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Duncan Bell’s project to restore late-Victorian and Edwardian debates on federative empire or a Greater Britain to international theory emphasizes the “political language” of civilization, race, and character available to fin-de-siècle thinkers on empire. In the process, Bell leaves out the contribution to these debates made by a key figure in the newly emerging discipline of economics: Alfred Marshall. Most recent writings on 19th-century empire similarly ignore the work of late-Victorian economists, as do recent efforts to map the terrain of international theory more broadly. Marshall’s writings on federative empire are not referenced by the advocates of Greater Britain that Bell carefully documents, but it is clear that Marshall followed those debates closely. And though he imagined his contribution as distinctly economic, his work unfolded in a similar language of civilization, race, and character, informed particularly by social evolutionary thought. In conclusion, I stress the dangerous temptation to sort the relevance of thinkers according to contemporary disciplinary boundaries so that more recent economists and the components of earlier political economic work that might be classed as economics are sifted out of our narratives of political thought. Instead, I see the debates on empire that Bell explores as unfolding in a language that, since the 17th and 18th centuries, has engaged issues of commerce and trade, social change, moral virtue, and the nature of political rule: political economy.

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.

Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.

We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.

This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.

The purpose of this paper is to present a theory of psychological resilience in volunteer firefighters.

Using a constructivist grounded theory (CGT) approach, the qualitative study engaged a purposive sample of eight firefighters in Canada, conducted in-depth interviews and analysed the data using comparative methods.

The results provided unique insights into resilience in firefighters and revealing resilience as multidimensional, complex, dynamic and contextual. Six core concepts interrelate to construct resilience: relationships, personal resources, meaning-making, leadership, culture and knowledge.

The findings of this research offer a framework for practical integration of resilience theory into workplace health policy and practice. The theory was co-created with firefighters hence is contextually sound to this population, but applicable to other emergency and health services.

Volunteer firefighters are under-represented in the literature, despite facing intermittent and frequently intense work-related stressors; this research begins to address the gap in the literature. As well, previous resilience theories have noted relationships between some components, but there is little evidence linking categories; this theory more patently represents the complex nature of resilience in volunteer firefighters.

This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships.

Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes.

This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support.

Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a “cascading mentorship” model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student–postdoc interactions.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

This case study analyzes Countrywide Financial’s responses to its recent financial crisis and illustrates the use of communication theory and image restoration strategies by utilizing several crisis response frameworks. The study uses a critical analysis methodology to examine the communication strategies employed by Countrywide, a large mortgage lending company in order to attempt to restore its image. The authors look at excerpts from media stories, carefully examine the language used by company representatives in response to the banking crisis, and categorize the corporate communications into various strategies as defined in the crisis communication literature. Countrywide faced several crisis situations during the period of this study, including the subprime mortgage crisis, public criticism of its CEO’s executive compensation package, allegations of insider trading, and financial difficulties. Corporate responses are critical in determining what amount of damage is done to the firm’s image during a crisis. Countrywide responded to these situations most often using the strategies of image bolstering, reducing the credibility of its accuser, and minimizing the crisis (Benoit, 1995). Through these communications, the company attempted to appear well established and untarnished. It also criticized the media, the courts, and the regulators in an attempt to reduce their credibility. Countrywide made no deliberate attempt to admit fault or to take measures to prevent the problem from reoccurring.

There is currently a great deal of attention in psychometric and statistical methods on ensuring measurement invariance when examining measures across time or populations. When measurement invariance is established, changes in scores over time or across groups can be attributed to changes in the construct rather than changes in reaction to or interpretation of the measurement instrument. When measurement in not invariant, it is possible that measured differences are due to the measurement instrument itself and not to the underlying phenomenon of interest. This chapter discusses the importance of establishing measurement invariance specifically in postsecondary settings, where it is anticipated that individuals' perspectives will change over time as a function of their higher education experiences. Using examples from several measures commonly used in higher education research, the concepts and processes underlying tests of measurement invariance are explained and analyses are interpreted using data from a US-based longitudinal study on bioscience PhD students. These measures include sense of belonging over time and across groups, mental well-being over time, and perceived mentorship quality over time. The chapter ends with a discussion about the implications of longitudinal and group measurement invariance as an important conceptual property for moving forward equitable, reproducible, and generalizable quantitative research in higher education. Invariance methods may further be relevant for addressing criticisms about quantitative analyses being biased toward majority populations that have been discussed by critical theorists engaging quantitative research strategies.

THE contents of this issue incline very much towards the sphere of building and construction. There is a particular reason for this. The Advisory Service for the Building Industry, under its new director, Edwin Wilde, has organized a seminar for directors and chief executives of leading firms in that industry. For two days, on 9 and 10 January, they will be subjected to an intensive educational course in work study from experts.

The purpose of this paper is to illuminate to the academic and research audience the legal implications for suspects who are interviewed under caution for historical allegations, when the suspect’s responses rely on episodic memory recall.

The paper is a review of a multi-disciplinary literature base, necessary to understand the problem with the qualified right to silence.

The findings suggest that more research work is needed in order to be able to assess the difficulties for a suspect faced with answering questions of an episodic nature and the subsequent implications for the defendant once on trial. Implications: the current situation can lead to miscarriages of justice, which are difficult to rectify.

This paper brings together a number of sub sections of disciplines from criminal law, criminology, forensic psychology, and mainstream psychology (i.e. memory work) to identify a potentially serious problem for preventing miscarriages of justice with the current system of qualified rights to silence whilst being interviewed under caution in the case of historical allegations.