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In this paper we have argued that the reasons for the unusually high level of unofficial strike action in Ireland has little to do with the nature of the industrial relations system, or with any deep‐seated historical ideological conflict among the principal interest groups. Rather it was the marked departure in public policy in relation to pay and collective bargaining that were the principal causes of high proportions of unofficial strikes. Our basic view about unofficial strikes is that they arise because of the presence of some structural rigidity, which, in turn, results from the nature of the bargaining structure. For example, an extended period of centralized pay bargaining leads to a stiffening of local employer‐employee relationships and procedures which, previously in a decentralized structure, were more flexible and less strict and precise in their formulation and application. This change in the bargaining structure leads to increased levels of unofficial action for a variety of reasons, which are discussed in the paper. There are also other contextual and structural factors which may influence or intensify levels of unofficial action: the type of work in which people are engaged, the strike issue, sector ownership, industry, trade union, and firm size.

This chapter examines the integration of leadership topics into an accounting ethics course. Literature review, course review, student feedback. Both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, to prepare students who are entering the profession. I have used the leadership topics and activities discussed in this chapter in a stand-alone ethics course in a graduate business program, but they could also be integrated into an undergraduate course. I provide details regarding course content and delivery, including a weekly schedule of accounting ethics and leadership readings, short cases, and leadership/ethics case research topics. Many of the leadership and ethics subjects in the course are expected to be addressed in the accounting workplace – exploring these topics helps better prepare students to confront future challenges. Although both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, little progress has been made in this area. This chapter contributes to this area by highlighting the value of integrating leadership topics into an accounting ethics course.

The Ministry of Health have issued a Circular (No. 2198, November 25th, 1940) reminding local authorities of the measures which can usually be taken to protect the public against the spread of the diseases commonly conveyed by food, i.e., diseases of the enteric group (typhoid and paratyphoid fevers), dysentery, food poisoning and intestinal parasitism. The Circular continues: One of the commonest causes of the spread of the enteric diseases is the contamination of food, including milk, by the hands of persons excreting the causal organisms of the disease, whether they are actually suffering from the disease, or are chronic carriers of the infection, or are persons temporarily excreting the causal organisms without themselves being ill. The Milk and Dairies Order, 1926, confers on medical officers of health in Articles 18 and 19 powers relating to infected milk supplies and to persons having access to the milk, milk vessels, etc., at registered premises whose employment may be likely to lead to the spread of infectious disease. It also requires generally under Article 15 that every person engaged in the milking of cows or the distribution or measuring of milk or otherwise having access to the milk or to the churns or other milk receptacles shall keep his clothing and person in a cleanly condition. Article 23 of the Order requires that in connection with the milking of cows the hands of the milker shall be thoroughly washed and dried before milking, and throughout the milking be kept free from contamination. With respect to food and drink in general, provision is made in Part III of the First Schedule to the Public Health (Infectious Diseases) Regulations, 1927, whereby on a report by the medical officer of health, the local authority can (1) in any case of enteric fever or dysentery occurring in the district by notice in writing require, in addition to other precautions, that the person specified in the notice shall discontinue any occupation connected with the preparation or handling of food or drink for human consumption and (2) require the medical examination by the medical officer of health or a medical officer acting on his behalf of a person suspected by the medical officer of health to be a carrier of enteric fever or dysentery infection who is employed in any trade or business connected with the preparation or handling of food or drink for human consumption, and can suspend such person from his employment for a specified period if as a result of the examination or from bacteriological or protozoological examination of material obtained at any such examination, of material obtained at any such examination, the medical officer of health is of opinion that the person is such a carrier. Apart, however, from conditions which can be dealt with by the temporary discontinuance of work by persons actually suffering from the disease or found to be carriers of it, experience shows that outbreaks of disease of the enteric group and of food poisoning are not uncommonly caused, or their range extended, by the handling of food by persons who have not previously been suspected to be suffering from or carrying disease, and the Minister is advised that a substantial number of consequential cases could be avoided if all persons engaged in the preparation or handling of food intended for sale were habitually to take the elementary precautions required by law. The relevant statutory provisions as regards food other than milk are those contained in Section 13 (1) of the Food and Drugs Act, 1938, which read as follows :—

Integrated design is a strategy to develop sustainable architecture projects incorporating multidisciplinary work and environmental performance assessments, which has provided significant advancement to public buildings in developed countries. This paper presents a review of some aspects of integrated design for the planning and construction of energy efficient housing in the south of Chile, as part of the reconstruction process following the earthquake on 27th February 2010. Firstly, a synthesis is made of the characteristics, implicit conditions, participants, steps, resources and expected results of an integrated design approach according to existing references. This is then contrasted with normal housing design practice in Chile according to current building regulations and interviews with professionals in the field. The design processes of experimental houses and housing projects that place specific focus on energy performance are then analysed, with follow-ups and interviews to review significant aspects. After examining those experiences, the authors identify some particular features and resources of integrated design that promote environmental improvements.

This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.

The relationship between team cohesion and individual well-being is clear. Being part of a highly cohesive team is likely to contribute to the well-being of individual team members. A multidirectional relationship is likely as individual well-being is also likely to contribute to team cohesion. This chapter examines such critical relationships in the context of team performance. To do so, we draw on the dominant literatures related to these concepts, focusing on two specific types of team cohesion – social cohesion and task cohesion – and two specific types of well-being – subjective well-being (SWB) and psychological well-being (PWB). We contend that social cohesion and SWB are likely to be strongly related, while task cohesion and PWB are likely to share a strong relationship. Therefore, the chapter focuses on the evidence regarding the transactional relationship between social team cohesion and SWB, and transactional relationship between task team cohesion and PWB. Of course, we also recognize the close relationships between social and task cohesion, and between SWB and PWB. We consider the practical implications of studying the relationships between these concepts and put forth a number of recommendations for future research in this area.