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The COVID-19 pandemic has necessitated the introduction of extra-ordinary restrictions to mitigate its spread. Authorities rely on the public's voluntary willingness to obey these restrictions, yet the intrusive nature of these measures may lead some people to believe that authorities are overstepping the limits of their rightful power (i.e. bounded-authority). This paper applies the bounded-authority framework to the COVID-19 context to understand the factors associated with the public's duty to obey authorities during COVID-19.

This paper utilizes survey data from 1,582 individuals to examine what factors drive COVID-19-related bounded-authority concerns, and in turn, how bounded-authority concerns may impact one's duty to obey authorities during COVID-19.

Results show that worry about freedom loss, opposition to surveillance tactics, police heavy-handedness and perceptions of procedural injustice from police during the pandemic all drive bounded-authority concerns. Findings also reveal that bounded-authority concerns are associated with reduced duty to obey and mediate the relationship between procedural justice and the duty to obey authorities' enforcement of COVID-19 restrictions.

Findings reveal new evidence about the bounded-authority framework and the public's duty to obey authorities, with implications for the COVID-19 context and beyond.

Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge.

A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention.

Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles.

First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation.

Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

The purpose of this paper is to examine whether community-oriented policing (COP) influences rates of police use of force across communities, and whether the impact of COP varies according to the level of violent crime in communities.

A range of data sources including police use of force reports, online surveys of Officers-in-Charge and recorded crime data was used to examine the association between formal and informal community consultation and the frequency of police use of force, across 64 socially challenged communities in Australia.

Poisson multilevel modelling indicated no overall association between informal or formal community engagement and rates of police use of force. However, significant interaction terms for both informal and formal community consultation with violent crime rates indicated that higher levels of informal and formal community consultation were associated with lower rates of police use of force in communities with higher levels of violent crime. This relationship was not evident in low violent crime areas.

Communities were purposively sampled to have a high propensity for police use of force, on the basis that they had high rates of violent crime, or high levels of socio-economic disadvantage, or both. This research should be replicated with a representative sample of communities.

The findings extend the potential benefits of COP to reducing the use of coercive policing tactics in high violent crime communities.

This study finds that COP can reduce the frequency of violent encounters between police and community members in high violent crime communities.

Since 9/11, Muslims have experienced discrimination and scrutiny from authorities. For many, this experience has damaged their trust in law enforcement and left them with the impression that they are viewed as suspect. This study seeks to better understand the relationship between Muslims' perceived police bias and trust, and how procedural justice may shape this relationship.

The authors collected survey data from 398 Muslims in Sydney, Australia, as part of a larger study on immigrants' views of police. Participants were surveyed on a range of topics including contact with police, global assessments of police procedural justice and how they believe police treat their cultural group.

Overall, the authors find that the extent to which people perceive police bias is associated with their level of trust in police. Greater preconceived bias is associated with lower trust in police. The authors also find that perceiving police as procedurally just is positively related to trust. Importantly, this study finds a significant interaction effect between perceptions of police bias and procedural justice on Muslims' trust in police. Specifically, for those who hold the view that police are unbiased, perceiving police as generally procedural just has a strong positive effect on trust. For those who view police as biased against Muslims, procedural justice has a weak but positive effect on trust. This interaction effect suggests that perceived bias may shape how Muslims interpret police treatment of Muslims.

This study is the first to explore how perceived police bias and perceptions of procedural justice predict and interact to shape Muslims' trust in police, advancing existing procedural justice policing scholarship.

This paper aims to understand the relationship between family togetherness and consumption. This is important given the inherent tension permeating discourses of family consumption and a lack of a critical understanding about how togetherness is experienced, expressed and performed. The Nintendo Wii and Wii gaming were explicitly chosen to engage in a more nuanced understanding and to provide a route to access families in their natural consumption habitat.

An interpretive ethnographic methodology was utilised to investigate family consumption in context and used in conjunction with the biographical narrative interpretive method to capture reflective and detailed informants’ consumption experiences. Holistic content analysis was used to interpret and aid thematic development.

Opportunities for idealised family togetherness afforded by the Wii still appeal to family members. Idealised family togetherness is accessed through collective, “proper” Wii gaming but is ultimately unsustainable. Importantly, the authors see that relational togetherness and bonding is also possible, and as such, the lived experience, expression and performance of family togetherness are not prescriptive.

