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The readymade garments (RMG) industry acts as one of the foremost vital catalysts for financial as well as social advancement of Bangladesh. Due to the harsh impact of COVID-19, RMG sector has been confronting a never-seen-before phenomenon. Since the supply chain has seriously been influenced, concern raises among industry and policymakers on how to support against disturbances resulting from pandemics. Accordingly, this research aims to explore the vulnerability and capability factors of RMG sector in Bangladesh, their relationship and how these variables affect supply chain resilience.

A qualitative research design has been employed. In the first stage, content analysis has been performed. Since COVID-19 is a new experience, newspapers were the source to become acquainted with the vulnerability and capability factors following the guidelines provided by Pettit et al. (2010). In the second stage, in-depth interviews with key informants were conducted to investigate the relationship among the variables and how these factors may influence supply chain resilience.

This study identifies fourteen capability factors and their sub-factors of RMG industry in Bangladesh in order to improve the resilience capacity against the vulnerabilities in the context of COVID-19 pandemic.

This research is based on the setting of particular industry in Bangladesh, where respondents are immersed in a unique culture. Special care is required to generalize the results to other segments and phenomena.

The framework recognizes the balanced and unbalanced strength with the capability's components and find the relation between capabilities and vulnerabilities within the fashion industry. By creating the resilience network with the four conceivable positions, companies can find themselves with their capability's components and natural vulnerabilities.

This study investigates diverse components of capability figure against vulnerabilities to create the supply chain resilience. This paper, moreover, develops with four conceivable positions with their capabilities against existing vulnerabilities which brings timely contribution considering the context of COVID-19.

This paper intends to argue against the idea of an asocial business arena by reiterating the original philosophical underpinnings of theories on the creation of society, societal institutions and the relationship between society and societal institutions. This paper posits that business and ethics, though initially aligned, have been systematically maligned and distorted. The authors present a theoretically justified argument that business and ethics can and should seamlessly exist in the same realm.

This is a theoretical study that endeavors to go back to the original theories on business and society to challenge the view that business ethics is an oxymoron. For this purpose, the authors survey and interpret the scholarly works of Adam Smith, Aristotle and John Locke.

Given the economic debacles faced by the USA and the world economy in the past two decades, this study argues that one significant factor for these financial disasters could be that the original ideas about self-interest, societal interest, the free market system and the relationship between society and its constituting components, i.e. individuals, groups and institutions, have been distorted over time. Based on the interpretation of the original ideas around business and society, the authors find that some distortion of the original theories have indeed occurred.

This study is going against a well-established prevalent idea that business ethics is an oxymoron. It is claimed that the endoxa about business and its place in society often represents misinterpretations of the original ideas on the relationship between business and society. The originality of this work lies in challenging this dangerous idea by revisiting by journeying back in philosophical history to cut through the ideological scar tissue and reach the original arguments surrounding society and societal institutions.

Many developing countries have at some point in their quest for health reform considered decentralization as a strategy. A search of Lebanese health policy texts revealed a call for some form of decentralization in the mid eighties through Decree 159. This paper highlights the experience of health centers in Lebanon and discusses the importance of implementing an incremental decentralization of the system by highlighting the importance of ensuring political commitment as well as building the capacity of administrative and clinical staff as prerequisites for the implementation of a fully decentralized system.

Many developing countries have at some point in their quest for health reform considered decentralization as a strategy. A search of Lebanese health policy texts revealed a call for some form of decentralization in the mid eighties through Decree 159. This paper highlights the experience of health centers in Lebanon and discusses the importance of implementing an incremental decentralization of the system by highlighting the importance of ensuring political commitment as well as building the capacity of administrative and clinical staff as prerequisites for the implementation of a fully decentralized system.

This paper aims to develop an inexpensive, portable, sensitive and environmentally friendly electrochemical sensor to quantify trace metals.

A sensor was constructed by modifying carbon paste electrode for the determination of lead, cadmium and zinc ions using square wave anodic stripping voltammetry (SWASV). The modified electrode was prepared by inserting homogeneous mixture of 2-hydroxy-acetophenonethiosemicarbazone, graphite powder and mineral oil. Various important parameters controlling the performance of the sensor were investigated and optimized. Electrochemical behavior of modified electrode was characterized by cyclic voltammetry.

