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Relevant bibliographies by topics / Working class

Academic literature on the topic 'Working class'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Journal articles on the topic "Working class":

1

Ellis, Kevin. "Working Class Dreams, Working Class God." Expository Times 121, no. 9 (May 7, 2010): 437–46. http://dx.doi.org/10.1177/0014524610366080.

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Thelin, William. "How the American Working Class Views the “Working Class”." Humanities 8, no. 1 (March 12, 2019): 53. http://dx.doi.org/10.3390/h8010053.

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This article reviews the complications in understanding some of the conflicting tenets of American working-class ethos, especially as it unfolds in the college classroom. It asserts that the working class values modesty, straightforwardness, and hard work and has a difficult time accepting an ethos based in formal education. The article also discusses some of the performance aspects of working-class texts and explores the difficulties that outsiders face in trying to analyze/critique working-class experience.

3

Bernhard, Michael, and Daniel O’Neill. "Working Class Blues?" Perspectives on Politics 19, no. 1 (February 26, 2021): 1–5. http://dx.doi.org/10.1017/s1537592721000645.

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Datta, Partho, and Dipesh Chakrabarty. "Working Class History." Social Scientist 18, no. 1/2 (January 1990): 100. http://dx.doi.org/10.2307/3517333.

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Watts, Michael, Iain Boal, Sebastiao Salgado, and E. P. Thompson. "Working-Class Heroes." Transition, no. 68 (1995): 90. http://dx.doi.org/10.2307/2935294.

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Tate, Gary, C. L. Barney Dews, Carolyn Leste Law, and Janet Zandy. "Working-Class Academics." College English 58, no. 6 (October 1996): 716. http://dx.doi.org/10.2307/378398.

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DAVIS, JOHN. "Working-Class Life." Twentieth Century British History 6, no. 2 (1995): 244–46. http://dx.doi.org/10.1093/tcbh/6.2.244.

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Paulson, Erika L., and Thomas C. O’Guinn. "Working-Class Cast." ANNALS of the American Academy of Political and Social Science 644, no. 1 (October 3, 2012): 50–69. http://dx.doi.org/10.1177/0002716212453133.

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The authors investigate brand advertising as an instrument of class politics, used to shape perceptions of and beliefs about social groups, specifically the working class. These images are consistent with the prescriptions of capitalist realism. The authors content-analyze representations of the working class drawn from a random sample of ads from 1950 to 2010. Quantitative results are compared to a variety of secondary data sources, including the General Social Survey and public opinion polling. The authors find that representations of the working class do not closely follow social, political, or economic changes. If anything, increasingly nostalgic images contradict the disappearance of blue-collar jobs. The authors examine the ads in more depth to explain why the content does not align with objective reality, identifying a variety of tableaus commonly used in representations of the working class that are consistent with capitalist realism and myths of the American class structure.

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Nuñez, Anne-Marie. "Teaching Working Class." Journal of Higher Education 73, no. 1 (January 2002): 183–86. http://dx.doi.org/10.1080/00221546.2002.11777139.

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Williams, Christine. "Working Class Heroes." Contemporary Sociology: A Journal of Reviews 39, no. 3 (May 2010): 247–49. http://dx.doi.org/10.1177/0094306110367906.

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Dissertations / Theses on the topic "Working class":

1

Rankin, Cherie L. Breu Christopher. "Working it through women's working-class literature, the working woman's body, and working-class pedagogy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799101&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205258868&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Christopher D. Breu (chair), Cynthia A. Huff, Amy E. Robillard. Includes bibliographical references (leaves 262-273) and abstract. Also available in print.

2

Charlton, John Douglas. "Working class structure and working class politics in Britain 1950." Thesis, University of Leeds, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303518.

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Scattergood, Andrew J. "Learning to play : how working-class lads negotiate working-class physical education." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620821.

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Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

4

Wilkens, Christa. "Bildung und Freizeit für Arbeiter während des Kaiserreichs der Bildungsverein für Arbeiter Lüneburg und seine bürgerlichen Förderer /." Hamburg? : [s.n.], 1991. http://catalog.hathitrust.org/api/volumes/oclc/29220413.html.

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Hearn, Mark. "Hard cash John Dwyer and his contemporaries, 1890-1914 /." Connect to full text, 2000. http://hdl.handle.net/2123/847.

