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States that labour unions are widely respected institutions in modern society. Argues that this reputation in unearned insofar as these organizations are the only ones, besides that Government, which have not only a de facto warrant to initiate violence against innocent people (e.g. scabs) but a de jure one as well (right to strike). Suggests that in a socieity characterized by economic freedom, organized labour as presently constituted would be banned outright.

While videoconferencing has allowed for meetings to continue in a virtual space without the need for face-to-face interaction, there have been increasing reports of individuals affected by a phenomenon colloquially known as videoconference fatigue (VF). This paper presents a systematic review of existing literature to understand the empirical manifestations of the phenomenon, the causes behind it and potential theoretical explanations behind its effects.

A comprehensive search on four academic databases was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and produced 34,574 results, with 14 articles meeting the eligibility criteria.

Analyses showed that VF can be classified into four dimensions: physical, emotional, cognitive and social. Antecedents of VF can be organized into psychological, social, technical, chronemic and productivity factors. Potential theoretical explanations applied in existing studies were described and elaborated upon. The authors also highlight the importance of addressing social concerns as a key priority in alleviating VF.

To our knowledge, this is the first comprehensive systematic review of existing research on VF. The contribution of this paper is twofold: First, the authors described VF in a systematic and rigorous manner and provide theoretical insights, as much of the current discourse around VF tends to be based on anecdotal evidence and reports. Second, the authors explore potential theoretical explanations surrounding the phenomena, to address the lack of understanding behind the processes by which VF affects individuals.

The Royal Society Scientific Information Conference of 1948 was a top level attempt to look at scientific and technical information in the light of the post‐war growth of the literature. Some of the large number of recommendations have been made irrelevant by advances in technology, and some, for example those relating to bibliographic control of books and comprehensive collecting of scientific literature, have been overtaken by action. Most recommendations, however, are unfinished – some unfinishable – business. The recommendations relating to control over the number and format of journals and co‐operation between abstracting journals were never realistic. Issues that are still live include library co‐operation and copyright. The 1948 conference may have had few direct effects, but it helped to create a climate where improvements were easier to make. Political and technological changes in the world since then have led to a very different environment, in which information is held to have a commercial value, the private sector plays a greater part, and market forces rule. A similar conference in 1998 would have a very different agenda.

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

The Center for Epidemiologic Studies Depression (CES-D) scale is a widely used instrument for studying depression in the general population. It has been translated into several languages. Cross-cultural relevance of the construct of depression and cultural equivalence of the CES-D items used to measure it are crucial for international research on depression. Given the increasing number of refugees from Eritrea entering the USA and Europe, there is a need among health care researchers and providers for an instrument to assess depressive symptoms in the native language of this vulnerable population. The paper aims to discuss these issues.

The study employed forward–backward translation and assessed the CES-D scale for cross-cultural research and depression screening among Tigrigna-speaking Eritrean refugees. Forward–backward translation, cognitive interview and semantic analysis were conducted to ensure equivalence of comprehension of the items and instructions between Tigrigna- and English-speaking samples. Multi-group confirmatory factor analysis was used to assess the measurement invariance of the translated version.

Translation efforts were successful as reflected by the results of semantic analysis and pilot testing. Evidence supporting the measurement invariance of data collected using the Tigrigna version of the CES-D was obtained from a sample of 253 Eritrean refugees in the USA.

The findings of this study provide support for reliability and validity of data collected using the Tigrigna version of the CES-D scale. This important tool for assessing depression symptoms among Eritrean refugees is now available for health care providers and researchers working with this vulnerable population.

This work is an original work of the authors and it has not been published previously.

This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM teacher education program in Chapter 2 and is followed by an account of the collaboration that took place between a Physics professor and a teachHOUSTON Physics teacher educator and its impact on STEM teacher preparation in Chapters 3-4. Chapters 5 and 6 include discussions about formal and informal learning opportunities and include a narrative of a student's experience on how the Noyce Internship Institute contributed to their STEM teacher learning. In Chapters 7–9, readers learn about the influence of parents, teachers, and professors on students' entry into and decision to work in the STEM and/or STEM education field, with an emphasis on those in STEM teacher education. Chapter 10 highlights the value of scholarship grants; Chapter 11 addresses the growth and development of teachHOUSTON, the impact of the scholarships awarded to many of its students and traces where its graduates currently are teaching in order to demonstrate that teachHOUSTON has fulfilled its mission. The final chapter of the book reflects on teachHOUSTON as a secondary urban teacher education program and summarizes significant points that have led to its success.

