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Individuals who ascend to altitude too rapidly invariably develop acute mountain sickness (AMS) although a high carbohydrate diet may lessen these symptoms. Specific questions addressed in this study were: changes in diet prior to sojourning at altitude; changes in food consumption/nutritional intake, food acceptability, flavour and taste intensities. Nineteen subjects assembled for three days at sea level for baseline measurements consuming a diet of dehydrated rations. This regimen was repeated 18 days later in the Bolivian Andes at approximately 5,600m once subjects were acclimatised. Results confirm a common phenomenon; a reduced dietary intake and body weight loss at high altitude. Other results, flavour and taste intensities and overall food acceptability indicate the suitability of these foods in both environments.

This paper builds upon a new era of research seeking to understand variability in how desirable outcomes result from engaging rap music as a health enhancing artifact. More specifically, the study explores the music mediated pathways to individual and community well-being. The study emphasizes female music engagement. Quantitative methods are used to examine listening habits and preferences associated with empowering rap music engagement among a female sample of 202 university students using an a priori established path analysis model. Results echo prior research that suggests the functional value of music in helping to define the self independently and articulate one’s social identity within the context of community (Dixon, Zhang, & Conrad, 2009; Hill, 2009; Travis & Bowman, 2012). Specifically, results suggest that among females in this sample, (a) their appropriation of rap music can be empowering, (b) specific factors play a significant role in determining the difference between females that feel more or less empowered from their interactions with rap music, and (c) female listeners were more likely to appropriate rap music for personal and community growth if it was their favorite music type, if they listened often, and if they tended to listen alone more often than with friends. These research findings offer promising routes for more in depth qualitative analysis to help uncover the nuances of preferred engagement strategies and to help define the subjective lived experiences that lead to feeling empowered by music to act toward positive change for oneself and others. Practical results indicate the possibility for gender-specific education, therapeutic or empowerment-based programs that utilize rap music as a rubric.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

Mentor teachers are tasked with supporting the professional development of student teachers. Yet, little is known about the mentoring practices they enact in the moment during classroom instruction. The purpose of this paper is to examine mentoring that happens in the moment, extending Schwille’s (2008) notion of mentoring “inside the action” of teaching (p. 156), and conceptualize mentoring in the moment as educative mentoring.

This paper shares findings of a qualitative case study, foregrounding the perspectives of a mentor teacher and a student teacher who audio-recorded conversations about what they considered to be instances of mentoring in the moment that took place earlier that day. Conversations were transcribed and analyzed through a process of iterative coding.

Mentoring in the moment occurred when the mentor teacher and student teacher made decisions about whether and how to adjust course during lessons to better support student learning; and highlighted strengths and recognized weaknesses across multiple and distinct moments. In addition to demonstrating in action examples of modeling, transparent decision-making and taking the stance of a learner, participants exhibited unique characteristics that enable educative learning to occur. Specifically, they demonstrated: flexibility; humility; and a desire to learn and improve.

The findings build upon the existing research about educative mentoring, mentoring inside the action and mentor teacher characteristics, contributing to a more robust definition of mentoring in the moment.

This paper aims to argue that Economics is not a neutral science.

Post-structuralist perspective of Lyotard (1984), alongside the Pragmatics of Searle (1979) and Travis (1981) are useful for analyzing enunciations in mainstream Economics.

Economists use illocutionary acts expressed in formal language to achieve perlocutionary effects. Because of the importance attached to objectivity in mainstream Economics, the use of artificial languages is preferred to natural language. However, formal language is preferred regarding its perlocutionary effects on economists' community.

This paper puts together the Continental and the Analytical Philosophy and show, in an original manner, how their intersections and how they can be useful to better understand the epistemology of Economics.

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

The sudden rise of the socio-political importance of security that has marked the twenty-first century entails a commensurate empowerment of the intelligence apparatus. This chapter takes the Investigatory Powers Act 2016 as a vantage point from where to address the political significance of this development. It provides an account of the powers the Act grants intelligence agencies, concluding that it effectively legalizes their operational paradigm. Further, the socio-legal dynamics that informed the Act lead the chapter to conclude that Intelligence has become a dominant apparatus within the state. This chapter pivots at this point. It seeks to identify, first, the reasons of this empowerment; and, second, its effects on liberal-democratic forms, including the rule of law. The key reason for intelligence empowerment is the adoption of a pre-emptive security strategy, geared toward neutralizing threats that are yet unformed. Regarding its effects on liberal democracy, the chapter notes the incompatibility of the logic of intelligence with the rule of law. It further argues that the empowerment of intelligence pertains to the rise of a new threat-based governmental logic. It outlines the core premises of this logic to argue that they strengthen the anti-democratic elements in liberalism, but in a manner that liberalism is overcome.

This article examines, elementary leveled graphic history, a genre of literature relatively untouched by research. Due to graphic nonfiction’s growing popularity in the realm of children’s literature and its potential benefits for young readers, teachers may want to incorporate this genre of literature into their social studies curriculum. Despite the genre’s appeal, educators should be careful when introducing graphic histories to their students, as nonfiction texts of any kind can possibly contain inaccuracies and biases that might foster misconceptions. In this study, we used a critical content analysis approach to investigate both images and text in four graphic histories on the Battle of the Alamo. We found these books contain several instances of factual errors and biased perspectives. After our analyses, we discussed implications for using these types of books in the classroom to help students enhance critical literacy skills. We connected recommended critical literacy activities to Common Core State Standards for informational texts and writing.

Stories govern the criminal justice system and consequently the millions of individuals under its control. In the US the harms experienced by those individuals, their families and their communities are massive. A prominent system-sustaining story is that antisocial persons, who are essentially different from the rest of us, get that way through negligent parenting. The story's moral oppositions rest on textual absences concerning crime, work, care, humanity and the mind of the scholar. In this chapter, first, I discern what goes unsaid via close analysis of the story of antisociality constructed by Gottfredson and Hirschi in their 1990 book A General Theory of Crime. Second, I offer a method for cataloguing what goes unsaid in stories that effect control, by (1) evaluating figurative language and other means of ambiguation; (2) assessing patterns of elaboration and explanation and (3) asking what and whose knowledge is missing. Rigorously deployed with a reflexive stance on one's position as to what should be said, the method can help uncover subtext, understatement and silencing.