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Risky alcohol use can reduce productivity at work and impact employees’ mental health and wellbeing. Several risk factors converge in male-dominated industries, which can increase risky drinking and deteriorate mental health. This paper aims to explore the prevalence of risky drinking and psychological distress in a male-dominated industry compared with that in the general population.

Data were collected from four manufacturing sites in Australia. In total, 450 workers were invited to participate in a survey that measured drinking behaviours using AUDIT-C and psychological distress using the K10, along with demographics including age, gender, job role and ethnicity. The observed outcome measures were compared with general population data available through publicly available data sets.

Surveys were returned by 341 employees, of which 319 completed AUDIT-C. AUDIT-C and K10 scores were significantly correlated (R = 0.31, p < 0.0001). Hazardous drinking was more prevalent among workers than in Australian general population (66.1% vs 23.6%). Binge drinking was greater among workers than in the general population (25.4% vs 26.5%). The difference was higher among female workers than among male workers (35.1% vs 10.8%).

The findings of this study show a significantly greater risk of alcohol-related harm among workers in male-dominated industries compared with that in the general population. This risk is more pronounced among women, who also experienced greater rates of moderate and high psychological distress compared with those experienced by the general population. A fitness-for-work approach is proposed to minimise alcohol-related harm among workers in male-dominated industries. Moreover, male-dominated industries are proposed to consider the interconnectivity of other workplace health and safety factors.

The continuing development of digital technologies creates expanding opportunities for information transparency. Consumers use social media to provide online reviews that are focused on changing levels of consumer trust. This study examines the effect of perceived risk that prompts consumers to search for online reviews in the context of food safety.

Commitment-trust theory forms the theoretical lens to model changes in consumer trust resulting from online reviews. Consumer-based questionnaire surveys collected data to test the structural model, using structural equation modelling (SEM).

The findings show when consumers perceive high levels of risk, they use social media to obtain additional product-related information. The objective, unanimous, evidential and noticeable online reviews are perceived as informative to consumers. Perceived informativeness of positive online reviews is found to increase consumers trust and, in turn, increase their purchase intentions.

The findings contribute to the knowledge of online review-based trust literature and provide far-reaching implications for information system (IS)-practitioners in business.

This study aims to analyze the importance and performance of customer-facing technologies in luxury hotels. The study also assessed differences between and within the four generations in the importance-performance analysis (IPA).

Data were collected using a Qualtrics panel of recent luxury hotel customers in the USA belonging to all four generations. The cross-generational IPA was conducted using t-tests and (ANAOVA).

The IPA matrix concentrated most technology items in either low importance – low performance or high importance – high performance quadrants. One-way ANOVA revealed significant differences between generations on the importance ratings of all technology items except wireless charging power solutions and on the performance ratings of all technology items. Furthermore, post hoc tests indicated that millennials rated luxury technology most favorably among the four cohorts, followed by generations Z, X and Baby Boomers. In addition, significant differences between the importance and performance of many technology items within each generational cohort were observed. Overall, Wi-Fi was unanimously ranked across generations as the most important technology among luxury guests, but it was the only one that scored lower in performance than importance.

The findings of this study contribute to hospitality scholarship in two primary ways: the importance and performance of technology and generational differences. The results advance the understanding of the impact of generational factors on customer-facing technological adoptions in the luxury hotel sector.

Technologies that are pervasive in the home also become vital offerings for hotels. The more pervasive technology, the more a luxury hotel must work to ensure that it performs at optimal levels. Additionally, which technologies are most important to targeted generations are provided so practitioners may budget for their implementation.

This research is a pivotal step forward in unraveling the intricate interplay between generational factors and technological evaluations, providing a foundation for future research and practical applications in a rapidly evolving technological landscape in the hospitality industry.

This chapter will introduce the concept of the gig economy. It begins with a brief discussion of technological changes and their impact on the workforce and labour market, demonstrating how the trend shifts towards the gig economy. It then examines the trends that are influencing this transformation and discusses various perspectives and the attractiveness of the gig economy for workers and businesses. This chapter will also discuss the gig economy, platform economy, digital platform, and gig worker categories. It concludes with a brief discussion of some of the opportunities, issues, and challenges associated with the gig economy.

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around the globe. The authors provide two cases for identifying and understanding the ways in which philanthropy’s whiteness does harm to K–12 students and communities of color.

In this article, the authors draw on critical race theory and critical whiteness studies, specifically Cheryl Harris' work to expose the whiteness of philanthropy, not as a racial identity, but in the way that philanthropy is performed. The authors characterize one of the property functions of whiteness, the right to exclude, as working through two mechanisms: neoliberal exclusion and overt exclusion. Drawing on this construction of the right to exclude, the authors present two cases: the Bill & Melinda Gates Foundation and the City Fund.

Whether intentional or not, the Gates Foundation and the City Fund each exclude communities of color in several ways: from changes to schools and districts, parents' experiences navigating school enrollment due to these changes, to academic assessments and political lobbying.

These cases provide a way for researchers and practitioners to see how organizations in real time reify the extant racial hierarchy so as to disrupt such organizational processes and practices for racial justice.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

Wireless sensor networks (WSN), as a solution for buried water pipe monitoring, face a new set of challenges compared to traditional application for above-ground infrastructure monitoring. One of the main challenges for underground WSN deployment is the limited range (less than 3 m) at which reliable wireless underground communication can be achieved using radio signal propagation through the soil. To overcome this challenge, the purpose of this paper is to investigate a new approach for wireless underground communication using acoustic signal propagation along a buried water pipe.

An acoustic communication system was developed based on the requirements of low cost (tens of pounds at most), low power supply capacity (in the order of 1 W-h) and miniature (centimetre scale) size for a wireless communication node. The developed system was further tested along a buried steel pipe in poorly graded SAND and a buried medium density polyethylene (MDPE) pipe in well graded SAND.

With predicted acoustic attenuation of 1.3 dB/m and 2.1 dB/m along the buried steel and MDPE pipes, respectively, reliable acoustic communication is possible up to 17 m for the buried steel pipe and 11 m for the buried MDPE pipe.

Although an important first step, more research is needed to validate the acoustic communication system along a wider water distribution pipe network.

This paper shows the possibility of achieving reliable wireless underground communication along a buried water pipe (especially non-metallic material ones) using low-frequency acoustic propagation along the pipe wall.

This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.

This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.

Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.

This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.

This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.