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To explore and measure wearout or the acceptance threshold, beyond which, messages in the form of mobile text advertising generate irritation. To assess the set of factors that positively or negatively, according to literature, influences the attitude towards advertising in short message service (SMS) format and on this basis to propose future research along this line. There is also a focus on irritation antecedents.

Two surveys are used to prevent unbiased answers. The first one is driven to study the wearout effect in the SMS context. An offline survey is carried out using a structured questionnaire. A sample size of 188 using convenience sampling is collected. The second research is driven to study irritation and attitude towards SMS advertising. Data are collected through an online questionnaire which is published through social media platforms, an e-mail mailing list and a quick response (QR) code. An international sample size of 253 applying a convenience and snow ball sampling procedure is collected.

The wearout threshold and irritation antecedents in the mobile advertising context are identified as well as positive and negative factors which influence attitude towards SMS advertising. The replies do not match exactly with the significant factors found in previous research.

There are some, among them, sample size and sampling procedure; only one sector was analysed and, although reliability is acceptable, the number of items in each measurement scale was reduced to only two.

Wearout and the characteristics of an SMS message capable to generate positive attitude are described.

Guidelines to improve public attitudes towards SMS advertising and prevention from wearout are given.

Wearout in the mobile advertising context is explored and some insights regarding irritation antecedents and the role played by frequency and other positive factors in the causal model proposed by the academy are assessed.

The world revolves around sound. Children who are deaf/hard of hearing (D/HH) lack access to sound, thus need careful monitoring and planning to ensure they have access to adequate language models and supports to develop a strong language foundation. It is this foundation that is needed to ensure D/HH children are able to achieve developmental and academic milestones. Research is emerging to suggest specific intervention strategies that can be used to support D/HH children from birth throughout their educational career. In this chapter, we highlight several strategies that can be used to support communication, language, academic, and social/emotional growth. We freely admit that this is in no way a comprehensive and exhaustive list, but rather only scratches the surface. The field of deaf education and related research and technology is constantly changing. To ensure adequate educational access, it is highly recommended that a professional specialized in hearing loss be a part of the educational team any time a child is identified as having any degree or type of hearing loss.

The research predicts which public school teachers are likely to resign their union membership since agency fees were found unconstitutional in Janus v. AFSCME. We compare teachers in right-to-work states with comprehensive collective bargaining laws with teachers in former agency shop states, using unique district-teacher matched data constructed from the School and Staffing Survey. We find that teachers who are male, Hispanic, part-time, with alternative certification, work either in charter schools or in schools with more students qualifying for free lunches are more likely to become nonunion. Teachers who are black, work under a collective bargaining, have post-graduate degrees, are more experienced, work in larger schools or in areas with a higher cost of living, perceive more school problems or a poor school climate, work in an elementary school, or teach special education are more likely to remain union members now that agency shop provisions are unenforceable.

In this chapter, the authors explore emotional discomfort and the use of live polling to enable business leaders on executive education leadership programmes to move beyond their emotional comfort zones, to facilitate self-awareness and enhance reflective practice. Openly acknowledging and discussing one’s leadership weaknesses produce emotions which are not always easily shared, especially among business leaders. Yet, identifying emotions and acknowledging discomfort is key for reflective practice and a common failure in many leadership development programmes (LDP). The authors reflect on their experience in designing and delivering a custom LDP commissioned by a UK-based corporate client. The authors draw on the pedagogy of discomfort, emotions in leadership development, and the use of audience response system (ARS) technology to enable and facilitate the development of learner self-awareness.

Depressive symptoms are higher among racial and ethnic minorities in the United States. Many studies have evidenced associations between school disconnectedness and depressive symptoms by race and ethnicity in adolescence (Joyce & Early, 2014; Walsemann, Bell, & Maitra, 2011). Given that adolescents spend most of their time at home when they are not at school (Larson & Richards, 2001), it is important to understand how mother-child relationships may moderate school disconnectedness, and how mother–child relationships may serve as a protective buffer for depressive symptoms in the transition to adulthood. I use data from Waves II and III of the National Longitudinal Study of Adolescent to Adult Health (Add Health) from 1995 to 2002 (n = 9,766) and OLS regression analysis to examine how school disconnectedness in adolescence is associated with depressive symptoms in the transition to adulthood, and how mother–child relationships in adolescence moderate these associations in the United States. I examine differences in these relationships across racial and ethnic groups. I find that school disconnectedness in adolescence is associated with increased depressive symptoms in the transition to adulthood, and that maternal warmth and communication moderates the association between school disconnectedness and depressive symptoms. Maternal relationship quality in adolescence serves as an important protective factor for mental health in the transition to adulthood.