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This paper aims to examine for differences in potentially productive fear versus all other fear scores comparing adolescents and young adults with intellectual disabilities versus their typically developing peers without intellectual disabilities while statistically controlling for chronological age.

The authors examined for differences in potentially productive fear scores versus all fear scores comparing adolescents and young adults with intellectual disabilities versus their typically developing peers without intellectual disabilities.

Results of the current study highlight the importance of examining and statistically acknowledging the form of the relationship between age and fear. As previous research has indicated the relationship of age with fear, this form of the relationship should be acknowledged in subsequent analyses. Results also present a conceptualization of fear with some fears being considered as potentially productive fears as it relates to independent living.

As previous research has indicated the relationship of age with fear, this form of the relationship should be acknowledged in subsequent analyses. Finally, results present a conceptualization of fear with some fears being considered as potentially productive fears as it relates to independent living as an outcome.

The current study presents a conceptualization of fear with some fears being considered as potentially productive fears as it relates to independent living as an outcome.

Results support that potentially productive fears can be considered fears that can be used to promote learning that leads to independent living outcomes such as safety and security.

Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.

Higher education goes beyond classroom teaching and emphasizes on community and democratic participation of students and teachers who are expected to practice inclusive education and support the needs of the community and a diverse group of stakeholders. In the 1990s a new form of experiential learning started evolving in higher education where students were given credits to become more empathetic and address the needs of humanity or their immediate community. Curriculum were improvised to include volunteering services, internships and integrating them to the existing teaching learning needs. However, a fine line does exist about how inclusive education should be and what dimensions of community services can be included in the curriculum. This book is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility. The current pandemic situation has made it increasingly difficult for students to explore gaps in society and work toward mitigating it. Academics have showcased that online learning doesn’t mean an end to service learning, but it can be enhanced, and students can continue to be agents of social change. The volume describes the concept of service learning as a model, as a pedagogical tool, a framework that can be inculcated in different areas higher education.

We identify methodological weaknesses in a paper by Skocpol, Abend-Wein, Howard, and Lehmann (1993) on the origins of mothers’ pensions in the American states in the early twentieth century. These include a sub-optimal and potentially biased strategy for assessing the impact of state characteristics on the time to adoption of pensions, as well as the use of a backward stepwise regression procedure for selecting independent variables. To determine whether Skocpol et al.’s conclusions remain valid, we recreated most of their dataset and used methods that are more appropriate for the analysis of duration data, including the Cox and complementary cloglog event history procedures. While we find support for several of their claims, our findings allow for a more straightforward interpretation of the role of explanatory variables, and the temporal dependence of the adoption process.

Customer suggestions offer valuable insights to companies, and suggestion sharing is a form of engagement that strengthens customers’ relationships with firms. Yet research to date has neglected to explicitly study the antecedents of direct-to-firm consumer suggestion sharing or to adequately characterize the behavior. This paper aims to address this deficiency.

The research draws on two surveys using three different elicitation techniques – critical incident, direct reporting and scenario response. Inductive content analysis of consumer responses is used to derive exploratory insights regarding the range of factors that motivate and inhibit consumer suggestion sharing, with an emphasis on consumer service-related contexts.

Potential self, other and firm benefits motivate suggestion sharing, whereas a host of factors, including the effort involved, a lack of perceived firm efficacy and unpleasant sharing contexts inhibit it. The findings reveal a rich portrait of antecedents that illustrates how direct-to-firm suggestion-sharing behavior combines elements of customer citizenship behavior, customer complaint behavior and online community idea sharing.

The research relies upon reporting by US students and consumers.

Service firms hoping to avail themselves of customers’ desire to contribute to their and their customers’ betterment must understand and manage the tripartite nature of consumer suggestion sharing evinced by the antecedents revealed.

To the best of the author’s knowledge, this research offers the first description of the range of factors that motivate and inhibit direct-to-firm consumer suggestion sharing. As such, it provides a theoretical foundation upon which future consumer suggestion-sharing research can build.

This paper reviews, summarizes and pieces together scattered information on the newly completed Chicago Riverwalk in Chicago, Illinois. It explains the design process that transformed an outmoded infrastructure and disused river banks into an attractive gathering civic space, a linear urban park and a functional transportation corridor.

Literature review.

Overall, the paper reports on one of the latest projects in Chicago that symbolizes the city's long history and earnest commitment to urban sustainability.

The paper identifies key urban sustainability lessons that are transferable to other cities.

It is the first paper that stitches together scattered information on the topic.

This monograph contains abstracts from the 2005 Employment Research Unit Annual Conference Cardiff Business School, Cardiff University, 6‐7th September 2005

In the House of Commons on 22nd June the Minister of Education announced that responsibility for the CATs is to be transferred from the LEAs to newly‐constituted and independent governing bodies, which will receive grant direct from the Ministry of Education. While noting the restrained joy with which our contemporaries have received these changes, we ourselves have felt more inclined to reserve judgment. We find certain aspects perplexing. We have known for some months that discussions have been proceeding on the future of the CATs, but these discussions have been behind closed doors, they have not been reported and it has not been possible to gain official information on the course of the proceedings. This would have been less noticeable had there been public discussion on an appreciable scale on the issues which affect the CATs, but there has never been much discussion on the public platform, in the public press — or elsewhere for that matter — on the various alternative forms of organisation which might serve the CATs better and through which they might better serve the community.