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Thesis (Ph. D.)--University of Sydney, 2001.
Title from title screen (viewed Apr. 22, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of History, Faculty of Arts. Degree awarded 2001; thesis submitted 2000. Includes bibliographical references. Also available in print form.

6

Turner, Katherine Leonard. "Good food for little money food and cooking among urban working-class Americans, 1875-1930 /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 288 p, 2008. http://proquest.umi.com/pqdweb?did=1597612821&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Terepocki, Megan Liza. "Schooling the working-class subject, the production of working-class identities through bourgeois discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49997.pdf.

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Turnbull, Simone. "The portrayal of the working-class and working-class culture in Barry Hines's novels." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/8637/.

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This thesis examines Barry Hines’s representation of contemporary British workingclass and working-class culture. The corpus includes the writer’s nine novels: The Blinder published in 1966, A Kestrel for a Knave in 1968, First Signs in 1972, The Gamekeeper in 1975, The Price of Coal in 1979, Looks and Smiles in 1981, Unfinished Business in 1983, The Heart of It in 1994 and finally Elvis over England in 1998. The written work also comprises the play entitled Two Men from Derby which was first shown on BBC 1 on 21 February 1976 and subsequently broadcast on BBC Radio 4 on 23 October 1976. Besides the scope of the author’s literary output has been enhanced thanks to the adaptation of four of his narratives to cinema through his collaboration with the film-maker Ken Loach. In 1969 the novel entitled The Kestrel for a Knave was adapted into the film named Kes. The Price of Coal was first written for a television series which broadcast in 1977 before being published in book form. The Gamekeeper, was adapted into a film in 1980. Looks and Smiles won the Young Cinema Award in the 1981 Cannes Film Festival. Barry Hines’s position as both a novelist as a scriptwriter has enabled his message to be more widespread. It is the tenor of his message that I study and analyse through the study of his literary output which spans the second half of the 20th century. I wish to question his use of supposedly straightforward realism, verging on naturalism, through the delineation of the geographical, the human, the social and the cultural backdrop. The writer’s literary treatment combines up-to-date details with traditional tenets which conjure up a nostalgic backdrop in the face of the economic, historical and social upheavals of the era. The outlook which remains steeped in the past underscore the timelessness of the working-class according to the narrator. Yet is this definition still relevant as the recent re-shaping of the microcosm is acknowledged, yet downplayed. The overall feeling of everlastingness highlight the entrapment of the contemporary working-class members who cannot come to terms with the successive changes undergone by British society. The writer’s staunch empathy and his use of humour assuage the bleakness of the habitat and of the social conditions. His optimism contrasts with the current virulent contempt levelled at the working-class as he advocates active participation as the only way-out.

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Liu, Kit-ling. "Alcohol consumption and mortality among male factory workers in Guangzhou, China." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/b39724219.

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Young, Mai-san. "Women in transition : from working daughters to unemployed mothers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22956384.

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Books on the topic "Working class":

1

Hampson, David. Working class man. Melbourne, Vic: Wilkinson Books, 1995.

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2

Rose, Clare. Working-Class Dress. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003102205.

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Rice, Margery Spring. Working Class Wives. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003101598.

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Clarke, Ben, and Nick Hubble, eds. Working-Class Writing. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96310-5.

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Bell, Karen. Working-Class Environmentalism. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29519-6.

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1973-, Payne Rob. Working class zero. Toronto, ON: HarperCollins, 2002.

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Waters, Cassie. Working Class Sacrifice. [Suffolk, England]: @this.is.your.life.zine, 2020.

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1959-, Linkon Sherry Lee, ed. Teaching working class. Amherst: University of Massachusetts Press, 1999.

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9

Roger, Karshner, ed. Working class monologues. Toluca Lake, CA: Dramaline Publications, 1988.

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Payne, Rob. Working class zero. Toronto: HarperCollins, 2003.

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Book chapters on the topic "Working class":

1

Roberts, Michael J. "Representing the Working Class." In Class, 1–22. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119395485.ch1.

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Mallet, Serge. "The New Working Class." In Class, edited by Andrée and Bob Shepherd, 287–98. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119395485.ch21.

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Browne, Angela. "Working-Class Heroes." In Working Dazed, 1–7. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-5962-1_1.

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Attfield, Sarah. "Working-Class Culture." In Class on Screen, 59–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45901-7_3.

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Bell, Karen. "Working-Class Environmentalism." In Working-Class Environmentalism, 139–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29519-6_6.