COVID-19 accelerated change within the UK retail market. It encouraged the growth of online shopping, providing the necessary demand for grocers to invest in their operations, and transformed the economics of their businesses. As innovative new business models emerged, some existing retailers collapsed leading to significant changes on the high street. Landlords were also affected. As some retail tenants struggled to pay their rents, other parts of the sector prospered and sought additional warehouse capacity to cope with rising demand. Not only does this illustrate how different parts of the retail sector faired during COVID-19, but it also demonstrates how the move online has resulted in the emergence of new opportunities.

Dwayne ‘The Rock’ Johnson is one of the most bankable stars in Hollywood, in addition to his broad popular appeal. Since his transition from a successful pro-wrestling career to a full-time actor, his onscreen persona has transitioned from one dimensional action hero to more balanced star ‘type’ (Dyer, 1991), alternating action films with more family-friendly fare. Johnson's starring role in the Fast and the Furious franchise has been central to the growth of his career, yet as I will argue, this success is fuelled by his apparent rivalry with other action stars onscreen (Jason Statham) and offscreen (Vin Diesel). As I will show, these rivalries are rooted in the star ‘types’ formulated by Richard Dyer (1991), and this tension is central to the ongoing fan interest in the series.

Johnson's expanding profile has also led to the establishment of his own production company, Seven Bucks, and transition into television series Ballers (2015–2019) and Young Rock (2021–), both of which allowed him to explore autobiographical elements of his early life. As I will demonstrate via a case study of Hobbs and Shaw (2019), Johnson's success as a transnational action star and creative control allowed by Seven Bucks has allowed more explicit on-screen engagement with his Sāmoan heritage. The production history of Hobbs and Shaw illustrates both the successful co-existence of rivalry between action stars as a successful marketing strategy for action franchises, and the evolving action genre which allows a more personal exploration of race and masculine identity.

This paper aims to argue for the curricular inclusion of youth-generated young adult literature (YAL) alongside canonical literature and adult-generated YAL. The authors support this argument with the results of a qualitative analysis of youth memoir published in The Best Teen Writing. They strive to inform the debate between educators who value memoir as part of the secondary curriculum and critics who question the ability of youth to write purposeful, meaningful narrative. Additionally, the authors also present memoir as a unique genre for youth to document and process adolescence, and for youth to speak to issues which they deem important.

Informed theoretically by the Youth Lens, which considers how texts reinforce and/or disrupt various figurations of adolescence and youth, this study uses a multistage qualitative analysis of 83 youth memoir published in nine volumes of the Best Teen Writing from 2010 to 2018. First, the authors conducted a Labovian plot analysis to consider what themes and topics were present as well as what this sample could teach us about youth. Next, they analyzed the sample for genre hallmarks specific to creative nonfiction and memoir to consider the question of quality of youth memoir.

The findings suggest that there is no typical adolescence and that youth are balancing complex, intersectional identities, which they write about skillfully through memoir. These findings directly contrast with critics of youth memoir. Rather than clichéd, the memoirs the authors analyzed show youth as intercultural, capable of thoughtful reflection, capturing the transitory state of their youth (knowing they are not children anymore and lightly speculating about their future), skillfully integrating memoir genre hallmarks, and recording important events and perspectives with appeal to a broader readership. Furthermore, these findings position youth memoir as worthy of curricular inclusion alongside adult-generated YAL.

If the critics of youth memoir are the loudest voices, youth memoir will be, at best, relegated as examples for writers rather than seen as valid additions to curricular canon. This work gives due credit to the quality of published youth memoir to showcase their potential for curricular and canonical addition. This study builds on smaller-scale case studies and personal accounts to make an argument for curricular inclusion of youth voices and youth memoir in the secondary canon.