Unions against governments: explaining general strikes in Western Europe, 1980-2006

Across Western Europe, unions have increasingly engaged in staging general strikes against governments since 1980. This increase in general strikes is puzzling as it has occurred at the same time as economic strikes have been on the decline. We posit that theories developed to explain economic strikes hold little explanatory power in accounting for variation in general strikes across countries and over time. Instead, we develop a framework based on political variables; in particular, whether governments have included or excluded unions in framing policy reforms; the party position of the government; and the type of government. Our empirical analysis, based on a conditional fixed-effects logit estimation of 84 general strikes between 1980 and 2006, shows that union exclusion from the process of reforming policies, government strength, and the party position of the government can provide an initial explanation for the occurrence of general strikes

(Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy

The purpose of this post-qualitative study was to examine the rhizomatic functioning of youth’s engagements with literacy in a 7th grade English Language Arts classroom. I argued normed expectations of students’ engagement with literacy in schools imposes hegemonic control over students’ literacy learning, thus devaluing students’ in-the-moment, affective engagement. Rhizomatic theory was used to explore the ways students aligned to or veered from expected literacy norms as conceptualized through schooled literacy. The study took place during one academic semester between January-June in a New York City public middle school in Harlem. Data was produced through observations, exchanges (informal and formal interviews; verbal and written conversations), artifacts, and a researcher journal. A rhizomatic analysis was conducted to first identify the ideal expectation for literacy learning in the classroom as established through national, state, and local entities and then to follow deviations, or lines of flight, from these expected norms. Particular attention was paid to networked assemblages of participants (human and non-human) and the affective intensities, or desires that produce changes to an event or interaction, produced through these networks. The analysis was extended to consider these assemblages and affective intensities in light of the normed expectations for literacy learning, thus moving the rhizomatic analysis to what might become possible by examining difference. Findings are presented through the lines of flight and affective intensities that were produced through students’ engagements with literacy learning. These included forms of play, spontaneous peer-to-peer assistance, visceral response, and enacted agency. I discuss these intensities as unsanctioned engagement and explore how sanctioning such engagement provides more equitable opportunities for students to actively interact and achieve success as literacy learners. I argue such engagement is inherent to who youth are and who they are becoming. Because of this, how educators and researchers understand literacy learning and one’s engagement with literacy is extremely important for youth’s experiences and success in schooling. I conclude with implications for practice and research that work to actively transform conceptions of literacy instruction, theory, and research

The Epidemiology and Health Outcomes Associated with Sleep: A Comparison of the Literature and a Sleep Disorder Sample

The public health significance of sleep extends to both the impact of sleep on health outcomes and the demographic disparities of the experience of poor sleep. Sleep is often under-appreciated as a health factor. The purpose of this thesis is to provide a synthesis of the literature on the epidemiology of sleep and the health outcomes of poor sleep. METHODS: A literature review was conducted and compared to analysis of data from the Patient-Reported Outcomes Measurement Information System (PROMIS) sleep assessment study. The PROMIS sample is comprised of 258 individuals who self-reported symptoms of a sleep disorder. RESULTS: Literature revealed that gender, race, marital status, and socioeconomic status are factors that are associated with sleep. The literature also stresses the impact of sleep on several cardiovascular conditions. Among the PROMIS study sample of individuals with sleep disorders, marital status, and socioeconomic status were associated with sleep quality. Correlations were found between sleep disturbance and income, education, and body mass index. Wake disturbance (daytime functioning problems) was associated with diabetes and was correlated with age, income, and education. A diagnosis of insomnia was associated with the Caucasian race, depression, and low income. Obstructive sleep apnea diagnosis was associated with high blood pressure, being overweight or obese, being married or living with a partner, and having an income from $50,000 -$99,999. Restless legs syndrome was associated with having high blood pressure. CONCLUSIONS: Though the literature and the PROMIS study analysis were generally in agreement, gaps and incongruities exist both within the literature and between PROMIS and the literature. Specifically, the PROMIS sample found no association between sleep and gender. It is important to note that the comparison is between a literature synthesis of sleep in the general population and a data analysis of sleep-disordered individuals. More research is needed to better understand the epidemiology of sleep and the health effects resulting from poor sleep. Suggestions for future research and interventions are provided

Digging into YouTube Videos: Using Media Literacy and Participatory Culture to Promote Cross-Cultural Understanding

It has been said that Web 2.0 is changing the way students learn. The time of the teacher as the primary source of information is a relic of the past. The role of the educator, as a result of new media, has changed substantially from one that is focused on the one-way transfer of information to one that trains students how to participate in digital environments with intelligence, skill, and literacy. It is our contention that educators and learners can exploit this media to engage in cross-cultural exchange and ultimately greater crosscultural understanding. This paper will elaborate on the ways in which teachers and students can use YouTube as a site for cultivating cross-cultural exchange and understanding by establishing video-pal relationships with other students from outside their home culture. Digital exchanges can help students and teachers build connections with their colleagues abroad and to develop an international perspective

Lost in a sea of sameness : lack of differentiation dominates the telecommunications industry

Based on our analysis of the websites and Twitter feeds of the top 30 global players in the telecom sector , telecommunications companies are hell bent on telling their customers they are no different from their competitors. Everyone is selling similar solutions that claim to improve the customer ’s business by the identical processes of : transformation, acceleration, growth, integration, scalability, securit

Bilateral Femoral Insufficiency Fractures Likely Related to Long-Term Alendronate Therapy

Osteoporosis-related fractures are a major public health problem and one in two women and one in four men are affected with osteoporosis-related fractures. Alendronate (Fosamax) is one of the first bisphosphonates used to treat osteoporosis effectively. Recently, however, there is a concern regarding long bone insufficiency fractures related to long-term alendronate therapy. We report a case of bilateral femoral insufficiency fractures likely related to long-term alendronate therapy, the classic symptoms, signs, and treatment of these fractures