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In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported by mindfulness instruction to teach these skills, can make learning about emotional intelligence accessible and meaningful to undergraduate students. Using peer emotional intelligence assessment scores as a measure of emotional intelligence growth, the study showed a statistically significant impact on the growth of emotional intelligence skills from using a blended approach including direct instruction in mindfulness techniques. Supporting this finding, students clearly expressed a noticeable growth in their emotional intelligence and in that of their peers in interviews conducted at the end of the study. In light of these findings, we propose the RESET cycle model (Recognizing and regulating Emotions through Social and Emotional Team-based learning supported with mindfulness) as a potential foundation for a program to teach EI skills.

Two prominent theories of legal decision-making provide seemingly contradictory explanations for judicial outcomes. In political science, the Attitudinal Model suggests that judicial outcomes are driven by judges' sincere policy preferences--judges [...]

INTRODUCTION I. THE PROBLEM A. SURVEY OF SPORTS VIOLENCE 1. Football 2. Basketball 3. Baseball 4. Hockey B. SOCIETAL EFFECTS II. THE VIABILITY OF CRIMINAL PROSECUTIONS FOR SPORTS VIOLENCE A. [...]

In assessing how social forces may shape U.S. Supreme Court Justices' decision-making it has been presumed that there is a singular public opinion and that this opinion affects each individual Justice in largely the same fashion. We suggest that it is more likely the case that Justices' world views are informed and shaped by a myriad of social concerns and group identities upon which the Justices structure and process their experiences and develop and refine their personal schemas. While some have already begun to question the proposition of a monolithic public opinion influence on judicial behavior and have begun to think carefully about what we term the "micro-publics" that may inform Supreme Court Justices' decision-making, the more tangible questions of whether Justices respond to publics that are distinguishable from broad-based national public opinion and what those micro-publics might be remain largely unanswered. Our study focuses on the potential influence of localized and personal micro-publics and the possibility of partisan-based elite influence on judicial behavior. We test our hypotheses by analyzing the voting record of Supreme Court justices on civil liberties cases from 1977 to 2003 and find encouraging initial support for our theory. [ABSTRACT FROM AUTHOR]