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The paper examines the approach of United Kingdom (UK) Trade Unions to the use of institutional power resources (IPR) in the second half of the twentieth century.

Using secondary material, it examines the unions' approach to IPR in three cases; collective bargaining; worker representation and trade union structure.

The paper concludes that unions did not appreciate the importance of, and lacked a strategic approach to, IPR. Although employer and government action were largely responsible for the decline of industrial relations institutions, the failure of the unions to engage with IPR contributed to this process. It explains the failure of the unions to engage with IPR by reference to their lack of strategic capabilities and skills in relation to power resources (PRs) in general and IPR in particular.

It would have been interesting to collect primary data via interviews with union actors from the period examined to test the interpretation of secondary data contained in the article.

The paper has identified the kind of strategic decision-making which is necessary for unions to engage effectively with IPR. It is has also indicated the key skills which unions need to develop to be able to manage their engagement with IPR.

The paper has implications for the role of trade unions in society, showing the need for them to develop narratives to convince society of the importance of their role and action and to develop the skills which enable them to connect with other social groups, e.g. intermediation, engagement with coalitional resources.

Analysis of the decline of industrial relations institutions in this period has emphasized the role of employers and the state. This paper contributes to a more balanced perspective on this decline by drawing attention to the lack of a union strategy towards IPR and the importance of the detail of the management and employment of power resources.

The authors examine whether or not applicants and recipients of federal disability insurance (DI) inflate their self-assessed health (SAH) problems relative to others. To do this, the authors employ a technique which uses anchoring vignettes. This approach allows them to examine how various cohorts of the population interpret survey questions associated with subjective self-assessments of health. The results of the analysis suggest that DI participants do inflate the severity of a given health problem, but by a small but significant degree. This tendency to exaggerate the severity of disability problems is much more apparent among those with more education (especially those with a college degree). In contrast, racial minorities tend to underestimate severity ratings for a given disability vignette when compared to their white peers.

The aim of this chapter is to introduce the aims of the book, how it is structured and introduce the main concepts of positive psychology and positive education. This includes a brief history of positive psychology and how it led to its application in schools as positive education. The chapter introduces positive education, what it is, why wellbeing is important in education and some of the main frameworks for positive education being used in schools. A rationale for why the focus of this book is on positive education and at all levels of those involved in education in the UK is also provided. Namely, to address whether positive education is too positive for the UK (Robson-Kelly, 2018).

Mentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the “mentoring stories” of five teachers in FET.

The overall project adopted a narrative approach. Data were collected via in-depth interviews, part of which clearly focussed on participants' lived experience of mentoring. Thematic analysis revealed four overarching themes.

The themes reveal a spectrum of practices and perspectives on the role of mentors. There are ample instances of collegiality, mutual respect and an appreciation of the professional life stage of the mentee. However, evidently a lack of understanding of who mentors are and what they do persists, leading to some informal approaches and opening up the potential for misinterpretation and misalignment.

This paper sheds light on an area of FET practice that has been relatively unseen before now. It gives voice to those who have experienced mentoring in the Irish FET sector that, to a degree, has seen structural and attitudinal transformations in recent times.

The purpose of this research is to establish a conceptual model to understand the impact of Total Productive Maintenance (TPM) and Industry 4.0 (I4.0) on the transition of a Circular Economy (CE). Also, the paper explores the combined impact of TPM, I4.0 and CE on the sustainability performance (SP) of manufacturing firms.

The conceptual model is proposed using the dynamic capability view (DCV) and empirically validated by partial least squares-structural equation modelling (PLS-SEM) using 304 responses from Indian manufacturing firms.

The results suggest that I4.0 positively impacts TPM, CE and SP, also showing TPM's positive impact on CE and SP. In addition, CE has a positive influence on the SP of manufacturing firms. Furthermore, CE partially mediates the relationship between I4.0 and SP with TPM and SP. The study also identifies TPM, I4.0 and CE as a new bundle of dynamic capabilities to deliver SP in manufacturing firms.

The present research adds to the knowledge and literature on DCV by identifying the importance of CE in the settings of I4.0 and TPM, especially in the context of sustainability. Also, the current study offers a new set of dynamic capabilities and provides some significant future recommendations for researchers and practitioners.

This study aims to investigate how domestic and international undergraduate students from a university in Ontario, Canada, defined locally grown food and examined the factors behind their locally grown food purchase intentions.

