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Wireless communication, comprising telecommunication industry products and services which move voice, video, data, and graphics at the speed of the electron, is the back bone of the Internet. We have today a wireless world which two Chief ‘Ntrepreneur Officers (CNOs)‐American Sam Ginn (AirTouch) and Britisher Chris Gent (Vodafone)‐created by their Memory Management during the 16 years between Olympics in Los Angeles (1984) and Olympics in Sydney (2000).

The Fellows of the Academy of International Business provide the institutional memory for the Academy of International Business. Through their awards in recognition of practitioners who have made outstanding contributions to the practice of international business, of scholars who have produced pioneering social-science studies that provide new research perspectives for scholars of international business, and of Business-School Deans who have built outstanding academic programs in international business, the AIB Fellows also help to legitimize the field of international business. Among its members, it counts the founders of the field of international business as well as an increasing number of senior scholars whose research has helped to build international business as an acknowledged and renowned academic field of study.

“Streets broad and narrow”. In terms of shops and retail trade, it was always the narrow streets of town centres which attracted the trade, although the shops were small cramped for space, but always a cosy, friendly air. Few ever became vacant and although interspersing chain shops seemed to break the rhythm, most were privately owned, run through the years by generations of the same family. The shops removed the proverbial meanness of narrow streets; the lights, the shopping crowds, especially on Saturday nights; shop frontmen bawling their prices, the new boys calling the late editions—all this made shopping an attractive outing; it still does. There were the practical advantages of being able to cross and re‐cross the street, with many shops on both sides within the field of vision. The broad highway had none of these things and it was extremely rare for shops to exist both sides of the street, and still less to flourish. It is much the same to this day. Hygiene purists would find much to fault, but it was what the public wanted and curiously, there was very little food poisoning; it would be untrue to say outbreaks never occurred but they were extremely rare.

This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers. Participating youths were awarded scholarships from large funded US grant programmes. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education program; the third is enrolled in computer science. National reports emphasizing the importance of parents on their children's education are presented, along with diverse international literature. The use of narrative in STEM curriculum and narrative inquiry in STEM research are also documented. Experience, story, and identity form the study's conceptual frame. The narrative inquiry research method employs broadening, burrowing, and storying and restorying to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data were serially interpreted. Other noteworthy themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. These small stories, while not generalizable, map how students, shaped by their parents' nurturing, enter the STEM disciplines and STEM-related careers through multiple pathways in addition to the identified pipeline.

The current study examines the media's depiction of demands to defund the police. Although this call to action has been a part of the public discourse for decades, the call has reached mainstream attention following the police-involved death of George Floyd in May 2020. Black Lives Matter, the American Civil Liberties Union, Color of Change, and other prominent organizations have endorsed this call. However, there is a lack of agreement on the “correct” meaning of this socio-political movement.

The authors performed an inductive content analysis of the news articles using MaxQDA, a qualitative data analysis program. The authors focus on the text and its themes and patterns in the descriptions of #DefundThePolice, both implicit (e.g. tone) and explicit (e.g. defining the movement as problematic). The codes were further refined following open coding to fully develop the existing patterns. The results are organized by the themes within the articles. The findings also include direct quotes to reinforce the themes.

In the authors' content analysis of news reports, the authors find that the US and UK news outlets report definitions that parallel the M4BL's description of the movement. In this respect, media coverage reflected the basic tenets of the movement accurately as opposed to using definitions that misrepresent the group's primary objective. Although these sampled news articles generally adhered to the basic description of the defund movement, the authors found that the overall substance and tone of coverage varied across outlets. This divergence yielded five overarching themes that included: the involvement of corporate America in the defunding debate, the frequent use of opinion pieces, mentions of history for informing the debate, the inclusion of the police perspective, and reporting that seemed to tie the defund movement to increases in violent crime.

This article explores how the mass media reports and defines the #DefundThePolice movement. Although much debate surrounds this issue, there is limited understanding of the mainstream news media's depiction of the movement. The current study addresses this research gap and informs the defunding debate by examining whether media descriptions of the movement coincide with the Movement for Black Lives benchmark delineation.

Genetic risk for depressive disorders is poorly understood despite consistent suggestions of a high heritable component. Most genetic studies have focused on risk associated with single variants, a strategy which has so far only yielded small (often non-replicable) risks for depressive disorders. In this paper we argue that more substantial risks are likely to emerge from genetic variants acting in synergy within and across larger neurobiological systems (polygenic risk factors). We show how knowledge of major integrated neurobiological systems provides a robust basis for defining and testing theoretically defensible polygenic risk factors. We do this by describing the architecture of the overall stress response. Maladaptation via impaired stress responsiveness is central to the aetiology of depression and anxiety and provides a framework for a systems biology approach to candidate gene selection. We propose principles for identifying genes and gene networks within the neurosystems involved in the stress response and for defining polygenic risk factors based on the neurobiology of stress-related behaviour. We conclude that knowledge of the neurobiology of the stress response system is likely to play a central role in future efforts to improve genetic prediction of depression and related disorders.

To advance the study of principal time use (PTU), the purpose of this study is to report findings from a systematic review of PTU research. In addition to identifying common findings, this study also examined the supporting evidence and methodologies of PTU studies. From this dual approach, this study specified the evidence that supports claims about PTU, as well as identified areas requiring future examination.

A systematic reference review process considered 5,746 potential PTU manuscripts. The inclusion criteria identified 55 studies published between 1920 and 2015. This review synthesized data pertaining to the methodologies and findings of PTU research.

Findings from studies conducted across decades indicated that principals worked extensive hours. Moreover, the workdays of principals consisted of brief and unrelated activities, most often focused on noninstructional tasks. Contrary to common hypotheses, studies indicated that PTU dedicated to administrative tasks exhibited positive correlations with educational outcomes. However, claims about PTU have been derived from samples overrepresented by large urban school districts and limited periods of observation.

Future studies should implement diversified sampling strategies and extended observation periods. For principal preparation programs, the results indicated an opportunity for increased instruction on time management skills.

This systematic review identifies the overlooked history of the research and specifies the evidence that supports common claims about PTU, which provides empirically derived guidance for future PTU studies.

The purpose of this paper is to describe lessons learned from integrating student-managed investment funds (SMIFs) in finance education systems based on the case of the Raymond Rebsamen Investment Fund at the Sam M. Walton College of Business, University of Arkansas.

The paper has three main parts. First, it describes how the Rebsamen Fund operates as an integral part of undergraduate and graduate finance education at the Walton College. Second, it explains how the Fund spawned creation of sister funds, an institute, a 62-seat trading center, and coordinates with other agencies and stakeholders. Third, it lists strengths, weaknesses, opportunities and threats facing future SMIF integration into finance education.

The use of innovative experiential learning solutions like SMIFs bridging theory and practice can be enhanced by integrating them into effective systems of finance education.

Lessons learned include benefits of SMIF management by class, licensing and professional certification, trading centers, use of SMIF finances to support other components of education, proliferation of SMIFs, SMIF stimulation of academic units like centers/institutes, SMIF facilitation of collaboration, importance of tying SMIFs to student finance clubs, coordination of industry speaker visits between SMIF classes and clubs, and use of SMIFs in addressing cutting-edge challenges.

This paper discusses how SMIFs can be integrated in finance education.

To build a reference collection of electronics literature, any librarian must sooner or later consult Gretchen Randle's Electronic Industries Information Sources. Published in 1968, it is the only such work available. Times change, however, especially in electronics, and so this article is offered as a supplement to Randle's book.