Family togetherness is a useful and important lens through which to understand the dynamic relationship between family, consumption and the marketplace. The authors suggest that current conceptualisations of togetherness are too idealised and prescriptive and should be open to critical rethinking and engagement by both academics and industry practitioners to communicate with and about families and to explore how to be part of relevant and meaningful family conversations.

This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger study that took a sociocultural approach to English faculty perceptions of writing center work at ADU-Q. One of the emergent themes in that study was the lack of students’ language skill transfer from English courses to their disciplines. This finding has critical implications for the development of writing center and writing-across-the-disciplines work by uniting the fields of Composition, TESOL, and writing center research.

Students are drawn to doctorates for both the intellectual journey and the aspirational destination. However, many contemporary doctoral students and graduates are feeling like battlers, in that victory does not assure a career. In this context, the weapons of choice are a clear vision, identity, and strategic choices. The aim of this chapter is to inform students, their supervisors, and university executive leaders how to achieve heightened graduate employability. As such, it has been written for four audiences: (1) PhD students, who want academic careers, and (2) those who want careers beyond universities; (3) PhD supervisors; and (4) university executive leaders. The key takeaways are practical recommendations for each of these four groups. The content is informed by an Australian national research study into postgraduate student experience, which included 319 postgraduate students as research participants. The first chapter author was one of two principal researchers leading the study, and the second chapter author was the project manager and researcher. The authors have added their reflections and personal experiences as supervisor and PhD student respectively.

The association between religion and material well-being is fundamental to research on inequality and stratification. Broadly considered, this association includes questions about how religious affiliation and religiosity are associated with work behaviors, education, income, wealth, and related family processes. Early social sciences debated if and how these traits and outcomes are related and offered important insight into the mechanisms that might explain empirical patterns (Simmel, 1997; Sombart, 1911; Weber, 1905/1930). However, the religious landscape and the mechanisms creating religion and well-being have both changed dramatically since the early days of the social sciences. The proliferation of Protestant denominations, the changing role of Catholics, and the increased presence of other religious traditions are beyond the scope of these early works. Moreover, the relationship between religion and stratification is no longer a function of large-scale shifts in the mode of production but rather reflects changing individual and group approaches to human capital, work, and saving. In the 1960s, sociologists revived these debates, but empirical challenges and a narrowing of the discussion to focus on Protestant–Catholic differences weakened and ultimately ended the literature's momentum (Broom & Glenn, 1966; Glenn & Hyland, 1967; Laumann, 1969; Lazerwitz & Rowitz, 1964; Lenski, 1961).

Young people’s attachment to their smartphones is well-documented, with smartphones often described as prostheses. While prior studies typically assume a clear human/machine divide, this paper aims to build on posthuman perspectives, exploring intercorporeality, the blurring of human/technology boundaries, between emerging adults and their smartphones. The paper aims to discuss these issues.

Drawing on assemblage theory, this interpretive study uses smartphone diaries and friendship pair/small group discussions with 27 British emerging adults.

Participants in this study are characterized as homo prostheticus, living with and through their phones, treating them as extensions of their mind and part of their selves as they navigated between their online and offline, private and social lives. Homo prostheticus was part of a broader assemblage or amalgamation of human and non-human components. As these components interacted with each other, the assemblage could be strengthened or weakened by various technological, personal and social factors.

These qualitative findings are based on a particular sample at a particular point in time, within a particular culture. Further research could explore intercorporeality in human–smartphone relationships among other groups, in other cultures.

Although other studies have used prosthetic metaphors, this paper contributes to understanding of smartphones as a prostheses in the lives of emerging adults, highlighting intercorporeality as a key feature of homo prostheticus. It also uses assemblage theory to contextualize homo prostheticus and explores factors strengthening or weakening the broader human–smartphone assemblage.

This chapter discusses what special education means for students with visual impairments (that is, those who are blind or have low vision) including what is being done and how traditions are maintained. More specifically, this chapter explores the importance of advancing values for the diverse population of students with visual impairments, focusing on cultivation of supportive, inclusive, and collaborative educational environments that continue to stand the test of time. This chapter highlights the increasing heterogeneity of this population of students and specific instructional strategies to support the cultural and linguistic diversity of learners with visual impairments in today's classrooms. This chapter also discusses the significance of promoting core concepts that are rooted in a traditional and specialized instructional framework for students who are visually impaired.