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This paper proposes that the development of a layoff policy gives an organization a competitive advantage over organizations without such a policy. How an organization communicates concern to employees is often through procedures and policies developed by the human resource department. Survey questionnaires were mailed to 1,400 vice presidents of human resources that held membership and whose names were provided through the Society of Human Resource Management. Over half of the organizations surveyed (57%) did not have layoff policies. By type of organization, healthcare had the greatest number of policies in their organizations with 70% affirming their existence. The study concludes with the following five proposed reasons why layoff policies do not exist: (1) “It can't happen here” syndrome (2) The cover‐up syndrome (3) If you plan for it, people will panic, (4) Managers are trained to focus on growth and to avoid decline, (5) There would be loss of control, and accompanying organizational sabotage, and (6) More policies equal less humane treatment.

The major findings of this exploratory research are that a firm’s level of market commitment through future investments will increase in strategically important markets, regardless of high consumer complicity to purchase fake goods; that companies will employ additional anti‐counterfeiting tactics in markets with a high level of pirates and a high degree of enforcement of its intellectual property rights; and that companies employ a standardized approach of anti‐counterfeiting tactics targeted at consumers.

This paper attempts to apply an organizational adaptation model to Russian firms in order to assess whether Western strategic models can be used to understand the behavior of firms in transition economies. A modification of Miles and Snow strategic postures was used to assess the relationship between environmental uncertainty and strategic adaptation. Support was found for the environment‐strategy relationship; the direction of the relationship was similar to that found in Western free‐market economies. In this application, the Reactor appeared to be a viable strategy. The linkage to performance, however, was not confirmed.

This study examines the discursive accounts of civil society in a rural English village to understand what these reveal about contemporary political discourses. It employs a critical discourse analysis of the conversational interactions of Ambridge residents. The sample comprised all recorded conversations referencing charities, volunteering and civic action drawn from the two-week period corresponding with the change in UK Prime Minister (July 2019). Using three analytical tools derived from extant theory, it considers the salient political ideology underpinning these social interactions. These tools are illustrated with earlier examples of individual civil activities such as the oat-based civil disobedience of a respected older resident. This analysis scrutinises the philanthropic nature of Peggy Woolley's Ambridge Conservation Trust. The fraught process of village fete planning is cited as exemplifying conventional decision-making mechanisms. Problems of staffing a community shop are considered in the light of an increasing political reliance on community volunteers replacing paid staff. Thus, the relative impact of Thatcher, Blair, Cameron and May are considered in exchanges between Ambridge residents from Lynda and Robert Snell to Jazzer McCreery and Jill Archer. The aim is to explore what Ambridge's civil society tells us about Boris Johnson's Britain.

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.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Purpose – To examine whether or not exposing novice teachers in a graduate literacy education diversity course to particular texts and activities focused on economic diversity and lifestyle differences among students makes them more likely to positively respond to these lesser understood forms of diversity in their own teaching and if so, in what ways.

Design – The research design was qualitative and included written reflections from the teacher-participants at the beginning, middle and end of the semester, and videotaping and transcribing activities and post-activity discussions. Ethnographic observations and notes were made by the primary investigator (PI). The theoretical frameworks that were foundational to the study were critical literacy and teaching for social justice.

Findings – The findings of this qualitative study indicate that exposing teachers to texts, discussions, and activities that educate them on economic diversity and lifestyle differences among students makes them more likely to positively respond to these forms of diversity in their own teaching. Specific examples of how participants did this are provided.

Practical Implications – This study contributes to the literature on diversity in literacy instruction by providing concrete, research-based suggestions for how both teacher educators and K-12 teachers can expand their definitions of student diversity to include economic disparities and lifestyle differences among students. It includes recommended texts and activities for both teacher educators and K-12 teachers to address less typical forms of diversity, with a focus on economic diversity and lifestyle differences.

This article explores the adoption of a transcultural education approach, rather than multicultural or intercultural education, and the implications this would have for educational practice. With the multiple issues associated with multicultural and intercultural education, the authors emphasize the need for a definitive definition of the term “transcultural” in the educational literature, as well as a new model of transcultural education. Addressed in the article are: (a) the contribution of transdisciplinary teaming to the definition and practice of transcultural education; (b) the meaning of “trans” in the term, transcultural; (c) a discussion of culture and individuality related to education; and (d) possible conclusions to facilitate dialogue regarding the future of transcultural education. Twelve vignettes are included to provide real world examples of the need for a paradigm of transcultural education.

To explore the relationship between LGBTQIA+ ¹

LGBTQIA+  =  Lesbian, Gay, Bisexual, Trans, Queer/Questioning, Intersex, Asexual/Ally, and others not defined within these terms.

Framed around the Williams Institute report Public Attitudes toward Homosexuality and Gay Rights across Time and Countries (2014), and incorporating aspects of queer theory, this chapter will explore some of the literature discussing libraries and the LGBTQIA+  community. It will then detail some specific examples of activities libraries are engaging in to support LGBTQIA+  rights.

Many libraries around the globe appear to be offering special programs and services for LGBTQIA+  persons.

This is not a systematic review of library services to the LGBTQIA+  community. The author relied on freely available information sources.

Highlights some of the excellent work libraries are doing in support of LGBTQIA+  human rights. The role of libraries are constantly changing, this chapter points to the potential for libraries to take a stronger role to enact social justice and support human rights.

The purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability.

This research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability.

Based on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL.

As a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach.