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Food waste represents a major sustainability challenge with environmental, economic, social and health implications. Institutions of higher education contribute to generating food waste while serving as models in championing sustainability solutions. An experiential learning project was implemented as part of two university courses in a buffet-style university dining hall with the objective to reduce food waste while building student capacity to contribute to transformational food system change.

Partnerships were developed with university dining services. Students were trained to conduct a needs assessment in a university dining hall through food waste measurements. Students were facilitated through the process of applying baseline data on food waste to design, implement and evaluate a multi-component food waste intervention that consisted of offering reduced portion sizes, use of smaller serving utensils and educational messaging. Participant reflections were elicited to evaluate the effectiveness of the experiential learning experience.

The food waste intervention led to a 17 per cent reduction in total food waste, with a large portion of waste attributed to post-consumer plate waste. While the reduction in food waste was not statistically significant, it highlights the potential for food service operations to address food waste through reduction techniques while providing students an experiential opportunity that meets multiple learning objectives including systems thinking, collaboration and motivation for leading change in the food system.

This study highlights the opportunity of building student capacity to address sustainability challenges through an experiential learning model for reducing food waste in an institutional setting that other educators can adapt.

Recent research suggests that individual difference variables that measure emotional reactions may be useful in understanding sexual harassment judgments. In the present study, 503 male and female working adults viewed two videos of sexual harassment cases and were asked to make judgments about the nature of the behavior. Participants also completed measures of sexism and empathy. Results indicated that Perspective Taking (PT), a component of empathy, interacted with gender to explain judgments regarding sexual harassment. Contrary to expectations, PT did not eliminate the typical gender differences found, but rather magnified them.

The chapters in this volume are drawn from the best contributions to the 2006 International Conference on Emotion and Organizational Life held in Atlanta, in conjunction with the Academy of Management's Annual Meetings. (This bi-annual conference has come to be known as the Emonet conference, after the listserv of members). The selected conference papers were then complemented by additional invited chapters. This volume contains six chapters selected from conference contributions for their quality, interest, and appropriateness to the theme of this volume, as well as eight invited chapters. We acknowledge in particular the assistance of the conference paper reviewers (see Appendix). In the year of publication of this volume the 2008 Emonet conference will be held in France, and will be followed by Volumes 5 and 6 of Research on Emotion in Organizations. Readers interested in learning more about the conferences or the Emonet list should check the Emonet website http://www.uq.edu.au/emonet/.

This study aims to uncover factors related to students’ preference for ebooks with hopes that understanding what drives these preferences will help librarians to figure out how to increase students’ use of ebooks.

Based on the unified theory of acceptance and use of technology, researchers developed a model of ebook preference and a survey including constructs related to perceived usefulness and perceived ease of use. Respondents were undergraduate students from a core political science course at a large research university in the USA.

Ebook performance expectancy and ebook self-efficacy have indirect effects on ebook preference by way of ebook attitude. Ebook attitude and social influence both have direct effects.

One of the limitation include respondents being of a similar age and having a similar experience of technology and ebooks. Prior use of ebooks may partially explain the results.

Librarians should help students develop ebook self-efficacy. Vendors should consider how interfaces may impact ebook self-efficacy. Ebook attitude may be positively influenced by tapping students’ desire to utilize technology.

This research adds to the understanding about ebook preference while expanding research in libraries by applying a theory and model from another research discipline.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full participation in community and citizenship. This chapter reviews research on technology use by students with visual impairments, and highlights effective practices, promising developments, and ongoing challenges. The authors discuss the implications of these advancements on policy, instruction, professional development, and future research.

The Library Association of Ireland issued last month the first number of An Leabharlann, their new official journal. The title, for those of us who do not speak the language of Erin, means The Library. It is an extremely interesting venture which will be followed by librarians on the mainland with sympathetic curiosity. In particular our readers would be interested in the first of a series of articles by Father Stephen J. Brown, S.J., on Book Selection. The worthy Father lectures on this subject at University College, Dublin, in the Library School. It is mainly concerned with what should not be selected, and deals in vigorous fashion with the menace of much of current published stuff. No doubt Father Brown will follow with something more constructive. Mr. T. E. Gay, Chairman of the Association, discusses the need for a survey of Irish libraries and their resources. We agree that it is necessary. The Net Books Agreement, the Council, Notes from the Provinces, and an article in Erse—which we honestly believe that most of our Irish friends can read—and an excellent broadcast talk on the Library and the Student by Miss Christina Keogh, the accomplished Librarian of the Irish Central Library, make up a quite attractive first number. A list of broadcast talks given by members of the Association is included.

This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.

The three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.

The paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials are appended.

The paper provides useful information on enhancing their workplace learning among work‐based education students.

This article explores the community recovery and resilience element of “building back better” (BBB) through the perspectives and experiences of community influencers who provided psychosocial supports after the 2013 floods in southern Alberta, Canada.

The Alberta Resilient Communities (ARC) project adopted a community-based research methodology to examine the lived realities of children, youth, families and their communities postflood. In-depth semistructured interviews were conducted with 37 community influencer participants representing a range of organizations including not-for-profit agencies, community organizations, social service agencies and government departments.

The findings were drawn from the interviews held with community influencers in flood-affected communities. Major themes include disaster response challenges, insufficient funding for long-term disaster recovery, community partnerships and collaborations and building and strengthening social capital.

Findings demonstrate the need to build better psychosocial services, supports and resources in the long term to support community recovery and resilience postdisaster for children, youth and families to “build back better” on a psychosocial level.

Local social service agencies play a key role in the capacity of children, youth and families to “build back better” postdisaster. These organizations need to be resourced and prepared to respond to psychosocial needs in the long term in order to successfully contribute to postdisaster recovery.

The findings illustrate that adopting a psychosocial framework for disaster recovery can better inform social service disaster response and long-term recovery plans consistent with the BBB framework. Implications for social service agencies and policymakers interested in fostering postdisaster community recovery and resilience, particularly with children and youth, are presented.

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.