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In the three statistical relationships between happiness and income, cross-section data display a positive association, and time-series statistics show a positive short-run relationship between fluctuations but a nil association for the long-run trends. Critics of the Paradox mistakenly draw on the first two relationships to refute the third, but it is the third, the trend relationship, on which the Paradox is based. For example, when income is measured in absolute amount, the positive cross-section association is curvilinear, leveling off at a higher “threshold” value of income. This, it is claimed, shows that increases in income below the threshold level are, in fact, accompanied by greater happiness and that the Paradox does not hold at lower incomes. But time-series trends for poor countries do not support this association. Thus, China, Japan, and India, who started from well below the supposed threshold and have had exceptional increases in income in short timespans, give no evidence of an increase in happiness. The Paradox holds in poor as well as affluent countries. Other analysts who seek to disprove the Paradox point to a positive happiness-income relationship they find in time series data. But this claim turns out to be based, not on long-run trends, but on the positive relationship between short-run fluctuations. Thus, an oft-cited critique of the Paradox results from researcher decisions that deliberately shorten the time series analyzed to 10 years or less rather than studying the full time span of the data, which is needed in order to establish long-term trends.

The chapter explores the connection between higher education and creative talent, focusing specifically on creative graduates. It explores how graduates that completed a creative degree course do not enjoy the same benefits of higher human capital experienced by other graduates. This is discussed in connection with different patterns of employment (full time versus part time) but also in relation to different career patterns and job security experienced by creative graduates in different sub-sectors of creative industries. It also considers the value of creative degrees beyond the creative industries and their potential contribution to other sectors of society and the economy. The chapter concludes by reflecting on the policy implications of the data presented, specifically for the higher education sector.

Despite what the intensive care team may have thought, it was not a simple decision. It was a decision that would have a significant impact on Jack’s life and our family’s life. My husband and I both worked full time, we had two other children at home, and we lived thousands of miles away from extended family. How were we going to care for a child with a trach (and ventilator), care for our two other children and keep our jobs? Who was going to help us? The consequences of the decision were overwhelming and profoundly life altering for our entire family.

This chapter reviews forming a 5- and 10-year plan regarding your job future. Suggestions will be made about coming up with ideas that help you make decisions regarding what type of work you want to do, where you want to live, and what type and level (full or part time) of work you envision for your future.

Typically, elderly people may be living alone for part of the day or full time, and may have difficulties or problems with mobility, but they want to maintain their independence and autonomy. Internet of Things (IoT) technology may be used to contribute to increasing the degree of security of these people in their own homes, in a much more discreet and non-intrusive way than the typical commercially available systems, providing real-time data about the status of these people to their family members or caretakers. In this article, a non-intrusive IoT-based real-time alert system to be used by elderly people is proposed, using simple and low-cost “of the shelf” electronic components. It is also intended that this solution can integrate other monitoring devices already available on the market, such as bracelets, video cameras, robots, among others. Both laboratorial and house-hold tests have been conducted to prove the effectiveness of the system.

This essay explores three challenging ironies in Galileo’s career, involving the viewpoints of leisure, adversity, and intellectual achievement. Before 1610, as a university professor at Padua and employee of the Venetian Republic, he had the liberty and protection to conduct significant and unorthodox research, but lacked the leisure and financial comfort to bring it to completion. After 1610, as philosopher and chief mathematician to the grand duke of Tuscany, Galileo had the leisure and comfort for full time research, but was unable to do it effectively because of opposition by churchmen and rivals. Also after 1610, he was both under fire and under patronage from the same institution—the Church—which both paid (indirectly) his salary and created many obstacles for his Copernican research program.

University of Belgrade is a public university in Serbia. It has been among 50 Academic Ranking World Universities in Food Science and Technology, where the Faculty of Agriculture plays a significant role and is recognised as a leading scientific institution in the region. The faculty has around 300 full time employees engaged in teaching and research activities and each year enrols over 1,000 students. This chapter presents the results from 26 survey respondents of this faculty. The main focus of the faculty is on economic issues, followed by cross-cutting themes, environmental issues, and social issues. The contribution is medium and the strength is medium. The ranking of the competences shows that System thinking and analysis is the highest, followed by Inter-disciplinary work. The ranking of the pedagogical approaches resulted in Lecturing and Project- or Problem-based learning were the highest, followed by Community Service Learning. The correlation analysis showed that Project- or Problem-based learning developed the most competences, followed by Participatory Action Research, Inter-disciplinary team teaching, Community service learning, and Jigsaw/Interlinked Teams. The competences most developed were Systems thinking, Anticipatory thinking, Tolerance for ambiguity and uncertainty, and Empathy and change of perspective. The results reveal a potential whole new horizon for further development of the three sustainability dimensions. Beyond this, the results could encourage other faculties operating within the University of Belgrade to analyse and develop their sustainability competences and pedagogical approaches.

Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already in employment. The chapter includes two case studies of where this has occurred in UK universities and the methods that were used for this type of internal knowledge transfer.

Even though Alaska has one of the smaller populations of all the states of the U.S., it is an interesting case for the study of intimate homicides. Although geographically separate from the rest of the states, and having large urban and rural areas, it is not surprising that Alaska has some unique cultural aspects that affect the relationships between men and women. One is the persistent notion of rugged individualism that could well be influencing domestic violence (Hogan and Pursell 2008). There is a widespread use of weapons in the state. Moreover, Alaska’s employment situation in the past provided ample jobs for men, such as in the pipelines, mining and construction industries. But currently, there are fewer opportunities in these areas. At the same time, there are more opportunities for women in education and government work. Nevertheless, research has shown that women in Alaska earn 77 cents for each dollar earned by men working full time, year-round (Haymes and Spielberger 2012).

Minority students are the backbone of the country and ethnic regions. Under the multiple influences of domestic and foreign political, economic, and cultural influences, the ideological consciousness of some students is prone to change. The ideological education of minority students is particularly important. Full-time counselors have more contacts with students and are more suitable for carrying out ideological education among students. Aiming at the above problems, this paper proposes a study on the mode of ideological education for full-time counsellors of minority students based on APP. This article first analyzes the role of full-time counselors in ideological education, then explains the advantages of APP as a carrier of ideological education for college students, and finally proposes a model of ideological education based on APP-based full-time counselors. Among the minority students surveyed, 91% of the students were “satisfied” or “general” with the model, and only 9% were dissatisfied.

The prevalence of technology and use thereof by part-time learners during lectures presents particular challenges to facilitators of learning. Devices used for learning can be misused for off-task activities, lowering engagement levels, and negatively impacting learning. This research investigated how learners use technology to contribute to learning, but also disengage from the learning process, and contrast it with their personal engagement to determine the potential impact. The quantitative data provides evidence of a relationship between on-task use of technology in the classroom and higher engagement levels in the learning process. Analysis reveals three insights about learning in the age of digital transformation. Firstly, the design of learning interventions should be as interactive as possible to ensure that learners do not disengage. Secondly, facilitators of learning need to ensure their learning design incorporates activities making use of the technology and thus create an environment of digital engagement and active learning. Finally, faculty that use technology to individualize learning should enable students that are working full time to become creators of media and not just consumers.

Clark examines the critical juncture from teacher preparation to in-service teaching practice with respect to the malleability of teacher self-efficacy. Results indicate that overall, teacher candidates reported higher perceptions of their ability to perform instructional tasks at the conclusion of their program than they did at the completion of the first year of teaching. For those teacher candidates with the highest scores, there was even a greater drop in their self-efficacy score by the end of their first year of teaching. This chapter author purports that the transition from teacher education to in-service leaves questions about what is strong or high self-efficacy relative to years of practice. Readers are encouraged to ponder about whom holds the responsibility to enhance self-efficacy in novice teachers: teacher educators, mentor teachers, school districts, professional learning providers, and/or the novice teachers themselves? Clark provides implications and recommendations for school leaders and teacher educators in this chapter.

Women account for approximately half of the medwical school matriculants in the United States. Women are more likely to choose fields that are perceived to offer a better work-life balance after medical school. Professional women are more likely to have a partner who is another full time professional. Women who want to have children take into consideration how this will affect their careers more than men. Women are more likely to have increased domestic responsibilities, and is the equivalent of one additional work day per week (8 hr./wk). Even though women make up one half of the medical school matriculation, they are underrepresented in academic medicine. While institutional programs for work-life flexibility exist, many women and men are reluctant to utilize these programs for fear of being perceived as “not as dedicated.” Cultural and systems-based changes need to occur to support the growing cohort of female physicians who chose to have a family while pursuing a career in medicine.

Programming and computer science are nowadays taught in various institutions to a very heterogeneous group of people. Open universities are a typical example of non-traditional educational institutes. Online learning and blended learning models are often utilized in open universities because the students rarely study full time. In this paper, we present a study where four programming and computer science courses were taught in the Open University and in the university at the same time. A blended learning methodology was used to teach the courses in the university. The students in the open university could decide freely whether they wanted to take the courses fully online or to participate into classroom sessions as well. Moreover, no lectures were given in the open university. Instead, the students could download lecture handouts and other material online. The results from continuous assessment and the final exam of four shared IT/CS courses were analyzed. We found out that although there are some statistical differences in the results of individual sections, in general the course results are quite similar in both universities. However, the incomplete data of chosen methodologies prevents us from fully answering the research questions.

