medical problems” that can be treated with advanced science.

This chapter's contribution to the sociological cochlear implant literature is it's weaving of narratives about normality, stigma, and medicalization into parental stories about the cochlear implant decision-making process. Most literature about the cochlear implant decision-making process focus on cost-benefit analysis, and logical decision-making processes, whereas this paper focuses on decision-making factors stemming from bias, emotions, and values.

The financial crisis has been something of a turning point in the regulatory response to financial crime around the world. The failure of light‐handed regulation and risk assessment by both industry and regulators made the operation of financial regulatory agencies almost untenable, often leading to calls for their replacement by more effective agencies. The purpose of this paper is to assess the nature of this regulatory challenge.

The paper discusses some of the case studies that have emerged from the dark side of regulatory and enforcement policies in recent times.

A culture of minimal regulation of financial markets meant that many undesirable practices (such as insider trading, foreign corrupt practices, tax avoidance, money laundering and other frauds) were able to avoid detection until public outrage led to regulatory and prosecutorial agencies being prompted into action following the collapse of financial markets.

More detailed studies of particular institutions will be necessary; this will become possible as the current financial crisis subsides.

This paper explores some of the factors behind this state of affairs and makes policy recommendation in regard to the need for more effective internal controls and monitoring measures within the modern financial corporation.