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This study aims to outlines the findings of the first qualitative evidence synthesis of empirical research on the impact of the No Recourse to Public Funds (NRPF) rule which prevents most temporary migrants from accessing social security benefits in the UK.

The review used the 2020 Preferred Reporting Items for Systematic reviews and Meta-Analyses protocol guidelines. Data were analysed by using Thomas and Harden’s (2008) thematic synthesis methodology. An initial 321 articles were identified from 13 databases, of which 38 studies met the inclusion criteria.

The key insights were that NRPF causes destitution and extreme poverty and has a disproportionate impact on racialised women. Studies found that support services were underdeveloped, underfunded, inconsistent and had a culture of mistrust and racism towards migrants. Migrants were often fearful of services due to concerns around deportation, destitution and state intervention around children.

The review focussed on qualitative research. Future empirical and theoretical research is needed in the following areas: NRPF as a practice of everyday bordering, the role of the Home Office in creating and sustaining the policy; differing gendered experiences of NRPF; and a broader geographical scope which includes all four UK nations and takes an international comparative approach.

Despite an estimated 1.4 million people in the UK with NRPF (Citizens Advice, 2020), there is little policy or theoretical discussion of the experience of having NRPF or the implications of the rule. This lack of analysis is a significant gap in both our understanding of the landscape of poverty in the UK, and the ways in which immigration policies create extreme poverty. To the best of the authors’ knowledge, this paper is the first systematic qualitative review on NRPF, bringing together the research evidence on how NRPF negatively affects outcomes for migrants, local authority and voluntary sector responses to NRPF and theoretical perspectives on NRPF.

Gifted education suffers from the lack of a legal definition of giftedness and federal mandate for the provision of services in schools, and also from a lack of any federal funding to provide services. These lead to a situation characterized by extreme inconsistency in provision of educational services across locations, sometimes even within the same school district. We offer a historical perspective on these issues and a view of the current status of gifted education services, followed by discussion of relevant legal issues in this context.

Despite previous research indicating that fun in the workplace has favorable outcomes, the effect of fun on turnover has not been definitively determined. The present study analyzed the direct effects on turnover of three dimensions of fun: fun activities, coworker socializing and manager support for fun, and the moderating influence of managed fun (e.g. whether fun is perceived as contrived).

Logistic regression was used to analyze the fun in the workplace-turnover relationship with a sample of 491 hourly associates from 141 stores of a US national retailer. Data on the fun were obtained through surveys that were paired with turnover data collected six months afterward from corporate records.

Fun activities were only found to be associated with a lower turnover when employees perceived fun as less managed. When employees perceived fun as more managed, fun activities had no effect on turnover. Coworker socializing was associated with a lower turnover when fun was perceived as less managed and higher turnover when fun was perceived as more managed.

As the data were obtained from employees from one organization, further research would be valuable with additional samples to substantiate the generalizability of the results.

Given the challenge of turnover and the increasing prevalence of efforts to promote fun in the workplace, organizations should allow fun activities to be less managed (and thus more organic) to help reduce turnover.

While previous research has addressed managed/less managed fun in qualitative research, the present study represents the first investigation to examine this aspect of fun in the workplace from a quantitative perspective and to examine its relationship with employee turnover.

In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the perceived changes in thought and practice of both groups as a result of providing three-week summer school programs for fifth and eighth grade emergent bilinguals. This research is grounded in qualitative methodologies of self-study and case study. We present our joint story as a self-study. Data were collected in the form of lesson plan notes, yearly journals, personal notes, audiotapes of meetings, and in-depth interviews/discussions of those involved in the bounded context. Resulting themes were situated meaning, hybrid language, and a 5R Instructional Model. A case study design is used to present the data from the four in-service teachers. Data were collected from field notes and interviews. Several themes emerged from the teacher data, all of which are components of situated meaning: professional development as side-by-side teaching and learning, recognition of and interest in curriculum integration, and change in classroom practice. Findings indicate that the summer program was a meaningful avenue for professional development (PD) for both groups. However, within group similarities were stronger than across group. The experience changed the way we teach and how we develop PD for teachers. The implications for professors and K-12 teachers are discussed and suggestions for further study and PD are given.