Both academics and school teachers struggle to understand the role each other play in improving learning outcomes for history students studying the junior and secondary Australian History Curriculum (AHC). The first author of this chapter, a full time teacher about to complete a PhD focussing on history curriculum, tutors at University with the second author, an academic who runs history curriculum courses. Both have been involved in debates with colleagues about the nature of history, history teaching and the role that educational research plays, not only in improving the teaching of history but more generally improving education in schools.

Half of the estimated 18 million family caregivers of older adults in the United States worked either part or full time (Schulz & Eden, 2016). The effects of combining work and caregiving on caregivers, their disabled relatives, and business and industry have emerged as an important research topic in the last two decades. The goal of this chapter is to address key issues in the literature on caregiving and employment, including the reciprocal effects of work on caregiving and vice versa, the extent to which work moderates the caregiving experience, and the economic impacts of caregiving on caregivers and employers. We conclude with recommendations for policy and research.

The planning process for a well thought out and efficiently designed ambulatory surgery center (ASC) is an interactive process from beginning to end involving a team of design professionals and seasoned, experienced owners/operators. The physical plant of the ASC, is a complex facility designed to meet the minimum regulatory requirements, and also meet operational expectations for standards of clinical compliance while always remaining functional without full time maintenance staff. The ambulatory surgery center environment is highly regulated. In most states ASCs undergo a stringent compliance review process over and above most other outpatient treatment facilities and may or may not be Medicare certified. This chapter provides an overview of the overall ASC development process to ensure a successful outcome.

Although there is some literature in relation to grandmothers who care for their children full time, there is little that has been written specifically about grandmothers caring for children when the children’s parents are in prison. It was for this reason that this small pilot project was conducted to start to understand and compare the situation of grandmothers caring for children in a diverse range of countries when their parents are in prison. The aim was to begin to draw out the commonalities and differences and to understand what policymakers need to take into account when considering the needs of children and grandmothers in this situation.

Most craft production is a pre-industrial cultural heritage which involves informal sector SME family enterprises producing for supplementary income or making crafts full time. Many artisans have less formal education, dislike taking risks, rely on intuitive understanding of domestic markets. They use modern technologies, so global access is not necessarily beyond their reach; but lack knowledge of Intellectual Property Protection (IPP), which is handled by lawyers or agencies using complex legal language. IPP Registration fees seem expensive, and low-cost crafts are not easy to protect. High legal costs challenging IP infringements can be prohibitive. In such a context the paper explores what criteria should be considered when helping crafts producers protect their IP?

After the domestication of animals and plants a stable economic surplus was created, which led to the creation of large societies with soldiers, craftsmen, artisans and religious and governmental institutions staffed by full time officials. The rise of these early agricultural empires is accompanied by extreme fertility in inventions. The wheel, the technology to build monumental architecture, clocks, complete writing, and mathematics are only a few examples.

Compared to non-migrant mothers in couples, migrant lone mothers face a much higher risk of being out of the labour market, given that both lone motherhood and international migration have been shown to be strongly related to non-employment. In this chapter, we analyse the labour force participation of immigrant women and non-migrants living in Switzerland, and compare them by distinguishing between mothers in couples and lone mothers. We use data from the Swiss Labour Force Survey (wave 2008; N = 6814). These data allow us to account for intra-group variation among the immigrants by distinguishing them by their migrant generation and their country of origin. The analyses include women aged 20–54 who were living with at least one child under age 18. The dependent variable in the multinomial regression analyses is employment status, differentiating between full-time employment, long and short part-time employment, and non-employment. Results indicate that lone motherhood prevalence is similar among migrant and Swiss mothers (11%). In both groups, lone mothers are less likely to be in employment than mothers in couples. However, we find variation among lone mothers by migrant status: migrants have a higher non-employment rate overall. Among the employed women, migrant lone mothers tend to work full time, whereas non-migrant lone mothers tend to work part time. For lone mothers being an international migrant is therefore associated with an increased risk not only of being out of the labour force, but also of facing difficulties linked to work-family reconciliation. These results are relevant for the design of appropriate policies for migrants, lone parents, and work-family reconciliation, particularly in a societal context like Switzerland, where child care services are insufficient and the number of mothers who work full time is relatively small.

