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July 26, 1966 Restraint of trade — Master and Servant — Pension fund — Employees required to join pension fund — Provision that if employee engaged in “activity or occupation… in competition with or detrimental to… interests” of employers committee entitled to cancel rights and benefits — Whether provisions of fund part of terms and conditions of employment of salesman — Whether a covenant in restraint of trade — Whether unreasonable.

Reports on the development of system engineering methods specifically for use in the manufacturing environment. Discusses a three stage method, involving: analysis of current methods, definition of requirements, and evaluation of solutions, as well as a framework based on the method. States that these developments are directed towards the production of a modular specification method for manufacturing method systems and further research will address the issue of manufacturing integration.

Reports on the background to research into the use of structured methods in the manufacturing domain. Discusses the systems techniques available – SSADM, LBMS, CCTA – and methods such as MASCOT, YSM, and IDEF. Surmises that while use of the above techniques is profitable a number of criticisms can be made: jargon, over‐rigourousness, and neglect of the factory environment the system will become a part of.

Reports on a conference staged to bring together all parties concerned with the specification, analysis, design and operation of manufacturing systems. Identifies a business objective approach, an “integration quotient”, and support in terms of computer‐aided software engineering as key issues. Concludes that: available systems methods can be of significant use, although further research is needed to establish the role of methods in manufacturing systems engineering, particularly in the field of integration.

The purpose of this study was to assess particular student outcomes when design thinking was integrated into an environmental engineering course. The literature is increasingly promoting design thinking for addressing societal and environmental sustainability engineering challenges. Design thinking is a human-centered approach that identifies needs upfront.

In an undergraduate engineering course, Design for the Environment, students have begun to obtain hands-on experience in applying design thinking to sustainability challenges. This case study investigates the association between the use of design thinking and student creativity with sustainability design solutions. Student perspectives on their own creativity and future sustainable design practices as a result of the course were also investigated.

The findings were favorable for design thinking, being associated with a significant difference and medium-to-large effect with regards to solution novelty. A qualitative analysis showed a positive association between design thinking and students’ perceptions of their creativity and future anticipated sustainability practices. Using a content analysis of reflective writings, students’ application of design thinking was assessed for comprehensiveness and correctness. A two-week introductory design-thinking module and significant use of in-class active learning were the course elements that most notably impacted students’ use of design thinking.

This case study preliminarily demonstrates that application of design thinking within an environmental engineering course may be associated with beneficial outcomes related to creativity and sustainability.

A review of the literature did not uncover studies of the use of design thinking for undergraduate socio-environmental challenges to promote creativity and sustainable-practices outcomes, although the literature has been calling for the marrying of these two areas.

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.

Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.

Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.

Applications to teacher professional development, and both limitations and suggestions for future research are considered.

This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

The purpose of this paper is to investigate the association of supervisor support with organizational commitment, turnover intentions, and life satisfaction, while also examining the mediating role of quality of work life (QWL) in these associations.

For testing the research hypotheses, data were collected from 244 respondents working in organizations within the organized retail sector in India. Existing, established scales were used to measure the research constructs.

The results of this study indicate that supervisor support was positively related to QWL. Moreover, QWL was found to be positively related to organizational commitment and life satisfaction, whereas a negative association was observed between QWL and turnover intentions. Finally, the results show that QWL mediated the association of supervisor support with organizational commitment, turnover intentions, and life satisfaction.

The current study suggests that a supportive supervisor enhances employees’ emotional attachment to the organization and life satisfaction by augmenting their QWL. The findings of this study may be helpful for organizational leaders in designing human resource practices that focus on enhancing supervisor support. An enhanced level of supervisor support may further help in retaining employees and improving their lives in today’s highly competitive and stressful business environment.

Although the association of supervisor support with employee attitudes and behavior at work has been extensively investigated, previous research did not clarify how supervisor support is linked to these outcomes. By investigating the mediating role of QWL, this research elucidates the underlying mechanisms linking supervisor support with organizational commitment, turnover intentions, and life satisfaction. This research provides an important contribution not only to the workplace support literature, but also to the field of human resource management.

Construction‐oriented discrete‐event simulation often faces the problem of defining uncertain information input, such as subjectivity in selecting probability distributions that result from insufficient or lack of site productivity data. This paper proposes incorporation of fuzzy set theory with discrete‐event simulation to handle the vagueness, imprecision and subjectivity in the estimation of activity duration, especially when insufficient or no sample data are available. Based upon an improved activity scanning simulation algorithm, a fuzzy distance ranking measure is adopted in fuzzy simulation time advancement and event selection for simulation experimentation. The uses of the fuzzy activity duration and the probability distribution‐modeled duration are compared through a series of simulation experiments. It is observed that the fuzzy simulation outputs are arrived at through only one cycle of fuzzy discrete‐event simulation, still they contain all the statistical information that are produced through multiple cycles of simulation experiments when the probability distribution approach is adopted.

This study aims to focus on the experiences of biomedical science students nearing the end of their doctoral programs and the factors that influence their well-being. In addition to identifying general challenges, the study aims to expand understanding of how interactions with principal investigators (PIs) can influence students’ well-being and engagement in wellness practices.

This qualitative study presents an analysis of interview data collected from 90 trainees five years after beginning their graduate programs. All were participants in a larger mixed-methods, longitudinal study. Emergent themes and a codebook were established after reviewing interview transcripts and completing memos. Codes were applied to data, and reports were generated to confirm and challenge early interpretations.

Participants described four key factors that influenced their well-being: perceived work/life balance; managing progress on research; program completion and job search; and overall faculty relationships. While relationships with PIs could be a source of stress, participants more often described how both interactions with, and observations of their PIs could amplify or mitigate their ability to manage other stressors and overall sense of well-being.

While researchers in the USA have increasingly considered the factors impacting graduate student mental health, there has been less of an emphasis on wellness and well-being. Furthermore, there has been less attention to how PIs contribute, in positive and negative ways, to these outcomes. This study offers insight into well-being at a specific timepoint, considering dynamics unique to wellness and well-being in the later stages of doctoral training.

As medical schools become increasingly diverse, there is a growing demand for schools to support their equity-seeking students. At the University of Toronto, the diversity mentorship program (DMP) is a new program created to support equity-seeking and diverse medical students in first- and second-year through didactic lectures, networking opportunities and mentorship from senior clinicians. This article aims to share participant perspectives on how diversity-focused mentorship benefits them, perceived barriers and insights for other institutions developing a similar program.

Using a mixed methods design, students and mentors completed semi-structured surveys to assess broad perceptions of their mentorship experiences. Focus groups were conducted with both groups to gain deeper understandings of participants' experiences. The authors performed thematic analysis to identify qualities of successful experiences and barriers to participation.

Most mentors and mentees found the DMP helpful and identified five themes contributing to a positive mentorship experience: (1) accessibility, (2) program diversity focus with clear expectations, (3) career guidance, (4) exposure to different perspectives and (5) community and shared identity. Uncertainty on how to help less assertive mentees, mentorship pair discordance where mentees paired by race did not share racial identities and logistical challenges was identified as barriers to maintaining mentoring relationships.

To the authors’ knowledge, this is the first qualitative study exploring the feelings and impressions of participants in a mentorship program at a medical school addressing the needs of equity-seeking groups. By understanding the characteristics and value of diversity-focused mentorship, this will inform the creation of similar supportive programs across various professional fields at other schools.