Modified carbon pastes electrodes showed three distinct peaks at −0.50, −0.76 and −1.02 V vs silver/silver chloride corresponding to the oxidation of lead, cadmium and zinc ions at the electrode surface, respectively. The highest peak currents for all the metal ions under study were observed in the phosphate buffer solution at pH 1 with a deposition time of 70 s. The sensor exhibited linear behavior in the range of 0.25-12.5 μg mL-1 for lead and cadmium and 0.25-10.0 μg mL⁻¹ for zinc. The limit of detection was calculated as 78.81, 96.17 and 91.88 ng mL⁻¹ for Pb2⁺, Cd2⁺and Zn2⁺, respectively. The modified electrode exhibited good stability and repeatability.

A chemically modified electrode with Schiff base was applied to determine the content of cadmium, lead and zinc ions in aqueous solutions using SWASV.

This paper holds considerable importance in the educational dynamics specifically ChatGPT as generative multimedia in English language writing pedagogy and presents a unique lens, as it uses a narrative literature review to view this cutting-edge topic. This paper compiles the knowledge and information already available regarding the views and integration of ChatGPT in English writing pedagogy. This review attempts to determine the potential that ChatGPT provides for improving pedagogical practices and facilitating individualized learning by looking at the experiences and viewpoints of educators. Simultaneously, it addresses the crucial challenges educators must overcome to optimize the advantages of artificial intelligence (AI) while preserving academic fairness and honesty. The ultimate goal of this paper is to offer a nuanced understanding of ChatGPT’s role in education, especially in English language writing pedagogy, educating researchers, teachers and policymakers on how to integrate generative multimedia successfully AI into teaching and learning and aiding in the creation of inclusive and more effective teaching strategies.

The review was done using a narrative approach by analyzing the latest international and national studies, research papers, blog posts, newspaper articles and documentaries, and by collecting the data, facts, figures and pictures. This narrative literature review approach provides a contextual understanding of how different English language teachers view ChatGPT in English writing pedagogy allowing for a comprehensive synthesis of data about its opportunities and challenges as well. It also helps in finding patterns and gaps in the body of knowledge, directing future studies and emphasizing areas that require more research, which is important for this new cutting-edge invention. The narrative approach, in contrast to systematic reviews, enables a detailed qualitative analysis that is necessary for delving into complex topics. This review offers useful insights into the prospects and practical challenges of integrating ChatGPT in English language writing pedagogy by concentrating on the experiences of teachers. The narrative literature review is a useful and relevant means of comprehending and using AI in educational settings since its ultimate goal is to synthesize current knowledge and provide practical recommendations for teachers, students, administrators and, last but not least, policymakers for the effective integration of ChatGPT as generative multimedia specifically in the English language writing pedagogy.

Grounded on findings, it is essential to mention here that ChatGPT holds immense value in terms of English language writing pedagogy. The findings deal with the three research questions: each research question has a main theme followed by sub-themes about the views of teachers on ChatGPT integration into English writing pedagogy, its benefits and, last but not least, challenges; however, very few traces of AI have been found in the early most downloaded Language learning apps, but ChatGPT covers it all with the features like personalized learning, contextually adaptable feedback, human-like conversational skills and preparation of standard tests, which make ChatGPT stand apart and stand tall in the race of new AI inventions. On the contrary, the paper identifies vital challenges associated with ChatGPT. First, there is a severe concern that students’ creativity may be at risk. Second, the concern of data privacy is a critical consideration. Finally, dealing with the trust issue of English language teachers regarding the use of ChatGPT for English language writing pedagogy and, last but not least, the paper also talks about low digital literacy as an additional challenge to integrating ChatGPT in educational settings. The incorporation of ChatGPT is not only a new trend but also a door to future AI wonders, so the education community needs to make the most of it.

