3,733 research outputs found

    An examination of the verbal behaviour of intergroup discrimination

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    This thesis examined relationships between psychological flexibility, psychological inflexibility, prejudicial attitudes, and dehumanization across three cross-sectional studies with an additional proposed experimental study. Psychological flexibility refers to mindful attention to the present moment, willing acceptance of private experiences, and engaging in behaviours congruent with one’s freely chosen values. Inflexibility, on the other hand, indicates a tendency to suppress unwanted thoughts and emotions, entanglement with one’s thoughts, and rigid behavioural patterns. Study 1 found limited correlations between inflexibility and sexism, racism, homonegativity, and dehumanization. Study 2 demonstrated more consistent positive associations between inflexibility and prejudice. And Study 3 controlled for right-wing authoritarianism and social dominance orientation, finding inflexibility predicted hostile sexism and racism beyond these factors. While showing some relationships, particularly with sexism and racism, psychological inflexibility did not consistently correlate with varied prejudices across studies. The proposed randomized controlled trial aims to evaluate an Acceptance and Commitment Therapy intervention to reduce sexism through enhanced psychological flexibility. Overall, findings provide mixed support for the utility of flexibility-based skills in addressing complex societal prejudices. Research should continue examining flexibility integrated with socio-cultural approaches to promote equity

    Distributed Ledger Technology (DLT) Applications in Payment, Clearing, and Settlement Systems:A Study of Blockchain-Based Payment Barriers and Potential Solutions, and DLT Application in Central Bank Payment System Functions

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    Payment, clearing, and settlement systems are essential components of the financial markets and exert considerable influence on the overall economy. While there have been considerable technological advancements in payment systems, the conventional systems still depend on centralized architecture, with inherent limitations and risks. The emergence of Distributed ledger technology (DLT) is being regarded as a potential solution to transform payment and settlement processes and address certain challenges posed by the centralized architecture of traditional payment systems (Bank for International Settlements, 2017). While proof-of-concept projects have demonstrated the technical feasibility of DLT, significant barriers still hinder its adoption and implementation. The overarching objective of this thesis is to contribute to the developing area of DLT application in payment, clearing and settlement systems, which is still in its initial stages of applications development and lacks a substantial body of scholarly literature and empirical research. This is achieved by identifying the socio-technical barriers to adoption and diffusion of blockchain-based payment systems and the solutions proposed to address them. Furthermore, the thesis examines and classifies various applications of DLT in central bank payment system functions, offering valuable insights into the motivations, DLT platforms used, and consensus algorithms for applicable use cases. To achieve these objectives, the methodology employed involved a systematic literature review (SLR) of academic literature on blockchain-based payment systems. Furthermore, we utilized a thematic analysis approach to examine data collected from various sources regarding the use of DLT applications in central bank payment system functions, such as central bank white papers, industry reports, and policy documents. The study's findings on blockchain-based payment systems barriers and proposed solutions; challenge the prevailing emphasis on technological and regulatory barriers in the literature and industry discourse regarding the adoption and implementation of blockchain-based payment systems. It highlights the importance of considering the broader socio-technical context and identifying barriers across all five dimensions of the social technical framework, including technological, infrastructural, user practices/market, regulatory, and cultural dimensions. Furthermore, the research identified seven DLT applications in central bank payment system functions. These are grouped into three overarching themes: central banks' operational responsibilities in payment and settlement systems, issuance of central bank digital money, and regulatory oversight/supervisory functions, along with other ancillary functions. Each of these applications has unique motivations or value proposition, which is the underlying reason for utilizing in that particular use case

    Examining systemic and dispositional factors impacting historically disenfranchised schools across North Carolina

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    This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders’ dispositions in eliminating opportunity gaps, outlined in NC’s strategic plan. The study’s quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018–2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K–12 graduates identified persistent and systemic factors influencing NC education 3 decades after Brown v. Board of Education (1954) and within the context of Leandro v. State of NC (1997), where the NC Supreme Court recognized the state constitutional right for every student to access a “sound basic education.” The final qualitative analysis consisted of five interviews of current NC public school system leaders, for personal narratives of the state of NC schools compared to patterns from lived experiences of NC K–12 graduates. The study’s findings suggested NC school and state education leaders experience a racialized dichotomy between willingness for change (equity intentions) and execution of transformative action (practice). Although leaders at the board and school levels recognize the need for inclusivity and equity, a struggle to transcend systemic challenges, especially rooted in racial biases and power dynamics is evident. This study may identify leadership qualities needed for change in NC to address systemic inequities for improving educational access and inform policy to uphold all students’ constitutional right to a sound, basic education

    Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia

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    This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU’s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and on Amazon

    Current issues of the management of socio-economic systems in terms of globalization challenges

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    The authors of the scientific monograph have come to the conclusion that the management of socio-economic systems in the terms of global challenges requires the use of mechanisms to ensure security, optimise the use of resource potential, increase competitiveness, and provide state support to economic entities. Basic research focuses on assessment of economic entities in the terms of global challenges, analysis of the financial system, migration flows, logistics and product exports, territorial development. The research results have been implemented in the different decision-making models in the context of global challenges, strategic planning, financial and food security, education management, information technology and innovation. The results of the study can be used in the developing of directions, programmes and strategies for sustainable development of economic entities and regions, increasing the competitiveness of products and services, decision-making at the level of ministries and agencies that regulate the processes of managing socio-economic systems. The results can also be used by students and young scientists in the educational process and conducting scientific research on the management of socio-economic systems in the terms of global challenges

    Article 6.8 and Annex II of the WTO agreement on antidumping

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    Defence date: 9 July 2019Examining Board: Prof. Petros C. Mavroidis, European University Institute, Columbia Law School, University of Neuchâtel, World Trade Organization (Supervisor); Prof. Giorgio Monti, European University Institute; Prof. Edwin Vermulst, World Trade Institute, University of Barcelona, VVGB Law; Prof. Gabrielle Marceau, World Trade Organization, University of GenevaArticle 6.8 of the Antidumping Agreement (AD) allows domestic investigating authorities to make determinations on the basis of the best information available (BIA) when any interested party does not cooperate during an antidumping investigation under the discipline of Annex II of the AD. Since its introduction, this provision has been the source of extensive and neverending litigation in front of both domestic investigating authorities and the Dispute Settlement Body. In this thesis, we research to what extent the findings of the Panels and the Appellate Body regarding Article 6.8 AD are consistent with the mandate set out in Articles 3.2, 11 DSU and 17.6 AD and to what extent they are reasonable from an economic perspective. To answer the first question, we first discuss Articles 3.2, 11 DSU and 17.6 AD to establish what is the mandate of the Panels and the Appellate Body under the Dispute Settlement Body. We then examine the findings of the Panels and the Appellate Body in the interpretation of the seven terms of Article 6.8 AD under the previously established mandate. To answer the second question, we summarize the latest developments in the economic theory of adjudication and litigation. We then discuss the findings of the Panels and the Appellate Body using this economic standard. In the conclusion, we compare the results of our analysis with current negotiations on Article 6.8 AD in the Doha Round framework and further discuss the opportunity to create a single united international investigating authority