Open educational resources or OER have been recognized as a major source of learning materials for university students. This paper investigates the students’ perception on the usefulness of OER with a focus on comparing the perceived usefulness between full-time and distance-learning students, based on a survey carried out at the Open University of Hong Kong in the academic year 2017–18. It is found that both full-time and distance-learning students generally consider OER useful for learning purposes, especially for using the resources to supplement the existing course materials and to get more resources for doing assignments and projects. On different types of OER, open courseware, course materials and e-books are mostly perceived as very useful or useful by both full-time and distance-learning students, while more distance-learning students than full-time students also consider open online courses, tutorials, and open online learning tools and platforms very useful or useful. For both full-time and distance learning students, accuracy and comprehensiveness are key concerns of using OER for learning purposes.

At age 12, I entered the workforce unimpeded by child labor laws and minimum wages. I was the third breadwinner in the family. My father worked full time. My mother baked cakes and pies that she sold to restaurants. In addition, I worked for the West Side Drug store delivering to customers on my bicycle, much as Amazon and UBER are starting today to deliver groceries and sundries to homes by auto. My pay: 8 cents per hour. I learned to operate an old-fashioned soda fountain. At age 14, that skill landed me a better job at the OK Drive-In, managing a fountain. Here I learned to fry-cook. Pay now grew to $8 per week. With a record as a reliable employee, supplemented by high school shop courses in electricity, I landed a job at Boeing, 1943, age 16, starting at $5.60 per day. During these years, I became an activist member of Congress of Racial Equality (CORE), working to break down local discrimination against African Americans (Negroes, or “Colored” in the politically correct language of the day). The theaters, confronted with mixed race sit-ins would concede. Under the Kansas constitution, all forms of discrimination are illegal. But theater policies were not changed, and black peoples were predominantly passive in accepting inferior treatment.

On the Arlington campus of George Mason University, our experimental program had a productive seven-year run. The proximity of Federal agencies and departments led to many new experimental explorations, some with policy implications. In 2007, Daniele Struppa, the dean that had hired us at GMU, reappeared to see if he could interest us in Chapman University where he was now Provost. Unexpectedly, he succeeded. What made it attractive is that Chapman did not have a PhD program. Annual graduate workshops in experimental economics, the count now up to twenty-five, connects us to graduate programs all over the world from which to recruit visitors and post-docs. Instead of trying to run a costly PhD program, Chapman supports visiting associates, professors, pre- and post-doc fellows, and we devote full time to our laboratory specialties, market design, statistics, and theory. It was a made-for-each-other match. In addition, it was another Camelot with offices immediately across the hall from three laboratory rooms with central monitoring and workstation.

Over the last 10 years at-risk-of-poverty rates across Europe have been rather stable or rising only slightly. However, certain demographic groups face comparatively high poverty risks. Lone mothers belong usually to the most affected groups by income poverty - but variations are striking. Though, still little research has been done for explaining this vast variation across Europe. It is argued that institutional arrangements in the labor market and the welfare state shaped by existing gender inequalities have an impact on lone mothers' poverty risks. For instance, in countries where women’s access to (full time) paid work is low and/or the gender pay gap is high, lone mothers are particularly disadvantaged due to the absent (male) partner. Furthermore, the lack of public childcare and a gendered eligibility to social benefits aggravate lone mothers’ poverty risk. I also hypothesize that gendered institutional arrangements mediate the effect of individual characteristics on lone mothers' poverty risks - namely the poverty-reducing effect of employment and the poverty-enhancing effect of children. To prove these hypotheses empirically, I compare 25 European countries running several multi-level models based on pooled EU-SILC data (2009-2012). Results show that existing gender inequalities - particularly the access to full time employment for women and gender-specific welfare eligibility - indeed account for country differences in the level of lone mothers' poverty risk. Furthermore, there is empirical evidence that gender inequalities in the labor market shape the poverty-reducing effect of full time employment. Other specific mechanisms modeled in form of cross-level interactions cannot be supported by the data.

Nontraditional students are defined as those who (1) are >24 years old, (2) are financially independent from their parents, (3) are working full time, (4) are attending classes part time, (5) have dependents, (6) are single parents, and (7) have a GED or high school equivalent. Nontraditional students are prone to higher levels of stress and anxiety and are more likely to leave school before earning a degree. This chapter describes the case of a nontraditional college student, who decides to return to college after a failed transition from high school to community college several years earlier. The student is also 5 years sober from alcohol and struggles to find substance-free activities on campus. Discussion focuses on understanding the ways that nontraditional students feel pulled between family and academic responsibilities, suggests ways to help nontraditional college students feel connected to their peers, and reviews ways that universities can promote a substance-free culture on campus.

