The Rise and Fall of Depressive Symptoms and Academic Stress in Two Samples of University Students

Self-reported depressive experiences are common among university students. However, most studies assessing depression in university students are cross-sectional, limiting our understanding of when in the academic year risk for depression is greatest and when interventions may be most needed. We examined within-person change in depressive symptoms from September to April. Study 1 (N?=?198; 57% female; 72% white; Mage?=?18.4): Depressive symptoms rose from September, peaked in December, and fell across the second semester. The rise in depressive symptoms was associated with higher perceived stress in December. Study 2 (N?=?267; 78.7% female; 67.87% white; Mage?=?21.25): Depressive symptoms peaked in December and covaried within persons with perceived stress and academic demands. The results have implications for understanding when and for whom there is increased risk for depressive experiences among university students.     

Learning our way out of environmental policy problems: a review of the scholarship

In acknowledgement of the complexity of environmental challenges, research on learning in environmental policy has grown substantially over the past two decades across a range of disciplines. Despite this growth, there are few comprehensive assessments of the literature on learning in environmental policy. This article fills this gap by providing insights on the overall coherence and impact of this body of scholarship. To do so, we analyze a sample of 163 articles from 2004 to 2014 using a standardized coding framework. The results provide an in-depth assessment of the status of the literature on learning in the context of environmental policy, as well as the quality of the literature. We demonstrate that despite the diversity in research questions and goals, the literature is lacking with respect to diversity in cases and context, theoretical development, clear conceptualization and operationalization of learning, and advancements in empirical approaches to study learning. From these insights, we discuss the challenges and opportunities for scholars in studying learning and provide recommendations for building the theoretical and methodological rigor of the field.     

March divided,fight united? Trade union cohesion and government appeal for concertation

Why does the government appeal for concertation? Starting from the principal?agent framework and delegation theory, the article argues that the government is more willing to share decision-making power with trade unions when the policy preferences endorsed by the unions are closer to those of the cabinet. Furthermore, it maintains that government propensity to negotiate with trade unions increases as the heterogeneity of union policy preferences grows because the cabinet can exploit its agenda-setting power to divide the union front. The article tests these two hypotheses through a longitudinal analysis of the Italian case (1946–2014). In detail, it takes advantage of two original datasets built through content analysis that provide unique in-depth information on the policy preferences of parties and cabinets and measures the policy positions of the main Italian trade unions, thus allowing assessment of their reciprocal heterogeneity. The results confirm the expectations.     

Challenges and lessons learnt from a sanitation project in rural Bolivia

The University of Arizona chapter of Engineers Without Borders USA has faced multiple challenges involving community participation in rural development, in the Andean community of Marquirivi, Bolivia, both in rural design and in community participation. Despite successful construction of a shower house in 2014, the EWB-USA UA team experience with community participation revealed the numerous complexities involved in engaging successfully with communities. The importance of previous aid in a community with development projects also emerged as critical in shaping actions. This article discusses lessons learnt and recommendations for rural infrastructure projects, as well as the EWB-USA model of sustainable development.     

Revisiting Global Governance in Multistakeholder Initiatives: Club Governance Based on Ideational Prealignments

Multistakeholder initiatives that bring together actors from the state, the business sector and society to formulate, implement and/or monitor rules governing different policy fields have assumed a prominent role in global governance since the 1980s. In the governance literature, it is generally assumed that the actors from the three sectors have diverse interests, but contribute different resources. This should allow to address transnational problems more effectively. While cooperation among the various collective actors in these initiatives might be based in part on complementary resources, we argue here that such cooperation is also shaped and conditioned by ideational prealignments of the participating actors. Such ideational prealignments are consequential, because they predetermine (1) the composition of multistakeholder forums in terms of which actors participate and which do not, (2) the processes that govern these forums, (3) the results of these forums and (4) the relations among the collective actors who participate in these forums and the stakeholders they are deemed to represent. When viewed from this perspective, multistakeholder initiatives are a form of club governance that is based on ideational factors. We illustrate this argument by drawing on research that examines the setting of standards for private military and security companies (PMSCs).     

Common Ground for Action Software and Professional Development to Support Online Deliberation in Classrooms

The Common Ground for Action (CGA) online deliberation platform is a dynamic tool designed to encourage diverse group members to identify collective responses to deeply controversial or “wicked” public problems that have no simple solution. The program promotes authentic deliberation, while minimizing the tactics of horse-trading and negotiating. We detail the structure of the CGA platform, including how deliberative talk is encouraged, outline a sample assignment that can be used with CGA, and professional training offered to faculty and Teaching Assistants.     

The Making of Mexican Illegality: Immigration Exclusions Based on Race,Class Status,and Gender

This article examines the history of US citizenship and deportation policies that have always been based on race, class status, and gender, as well as the effects of such policies on the making of Mexican illegality. Mexicans have been constructed as unassimilable and a threat to the US national polity. They are also viewed as working class likely to become a public charge. Mexican women have been imagined as extremely fertile and while their production has been desired, their reproduction has been feared. These social, political, and legal constructions resulted in the creation of Mexican illegality despite time of residence in the United States, ties to US citizens, or birthright citizenship. While scholars have documented immigration laws that have expatriated US citizen women (mainly of European racial backgrounds), policies that allowed for the deportation of “public charge” cases, and the racialization of Mexicans, who were once considered legally white for naturalization processes; the three identity-based exclusions have not been examined together to understand Mexican experiences in the United States. This article utilizes a racial, class, and gendered analysis to understand the making of Mexican illegality that began with the 1790 citizenship statue in which the United States Congress limited US citizenship rights to “free ‘white people’ and women’s citizenship was determined by their fathers or husbands.” The making of Mexican illegality continues with today’s immigration restrictions that perceive Mexicans as a threat to: national security, the white racial makeup of the country, and the stability of the economy.