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Customers can be territorial, which results in reactive behaviors that can hurt firm profitability. This study aims to expand the typology of customer territorial responses previously identified in the environmental psychology and marketing literature.

The authors use a mixture of quantitative and qualitative approaches. The exploratory studies elicit and test a typology of consumer territorial responses using critical incident technique and factor analysis. Two surveys use the typology. Study 1 examines intrusiveness in grocery store settings. Study 2 expands the model with specialty store shoppers to examine how rapport, employee greed, entitlement and time pressure interact with intrusion pressure and relate to customer territorial responses.

The results indicate a new category of territorial responses – deferential verbalizations – and show relationships between intrusion pressure and deferential actions, retaliatory verbalizations, retaliatory actions and abandonment. The relationships are affected by the moderators, including rapport, which interacts with intrusion pressure to increase the likelihood of switching.

Collecting data near closing time restricted observations and consumer time to participate using self-report data. The results should be replicated with other populations and service providers.

Managers should monitor customer treatment during closing time. The results indicate consumer responses to closing time cues not only impact their shopping trip but also affect whether they will patronize the store in the future.

The study provides an expanded typology of territorial responses, identifies moderating factors that may affect responses and links employee intrusiveness and territorial responses to store patronage.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

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.

Set within the context of International Financial Services (IFS), this research aims to considers the demographic profile of IFS apprenticeship candidates in relation to gender equality and social mobility in Ireland. This study also offers valuable insights as to the gendered nature of these “new” apprenticeships and examine whether these programmes provide opportunities for social mobility.

Implementing a quantitative approach, underpinned by a positivist stance, this study analyses Irish national apprenticeship data relating to IFS programmes (n = 1118). Non-parametric tests were applied in the analysis of the gender dimension, while to analyse social mobility, the socio-economic status and spatial profile of candidates were compiled and analysed using the Pobal HP Deprivation Index (SA).

The findings revealed more women are undertaking non-traditional apprenticeship programmes as compared with traditional craft apprenticeships. Within the IFS context, while female participation was seen to be growing, gender divergence was observed in terms of programme level, with a greater number of men, as compared with women, engaging in higher-level degree apprenticeship programmes. The findings also show that IFS apprentices are primarily from socio-economic areas that are above average. This trend indicates a distinctive candidate who is more aligned with the sectoral profile of IFS than that of traditional apprenticeship programmes. Such findings reveal that the “widening participation” aim of IFS apprenticeships is not yet fully realised with issues of gender inequality and social mobility persistent within the wider IFS sector.

This study provides an important dimension to both academic and practitioner literature concerning apprenticeships. To date, there has been a proliferation of publications concerning the beneficial impact of skills and vocational-led apprenticeships. However, limited attention has been directed to non-traditional apprenticeships and even less still within the setting of IFS. This research initiates the process of addressing that gap within an Irish context. This study also adds to the existing apprenticeship discourse regarding issues of gender and social mobility by examining the gendered nature of IFS apprenticeships and well as assessing whether these apprenticeships aid social mobility.

This paper aims to address concerns of English teachers considering opening up their classrooms to multiple varieties of English.

Drawing on the author’s experience as a teacher educator and professional developer in different regions of the USA, this narrative paper groups teachers’ concerns into general categories and offers responses to the most common questions.

Teachers want to know why they should make room in their classrooms for multiple Englishes; what they should teach differently; how they learn about English variation; how to balance Standardized English and other Englishes; and how these apply to English Learners and/or White speakers of Standardized English.

The study describes the author’s approach to teaching about language as a way to promote social justice and equality, the value of increasing students’ linguistic repertoires and why it is necessary to address listeners as well as speakers. As teachers attempt to adopt and adapt new approaches to teaching English language suggested in the research literature, they need to know their challenges and concerns are heard and addressed. Teacher educators working to support these teachers need ways to address teachers’ concerns.

This paper emphasizes the importance of teaching mainstream, White, Standard English-speaking students about English language variation. By emphasizing the role of the listener and teaching students to hear language through an expanded language repertoire, English teachers can reduce the prejudice attached to historically stigmatized dialects of English.

This paper provides a needed perspective on how to work with teachers who express legitimate concerns about what it means to decenter Standardized English in English classrooms.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

Much to the relief of everyone, the general election has come and gone and with it the boring television drivel; the result a foregone conclusion. The Labour/Trade Union movement with a severe beating, the worst for half a century, a disaster they have certainly been asking for. Taking a line from the backwoods wisdom of Abraham Lincoln — “You can't fool all the people all the time!” Now, all that most people desire is not to live easy — life is never that and by the nature of things, it cannot be — but to have a reasonably settled, peaceful existence, to work out what they would consider to be their destiny; to be spared the attentions of the planners, the plotters, provocateurs, down to the wilful spoilers and wreckers. They have a right to expect Government protection. We cannot help recalling the memory of a brilliant Saturday, but one of the darkest days of the War, when the earth beneath our feet trembled at the destructive might of fleets of massive bombers overhead, the small silvery Messerschmits weaving above them. Believing all to be lost, we heaped curses on successive Governments which had wrangled over rearmament, especially the “Butter before Guns” brigade, who at the word conscription almost had apoplexy, and left its people exposed to destruction. Now, as then, the question is “Have they learned anything?” With all the countless millions Government costs, its people have the right to claim something for their money, not the least of which is the right to industrial and domestic peace.

AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.