This research aimed to investigate the delivery of postgraduate study through incorporation of Google Applications and Skype technologies as collaborative tools. Participants were a cohort of full time working employees from a South African cohort of collaborating universities enrolled in the Post-Graduate Diploma in Higher Education course, located in Limpopo and Western Cape provinces. The data was collected through interviews from participants on Skype and Google technologies that include Google drive, Gmail, Google docs, Google spreadsheet, and Google chat. Data was analysed through ethnographic content analysis and conversational analysis. Based on the findings, it was evident that Google applications and Skype technologies support collaborative learning. The study results show that these technologies have an important role in future delivery of academic post graduate programmes in institutions of Higher Learning amongst working employees. This study recommends use of these technologies in scenarios involving multiple institutions across the world. Cloud computing has a pivotal role in enabling online collaborative learning activities and it enhances effective skills development in cases where students cannot afford to attend courses on full time basis due to work commitments or geographical location.

For a lot of people, work and family are the two most dominating spheres in life and the ability to balance them is among the greatest social challenges in our time (Halpern, 2005). This has become an important issue because of several societal changes which have led to new responsibilities for both men and women (Innstrand, Langballe, Falkum, Espnes, & Aasland, 2009). For example, the number of employed women increased drastically in the postwar period (Roos, Trigg, & Hartman, 2006). Today, women constitute 47% of the workforce in Norway and increasingly are working full time (Statistics Norway, 2014). Norwegian women are among those who work most compared with women in other European countries. Concurrently, the traditional nuclear family with the father as provider has become increasingly rare, while dual-career couples, where both are facing demands related to both work and home, are more common. In addition, an increasing number of people are living alone (Statistics Norway, 2014) and are sole providers for children (Statistics Norway, 2013) and therefore presumably have to take greater responsibilities on their own.

Individually, academics have seen significant changes to their traditional workload, for example, heavier teaching loads, larger class sizes, greater administrative responsibilities, increased competition for research grants and the loss of academic autonomy through increased day-to-day management and accountability (Houston et al. 2006). As a result, academics feel they have three full time jobs at once and daily must manage the multiple and changing roles associated with today’s academic workload (Santoro and Snead 2012). Such changes, over the last two decades, have highlighted the need to investigate workload issues (for example, McInnes 2000; Santoro and Snead 2012).

There is growing number of work related musculoskeletal disorders among workers in construction industry. Employees in construction professions admit physical load and discomfort in various body parts after the work. Accordingly to Eurostat statistical data 60 % of total work related diseases are attributed to musculoskeletal disorders in Latvia. The aim of this study was to determine physical load of construction auxiliary workers and bricklayers using objective ergonomics research method HR monitoring and subjective ergonomic risk assessment methods. The research involved full time 8 auxiliary construction workers and 7 bricklayers. Analysis of the heart rate monitoring data proved that objective physical load analysis method is more precise than subjective workload evaluation methods. Results showed that construction workers workload falls into hard and moderate work heaviness category. More experienced workers with longer length of service were subjected to lower work heaviness category.

At first sight, physical disability, especially one involving the musculo-skeletal system, would seem to be a disadvantage for the performer, particularly for one in the professional category. This may also be more true of dancers than of musicians. This chapter refutes that supposition, by reference to the case histories of two musicians. The first describes the expertise needed for the rehabilitation of a professional trumpeter who had an acute stroke. The second describes a folk singer and guitarist who proceeded to a near full time career after an accident that transected his spinal cord. Finally a dance company is discussed that innovatively employs disabled dancers alongside those without disability.

The primary objective of this study was to explore the relationship between retail store operating hours/full-time employees/part-time employee usage and the financial success of the member stores of a retail grocery cooperative. For the purposes of t he study, the perceived competitive situation of the researched stor es was also utilized within the study.

This paper examines the differences between part-time and full-time employees using a recently developed measurement scale, partial inclusion as an underlying theoretical framework. Differences were found among part-time employees as they had higher levels of inclusion and involvement.

This study recorded 307,040 citations to measure the research productivity of the 3,096 full time marketing faculty with doctoral degrees teaching at the 477 universities listed with the AACSB. This research included lifetime citation counts for each faculty member, and the counts were recorded between March and June 2003.

Due to a declining population of 18-year-olds, higher education institutions are targeting new types of learners, such as adult learners who work full time while enrolled. To attract these new types of learners, higher education institutions need to provide education that takes account of the learners’ requirements. To do so, this study evaluated education in higher education institutions from the viewpoint of learners. Specifically, we analyzed the requirements of learners using a requirement analysis template utilized in Service Engineering.