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Scapp, Ron, and Brian Seitz. "Introduction: Working Class." In Living with Class, 1–5. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137326799_1.

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Branstner, Mark C., and Terrance J. Martin. "Working-Class Detroit." In Consumer Choice in Historical Archaeology, 301–20. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4757-9817-3_13.

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Williams, Michael. "The Working Class." In Society Today, 248–53. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-08845-4_51.

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Mason, S. "Working-class Movements." In Work Out Social and Economic History GCSE, 107–28. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10295-2_6.

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Roberts, Ken. "The Working Class." In Class in Contemporary Britain, 80–107. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34458-7_4.

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Conference papers on the topic "Working class":

1

Wilson, B., R. Humphrey, and M. Eide. "Experience From A Classification Society Working With Naval Regulatory Regimes." In Safety Regulations & Naval Class 2. RINA, 2005. http://dx.doi.org/10.3940/rina.sr.2005.03.

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Chiessa, Dennis Antonio. "Nonconforming Housing: Housing the Working Class." In 111th ACSA Annual Meeting Proceedings. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.am.111.18.

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As cities struggle to provide enough adequate housing for their residents, there is a need to develop new ideas and typologies that address the housing crisis directly. Growth in the Dallas-Fort Worth Metroplex [1] continues to provide challenges in addressing housing shortages [2], particularly for cost-burdened communities and those in danger of gentrification, displacement, or chronic homelessness [3]. This project focused on developing contextual infill housing typologies by analyzing the housing stock and context of a neighborhood in Fort Worth, TX. The central question driving the project was: How to design infill housing to increase density in existing single-family urban areas with an aging housing stock, a history of community marginalization, and inadequate zoning that deems many properties as nonconforming or unbuildable?

3

Agouf, Nour Jihene, Stephane Ducasse, Anne Etien, and Michele Lanza. "A New Generation of CLASS BLUEPRINT." In 2022 Working Conference on Software Visualization (VISSOFT). IEEE, 2022. http://dx.doi.org/10.1109/vissoft55257.2022.00012.

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Jordon, Sarah. "Gender Versus Class: A Metasynthesis of Working-Class Women Faculty Narratives." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573598.

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Costa, Heitor Augustus Xavier, Paulo Afonso Parreira Junior, Valter Vieira de Camargo, and Rosangela Aparecida Dellosso Penteado. "Recovering Class Models Stereotyped with Crosscutting Concerns." In 2009 16th Working Conference on Reverse Engineering. IEEE, 2009. http://dx.doi.org/10.1109/wcre.2009.48.

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Owen, Steven. "Working with CUBIT's Machine Learning Tools." In Proposed for presentation at the Cubit 200 virtual class held October 19-20, 2021 in online, . US DOE, 2021. http://dx.doi.org/10.2172/1892152.

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ABBAS, Zuhair, Roman ZÁMEČNÍK, Ismat HAIDER, Saima WASIM, Afshan KHAN, Ather AKHLAQ, and Kanwal HUSSAIN. "BARRIERS TO ACCESSING MENTAL HEALTH SERVICES: A PERSPECTIVE FROM WORKING AND NON-WORKING CLASS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/04.01.

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In Pakistan, obtaining mental health services is a prevailing societal barrier. Lack of education and awareness towards mental health has caused long-term damage. The present study has sought to explore the perceived barriers to accessing mental health services and to identify the contributing factors towards mental health issues in Karachi, Pakistan. This study employed exploratory approach. Our study conducted 20 semi-structured interviews in the developing country context (Pakistan). The major identified barriers were unaffordability and societal taboo, lack of awareness towards mental distress issues and inaccessibility of professionals (psychologists and psychiatrists). Principal reasons for depression among individuals were suppression of feelings and the need for privacy in life. Authors have explored changing trends in current times where individuals now bear an optimistic attitude towards seeking help and with lots of awareness campaigns underway to educate the masses. The authors primarily recommended the reduction of barriers to mental distress by making it affordable and easily accessible.

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Hatkoff, Rebecca. "Challenging Class: The Instructional Practices of Highly Effective Teachers in Working-Class Communities." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429347.

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Ebraert, Peter. "First-Class Change Objects for Feature-Oriented Programming." In 2008 15th Working Conference on Reverse Engineering (WCRE). IEEE, 2008. http://dx.doi.org/10.1109/wcre.2008.43.

