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Using the American and the French time-use surveys, we examine whether people have a preference for a more diversified mix of activities, in the sense that they experience greater well-being when their time schedule contains many different activities rather than is concentrated on a very small number. This could be due to decreasing marginal utility, as is assumed for goods consumption, if each episode of time is conceived as yielding a certain level of utility per se. With returns to specialization, people would then face a trade-off between efficiency and diversity in choosing how to allocate time. We examine these issues and investigate potential gender differences, considering both instantaneous feelings and life satisfaction.

The COVID-19 pandemic spurred major, and possibly enduring, changes in paid work. In this chapter, we explore the continuity and change in several work day dimensions, including where it is performed, the amount of time spent working, the length of the work day, and who people are with when they work, as well as variation across population subgroups. We use nationally representative data from the American Time Use Survey (ATUS) to analyze change across the 2019 to 2021 period. While the shift to working primarily at home in 2020 is dramatic and continuing into 2021, working primarily at the workplace remains the modal experience for Americans. We find differences by gender, education, parental status, and age in which workers perform their jobs at home, and we find much more continuity in how much people work and when they work.

This chapter discusses the significance and effectiveness of communication strategies in empowering marginalized communities. With a specific focus on reproductive health, this chapter examines the diverse scope of these strategies and their transformative potential. It explores the use of mass media as a dynamic tool for information dissemination and the adoption of information, education, and communication (IEC) approaches to enhance knowledge and awareness. Furthermore, this chapter highlights the catalytic role of social and behavior change communication (SBCC) in driving substantial transformations in behaviors and attitudes. An integral part of the discussion is the customization of communication strategies to effectively reach and empower marginalized communities in Bangladesh. Through these strategies, this chapter illuminates the path toward empowering marginalized communities.

The burnout, stress, and work-life balance challenges faced by teachers have received renewed interest due to the myriad disruptions and changes to K-12 schooling brought about by the COVID-19 pandemic. Even prior to the pandemic, relatively little was known about teachers' time use outside of the classroom, the blurring of work and home boundaries, and how teachers compare to similar professionals in these regards. We use daily time-diary data from the American Time Use Survey (ATUS) for 3,168 teachers and 1,886 professionals in similarly prosocial occupations from 2003 to 2019 to examine occupational differences in time use. Compared to observationally similar non-teachers, teachers spend significantly more time volunteering at their workplace and completing work outside the workplace during the school year. On average, teachers spend 19 more minutes working outside of the workplace on weekdays than observably similar non-teachers and 38 more minutes on weekends. The weekend disparity is particularly large among secondary school teachers. This suggests that before the widespread switch to online and hybrid learning necessitated by the COVID-19 pandemic, teachers were already navigating blurrier work-life boundaries than their counterparts in similar professions. This has important implications for teacher turnover and for the effectiveness and wellness of teachers who remain in the profession.

This study explores the short- and medium-term effects generated by the Milan Expo 2015, adopting a microeconomic approach. The focus is on the hospitality sector. The study embraces nine years, identifying three intervals: pre- (2011–2014), during- (2015) and post-Expo (2016–2019). The time span does not include the Covid-19 pandemic period, which started in 2020. The dataset is composed of daily data. Three research questions are explored. First, an overall evaluation of the short- and medium-term effects is performed. Second, the seasonal effects are measured. Finally, the impacts for different classes of hotels are considered. The findings are supportive for the legacy generated by the Milan Expo. The results confirm the ability of the Milan Expo to strengthen the leisure segment. Positive results have been observed for all classes of hotels, relevantly augmenting the real revenue per available room (RevPAR). Luxury hotels achieved the highest increase of RevPAR, while economy class hotels registered the highest percentage of increase of RevPAR.

Experiential learning focuses on learners, their activities, experiences, and how they process and reflect upon them. Experiential learning about sustainable development in general and about Sustainable Development Goals (SDGs) in particular has to consider specific challenges of sustainable development, such as interdisciplinarity, trade-offs, conflicts of interests, ambiguities, as well as the need for critical thinking, creativity, and communication skills. Although experiential learning offers a broad range of benefits, well-documented course designs are rare, especially in business education. The purpose of this chapter, therefore, is to present a course design that we have implemented more than 50 times over the last 10 years. By providing insights into the course design, its main components, and the experiences we have gathered from it, we hope to inspire and motivate other educators to apply similar methods of experiential learning in relation to the SDGs in business education. The modular course concept consists of a kickoff meeting, three thematic trainings, three academic assignments, and two days of simulation games, role-playing, group exercises, and several rounds of reflection and evaluation. In the following sections, we describe the core elements of our course design, provide insights into success conditions and potential pitfalls, explain how the course can be adapted and replicated, and discuss the requirements for experiential learning.

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.