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In the context of debate on competitive devaluation and trade imbalances, the purpose of this paper is to investigate the role of exchange rate misalignment as a determinant of trade imbalances in selected major trade surplus (Germany, China, Japan, Russia and KSA) and major trade deficit countries (USA, UK, France, India and Turkey).

The authors used a structural vector auto-regressive model on data from ten countries with the highest trade deficit and surplus. The period of analysis is from 2000 Q1 to 2016 Q1.

The key findings suggest that although exchange rate misalignment from equilibrium may have some implications for the current account balance for surplus and deficit countries, the effects observed were rather very mild and transitory. There was a heterogeneity in the response of the current account position to exchange rate misalignment in each country, concomitantly; the exchange rate misalignment shall not be seen as the sole responsible factor in the debate on global trade imbalances.

The research has profound implications in terms of exploring the notion of competitive devaluation and exchange rate misalignment as a cause of major global trade imbalances.

This study has important practical implications for the trade policy of major economies in the world. These are twofold. First, this study has analysed and reported on the degree of misalignment of exchange from its equilibrium values in the major trade surplus and deficit countries. Second, it has investigated the implications of any misalignment for the trade balance or respective economies.

There are important social implications as the notion of competitive devaluation and exchange rate–trade balance nexus has been heavily politicised. This study provides an empirical insight and an answer to these claims which have social and political implications.

There is a significant element of originality and contribution to the existing body of knowledge on the subject. In the context of debate on competitive devaluation this is the first study which has investigated whether the exchange rate has been misaligned from its equilibrium values (competitive devaluation) and whether there is some nexus between the real exchange rate misalignment and trade imbalances in under-analysis economies.

State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers to meet these standards while also meeting the needs of diverse students. Primary sources serve as an additional curricular resource filling the gaps in information not covered by textbooks and trade books and allowing students to gain a more complete and accurate understanding of historical figures and events. Standards leave the selection and implementation of appropriate trade books, primary sources, and other curricular resources to the classroom teacher. In this research, I qualify and quantify how President Andrew Jackson, a very controversial historical figure, is portrayed in trade books. Misrepresentations within trade books concerning Jackson are reported and analyzed. Suggestions and a rationale for trade book and primary source selection and implementation in elementary, middle, and secondary school are addressed.

All items listed may be borrowed from the Aslib Library, except those marked, which may be consulted in the Library.

All items listed may be borrowed from the Aslib Library, except those marked, which may be consulted in the Library.

The Standard Book Numbering Scheme will come into operation this summer (1967). The Agency is jointly supported by J. Whitaker & Sons Ltd, the Council of the British National Bibliography Ltd, and the Publishers' Association. The scheme involves the adoption by the UK book trade of a standard system of numbering book titles, suitable for computer manipulation of data processing equipment into many publishing operations. Using this type of equipment, a standard number can now easily be incorporated. By a standard number for a book title is meant a unique number which is used by all concerned with order processing operations involving that title. The number is then an identifying code for that title throughout its existence. BNB will adopt the number as their accession number, which can then be used for such purposes as catalogue card ordering and computer‐based interlibrary lending procedures. Blocks of numbers have already been allocated to about 1,600 active publishers. Full details of the mechanics of book numbering are given. The target date for the allocation and publication of standard book numbers for all new British books is October 1967. The Publishers Association have also issued a report by Professor F. G. Foster, who carried out the inquiry into the feasibility of such a scheme. It is hoped that there may be an international extension of the scheme, which would particularly benefit publishers operating in more than one country.

To outline the kinds of problems and dilemmas which researchers might experience in professional sports settings and to highlight the way in which gender might shape those experiences.

An ethnography of professional football.

Few social researchers have managed to breach the institutional bounds of professional sport and fewer still have carried out ethnographic work within this context. Gender inevitably impacts the complexion of sporting domains and this manifests itself in everyday behaviours and sub-cultural practices. Qualitative research has the potential to uncover the nuances of individual and collective behaviours within such settings and to shed light upon the ways in which gender relations shape the contours of institutional life.

To situate current debate around methods within wider discussions of gender and social research and against the backdrop of theoretical shifts in the conceptualisation of masculinities.

Dating is a meaningful occupation for many single people. The occupation of dating has transformed considerably in Ireland due to recent changes in Irish culture and the advent of online dating technology. The purpose of this study was to explore the complexities and intricacies of dating in an Irish context.

A qualitative research approach was used and data were collected using semi-structured interviews with ten heterosexual women (age 24‐34) living in urban areas of Ireland. Data were analysed using inductive thematic analysis (Braun and Clarke, 2006).

Dating did not fully resonate with their experience, but they did not have an alternative term. The form of dating was influenced by cultural, temporal, physical and virtual contexts. Beliefs about dating, fluctuating emotions and feelings of mortification because of the stigma of online dating created meaning for participants and influenced their use of strategies to improve resilience. While dating was not a preferred occupation for participants because of its arduous nature and fluctuations in emotion, it was seen as essential to fulfil the function of finding a romantic partner or partner in occupation. Connections between participant experiences and occupational science are discussed to address the lexicon of dating and the form, function and meaning of dating.

This study contributes to occupational science knowledge by revealing the occupational understandings of dating as an emerging and dynamic occupation in a rapidly changing culture of Ireland.

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine inquiry-based teaching and learning in international contexts. Respectively from the USA, Canada, Taiwan, and China, the main research question is, “How can we develop an inquiry stance in our similarly diverse teacher candidates?” For five months, they explore the question with one another in an interactive online journal. The analysis of their written journal reflections result in four main themes: (1) naming and framing inquiry and context, (2) perspectives on translating theory to practice, (3) common practices for developing inquiry stance, and (4) policy work. The chapter concludes with a list of recommendations for fostering inquiry-based teaching and learning with culturally, ethnically, and linguistically diverse teacher candidates. Self-study research methodologies, Philosophy for Children, and online journaling are also suggested as professional development models for diverse globalized teacher educators.

Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.

In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.

This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.

The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.