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No / Employing a TVP-VAR dynamic connectedness analysis, we identify avenues through which the collapse of the FTX exchange manifested contagion effects throughout a number of financial markets. Results indicate that interaction effects become significantly pronounced, coinciding with key milestones during the collapse of FTX and related companies. Specifically, sources of contagion stem from two tokens created by the exchange and related companies, namely FTT Token and Serum. Such results further develop the expanding literature based on the inherent contagion effects of such unregulated products. / Conlon acknowledges the support of Science Foundation Ireland under Grant Number 16/SPP/33 and 13/RC/2106 and 17/SP/5447.

1 Abstract In this thesis, we present an empirical analysis of integration between the Baltic and global stock markets during the period between 2000 and 2018. This research is spurred by the fact that all three Baltic countries displaying similar positive economic developments over the studied horizon. Using the theoretical and empirical findings from similar research papers, we ground our work for the analysis. Our methodology is based on three different models: DCC-GARCH, total and frequency connectedness, and the Engle-Granger cointegration test. Using these methods, we are able to determine both short- or long-term relationship dynamics. Based on the results from our empirical analysis we were not able to reject the null hypotheses, that the Baltic states have become more integrated between themselves and the global market. At best, our results would suggest a weak form of integration given that there were indeed some notable dynamic changes. Following these results, we provide insight on interdependencies between the Baltic states and their relationships with the global stock markets. Most notable dynamics are captured by the total connectedness measure, which indicates that the Baltic stock markets show a significantly increased connectedness with the global indices, during turbulent times in the...

abstract: American Indian youth are experiencing a mental health crisis fueled by the lingering ramifications of experiencing a near cultural genocide. Scholarly literature indicates that American Indians have used their cultural values to survive the atrocities associated with colonization. The purpose of this Indigenous based mixed-methods action research project was to examine how Blackfoot elders perceive the transfer of values through ceremonies, cultural activities and traditional stories; and to what degree a Blackfoot way of knowing paradigm informs cultural connectedness, and school connectedness for students attending school on the Blackfeet Indian Reservation. The study was conducted through a Blackfoot way of knowing paradigm and consisted of two distinct but related data collection efforts. The first sample consisted of formal and informal interviews with 26 American Indian elders as well as observation notes from attending and participating in American Indian ceremonies in order to discover the traditional values believed transferred during ceremonies, cultural activities, and traditional stories. The elder interviews resulted in identifying ten traditional values encasing spirituality displayed in the Hoop of Traditional Blackfoot Values. The second sample consisted of 41 American Indian youth attending school on the Blackfeet Indian Reservation. The youth learned the values identified in the Blackfeet Education Standards “Hoops of Values” through a Blackfoot way of knowing paradigm and completed measures to assess cultural connectedness and school connectedness. In addition, all students were interviewed to develop a more robust understanding of the role culture plays in cultural connectedness and school connectedness and to lend a Blackfoot youth perspective to a Blackfoot way of knowing. Quantitative data analysis showed that a Blackfoot way of knowing paradigm significantly influences cultural connectedness but does not significantly influence school connectedness. In addition, analysis of the student interviews provided a Blackfeet youth perspective on cultural connectedness and school connectedness. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

Initial teacher education is constantly in the spotlight regarding its quality and its effectiveness. The literature contains many claims from those who believe that it is ineffectual. The notion of the reflective practitioner was introduced and embraced as an antidote to these claims, and as an approach to break the influence of technocratic beliefs and expectations which pre-service teachers bring with them to their initial teacher education. Typically reflection targets the practicum experience. However, this study focuses specifically on the contribution of course work to the development of a reflective beginning teacher. This qualitative study invited pre-service teachers to provide insight into their initial teacher education experience: initially within a Teaching of Science methods paper, and then some 18 months later at the conclusion of their three year Bachelor of Education (Teaching) professional preparation. A critical reflexive interpretive methodology which sought authenticity within its meaning-making process developed from an initial consideration of self-study research methodology. Of particular importance was that the enquiry was authentic, participants' voices were valued and recognition was given to the implications embedded within the context within which the study occurred. Methods of data collection included in phase one were: a pre-course questionnaire, a Gestalt-like activity, and pre-service teachers' email reflections based on Hoban's (2000a) categories of learning influences, and meta-reflections from the Teaching of Science paper. The journal I kept during this phase was also drawn upon as data. Phase two data collection included a vignette, and a three part final questionnaire to which 40 pre-service teachers and nine teacher educators responded. The findings suggest that pre-service teachers' understanding of the nature of education is critical to the way in which they experience the course work within initial teacher education. This understanding shapes their perception and consideration lens through which course work is experienced. On entrance to initial teacher education this lens is described, for many pre-service teachers, as technocratic. Education is seen as a commodity, something to acquire, teaching is telling and initial teacher education is dependent on the teacher educator providing the necessary tools and techniques so the beginning teacher can do the right thing. This study suggests that such a stance toward educational experiences is a hindrance mechanism when teacher educators seek transformative teaching, learning, and reflexivity. However, when that view of education is as a process of growth and transformation toward a valued 'way of being', the perspective and consideration lens is described as professional. Rather than focusing on what a teacher does, the focus is on whom the teacher is and how this influences the teaching and learning process. Teacher educators and the institution which is the context within which course work occurs also demonstrate a mixture of technocratic and professional lenses. Important factors within initial teacher education which contribute to transformation from technocratic to professional lens include relational and pedagogical connectedness. These factors lead to valuing, ownership and justification of learning where assessment tasks are tools for personal development and where critical consideration of multiple perspectives has an important role. Relational connectedness (to self, peers, and teacher educators) is important for developing a safe, but challenging, dialogical space in which paradoxes, challenges and pre-service teachers' vulnerable sense of disorientation may be engaged. Pedagogical connectedness relates to the fit between what the teacher educator says and does. For example, a powerful approach to learning is where the pre-service teachers learn to be reflexive, by being reflexive. The study indicates the importance of institutional congruency so that what is espoused is experienced through language, assessment, teaching approaches and contextual culture. However, pre-service teachers' perception and consideration lens determines the degree to which course work is transformational. Where a technocratic lens is dominant, reflection becomes a task to be completed. Where a professional lens is dominant, reflection becomes an iterative process for improving practice by becoming professionally self aware through identifying assumptions in decisions and responses within the learning/teaching relationship, and judging those assumptions for their appropriateness in the light of a developing and critiqued personally owned educational vision.

