We, additionally, embark on a preliminary study of the effect on certain environmental indicators like greenhouse gas emissions and air pollutants. Our analysis reveals a key insight: the COVID-induced collapse of tourism demand, while easing environmental strain, simultaneously produces significant distributional repercussions. We contend that the value of these observations extends beyond Andalusia, with applicability in many other global regions, especially those mirroring the severity of the shock, the characteristics of their economy, and the state of their labor markets. To illustrate this final point, we compare Andalusia to a collection of South-East Asian nations.

Our innovative approach, involving repeated correspondence tests, seeks to uncover the cyclical characteristics of hiring discrimination in France. Administrative management roles, within both the private and public spheres, are the sole focus of this methodology, which also considers two criteria of discrimination: ethnicity and place of residence. Empirical analysis stemmed from five waves of testing, initiated in 2015, and encompassing the periods before, during, and after the initial lockdown. In total, 4749 applications were submitted for 1583 available job openings. check details Our findings suggest a decrease in hiring bias connected to an applicant's place of origin and residence in France from the mid-2010s onwards, coinciding with an improvement in the labor market; however, the crisis brought about by the Covid-19 pandemic resulted in a sharp increase, highlighting a tendency for discrimination to correlate inversely with economic cycles. The unemployment rate's temporal trajectory is reflected in the temporal patterns of discrimination, as evidenced by callback rates.

This paper explores creative industries, specifically the relationship between their spatial distribution, agglomeration economies, and entry strategies. INSEE's employment and firm-level data in the creative industries are used to examine the location patterns of new businesses in the creative and non-creative sectors within French departments (NUTS 3 regions), spanning the years 2009 to 2013. Our analysis using count data models and spatial econometrics suggests that location factors are comparable for creative and non-creative industries, and that specialization in creative industries promotes the entry of other industries. The French instance illuminates new ways of comprehending the geographical spread of creative industries.

The study explores the role of employment protections in the interplay between regional self-employment and unemployment rates amidst economic instability. The study's analysis utilized data from 230 regions, nested within 17 EU nations, for the period from 2008 to 2015. When considering the unique impact of each individual factor, an increase in regional unemployment is correlated with a decrease in regional self-employment, contrasting with the positive correlation observed for employment protection. In the context of regional unemployment and national employment protection legislation, we find that the heightened labor market rigidity does not merely decrease regional self-employment, it also exacerbates the negative impact of regional unemployment. High labor market rigidity, as indicated by our key results, ultimately acts as a significant barrier to self-employment.
Included with the online version, supplementary material can be found at 101007/s00168-023-01214-5.
The online document includes supplementary materials located at 101007/s00168-023-01214-5.

The challenge of enacting enduring, transformative change throughout various organizations is especially acute when the drive for change arises from individual actions. Collaborations of like-minded individuals, often organically formed, are Communities of Practice (CoPs), pursuing shared objectives (Lave & Wenger, 1991; Wenger-Trayner & Wenger-Trayner, 2014). CoPs serve as conduits for members to link people from varied walks of life. Using the COMMIT Network as our framework, this paper examines how community engagement impacts the perceived value of leadership roles held by regional CoP leaders. Grant funding powers the COMMIT Network, a project dedicated to encouraging mathematics instructors at colleges and universities to participate in regional communities of practice that prioritize inquiry-based teaching. In this investigation, we analyze the experiences of CoP leaders within the intricate network. To gain insight into the individual and collective value leaders perceive in participating in regional CoP and COMMIT Network structures, we interviewed 19 leaders from eight United States regions. The research of Wenger et al. (2011) provided the basis for our study's framework. Conceptual framework for assessing and promoting value generation within communities and networks. Within the Netherlands lies the Open University. The value framework, a coherent system. The research indicates that leaders recognized immediate value within collaborative and supportive CoP environments, along with the realized value of their CoP's influence on pedagogical practices throughout their region and the wider network. An examination of unforeseen findings reveals the influence of future value-creation opportunities on the long-term sustainability and transformative potential of college mathematics instruction. Communities built by regional CoPs, and the networks they form, generate value for their members.

Emerging research suggests that the COVID-19 crisis significantly exacerbated pre-existing, comprehensively documented gender inequalities among U.S. faculty within higher education. Spring 2020's initial 'lockdown' in the U.S. saw 80 students sharing their experiences with faculty members across 362 classes. Via mixed linear models, we investigated if student reports on faculty support, the accommodations provided, and expected pandemic-impacted grades exhibited variations according to faculty's gender. This investigation included 362 courses nested within 80 student reporters' experiences. Student observations indicated that courses taught by female instructors demonstrated greater support, accommodation, and anticipated lower grade reductions compared to those taught by male instructors. Therefore, we understand that, within the context of the 'lockdown' crisis, women faculty members demonstrated higher perceived levels of support and more favorable student results than their male counterparts. In addition to this, the data presumably illustrates a greater commitment by women faculty members in demonstrable caregiving professions, despite the conventional association of such work with femininity, ultimately decreasing its value. mouse genetic models To modify the educational approach, student expectations of 'intensive pedagogies' necessitate faculty and administrators to contend with potentially disparate gender-based needs, which translates into heightened 'hidden service' demands, consequently reducing time for career advancement pursuits such as research. lipopeptide biosurfactant Pandemic-era work/family pressures and career acceleration experienced by women faculty, as documented, are discussed in relation to broader implications. These pressures combine to amplify existing penalties, potentially creating a widening gender disparity in academic career outcomes. Students' gendered assessment inputs and expectations impose potential discriminatory impacts, which we address by offering constructive suggestions in conclusion.

Student engagement in online courses is frequently characterized by models that propose a direct proportionality between course-related actions and the level of engagement. However, current studies indicate that the timing of engagement warrants careful consideration. The study explored the timing of engagement in three ways: frequency, immediacy (how soon), and regularity (the order of occurrence). These learning assessment types, part of an online, undergraduate, competency-based technology skills course, underwent application of these engagement indicators. The study collected continuous behavioral data over seven semesters (n=438) by implementing advanced data collection and learning analytics methodologies. Academic success was predicted by several engagement indicators, though the significance of these indicators varied depending on the assessment method. Highly engaged students, despite their commitment, don't always receive the highest grades, thereby reinforcing the notion that more isn't always better. Early engagement with instructional content was a trait often observed among students who ultimately succeeded, regardless of the assessment format utilized.

Although having their genesis in the technology industry, hackathons are now integrated into diverse sectors. Nonetheless, the body of academic literature concerning hackathons within educational research remains comparatively scant. As the accumulation of studies increases, the need for comprehending the prevailing state of affairs and recognizing prominent topics and directions within the scholarly discourse becomes paramount. In the endeavor to accomplish this aim, a bibliometric analysis and scoping review were undertaken on hackathon research in the educational field. A substantial collection of 249 documents, authored by 1309 distinct authors, and published in 180 distinct sources, was identified across the 2014-2022 period. Consolidating the dataset yielded a total of 1312 citations, with a per-document average of 669 citations. A significant concentration of students focused on computer science, social sciences, engineering, medicine, and business. Word frequency analysis of hackathon events identified 'innovation' as the most frequent word, which underscores the key goal of these events. A highly influential piece of work was the analysis of hackathons as an informal learning environment. The trendiness of engineering education contrasted sharply with the emerging research cluster in healthcare. By and large, this research provides a significantly improved understanding of the literature surrounding hackathons and its research sphere within an educational context.