    Honors Colleges in the 21st Century

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    Table of Contents Acknowledgments Introduction | Richard Badenhausen Part I: Honors College Contexts: Past and Present CHAPTER ONE Oxbridge and Core Curricula: Continuing Conversations with the Past in Honors Colleges | Christopher A. Snyder CHAPTER TWO Characteristics of the 21st-Century Honors College | Andrew J. Cognard-Black and Patricia J. Smith Part II: Transitioning to an Honors College CHAPTER THREE Should We Start an Honors College? An Administrative Playbook for Working Through the Decision | Richard Badenhausen CHAPTER FOUR Beyond the Letterhead: A Tactical Toolbox for Transitioning from Program to College | Sara Hottinger, Megan McIlreavy, Clay Motley, and Louis Keiner Part III: Administrative Leadership CHAPTER FIVE “It Is What You Make It’’: Opportunities Arising from the Unique Roles of Honors College Deans | Jeff Chamberlain, Thomas M. Spencer, and Jefford Vahlbusch CHAPTER SIX The Role of the Honors College Dean in the Future of Honors Education | Peter Parolin, Timothy J. Nichols, Donal C. Skinner, and Rebecca C. Bott-Knutson CHAPTER SEVEN From the Top Down: Implications of Honors College Deans’ Race and Gender | Malin Pereira, Jacqueline Smith-Mason, Karoline Summerville, and Scott Linneman Part IV: Honors College Operations CHAPTER EIGHT Something Borrowed, Something New: Honors College Faculty and the Staffing of Honors Courses | Erin E. Edgington and Linda Frost CHAPTER NINE Telling Your Story: Stewardship and the Honors College | Andrew Martino Part V: Honors Colleges as Leaders in the Work of Diversity, Equity, Inclusion, and Access CHAPTER TEN Cultivating Institutional Change: Infusing Principles of Diversity, Equity, and Inclusion into Everyday Honors College Practices | Tara M. Tuttle, Julie Stewart, and Kayla Powell CHAPTER ELEVEN Positioning Honors Colleges to Lead Diversity and Inclusion Efforts at Predominantly White Institutions | Susan Dinan, Jason T. Hilton, and Jennifer Willford CHAPTER TWELVE Honors Colleges as Levers of Educational Equity | Teagan Decker, Joshua Kalin Busman, and Michele Fazio CHAPTER THIRTEEN Promoting the Inclusion of LGBTQ+ Students: The Role of the Honors College in Faith-Based Colleges and Universities | Paul E. Prill Part VI: Supporting Students CHAPTER FOURTEEN Who Belongs in Honors? Culturally Responsive Advising and Transformative Diversity | Elizabeth Raisanen CHAPTER FIFTEEN Fostering Student Leadership in Honors Colleges | Jill Nelson Granger Part VII: Honors College Curricular Innovation CHAPTER SIXTEEN Honors Liberal Arts for the 21st Century | John Carrell, Aliza S. Wong, Chad Cain, Carrie J. Preston, and Muhammad H. Zaman CHAPTER SEVENTEEN Honors Colleges, Transdisciplinary Education, and Global Challenges | 423 Paul Knox and Paul Heilker Part VIII: Community Engagement CHAPTER EIGHTEEN Teaching and Learning in the Fourth Space: Preparing Scholars to Engage in Solving Community Problems | Heidi Appel, Rebecca C. Bott-Knutson, Joy Hart, Paul Knox, Andrea Radasanu, Leigh E. Fine, Timothy J. Nichols, Daniel Roberts, Keith Garbutt, William Ziegler, Jonathan Kotinek, Kathy Cooke, Ralph Keen, Mark Andersen, and Jyotsna Kapur CHAPTER NINETEEN Serving Our Communities: Leveraging the Honors College Model at Two-Year Institutions | Eric Hoffman, Victoria M. Bryan, and Dan Flores About the Authors About the NCHC Monograph Serie

    Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders’ Attitudes and Perceptions of Racial Consciousness in Educational Leadership

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    There is substantial evidence that issues of race and racism and are common in U.S. public schools, especially those greatly impacted by poverty and racial segregation. Unfortunately, it is highly likely many of these occurrences either go unrecognized, unacknowledged, or are perpetrated unknowingly by White educators and administrators—many of whom are well-intentioned, but lack the critical lens necessary in challenging and dismantling them. For White people, the enculturating normativity of White racial dominance, maintained by the social conditioning of Whiteness, facilitates an environment of racial ignorance and insignificance, leaving most painfully oblivious to the damaging complexities of racism in contemporary American society. The purpose of this qualitative study is to illuminate the perceptions and experiences of selected White school leaders who have committed themselves to (a) antiracist school leadership identity development, and (b) the promotion of racially-just school cultures. Responses to semi-structured interview questions were coded, analyzed, and organized into themes to generate an educational leadership theory. Constructivist grounded theory (CGT) methodologies, critical race theory (CRT), critical whiteness studies (CWS), and critical pedagogy (CP) informed the data collection methods and theoretical foundations of this study. Findings revealed a need to reexamine and revise existing antiracist education psychology and pedagogy with an emphasis on cohesion and clarity of purpose. This study contributes new knowledge and insight into the struggle to successfully implement effective, sustainable antiracist school efforts capable of establishing and normalizing racial equity in public education

    Evidence in practice: how structural and programmatic scaffolds enable knowledge transfer in international development

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    This inductive study of eight international development interventions across four countries analyzes the mechanisms that enable effective integration of evidence in practice, as an enduring challenge of learning and coordination across occupational and organizational boundaries. We identify how a set of critical, complementary structural and programmatic scaffolding practices, jointly provided a shared architecture for actors across organizations and communities of practice to collaborate and learn within the uncertainty and complexity inherent in the international development context. Scaffolding practices offered modular, temporary counter-balancing stabilizing and extending support that enabled the unusual and counter normative behaviors and mindsets required for continuous learning and adaptive coordination. Through 226 in-depth interviews with a range of international development experts, including practitioners engaged in eight matched interventions in India, Mexico, South Africa, and Ghana,we identified and analyzed the mechanisms that explain the varying degrees of effectiveness with which rigorous evidence was integrated in each case. Our findings have implications for interorganizational innovation and collaboration under conditions of complexity and uncertainty, as well as the dynamic interactions between individuals, their organizations, and their communities of practice when attempting to bring about systemic change.William and Flora Hewlett FoundationAccepted manuscrip

    Frontiers of Humanity and Beyond: Towards new critical understandings of borders. Working Papers

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