Det finns ett överväldigande stöd från över 30 års forskning att kontakt med naturen påverkar vårt välbefinnande avsevärt. Utöver kontakt med naturen är det också känt att medveten närvaro ger effekter på välmående. Ett växande intresse finns för kombinationen av medveten närvaro och kontakt med naturen. Syftet med denna studie var att undersöka hur skogsvistelser kan påverka olika former av medveten närvaro, känslan av samhörighet med naturen och välmående. Genom en single case experimental design, med multipla baslinjer samt pre- och postmätning med kompletterande kvalitativa frågor, fick 14 icke-kliniska deltagare (12 kvinnor och 2 män) utföra sex skogsvistelser à 15 minuter under två veckor utifrån enkla instruktioner givna vid ett tillfälle. Den här studien fann på gruppnivå en signifikant ökning på färdigheter i medveten närvaro, med stor effekt på delskalan observera. Färdigheter i medveten närvaro sågs också korrelera starkt med upplevt välmående. Visuell analys av upprepad mätning visade ingen tydlig ökning av tillstånd respektive färdigheter i medveten närvaro. Det fanns dock flertalet kvalitativa beskrivningar som kunde tolkas som uttryck för tillstånd av medveten närvaro vid skogsvistelserna. Deltagarnas beskrivningar gav också tydligt uttryck för välmående i samband med skogsvistelserna. Resultaten indikerar att korta, enkla och kostnadseffektiva interventioner i skogsmiljö kan ge ökade färdigheter i medveten närvaro samt tillstånd av medveten närvaro och välmående. Ytterligare forskning behövs för att vidare undersöka hur medveten närvaro, känslan av samhörighet med naturen och välmående påverkar varandra. / There is overwhelming support from over 30 years of research that contact with nature has a significant impact on our well-being. In addition to contact with nature, mindfulness is known to give effects on well-being. There is a growing interest in the combination of mindfulness and contact with nature. The purpose of this study was to investigate how being in forest can affect different forms of mindfulness, connectedness to nature and well-being. Through a Single Case Experimental Design with multiple baselines as well as pre- and postmeasurement with supplementary qualitative questions, 14 non-clinical participants (12 women and 2 men) carried out six forest visits à 15 minutes for two weeks based on a simple single instruction. This study found a significant increase in trait mindfulness on a group level, with a large effect on the subscale observing. Trait mindfulness were also seen to correlate strongly with perceived well-being. Visual analysis of repeated measurement showed no obvious increase of state or trait mindfulness. However, there were a number of qualitative responses that could be interpreted as state mindfulness at the forest visits. The participants' descriptions also clearly expressed well-being during the forest visits. The results indicate that short, simple and cost-effective interventions in the forest can provide increased trait mindfulness as well as state mindfulness and well-being. Further research is needed to further investigate how mindfulness, nature connectedness, and well-being affect each other.

