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Internationalization of doctoral study means more doctoral writers working across language and cultural borderlands. How can their access to a self-reliant understanding of English language be enabled? How can they acquire the confidence to find their textual voice? How can academics supporting these writers help them to adapt to western cultures of thinking, learning, and communicating? Behind this article sits an extensive investigation into how to support international doctoral candidates to make such crossings pleasurably: eight doctoral candidates from across disciplines at the University of Auckland, Aotearoa New Zealand, collectively close-read literary items, and Banksy's street art. The purpose was to deepen understanding of argumentation, critical analysis, rhetoric that persuades, voice and creative positioning. Two interactive classroom sessions used Banksy's street art to promote creative thinking about powerful communication. Here, we explain how Banksy's graffiti gave a good foundation for the development of analytical skill, socio-political confidence, and cultural learning—and doctoral participants found the courage to be more creative thinkers and thesis writers.

The performance of 19 BBC-TVproduction teams was examined over an 18-month period, using audience appreciation ratings and managers' assessments of performance. Alternative models were tested to account for variations in team effectiveness and team member mental health. Reflexivity-the extent to which the team reflects on and modifies itsfunctioning-bestpredicted team effectiveness, whereas climatefor innovation predicted team member mental health. Larger teams (over 10 members) tended to have poorer climatesfor innovation and poorer team member mental health.

Using the census survival method to calculate net flows across employment states between 1900 and 1910, we find that approximately one-fifth of all men who reached the age of 55 eventually retired before death. Many of these retirees appear to have planned their withdrawal from paid employment by accumulating assets, becoming self-employed, and then liquidating their assets to provide a stream of income to finance consumption in old age. This "modern" retirement behavior has important implications for the economic history of capital and labor markets, of saving and investment, of insurance and pensions, and of the family economy.

Extensive amounts of geographic mobility and high rates of labor turnover before World War I gave rise to the notion that the industrial labor force was "casual" and "impermanent." But data from firms' payrolls and from nineteenth-century surveys conducted by state labor statistics bureaus show that male workers averaged about four years of experience in their current jobs. Data from an 1892 survey of San Francisco workers show that the average non-union male could expect to remain with his current employer almost 13 years.

Girls far outnumbered boys in American high schools at the turn of the century. Despite the fact that women on average spent far fewer years than men in the paid labor force, we argue that a high school education was a better investment for girls than for boys. This was because formal education offered the only opportunity for girls to obtain job-related skills, whereas it was but one of many such opportunities for boys.