Questionnaires were distributed in the School of Hospitality, Food, and Tourism Management undergraduate classes. A total of 196 complete surveys were returned. Using multiple regression analysis and theory of planned behavior (TPB) as a theoretical framework with an additional construct, moral norm, proposed hypotheses were tested.

Domestic students narrowly defined locally grown food based on distance (e.g. food grown/raised within 100 km of where a person lives) compared to international students (e.g. food grown in Canada). The multiple regression analysis revealed that 36% of variance in purchase intention is explained by the four independent variables (i.e. student status, attitude, perceived product availability and moral norm), with perceived product availability as the strongest predictor of intention to purchase locally grown food.

The convenience sampling method limitations are as follows. First, the sample size was small for international students. Second, there was a possibility of underrepresentation of certain origins of international student populations. Third, the undergraduate respondents were from the School of Hospitality, Food and Tourism. Finally, another limitation is that the four variables in this study (i.e. attitudes, subjective norms, perceived product availability, and moral norm) only explained 36% of the variance of this model.

Perceived product availability, moral norm and attitude constructs positively influenced the locally grown food purchase intention. A perceived product availability construct revealed the strongest influence in locally grown food purchase intention of students. Particularly, five key questions were created based on the major research findings of this study, which can be used as a guideline for locally grown food providers and farmers when promoting locally grown food to students. These questions include: Where can I find it? When can I find it? Who grows it? How can I benefit others? Why is it good for me?

The results of this study shown that which factors influence locally grown food purchase intention of students. Hence, local restaurateurs and university dining facilities may incorporate these factors in their marketing message to serve students population better who might be interested in buying food products using locally grown ingredients. Research results also allow local farmers to communicate and inform their current and potential student consumers about the advantages of locally grown food. Overall, findings can contribute to economy and business of local community.

Current research findings verified that there is a significant use of a moral norm construct to predict locally grown food purchase intention of students. The moral norm construct positively influenced the locally grown food purchase intention in this study, and this construct seemed useful to predict locally grown food purchase intention of students. Additionally, the research discovered that there were differences in domestic and international undergraduate students' perception in the locally grown food definition.

The purpose of this paper is to examine the relationship between athletic participation and the acceptance of rape myths in an effort to further identify cultural and social institutions that may contribute to adherence to and glorification of rape culture.

A random sample of 685 first semester, university freshmen were surveyed about their high school sports participation and levels of rape myth acceptance (RMA). Linear regression models were estimated to examine the relationships between participation in sports, the type of sport participation and the acceptance of rape myths.

Those involved in athletics, generally, and those involved in team sports are more accepting of rape myths than are their counterparts. These results hold true for the full sample and for males and females, when examined separately. Participation in contact sports was not significantly predictive of RMA.

Athletics may provide a culture that is particularly prone to a belief in rape myths, which jeopardizes the integrity of collegiate sports. Policies should focus on changing offender behavior not victim behavior to create safer and more inclusive communities. Educating youth about the nature of rape myths and providing them with skills to resist such thinking is paramount. Focused programs and training could reduce the likelihood of accepting rape myths and, in turn, may make high school and college campuses safer.

This paper contributes to prior research by examining a sample of first semester university freshmen about their high school athletic participation and RMA. This research not only minimizes the effects of college level influences but also distinguishes between different forms of athletic involvement.

Several studies have been conducted on social inequalities. Despite highlighting inequalities between the rich and poor, researchers often overlook the fact that disabled people in Africa are marginalised more than their counterparts elsewhere. Using critical discourse analysis (CDA) as a theory and data analysis method, this study sought to answer two questions: (1) What is reported about the inclusion of disabled people in using digital media? (2) How is it reported? Twenty-two articles were purposively sampled: 15 from Newsday and 7 from The Herald published between 20 November 2017 and 24 September 2022. Findings indicate that the two papers exposed marginalisation of disabled people in an educative and informative way and had erudite analysis from disabled columnists. This was successful because the papers relied on the disabled community as sources of information and contributors of published material. The papers also engaged stakeholders such as corporates, government and civil society organisations. It is recommended that other newspapers and many forms of mass communication provide a representation of people with different forms of disabilities. Future studies could seek the views of disabled communities about their presentation in the digital media through disabled writers and providers of information.