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The argumentativeness measure has been used in more than a 100 studies since 1982. The measure was developed and validated within a US university/college student sample. Despite its intended use, the measure is regularly used outside of the US and outside of the university/college setting without tests of validity. There is also intense debate as to the dimensionality of the measure, with one camp defending the bi-dimensionality of the measure and another proposing uni-dimensionality. Therefore, the purpose of this study was to assess the utility of the measure outside of its intended population.

A total of seven samples were collected (n = 1860) from the UK, Germany, France, Turkey, the Philippines, Nicaragua and the US. In this study, Infante and Rancer’s (1982) original 20-item argumentativeness measure was used to assess argumentativeness. Confirmatory factor analyses was used to test content validity.

Fit statistics were consistently poor for the unidimensional factor structure. As there is debate as to whether the measure is uni or bi-dimensional, a bi-dimensional fit was also analysed. The measure performed slightly better in each sample using a bi-dimensional factor structure. However, fit statistics were still poor for each sample.

Specifically, the seven samples are convenience samples. While such a sampling technique does limit the generalizability of a study’s findings, convenience samples are common when using the argumentativeness measure. These results present avenues for exploring the dimensionality of the argumentativeness measure and for revisiting cross-cultural examinations of argumentativeness.

Factor structure is a critical issue in validity. Whether authors specify their prediction or not, factor structure is always hypothesized as part of a study when measurements are used, and therefore, should be examined in every study as part of the scientific process. Making claims about human behaviour based upon measures with mis-specified factor structures or other validity issues can lead to the perpetuation of misinformation within the literature.

This is one of the few studies to empirically explore the psychometric properties of one of the most used measures in argument/conflict research. In doing so, this study enhances the understanding of decades of argumentativeness research.

Change is integral to the concept of development. Research in the development process is therefore implicitly, if not explicitly, directed to achieving change. What is important is how far development researchers see themselves as agents of change. In some cases they are helped by methodologies such as action research and participatory action research (PAR) that have change as integral to the research design. However for qualitative research methods in general there is no necessary connection with change. In fact, for many qualitative methods the aim of the researcher is to have as little impact on the research process and the people being researched as possible. In much ethnographic work, the research scene is to be represented in as “natural” a way as possible. This is very different from the development context where a process of change is assumed to be ongoing, or is encouraged to be so. The role of the researcher in relation to change has become even more marked with the advent of more participatory approaches to development. Research participants are no longer seen as passive objects of research but as active agents in creating their own knowledge and action.

The chapter presents the implementation of ethics education via challenge-based learning (CBL) in three European settings. At TU Eindhoven (the Netherlands), a mandatory first-year User, Society, and Enterprise course on the ethics and history of technology offers a CBL alternative on ethics and data analytics in collaboration with internal student and research teams. The University of Lübeck (Germany) initiated the project CREATE – Challenge-based Learning for Robotics Students by Engaging Start-Ups in Technology Ethics, which enables 60 students in Robotics and Autonomous Systems to integrate ethical and societal considerations into technological development processes, in cooperation with start-ups from a local accelerator. In Spain, CBI-Fusion Point brings together 40 students from business and law (ESADE), engineering and technology (Polytechnic University of Catalonia), and design (IED Barcelona Design University) for an innovation course focused on the application of CERN-developed technologies to real-world problems. The chapter documents the process of setting up three CBL courses that engage students with grand societal topics which require the integration of ethical concerns from the design stage of technological development. The authors also reflect on the challenges of teaching ethics via CBL and the lessons they learned by delivering experiential learning activities rooted in real-life challenges and contexts marked by high epistemic uncertainty. The contribution reflects the transition to remote teaching and presents strategies employed to enhance online communication and collaboration. The chapter thus provides guidance for instructors interested in teaching ethics via CBL and recommends further lines for action and research.

To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.

The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.

Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skill-and-drill technique

A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

The purpose of this paper is to introduce a tool for the international comparative analysis of regulatory regimes in the field of building regulation.

On the basis of a heuristic model drawn from regulatory literature, a typology of building regulatory regimes is introduced. Each type is illustrated with a number of real‐life examples from North America, Europe, and Australia.

Governments worldwide have introduced building regulatory regimes with a variety of designs. On an abstract level, these designs are shown to have a comparable pattern. This pattern is utilised to draw up a typology of regime‐designs that can be placed on a sliding scale, with a “pure public regime” at the one end and a “pure private regime” at the other. Intermediate regimes display characteristics of both.

The comparative analysis of different regimes assists policy makers by demonstrating which combinations of regulatory characteristics can provide the best results in particular instances. The typology introduced by the paper assists this process by providing a tool for systematic analysis of complex real‐life cases.

Thinking about poverty alleviation depends greatly on one’s underlying theory about the way the global economy works and, therefore, about the reasons for the existence of poverty. The development literature does not sufficiently acknowledge the contradictions that exist between the conventional or neo‐classical position on development and the critical or “appropriate development” perspective. The following discussion considers the main differences between these two positions and argues that the neo‐classical position must be abandoned. Implications for development practice in general and for the issue of poverty alleviation are then taken up.

The purpose of this study was to evaluate the effects of methyl donor supplementation on anthropometric indices, body composition, glycemic control, lipid profile, homocysteine and appetite regulatory hormones in overweight and obese subjects.

This randomized double-blind placebo-controlled trial was conducted on overweight and obese subjects in Shiraz, Iran, in 2018. The 25 participants in each intervention and control group were required to take methyl donor supplement and placebo, respectively, for eight weeks. A variety of measurements was collected at baseline and the end of the study. The data were analyzed using SPSS 21 software.

The results indicated a significant reduction in weight, body mass index, body fat and waist and hip circumference (p < 0.001 for all parameters) within both groups and a significant improvement in skeletal muscle (p = 0.005), fat-free mass (p = 0.006), visceral fat area (p < 0.001) and body cell mass (p = 0.004) in the intervention group. Also, the results showed a significant difference between the two groups regarding serum homocysteine concentration at the end of the intervention (p < 0.001).

The results demonstrated that methyl donor supplementation might have effects on the improvement of anthropometric indices, body composition, glycemic and lipid profile status and appetite regulatory hormones among obese and overweight individuals. These effects might be attributed to their roles in energy metabolism, protein synthesis and epigenetics regulation.

Teacher recruitment is under pressure across England with the majority of routes into teaching facing challenges in respect to recruitment and retention. Schools are also challenged by issues of attendance, behaviour and exclusion. This paper examines a way forward that addresses inclusion in the context of initial teacher education. Recent research in the southwest of England serves to illustrate the needs of all teachers to deliver inclusive provision in their schools. Teacher education begins with initial teacher training; irrespective of the route inclusion of all pupils should be understood by all trainees, which would have a positive impact on teacher recruitment and retention.

The study aims to examine the impact of migration on household consumption expenditures in Bangladesh.

The paper uses coarsened exact matching methods to examine the causal impact between migration and household welfare using the dataset on Bangladesh Household Income and Expenditure Survey 2010 on 12,213 households.

The study reveals that migration has a positive impact on household welfare improvement through increases in their consumption expenditures. Households with migration status are found to spend more on food, non-food (housing, durable goods, fuel, cosmetics, cleaning, transport, clothing, taxes, insurance, recreation) items and medical. However, the authors do not find any evidence of impacts on education expenditures.

The availability of panel data and the use of other variables (e.g. household investment expenditures, household budget allocation for agricultural input expenses, etc.) would have been able to provide vivid results.

This paper adds to the Bangladeshi migration literature by offering a novel empirical assessment of the Bangladeshi migrants and its impact on household welfare by drawing upon a recently published, nationally representative sample of Bangladeshi households.