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Current research on millennials primarily focuses on their behavior within an academic or workplace setting. This study expands on previous analysis by exploring how millennials respond to community leadership efforts, particularly cohort leadership programs. Participant outcomes from University of Minnesota Extension’s County Bridging Leadership Program revealed that millennials—particularly those without a four-year degree—experienced significantly higher gains in several skill areas relevant to community development than non- millennials. Recruiting more millennials to participate in community leadership programs is critical not only to keep younger people in rural communities but also to strengthen future community vitality.

The purpose of this paper is to show that major reversals of an index (specifically BIST-30 index) can be detected uniquely on the date of reversal by checking the extreme outliers in the rate of change series using daily closing prices.

The extreme outliers are determined by checking if either the rate of change series or the volatility of the rate of change series displays more than two standard deviations on the date of reversal. Furthermore; wavelet analysis is also utilized for this purpose by checking the extreme outlier characteristics of the A1 (approximation level 1) and D3 (detail level 3) wavelet components.

Paper investigates ten major reversals of BIST-30 index during a five year period. It conclusively shows that all these major reversals are characterized by extreme outliers mentioned above. The paper also checks if these major reversals are unique in the sense of being observed only on the date of reversal but not before. The empirical results confirm the uniqueness. The paper also demonstrates empirically the fact that extreme outliers are associated only with major reversals but not minor ones.

The results are important for fund managers for whom the timely identification of the initial phase of a major bullish or bearish trend is crucial. Such timely identification of the major reversals is also important for the hedging applications since a major issue in the practical implementation of the stock index futures as a hedging instrument is the correct timing of derivatives positions.

To the best of the author’ knowledge; this is the first study dealing with the issue of major reversal identification. This is evidently so for the BIST-30 index and the use of extreme outliers for this purpose is also a novelty in the sense that neither the use of rate of change extremity nor the use of wavelet decomposition for this purpose was addressed before in the international literature.

The purpose of this paper is to: describe and contextualize the aims and distinctive and common characteristics of cannabis festivals in countries with different cannabis policies; assess characteristics of participants; identify reasons to attend cannabis festivals; explore to which extent cannabis festivals contribute to the social and cultural acceptance of cannabis, as perceived by attendees.

The approach incorporates three methods of data collection in the research design; quantitative research among 1,355 participants, participant observation and interviews with the organizers.

Cannabis festivals in Amsterdam, Berlin, Rome and Athens have common features but also maintain and reproduce local, social and cultural characteristics. Cannabis festivals, as well as their attendees, represent heterogeneous categories. The style of the festival – music festival or march combined with music – affects the main reason for attendance by the participants. In cannabis festivals more similar to music festivals the majority of the respondents attended for entertainment while at the cannabis festivals in the form of a march combined with music the majority attended for protest. Furthermore, increasing age, residency and the high frequency of cannabis use are factors that led the participants to attend for protest.

The research on cannabis festivals is limited. This paper not only explores the aims of cannabis festivals in four capital cities of Europe and the characteristics of their attendees including motivations, but also offers interesting insights for understanding the ways in which political and social constructions like cannabis festivals shape attitudes, perception and behaviors around cannabis use.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.

This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.

This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.

This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.

This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.

This study aims, first, to explore and analyze if and how organizational members’ professions or occupations influence perceptions of internal crisis communication. The second, related, aim is to discuss the role of internal communication in creating a strong organizational identity during a prolonged crisis such as the Covid-19 pandemic.

This study is mainly conceptual but uses quantitative data from a survey conducted in a health-care organization in late 2020 to illustrate the theoretical reasoning.

The results show that the administrative groups perceive factors in the internal crisis communication more favorably than the professional groups. The study suggests that organizational members perceive internal crisis communication differently depending on which intra-organizational group they belong to. This further points to the absence of a “rally-around-the-flag” effect and highlights the importance of working proactively with professionals and in internal crisis communication.

This study highlights the role of professionals in crisis communication, which is an aspect that so far has been ignored. The internal professionalization processes and an intriguing power struggle between professions have obvious consequences for crisis communication. As shown in the overview of earlier research on internal communication, leadership and professional organizations, the prerequisites for creating an increased organizational unity among coworkers are challenging. The idea that a crisis may, as in certain political situations in society, create a “rally-around-the-flag” effect is still relevant, even if the case study is an example of how this did not happen.

Social media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.

This qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.

Findings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.

Previous studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.

Few studies explore post-collegiate leadership applications of alumni who complete curricular leadership programs, like minors or certificates. How can we, as a field, say our leadership programs and courses integrate beyond the boundaries of campus or undergraduate life without an understanding of post-collegiate leadership applications? This study explored the leadership learning of alumni of an undergraduate academic leadership certificate in the southeast United States. The researchers employed a qualitative, single, embedded case study design and data collection for this study. The study primarily relied on in-depth interviews, utilizing an interview guide approach (Johnson & Christensen, 2014). The interview guide’s purpose was to focus interviews on topics related to students’ learning and current applications of program learning outcomes. This study’s findings highlighted the practice of reflection for alumni, appreciation for collaboration and building relationships, and how alumni could connect and apply their past leadership coursework to their current professional or personal leadership experiences. The researchers were interested in exploring how leadership learning in higher education contributed to students’ success in their careers, personal life, and community.

There are a number of differences in the current Sharīʿah screening guidelines formulated by Sharīʿah scholars associated with world-renowned index providers and financial institutions. The purpose of this study is to highlight the consequences of such differences on the portfolio level outcomes for Sharīʿah-compliant investors. This study also investigates the cost of adopting an alternative stock selection methodology.

Seven Sharīʿah-compliant equity portfolios (SCEPs) are created from the active constituents of the S&P 500. Size, sector allocation and financial performance of the resulting seven portfolios are evaluated for the period 1984–2019. Style analysis is performed to attribute the difference in financial performance caused by the choice of selection criteria to different risk factors. The cost of switching the selection criteria is evaluated with turnover analysis and break-even transaction cost.

The choice of stock selection criteria has a significant effect on the size, sector bets and financial performance of the portfolios. Those portfolios which are constructed with market capitalization-based screens outperform portfolios constructed with total assets-based screens. The turnover analysis revealed that SCEPs are relatively costly in practice.

This study investigates the performance of Sharīʿah-compliant portfolios in the context of seven different screening guidelines. The effects of transaction cost and performance attribution to different risk factors represent the key contributions of this study.

In this impact paper, I outline how a new inclusion theory generated non-scholarly impact even before it was published and share my personal experiences with mental and institutional barriers to creating that impact. With this, I hope to (1) help readers relate to and understand the issues that they are facing in creating impact and (2) inspire academics and academic institutions to remove obstacles to creating impact.

After outlining the new theory and the impact it has generated, I autobiographically describe the barriers to impact that I experienced, split up into two categories: mental and institutional barriers.

I discerned six main barriers that I had to overcome. Three of these are mental obstacles: impact order beliefs, prioritizing impact and a lack of examples. The other three are institutional obstacles: a lack of incentives for doing impact work, a lack of resources and an incompatibility between the impact form and the institutional environment.

It can be daunting to hear about the impact that others are having when the journey to get there is being left out and success stories run the risk of pretending that there were no or only a few obstacles involved. In sharing the struggles involved with doing an impact in my particular case, I hope to provide a more realistic insight into the barriers that one is likely to face in doing impact and issue a wider call for removing barriers to making impact.