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Korshunova, E., M. Petkovic, M. G. J. van den Brand, and M. R. Mousavi. "CPP2XMI: Reverse Engineering of UML Class, Sequence, and Activity Diagrams from C++ Source Code." In 2006 13th Working Conference on Reverse Engineering. IEEE, 2006. http://dx.doi.org/10.1109/wcre.2006.21.

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Reports on the topic "Working class":

1

Ringo, Malcolm. Orwellian Socialism and the Myth of the Working Class. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7463.

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Floud, Roderick, Kenneth Wachter, and Annabel Gregory. The Physical State of the British Working Class, 1870-1914: Evidence from Army Recruits. Cambridge, MA: National Bureau of Economic Research, July 1985. http://dx.doi.org/10.3386/w1661.

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Korshgen, Joyce. Worker perceptions of the fast-food giant : interviews with and class comparisons of teenagers working at McDonalds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5600.

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Kerwin, Donald, Robert Warren, and Mike Nicholson. Proposed Public Charge Rule Would Significantly Reduce Legal Admissions and Adjustment to Lawful Permanent Resident Status of Working Class Persons. Center for Migration Studies, November 2018. http://dx.doi.org/10.14240/cmsrpt1118n2.

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Khemani, Shreya, Jharna Sahu, Maya Yadav, and Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.

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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools across the country are women (UDISE+ 2019-20)—how do we understand the working lives of teachers and the work of teaching? This study thinks through this question by inquiring into the labouring lives of teachers in our fieldsite—centring tensions between productive and unproductive labour and paid and unpaid work.

6

Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.

7

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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Kothari, Jayna, I. R. Jayalakshmi, Rohit Sharma, and Adhirai S. Intersections of Caste and Gender: Implementation of Devadasi Prohibition Laws. Centre for Law and Policy Research, November 2019. http://dx.doi.org/10.54999/hhej4927.

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CLPR’s policy brief on the Devadasi practice in States like Tamil Nadu, Karnataka, Andhra Pradesh, and Maharashtra investigates the prevalence of the Devadasi system and reviews the implementation of legislation prohibiting the practice. The policy brief pays close attention to the intersectional discrimination faced by Devadasi women due to their caste, class, and gender and suggests a range of recommendations from statutory amendments to regular empirical studies and training programs to strengthen the working of the legislation.

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Hayes, Michael. Introduction of Continuous Fiber-reinforced Polymer: A New Additive Manufacturing Path for Aerospace. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, August 2023. http://dx.doi.org/10.4271/epr2023019.

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<div class="section abstract"><div class="htmlview paragraph">To grow the application space of polymer additive manufacturing (AM), the industry must provide an offering with improved mechanical properties. Several entities are working towards introducing continuous fibers embedded into either a thermoplastic or thermoset resin system. This approach can enable significant improvement in mechanical properties and could be what is needed to open new and exciting applications within the aerospace industry.</div><div class="htmlview paragraph"><b>Introduction of Continuous Fiber Reinforced Polymer: A New Additive Manufacturing Path for Aerospace</b> examines a couple of unsettled issues that are beginning to come to light regarding these materials and focuses on the ability to design and provide robust structural analysis for continuous fiber reinforced polymer AM—unsung aspects that can make or break this new technology as it finds its way into the aerospace market. Without solutions to them, adoption by the aerospace industry will be limited to point design applications, thus constraining the technology to being nothing more than a specialized tool.</div><div class="htmlview paragraph"><a href="https://www.sae.org/publications/edge-research-reports" target="_blank">Click here to access the full SAE EDGE</a><sup>TM</sup><a href="https://www.sae.org/publications/edge-research-reports" target="_blank"> Research Report portfolio.</a></div></div>

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Nickerson, Claire. Smart Classroom User Manual. Fort Hays State University Scholars Repository, December 2022. http://dx.doi.org/10.58809/xsfs2092.

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In 2018, Fort Hays State University began building a prototype for a low-cost, portable smart classroom. This project was a collaboration between the library and the Institute for New Media Studies and was funded by the Institute of Museum and Library Services. This manual assumes that you are working with a smart classroom kit with components that have already been collected and set up, either by you or by an organization or consortium. If you are trying to create a smart classroom kit or set up the smart classroom screens, please consult the Smart Classroom Designs document. If you are trying to display content, create an exhibit, or teach a class in the smart classroom, this user manual is for you.