The inclusion of the word ‘some’ in the above title is essential. When reviewing even a fraction of all the literature dealing with current and likely future developments in the synthetic resins field, it becomes apparent that any paper adequately covering this would be far too long to be of any use in a symposium such as this. It has therefore been necessary to highlight certain aspects which are of a major nature on the one hand and more familiar to the author on the other.

The United States has attempted to remove the comparative disadvantage of people over 40 in the labour market by legislation against any age discrimination in the employment of people aged between 40 and 70, including the prohibition of age qualifications in job advertisements. This paper discusses the main provisions of the American Age Discrimination in Employment Act (1967 and 1973) and then goes on to consider the extent of age discrimination in Britain by analysing a sample of age qualified vacancies notified to the British public employment service.

Macro change drivers like global competition, information and technology innovations, and demographic shifts have required organizations to rethink their structures and processes. In particular, the flattening and downsizing of organizations has led to the empowerment of teams in an attempt to increase flexibility, adaptability, customer responsiveness, and productiveness. While transition to teams has been a widely adopted strategy, there are many examples of team failures that eventually undermine empowerment. It is argued in this article that the formation of teams requires the presence of certain external and internal conditions. The external requisites include support and direction, such as congruence with strategy, top management support, clear goals and parameters, and effective selection of employees. The internal requisites include an emphasis on preparation and training of employees through initial team building and ongoing team development, and encouragement of a continual reflective learning cycle. Without the internal processes for team learning, even an initially successful team may defeat itself and become unproductive, thereby discouraging further support for team empowerment initiatives.

The employment prospects of the UK's TOPS trainees who elect to undertake management training are examined through an analysis of the selection criteria used by employers in recruiting for managerial occupations advertised in Tyne/Wear local press during 1979. In particular, the influence of employers' attitudes towards age, experience and qualifications in compiling short lists for interview are assessed from the view point of people who see the training offered under TOPS sponsorship as a means of achieving entry to a managerial occupation. The results suggest that skill development through full time courses may have only a limited contribution to personal marketability which appears to depend heavily on relevant experience. The implications for current TSD policy and for the role of colleges of further and higher education are discussed.

MUCH has already been said and written upon the subject of the indicator: but in view of the general trend of advanced Public Library administration a little space may with advantage be devoted again to the consideration of its value as a modern library appliance. Passing over (a) the decision of that curiously constituted committee formed in 1879 to consider and report on indicators, and (b) the support which it received in 1880 from the Library Association, it may be said that for the next fourteen or fifteen years the indicator system was the popular, almost the universal, system in vogue throughout the country. Of late years professional opinion as to its value has undergone a remarkable change. The reaction which has set in was brought about chiefly by the introduction of Open Access in 1894, with the many reforms that accompanied it, though much, doubtless, was due to the prevalence of a more exact and systematic knowledge of librarianship, and to the natural evolution of ideas. It is not, however, intended in this paper to compare the indicator with the open access system, but with others suitable to the requirements of a closed library.

It will be argued here that the need for anti‐discrimination policies in the labour market — while patently obvious to the present audience — can also be reinforced via an analytical approach, which we have elsewhere described as a “socio‐economic systems” approach. Briefly, such an approach leads to the conclusion that in most areas of social economics (including discrimination) we should be concerned with the study of the structure and processes of the dynamic field of societal relations within a complex and interdependent environment of many systems (social, economic, legal, political, historical, psychological, technological and natural). Consequently, we need to study these environmental systems, the elements of the structure, the process of adaptation of these structural elements to their environment, the accommodation and conflict generated by these processes, the societal relations stemming from these reactions and the feedback mechanisms whereby the open and dynamic system constantly adjusts (Figure 1).