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Since the introduction of the statutory recognition procedure the vast majority of new agreements have been voluntary in nature, yet increasingly employers are using this ambiguous state regulation as a means of avoiding recognition. The legislation allows for the game of voluntarism to be enshrined within the micro level politics and social relationships of work and employment: it crystallizes the culture and history of voluntarism in the regulation itself. It is, in effect, ironic in how it balances change with tradition. It makes the new regulation pliable and difficult to see as a step to a state-led approach. There is a resistant trend to unions generally even if recognition cases may vary in terms of employer orientations. This article focuses on such issues by addressing a broader understanding of regulation through an ethnographic case study analysis.

The article shows that community initiatives take different forms and are the outcome of a broader interplay of factors between workers' interests, representation, and the strategies of unions and broader coalitions that are mobilized in specific communities. Drawing from three case studies on black and minority ethnic (BME) workers and trade unions in the UK the article looks at how the rhetoric of community unionism has been adopted in an uneven manner by trade unions: the article suggests that: (a) community initiatives are variable, (b) they lack a structure and clear vision, (c) the question of BME engagement is rarely central in many projects, and (d) the ambivalent role of the state is a significant factor in many of these initiatives. This state role is downplayed in much of the literature, thus raising dilemmas in terms of community initiatives.

This paper examines trade union networking and community-oriented activity through the recent development of learning strategies in relation to migrant workers. The paper locates the discussion on learning in relation to union attempts to develop a broader urban and community-based view of the union as an organisation. It assesses the innovative ways trade unions deploy their learning strategies given the challenges associated with a liberal market economy, in particular, in relation to poor levels of co-ordination amongst key social organisations and low levels of state commitment to the area of training. The paper draws on five empirical case studies of such innovative union approaches and concludes that many of these learning initiatives represent a significant intervention by unions in local urban and community-based contexts. However, it also notes that these appear to be disconnected from stable and consistent forms of local community-based organisation and, in part, remain enveloped in a marketised project-based approach which is piecemeal and in many aspects financially dependent on the state.

This article explores the importance of class and collectivism to personal identity, and the role this played during a period of personal and collective crisis created by mass redundancy in the Welsh steel industry. The research findings demonstrate the importance of occupational identity to individual and collective identity formation. The apparent desire to maintain this collective identity acted as a form of resistance to the increased individualization of the post-redundancy experience, but rather than leading to excessive particularism, it served as a mechanism through which class-based thinking and class identity were articulated. It is argued that the continued concern for class identity reflected efforts to avoid submergence in an existence akin to Beck's (1992) vision of a class-free 'individualized society of employees'. These findings therefore challenge the notion of the pervasiveness of individualism and the dismissal of class and collective orientations as important influences on identity formation.

Purpose This paper aims to illustrate how innovative trade union strategies are emerging around the learning agenda and how these are being used to extend union strategies within the workplace and the community. However, it also shows how such strategies can be confronted with difficulties particularly when they are located in fixed spaces leaving them unable to develop or become sustainable once these spaces are challenged or closed due to inconsistent state and employer support. Designmethodologyapproach An in depth case study approach was adopted for the research, using predominantly semistructured interviews with a wide range of individuals over an 18 month period. Findings The paper suggests that although unions are increasingly pushing forward their learning agenda and developing workplace and community learning centres, which undoubtedly generate benefits for all stakeholders, their learning strategies are often fixed into specific, closed locations and spaces, finding it difficult to develop once these spaces are challenged or closed due to restructuring and organisational change. Research limitationsimplications The paper does not suggest that this case is representative of all learning initiatives but it does seem that learning as a part of the inclusion and union renewal agenda is not clearly coordinated in terms of their social, spatial and employment position. Originalityvalue This paper represents new empirical research presented at a time when learning initiatives as well as community initiatives are high on government's agenda particularly as they are encouraging the third sector to play an increasing role in providing public services. Similarly, the paper addresses issues of ethnicity, migration and learning, again a topic high on government agendas.