The paper has broad implications that address multiple aspects of educational theory, practice, policy and future research when incorporating AI systems such as ChatGPT into English language writing pedagogy. The findings imply that ChatGPT can result in more dynamic and customized learning experiences, which has important implications for improving English language writing pedagogy with the integration of ChatGPT. AI can help teachers customize lessons to each student’s needs, which could increase student engagement in writing classes and improve learning results. Additionally, for the school administration and policymakers, the integration of ChatGPT depends upon access to smooth internet connection and other resources needed for effective learning of the students. Policymakers can develop policies as per the changing needs of the hour by providing professional development training to the teachers for the incorporation of AI inventions such as ChatGPT for English language writing pedagogy. Furthermore, the research also highlights significant ethical and policy issues, especially those dealing with academic integrity. Policies by the administration and teachers must be developed to stop students from misusing ChatGPT and to guarantee that AI tools are applied morally and responsibly in educational contexts because students can utilize the tool to complete assignments in an unethical manner.

This narrative literature review is unique as it provides insights into the new invention of OpenAI ChatGPT from the education perspective, specifically about the teaching of English language writing pedagogy, and offers some exciting revelations that have not been done previously.

Globalization has created conditions in which business has become increasingly global. The combined effect of global business, intense competition, weakening of labor unions, and the inability of national governments to control the negative effects of globalization has created immense difficulties in the formulation and implementation of global labor standards. This research takes an ancient industry with a long tradition of international features and regulations, that is, the maritime industry, as a case study to understand the dynamics associated with the regulation of a global industry. The study argues that J. R. Commons' works at the turn of the century not only give us excellent insights into the creation of global markets and the need for global labor rights protection but also provide us with a solution, that is, the creation of an “authoritative commission.” Finally, the study suggests that there is a need to enhance the role of ILO as a global “commission” to regulate the industry. Presently, the ILO does not have the essential features for becoming such a commission. Therefore, ILO should develop three important characteristics: ability to include new emerging actors, decision-making based on consensus and dialogue, and sanction power to implement its standards. Based on the above principles, ILO can work as the center of a global regulatory regime in the maritime industry. Through its power of sanction, it will implement its standards mainly through states. But, at the same time, it will network with unions and NGOs and all other important actors in the industry at local, national, and global levels to detect and eradicate substandard shipping.

Volume 18 of Advances in Industrial and Labor Relations contains seven chapters that analyze key aspects of employment relationships, ranging from strategic choice and first contract arbitration to worker participation, employee well being and work-life conflict to union engagement in regional economic development and international labor standards enforcement. Preliminary versions of several of these chapters were presented at Advances in Industrial Relations (AILR)/Labor and Employment Relations Association (LERA) “Best Papers” sessions held at the 2009, 2010, and 2011 meetings of the LERA.

Extant research has painted a clear picture of the myriad ways that schools are failing to provide a meaningful education, and meaningful literacy pedagogies, to all youth. Given this crisis shouldered disproportionately by youth of color in urban schools, this paper aims to take a retrospective approach to understanding the lasting reverberations of a high school poetry class on a group of students who experienced urban traumas including but not limited to educational injustices. In contrast to the representations of failing schools, some current research offers various portraits of urban students engaging in empowering ways in classrooms that make critical use of media arts, poetry and hip hop. The questions driving this study are based on what happens once students step out of these alternative classroom spaces. For youth who have dropped out of the traditional system, what was the nature of the writing they produced in an alternative literacy learning space and what relationship did it have to their development as young adults?

Using qualitative case study methodology, this paper explores the memorable writing produced in the context of a high school poetry class by six case study participants to understand its meaning in their lives over time. It is through a dialogic lens that this research makes sense of the relationship between the written words produced by these youth, their actions in and on the world in their early adulthood, and their moments of development as survivors of trauma and as civic actors.

Student discussion of what I describe as touchstone poems revealed how these poems functioned to reorganize experiences and memories for the case study participants that enabled them to feel increased agency in relation to their personal and socio-cultural struggles.

For these students who were perpetually labeled as at-risk, poetry class served as a space where they could collectively engage in positive risk-taking that held meaning in their lives after high school and catalyzed the development of agentive identities.