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The purpose of this case study is to describe a multi-year text encoding initiative (TEI) project that took place in the McGill University Library, Rare Books and Special Collections.

Early nineteenth century English language chapbooks from the collection were digitized, and the proofed text files were encoded in TEI, following Best Practices for TEI in Libraries (2011).

The project coordinator describes the TEI file structure and customizations for the project to support a distinct subject classification of the chapbooks and the encoding of the woodcut illustrations using the Iconclass classification.

The authors focus on procedures, use of TEI data elements and encoding challenges.

This paper documents the project workflow and provides a possible model for future digital humanities projects.

The graduate students who participated in the TEI encoding learned a new suite of skills involving extensible markup language (XML) file structure and the application of a markup language that requires interpretation.

The McGill Library Chapbook Project Web site, launched in 2013 now provides access to 933 full-text works.

Much of prior research focused on the dimensionality of the part of Job Diagnostic Survey that measures the core job characteristics, with mixed findings. The purpose of this paper is to develop and validate an instrument assessing core job characteristics.

Public school teachers (n=685) serving in elementary and secondary schools filled in the Core Job Characteristics Inventory (CJCI). CJCI comprises 29 items to assess job autonomy, task significance, task identification, skill variety and feedback from the job. The development of the CJCI undergone the following stages: development of an initial pool of items, examination of its content validity by ten experts and a pilot study.

Exploratory factor analysis revealed five factors with satisfactory internal consistency. Confirmatory factor analysis showed mixed results. Application of exploratory structural equation modeling procedures revealed that a correlated five-factor model yielded an adequate fit to the data. Associations among the five work features were significant, positive and yielding moderate values. Correlations among the five-core job characteristics and two affective job responses (job satisfaction and emotional exhaustion) provided evidence of CJCI concurrent validity.

Human resources managers can use CJCI to measure core job characteristics or to evaluate interventions in the work places.

A new instrument was developed to measure core job characteristics, and to address previous shortcomings reported in the literature. The rigorous methodological procedure, which followed for the development of the CJCI combined with a cross-validation approach best guarantees its applicability.

Films focusing on girls and women with anorexia have not found major producers and distributors in Hollywood, yet movies on subjects such as suicidality and bipolar disorder have been showcased. Eating disorders affect approximately 30 million people in the United States alone, and it has the highest mortality rate of any mental illness, so this invisibility seems incongruous. The authors theorize that Hollywood avoids this subject because of ontological anxiety. Movie plots are schemas and young females are inextricably associated with fertility and futurity. An anorexic’s appearance contradicts and nullifies this symbolic role because anorexia often leads to infertility and death. Psychological studies and philosophical arguments claim that a belief in an afterlife and the regeneration of humankind create coherence and meaning for individuals. An anorexic’s appearance and behavior represent images of self-destruction – images that inflame the viewer’s unconscious and primordial fears about the annihilation of the species. By avoiding the topic of anorexia, Hollywood defends against its symbolic fears of mortality but diminishes the importance of the subject through its absence; it ignores its place in women’s social history and erases its place in American history. Because of Hollywood’s social reach and because greater visibility is correlated with a reduction in stigma, the authors conjecture that a film on this subject would inspire necessary attention to women’s roles, public mores, public policies, and the social good.

We provide an overview of the Australian and New Zealand telecommunications markets through Telecom Corporation New Zealand's (TCNZ) acquisition of AAPT Ltd in 2000, which amounted to more than NZ$2 billion. A few years later and after writing off approximately NZ$1 billion, TCNZ is considering a sell-off at a considerable loss. We discuss the strategic reasons behind the acquisition and explain how smaller telcos are struggling to compete with the incumbent telecom in Australia. We further conduct an event study to assess the impact of the acquisition on both TCNZ's and AAPT's share prices and look at some of the post-acquisition issues.

This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education.

The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices.

Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate.

In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions.

Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

Legalists and social scientists have not been able to explain the expansion of gay rights in a conservative age because they refuse to respect the special qualities of judicial decision making. These qualities require the Supreme Court to look simultaneously at the past, present, and future, and, most importantly, to determine questions of individual rights through a consideration of how citizens are to live under a continuing rights regime. Unless scholars understand how and why Supreme Court decision making differs from that of more directly politically accountable institutions we can expect no greater success in explaining or predicting individual rights in the future.

Provides a comprehensive, critical review of failure prediction with cash flow information since Beaver (1966); and tabulates the methods and cash flow variables used, and the results produced. Describes the literature as “inconsistent and inconclusive” and discusses possible reasons why, e.g. the measurement and diversity of cash flows, lack of model validation, multicollinearity etc. Points out the importance of cash to solvency and dividend payouts; and the limitations it places on creative accounting. Summarizes the reasons for previous inconsistencies and considers possibilities for further research.

From one angle, abortion law appears to confirm the regime politics account of the Supreme Court; after all, the Reagan/Bush coalition succeeded in significantly curtailing the constitutional protection of abortion rights. From another angle, however, it is puzzling that the Reagan/Bush Court repeatedly refused to overturn Roe v. Wade. We argue that time and again electoral considerations led Republican elites to back away from a forceful assertion of their agenda for constitutional change. As a result, the justices generally acted within the range of possibilities acceptable to the governing regime but still typically had multiple doctrinal options from which to choose.

The purpose of this paper is to consider the experience of a white teacher to attain greater understanding of racial identities, especially whiteness, and reconsider the current understandings of whiteness and whiteness pedagogy. The author argues that notions of whiteness are social constructions, and that reconstructions of conventional understandings of whiteness could provide more nuanced understandings of whiteness that might facilitate more sophisticated considerations of how race and whiteness continue to influence schooling practices.

This paper uses autoethnography, a version of narrative inquiry, to consider issues related to the intersection of whiteness and education. The author recounts, reflects on and interprets a body of experiential knowledge to illuminate the experience of being a white teacher in both a racially diverse school and one that was more homogeneously white. These experiences are interpreted and placed in the context of scholarly work to frame an argument regarding a more sophisticated conceptualization of whiteness and its position in efforts toward inclusive and mutli-cultural education.

This paper closes with the argument that whiteness needs to be troubled and understood in more sophisticated ways than a traditional white privilege framework has allowed and accounted for directly in school settings in the USA.

This paper is original and valuable, mostly because it uses narrative to share the unique and complex experience of a white teacher who attempted to account for and consider the presence of whiteness over the 30 years in his career.

The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of them have faced in trying to contribute to antiracist teaching and research in English education.

This manuscript uses practices of narrative inquiry to tell and interpret stories about the authors’ work.

The authors hope to critique traditional notions of white resistance in favor of more careful theorizations of whiteness that can be helpful for teachers and scholars in English education and English Language Arts (ELA)with an interest in facilitation antiracist pedagogy.

Ultimately, with this work, the authors hope to provoke readers to consider how work with whiteness is processed by white people, especially in terms of teaching and learning in English education and ELA. They believe the field of English education should begin to discuss this issue.