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July 30, 1970 Trade union — Membership — Breach of contract by wrongful termination — Measure of damages — Actual loss to date of assessment — Future loss, how estimated? — Duty to mitigate — Union rules giving arbitrary power over temporary members — Effect on man's right to work — Whether invalid.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

The multidimensional structure of boredom poses unique measurement challenges related to scale length and statistical modeling. We systematically address these concerns in two studies. In Study 1, we use item response theory to shorten the 29-item Multidimensional State Boredom Scale (MSBS) (Fahlman et al., 2013). In Study 2, we use structural equation modeling to compare two theoretically consistent multidimensional structures of boredom (superordinate and multivariate) with the most commonly used, yet theoretically inconsistent, structure in boredom research (unidimensional parallel model). Our findings provide support for modeling boredom as multidimensional and demonstrate the impact of model selection on effect sizes and significance.

In the last monograph an attempt was made at giving a short historical background of the trade union movement; at defining a trade union; at discussing the closed shop and at looking towards its future.

It will be recalled that the last monograph treated the significance of the collective agreement in society. If solely a function in society, (though having a legal basis), were to be attributed to the collective agreement, this would mean that no rights or obligations whatsoever would be created between the parties to it. This is not so in practice. It is of course a fact that no legally enforceable rights and obligations normally accrue, and as already indicated, those are moral ones and are only enforceable in honour, i.e. a gentleman's agreement. Nevertheless, this does not necessarily mean that the collective agreement has no juridical significance. Even agreements which are binding in honour only, as for example the kind of agreement found in Balfour v. Balfour, have a known juridical nature. Furthermore, though the collective agreement is only binding in honour, its incorporation into the individual contract of employment makes its terms legally enforceable even though recourse to the courts is seldom had. As a source of rights and obligations of considerable importance the collective agreement must therefore have some juridical significance and cannot remain entirely in the realms of society.

When young children notice and comment about physical appearance differences often associated with race, adults may experience discomfort and uncertainty about how to respond. As a result, many adults try to avoid or terminate such discussion, leaving children with unanswered questions and misunderstandings. To prepare educators to be supportive of the development of children’s positive racial identity and racial awareness, it is important for educators to examine their own attitudes, biases, and knowledge about race and racism. This chapter summarizes research on children’s racial identity and awareness, describes critical approaches to anti-racist education, and provides resources and strategies through which professionals can better understand themselves and the young children they serve.