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High school students are at an age where food handling may occur for themselves and as entry level workers in food service. An estimated 21 percent of food and beverage service workers are aged 16-19 years. The purpose of this paper is to determine baseline food safety knowledge and associated factors among high school students.

A convenience sample of 231 Chicago high school students was approached to participate in a 34-question survey to obtain information about their food safety knowledge, behaviors, and personal hygiene. Frequencies of correct answers to each knowledge question were examined to determine knowledge gaps. Bivariate analyses were performed to identify student variables associated with knowledge score and regression models were used to examine the associations between eligible factors and knowledge score.

Among the 195 participating students, 70 percent described themselves as Hispanic/Latino and 15 percent as non-Hispanic Black. In all, 12 percent of the students had restaurant employment experience. The overall student mean knowledge score was 37 percent. Students demonstrated substantial knowledge gaps regarding the temperatures for cooking, mechanisms for thawing food, cross-contamination, and vulnerable populations for foodborne disease. In the final linear regression model, Hispanic ethnicity and experience cooking seafood were significantly associated with lower knowledge score and experience cooking meat and cooking alone were significantly associated with higher knowledge score (p < 0.05).

Students demonstrated substantial knowledge gaps regarding the temperatures for cooking, mechanisms for thawing food, cross-contamination, and vulnerable populations for foodborne disease. In the final linear regression model, Hispanic ethnicity and experience cooking seafood were significantly associated with lower knowledge score and experience cooking meat and cooking alone were significantly associated with higher knowledge score (p < 0.05).

These data demonstrate substantial knowledge gaps in a predominantly minority high school student population. Given that high school students are a substantial proportion of the food service workforce, they are especially important to target for food safety education.

We present a comprehensive literature review and critique of union decertification research, and develop a theoretical framework that should prove useful for future research. The framework incorporates three theoretical viewpoints from several research traditions: the expected utility, social‐political, and workplace voice perspectives. We provide suggestions for how each viewpoint can be modeled in future research. Additionally, although some previous decertification research was theoretically rich, the empirical findings across prior studies were ambiguous and inconsistent. We analyze the reasons for the ambiguous and inconsistent prior findings, and note how future research can avoid or minimize the empirical problems of the past.

The future beckons… a new millennium…

Since the appearance of Simon Rottenberg's seminal paper on the baseball players' labour market in the Journal of Political Economy (1956), the literature on the economics of professional team sports has increased rapidly, fuelled by major changes in the restrictive rules which had pervaded these sports, themselves a consequence of battles in the courts and the collective bargaining arena. These changes have not been limited to North America, to which most of the literature relates, but also apply to Western Europe and Australia in particular. This monograph surveys this literature covering those various parts of the world in order to draw out both theoretical and empirical aspects. However, to argue that the existence of what is now an extensive literature “justifies” such a survey on professional team sports clearly begs a number of questions. Justification can be found in at least two major aspects.

Fishman (1956) has suggested that since stereotypes serve group relations functions, changes in stereotypy should follow changes in target groups, subject groups, or in the relationships between subjects and targets. To investigate this we examine the stereotypes and self‐images of Chicanos and Anglos, drawn from three time periods around the social ferment of the 1960s and the development of the Chicano movement: 1963, 1967–8 and 1971. We expect that the images both Anglos and Chicanos have of Chicanos will improve, while the images both have of Anglos will deteriorate. Several measures of stereotypy indicate such a change. In the earliest sample, Chicanos are perceived negatively, and Anglos are perceived positively, by members of both groups. By the last period Anglos are perceived less favourably and Chicanos are perceived more favourably. While the actual images of the two groups vary, the overall valance of the images converges toward a theoretical “neutral” point. We discuss whether this convergence will be maintained.

This chapter comments on the papers produced as part of the symposium on Law and the Imagining of Difference. The chapter observes that the diversity that marks the human species gives rise to differences across individuals and groups. These differences create a challenge for law, for legal rules, and categories tend, among other things, to flatten or suppress difference. How to ensure that law treats differences properly? One way is to require that legal rules be rationally related to a proper purpose. Another is to require that persons be treated equally. If the principle of equality solves certain problems of flattening, it also may create problems. The key to applying properly the principle of equality, then, is to answer a set of antecedent questions: “who” must be treated as equal to whom, “with respect to what” rights or interests, and “how”? Martha Minow has provided rubrics for addressing these questions in ways that uncover problematic applications of the principle of equality. The chapter addresses the distinct versions of equality presupposed in claims for Douglas NeJaime’s arguments for same-sex marriage, Julie C. Suk’s social and economic approach to sex-based equality, and Megan A. Conway’s and Zanita E. Fenton’s ambitious explorations of the value of equality in the law of disabled persons. The chapter concludes that law can be directly responsive to some claims of inequality, but that other claims will require something other than law.