Purpose - This paper aims to illustrate how innovative trade union strategies are emerging around the learning agenda and how these are being used to extend union strategies within the workplace and the community. However, it also shows how such strategies can be confronted with difficulties particularly when they are located in fixed spaces leaving them unable to develop or become sustainable once these spaces are challenged or closed due to inconsistent state and employer support.Design methodology approach - An in depth case study approach was adopted for the research, using predominantly semi-structured interviews with a wide range of individuals over an 18 month period.Findings - The paper suggests that although unions are increasingly pushing forward their learning agenda and developing workplace and community learning centres, which undoubtedly generate benefits for all stakeholders, their learning strategies are often fixed into specific, closed locations and spaces, finding it difficult to develop once these spaces are challenged or closed due to restructuring and organisational change.Research limitations implications - The paper does not suggest that this case is representative of all learning initiatives but it does seem that learning as a part of the inclusion and union renewal agenda is not clearly co-ordinated in terms of their social, spatial and employment position.Originality value - This paper represents new empirical research presented at a time when learning initiatives as well as community initiatives are high on government's agenda particularly as they are encouraging \"the third sector\" to play an increasing role in providing public services. Similarly, the paper addresses issues of ethnicity, migration and learning, again a topic high on government agendas.

This paper aims to illustrate how innovative trade union strategies are emerging around the learning agenda and how these are being used to extend union strategies within the workplace and the community. However, it also shows how such strategies can be confronted with difficulties particularly when they are located in fixed spaces leaving them unable to develop or become sustainable once these spaces are challenged or closed due to inconsistent state and employer support. An in depth case study approach was adopted for the research, using predominantly semi-structured interviews with a wide range of individuals over an 18 month period. The paper suggests that although unions are increasingly pushing forward their learning agenda and developing workplace and community learning centres, which undoubtedly generate benefits for all stakeholders, their learning strategies are often fixed into specific, closed locations and spaces, finding it difficult to develop once these spaces are challenged or closed due to restructuring and organisational change. The paper does not suggest that this case is representative of all learning initiatives but it does seem that learning as a part of the inclusion and union renewal agenda is not clearly co-ordinated in terms of their social, spatial and employment position. This paper represents new empirical research presented at a time when learning initiatives as well as community initiatives are high on government's agenda particularly as they are encouraging \"the third sector\" to play an increasing role in providing public services. Similarly, the paper addresses issues of ethnicity, migration and learning, again a topic high on government agendas. [PUBLICATION ABSTRACT]

This paper explores the importance of class andcollectivism to personal identity, and the role this played during a period ofpersonal and collective crisis created by mass redundancy in the Welsh steelindustry. The research findings demonstrate the importance of occupationalidentity to individual and collective identity formation. The apparent desireto maintain this collective identity acted as a form of resistance to theincreased individualisation of the post-redundancy experience, but rather thanleading to excessive particularism, it served as mechanism through which classbased thinking and class identity were articulated. It is argued that thecontinued concern for class identity reflected efforts to avoid submergence inan existence akin to Beck’s (1992) vision of a class-free ‘individualisedsociety of employees’. These findings therefore challenge the notion of thepervasiveness of individualism and the dismissal of class and collectiveorientations as important influences on identity formation.

This book is the first monograph devoted to the application of this mode of analysis to the assay of exogenous compounds such as drugs in biological fluids and associated areas. The introductory chapters provide information on basic electrochemistry and HPLC-ED, and on trouble-shooting. The specialized area of thiol analysis is also discussed in detail. Salient practical details of published applications of the technique in analytical toxicology and related areas are provided in a standard format. Alternative techniques are suggested throughout. The emphasis is on the analysis of exogenous compounds, although catecholamines and other endogenous species are discussed in so far as they may be used as drugs.

Let's give credit where credit is due: state Reps.