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THE use of manometers in the aircraft industry has extended very widely indeed since the outbreak of war, concurrently with the enormous development in aircraft instruments themselves.

IT has become increasingly obvious that however good the thermometers may be in an aeroplane, they are liable to errors—sometimes quite large ones—as a result of vibration, fatigue or plain accidental damage. It seems quite likely that on operational machines an error, as long as it is constant, is of no great importance; as most pilots look for variations in their normal readings, rather than judge by the readings themselves, and, therefore, it is probably sufficient if any instrument that is obviously suspect is tested, and the others are‐taken as satisfactory.

Strategic decisions leaders make involving organizational changes such as mergers and acquisitions (M&A), divestitures, and downsizing, which can influence and/or interact with other organizational factors. For example, within the context of M&A, changes impact financial performance, firm behaviors, and organizational culture. In addition, strategic decisions for these types of change can also interrelate with other more intrapersonal factors, including both leaders’ and employees’ health and well-being. Employee stress, also referred to as “merger syndrome,” outlines individual negative impacts of the changes including, but not limited to, cynicism and distrust, change wariness, and burnout, all accumulating to psychological effects including increases in detachment to work, stress, and sick leave. In this chapter, the authors outline the different impacts M&A phases have on stress and well-being and how they interrelate with the strategic decisions leaders make. The authors also outline future research opportunities and practical implications for how leaders and employees could better manage future major changes such as M&A activities.

The purpose of this study is to identify antecedents of intentions to unretire among a group of retirees that included both those who had not returned to the workforce since their retirement and those who had previously unretired.

A cross‐sectional survey collected data from 460 recent retirees between the ages of 50 and 70.

Results of hierarchical regression indicated that retirees are more likely to remain retired if they feel financially secure and have a positive retirement experience. Conversely, they are more likely to intend to return to the workforce if they experience financial worries, wish to upgrade their skills or miss aspects of their former jobs.

Aging boomers who anticipate early retirement have created a dwindling labor pool. Simultaneously, the global pension crisis has impacted on the financial decisions of retirees. A trend to abolish mandatory retirement and/or increase mandatory age in various countries provides individuals with more freedom in their retirement decisions. Accordingly, managers must be creative in their HR planning strategies to retain or recruit skilled retirees.

Previous research has addressed retirement as a final stage, however, given simultaneous global demographic changes and economic concerns, this study provides new knowledge regarding the factors that push and pull retirees to participate in the labor market.

So far as the London activities of librarianship are concerned, the Winter opened propitiously when Mr. J. D. Stewart and Mr. J. Wilks addressed a goodly audience at Chaucer House, Mr. Stewart on American, and Mr. Wilks on German libraries. There was a live air about the meeting which augured well for the session. The chief librarians of London were well represented, and we hope that they will continue the good work. It was the last meeting over which Mr. George R. Bolton presided as Chairman of the London and Home Counties Branch, and he is succeeded by Mr. Wilks. Mr. Bolton has carried his office with thorough and forceful competence, and London library workers have every reason to be grateful. The election to chairmanship of the librarian of University College, London, gives the Branch for the first time a non‐municipal librarian to preside. The change has not been premature, and, apart from that question, Mr. Wilks is cultured, modest and eloquent and will do honour to his position.

The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations.

The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments.

The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9.

The study was conducted at one site.

Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training.

If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.