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Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.

We examine the determinants of a current migrant's location choice emphasizing the relative importance and interaction of migrant stocks and flows. We show that both stocks and flow have significant impacts on the migrant's decision of where to locate. The significance and size of the effects vary according to legal status and whether the migrant is a “new” or a “repeat” migrant.

William R. Freudenburg’s work contributes to an understanding of how local and external factors influence environmental quality through land-use planning and growth management. A recent Adirondack planning study (Ruzow Holland, 2010) explores and analyzes, through the methodological lens of Participatory Action Research (PAR), how the town comprehensive planning process evolved within the community of Willsboro, New York (2010 Population 2025). Access to knowledge, technology, and deliberative decision making reduces the power of the “Privileged,” including external influences, to control the rate and type of local land development. The analysis illustrates the conversion point(s) of Freudenburg’s sociology of knowledge, power, and natural resources with the lessons learned from a place-based PAR, land-use planning project.

Understanding how worker well-being is distributed across the population is of paramount importance. With such knowledge policy makers can devise efficient strategies to improve social welfare. This volume contains 13 chapters on topics enhancing our comprehension of inequality across workers. The issues addressed deal directly with the economic institutions that affect individual and family earnings distributions. The themes explored include job training, worker and firm mobility, minimum wages, wage arrears, unions, collective bargaining, unemployment insurance, and schooling. Among the questions answered are: To what extent do greater work hours of women mitigate the widening family earnings distribution? To what extent does deunionization widen the distribution of earnings? Do computers really cause a widening of the earnings distribution? How would the Russian wage distribution change if one accounted for wage arrears? How much of job creation and job destruction comes about because of business relocation? To what extent does maternal education increase children's education? Why do increases in the minimum wage fail to substantially decrease employment as economic theory would predict? And, to what extent do job skills matter for low-income workers?

Ich habe genug (I have enough) BWV 82 is one of the best known, most regularly performed and consistently recorded of J.S. Bach's approximately 200 extant sacred cantatas. ¹ In the text, by an anonymous author, the narrator repeatedly expresses their readiness to die, in faith that they will be received by their saviour in eternal life. The whole cantata expresses a fearless ‘longing for death’ (Schweitzer, 1911/1966, p. 114), coupled with a serene contentment. Bach's setting of this text for religious purposes not only supports the sentiments expressed by the narrator but colours, illuminates, vitalises and elevates it in ways that startle the ear, quicken the spirit and stir the imagination. In the third and final aria of the cantata, Bach employs an almost-jaunty dance rhythm to accompany the narrator's anticipatory delight in their own death, liberated from worldly and bodily suffering. After identifying some of the ingenious ways Bach animates the text, I offer some speculations and elaborations as to how and why this work has had such an enduring presence in the Western musical canon, for believers and non-believers alike.

This chapter briefly reviews findings from recent socialization research to provide an updated view of the socialization literature. To help advance the literature, this chapter then takes an instructional system approach, viewing socialization fundamentally as a process of learning about a new or changed role and the environment surrounding that role. As such, attention will first be given to further understanding exactly what needs to be learned during socialization. In doing so, an expanded socialization content typology is presented. In addition, two other components are added to this typology to reflect the fact that (a) each of those content dimensions needs to be learned relative to different organizational levels (e.g., job, work group, unit, organization) and (b) socialization occurs over several months and there are temporal considerations relating to the different socialization content dimensions. This chapter then examines how to best facilitate the learning of that expanded socialization content. The Gagné-Briggs theory of instruction is used in connecting socialization content with the means of learning that content. The socialization and orienting activities commonly used by organizations to help new employees in the adjustment process are also identified and then mapped onto the learning outcomes they could best help facilitate. Finally, the conceptual, measurement, and research needs suggested by these extensions to the socialization literature are identified.

The son of academics Monica and Godfrey Wilson, Francis Wilson (b. 1939) was raised in a Zulu-speaking locale of rural South Africa. Despite a keen interest in history imbued by his anthropologist parents, Wilson completed his undergraduate degree in physics at the University of Cape Town (UCT) before pursuing his doctorate at Cambridge University. Fascinated by the economics of discrimination and their relationship to the Apartheid regime in South Africa, Wilson spent a year in the United States as a visiting graduate fellow at the University of Virginia’s Thomas Jefferson Center for Political Economy (TJC) in 1964.