Ample evidence underscores the deleterious effects of loneliness on health and mortality. Therefore, it is important that loneliness risks are identified across all ages and appropriate measures are devised to address those risks. Although almost a third of the US older adult population lives alone, there is limited research on the social connectedness (or its lack thereof) in this subset of older adults. This dissertation specifically focused on understanding loneliness (its extent, variance, and sources of variance) in older adults who live alone and do not use the Internet. The results indicate that the loneliness reported in this subset of older adults is greater than that found in general older adult samples. Social isolation (measured by social network variables) and emotional well-being emerged as significant predictors of loneliness in this group. Demographics, personality, and technology experience did not predict variance in loneliness beyond that predicted by social isolation and emotional well-being. To understand if Internet adoption can provide greater opportunities for connectedness, a qualitative study was also conducted. This study focused on the subjective experiences of living alone, relationships with friends, family, and groups in the context of living alone, and the role of technology in supporting connectedness needs. Loneliness was the most commonly reported challenge associated with living alone and was often described in terms of lack of companionship or someone to share one’s feelings with. The older adult Internet users perceived usefulness of Internet-based social media as a compensatory tool for communication, but valued in-person interactions more. Together these studies provided insights into the social connectedness of older adults who live alone. The findings advanced the understanding of the complexities of living alone in older age and helped identify directions to best address social connectedness needs while also supporting older adults’ desire to continue to age in the living arrangement of their choice. Finally, the gaps in research on older adults’ use of social media and its potential to support connectedness for an aging population were also addressed.

Decisions made during the transitional age of 18-30, may influence the health and well being of individuals for many years to come. Perhaps more than any earlier life stages, emerging adults have the potential to explore new opportunities, develop their own autonomy, and play a more conscious role in shaping their own development, while overcoming difficulties that may have contributed to their vulnerability in an earlier period of life or the present. To date, few studies have focused on the positive or health promoting, psychosocial factors that contribute to future orientation, particularly among emerging adults. Guided by the Theory of Possible Selves and Social Capital Theory, this quantitative study explored the contribution of perceived discrimination, hope, and social connectedness to future orientation, using a web-based survey. The present study found that perceived racial/ethnic discrimination and social connectedness were significantly and hope was marginally related to the future orientation of 151 emerging adults who were current or former members of the AmeriCorps program in the state of New Mexico. The findings remained significant after controlling for race/ethnicity. Social connectedness served as a resource factor in its association between perceived racial/ethnic discrimination and the outcome of future orientation. Social connectedness also served a protective function, thereby moderating the association between perceived racial/ethnic discrimination and future orientation. Findings suggest that further examination of the potential buffering effects that may offset the negative effects of a risk, such as perceived racial/ethnic discrimination, is warranted. Attention should be given to other potential moderating and/or mediating effects in the relationship between perceived racial/ethnic discrimination and future orientation in subsequent studies. Given the uniqueness of the sample in this study, future researchers should continue to examine populations participating in programs such as AmeriCorps. Results from the current study may have important implications for the value of programs that aim to build civic engagement, social connectedness, and leadership among its members and the communities that are served. / text

Suicide is a national problem and is the second leading cause of death among college students. The concern, however, does not rest solely for those students who seriously consider suicide, but also for those who struggle with distress and do not seek help. Scholars have called for suicide prevention efforts to take a population-based intervention approach, as the majority of campus counseling centers are under-resourced and overwhelmed with demand. Increasing connectedness on college campuses has been considered a key strategy for suicide prevention, as connectedness is linked to health and wellbeing and is also theorized to play an important role in preventing the desire for death. However, little is known about how connectedness manifests for college students and the ways in which connectedness is related to distress and suicidal thoughts. The current exploratory study builds upon existing research by examining the relationship between connectedness, distress, and suicidal thinking. More specifically, the study examines the extent to which connectedness protects students against the development of distress and suicidal thoughts. Moreover, it examines the relationship between gender, sexual orientation, and membership in student groups with connectedness, distress, and suicidal thoughts. This information contributes to a fuller understanding of the factors that may protect people from suicidal thoughts and improve campus suicide prevention efforts, with the aim of bolstering the mental health of the college community. The study uses archival data from a national survey of college student coping collected in 2011 by The National Research Consortium of Counseling Centers in Higher Education. Multiple and logistic regression were used to explore relationships between historical and demographic predictors, self-reported connectedness, distress, and suicidal thoughts during a stressful period. Results indicated that connectedness was negatively related to distress and suicidal thinking. Females endorsed lower connectedness and higher distress than males. Non-heterosexual students endorsed lower connectedness, higher distress, and higher odds of suicidal thinking compared to heterosexual students. Membership in student groups was related to higher connectedness and lower distress, differences were found in the types of groups of which students were members. Implications for population level campus interventions are discussed. / text

Nine teenage participants and two adult guides were followed throughout a 10 day white water canoe trip to investigate the relationship between their impressions of connection with nature and the canoe trip experience, and their interactions with nature and the canoe trip experience. Themes providing a description of these relationships were identified and three major findings emerged. The first was that multiple themes mediating participants’ connectedness with nature did so both towards connection and disconnection. The second was that participants’ state of comfort was related to an impression of connection with nature while their state of discomfort was related to an impression of disconnection from nature. The third was that the relationship between participants’ connectedness and interactions with nature differed depending on the context (e.g., nature versus civilization). Possible directions for future research include investigating changes in participants’ conception of nature and the relationship between comfort and connection with nature.