A multidimensional understanding of human nature based on biology can provide a very useful framework of analysis and bring some understanding and coherence to the very fragmented perspectives within moral, political, and legal philosophy. A useful four-part framework of analysis can be based on the evolution of the brain as described by Paul MacLean (1973, 1990) and Sir John Eccles (1989). A similar pattern of development of our mental and moral capacities through experience in childhood was also described by Jean Piaget (Inhelder & Piaget, 1958) and Lawrence Kohlberg (1981). This multidimensional understanding of human nature considers the individual, social, rational, and metaphysical perspectives. Because this four-part multidimensional understanding of human nature is based on a naturalized epistemology related to the development of our mental capacities in both evolution and through experience, this pattern can be seen across a wide variety of disciplines. Medical ethics, US constitutional democracy, and legal philosophy will be used as examples of the usefulness of this multidimensional understanding of human nature.

This paper aims to explore the key factors which influence whistleblowing intentions of teachers working with higher education institutions (HEIs) in India. Both internal and external whistleblowing intentions of the HEI teachers are studied by examining their relative intentions to report a potential wrongdoing to the authorities within the management of the institution and to the external statutory bodies. The reporting intentions of the HEI teachers are measured through the use of three vignettes related to academic frauds. Whistleblowing intentions are proposed to be determined by the individual, organizational and situational factors.

Survey method of descriptive research design has been used to obtain the primary data regarding the individual, organizational and situational variables deemed to influence HEI teachers’ internal and external whistleblowing intentions. A self-administered structured questionnaire is used as survey instrument for primary data collection. The respondents’ internal and external whistleblowing intentions are measured through the use of three vignettes related to academic frauds. Non-parametric tests such as Mann–Whitney U test, Kruskal–Wallis test and Spearman correlations have been used to test the research hypotheses.

The study has found that the HEI teachers are more likely to blow the whistle internally if there is a proper communication channel in their organization for reporting wrongdoings. However, they do not hesitate to blow the whistle externally in the absence of internal reporting channel, especially in those cases of wrongdoings where they perceive the cost of reporting to be high. The high status of the wrongdoer and high costs of reporting discourage the teachers to blow the whistle internally. However, if the wrongdoer holds a very powerful position in the organization, then the teachers prefer to report his wrongdoing to external agencies as they are afraid of the likely negative repercussions of reporting against him internally. In case of serious wrongdoings, the teachers intend to blow the whistle within the organization rather than going to external agencies probably because they do not want to spoil the image of their organization in the external world.

The first limitation is that because of the unavailability of pre-tested vignettes in the context of academic frauds, the study has used three vignettes which have been developed on the basis of few case studies. Second, the results showed the existence of social desirability bias across all the three vignettes. Also, the study has been conducted among teaching professionals; therefore, the findings cannot be generalized to the professionals of other sectors.

The findings of the study may bring awareness to the board of management of HEIs, regarding the importance of whistleblowing in their educational institutions. They should encourage the teachers working with their institutions to report the wrongdoings internally as external reporting may cause damage to their institute’s reputation. Proper reporting mechanisms should be designed and shared with the employees as a part of institutional culture.

The Whistle Blowers Protection Act passed by the Parliament of India in 2011 should be amended to include the private sector employees, especially the teachers working in higher education sector. This will encourage the HEI teachers to report the academic frauds fearlessly which will put a serious check on the growing number of frauds and wrongdoings in the education sector.

Previous research studies have discussed the factors influencing whistleblowing intentions in the context of various non-academic organizations. However, existing research has not adequately provided a better understanding of the influencing factors of whistleblowing intentions in higher education sector. The present paper addresses this gap by empirically examining the key factors which influence HEI teachers’ intentions of blowing the whistle and reporting the wrongdoings occurring in their institutions, in Indian context. An attempt has been made to identify the influencing factors of both internal and external whistleblowing intentions by using three different vignettes related with academic frauds.

Critical mass theory suggests that attaining a certain proportion of a minority group triggers transformation that improves conditions for minority group members. Using faculty gender composition as a continuous rather than categorical predictor, the present research discerns whether the proportion of women influences perceptions among STEM faculty.

STEM faculty completed a survey examining perceptions of department climate for women (i.e., advancement and discrimination) and division of work time. The proportion of women in each department was calculated.

Using multilevel modeling, we found that women (vs. men) faculty perceive less departmental advancement of women, but that a greater proportion of women in a department is related to increased perceptions that the department advances women. We did not find differences in time male or female faculty reported spending on research, teaching, or service; however, as the proportion of women in a department increases, there is a decrease in the amount of time individual male and female faculty spent on research and an increase in time spent on service. Contrary to critical mass theory, we found a linear rather than quadratic effect of proportion of women on perceptions of department climate and division of work time.

These effects may not be attributable to gender proportion alone.

Given our finding of incremental effects of proportion of women, a critical mass is not necessary or sufficient for change. Underlying problems of discrimination and stereotyping need to be addressed while recognizing that each woman hired has a positive impact.