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This study aims to examine how experience with mental illness influences perceptions of stigma and realism in a specific direct-to-consumer advertisement (DTCA) for bipolar depression.

An online survey had participants watch a 90 s advertisement for a prescription bipolar depression drug and then answer 24 questions about stigma, mental illness experience and the realism of the portrayals in the advertisement.

Findings show that people who identify as having experience with mental illness tend to see the ad as more stigmatizing and less realistic. Additionally, people who expressed more stigmatizing beliefs also tended to see more stigma present in the ad. Finally, the study reconfirms conclusions of previous research that people who have experience with mental health conditions possess fewer stigmatizing beliefs overall regarding mental illness.

The sample population, while diverse in age and somewhat diverse in location, were highly educated, suggesting that they were not representative of the general population. Future studies may want to use more representative samples. A more nuanced approach to understanding experience is needed. While the sample in this study was purposively derived from communities with a higher rate of mental illness, a comprehensive experience scale to measure degrees of experience with mental illness would enhance understanding of this construct. Researchers may also want to look more deeply into the emotional responses of consumers who view these ads. To develop a greater understanding of the trajectory of DTCA, studies of online advertising for psychiatric drugs are needed.

The results of the study suggest that respondents with experience with mental illness may find ads that sell psychiatric medications unrealistic. This study presents the topic of realism in DTCA as an important construct for determining how consumers may perceive portrayals of disorders.

The fact that people who have experience with mental illness found the Latuda ad to be generally unrealistic suggests that DTCA may be failing to represent mental illness in a way that demonstrates care for patients. Additionally, this research confirms that people who have had exposure to and experience with mental illness tend to hold less stigmatizing beliefs, (Link and Cullen, 1986; Corrigan et al., 2001; Angermeyer et al., 2004) a finding which supports the continuing project of increasing mental health literacy and awareness in the general population.

This study investigates the reactions of people who identify as having some experience with mental illness to see if they accept the portrayals of mental illness in DTCA or resist them by challenging their realism or identifying stigmatizing elements.

Global corporate strategies are revealing the boundaries of organizational capabilities and the limits of the natural resource capacity that is needed to sustain business operations. Sustainability has emerged as a strategic response adopted by many corporations to reduce resource dependency and consumption costs. The purpose of this paper is to secure existence as a going concern while also demonstrating corporate citizenship.

This two-part paper will present a review of recent findings relevant to sustainability and change management was performed in order to develop a better understanding of factors that may hinder corporate adoption of sustainability, the role of sustainability in transformational change, and the change management challenges involved in integrating sustainability within corporate culture.

For a growing number of organizations, sustainability has recently been elevated from “doing” to the level of “being”, which involves integration into their mission, vision and shared values. Corporate leaders and governing bodies play a critical role as champions in the implementation of sustainability for organizational transformation.

The limited number of examples of organizations fully embracing sustainability at a vision level stems from the fact that most executives do not fully understand the issues and do not know how to devise the governance or strategies needed to adopt a more sustainable path. However, the research points to the fact that there is a recognized shortage of empirical research work specifically focussed on sustainability change and effective business cases.

Organization development practitioners have a significant role in helping firms implement sustainability-focussed transformations.

Given the economic, ecological and social imperatives, there is urgency for firms around the world, both big and small, to adopt effective sustainability strategies that add value for stakeholders while reducing resource demand.

The research points to the fact that there is a recognized shortage of empirical research work specifically focussed on sustainability change including limited examples of effective business cases.

Global corporate strategies are revealing the boundaries of organizational capabilities and the limits of the natural resource capacity that is needed to sustain business operations. Sustainability has emerged as a strategic response adopted by many corporations to reduce resource dependency and consumption costs in an effort to secure existence as a going concern while also demonstrating corporate citizenship. The paper aims to discuss these issues.

This two-part paper will present a review of recent findings relevant to sustainability and change management was performed in order to develop a better understanding of factors that may hinder corporate adoption of sustainability, the role of sustainability in transformational change, and the change management challenges involved in integrating sustainability within corporate culture.

For a growing number of organizations, sustainability has recently been elevated from “doing” to the level of “being”, which involves integration into their mission, vision and shared values. Corporate leaders and governing bodies play a critical role as champions in the implementation of sustainability for organizational transformation.

The limited number of examples of organizations fully embracing sustainability at a vision level stems from the fact that most executives do not fully understand the issues and do not know how to devise the governance or strategies needed to adopt a more sustainable path. However, the research points to the fact that there is a recognized shortage of empirical research work specifically focused on sustainability change and effective business cases.

Organization development practitioners have a significant role in helping firms implement sustainability-focused transformations.

Given the economic, ecological and social imperatives, there is urgency for firms around the world, both big and small, to adopt effective sustainability strategies that add value for stakeholders while reducing resource demand.

The research points to the fact that there is a recognized shortage of empirical research work specifically focused on sustainability change including limited examples of effective business cases.

The shopping and consumption habits of consumers in industrialized countries are leading causes of environmental degradation. There are many women entrepreneurs stepping up to the challenge of changing our purchasing habits to begin to repair the damaging effects of decades of frivolous consumption. This chapter highlights several young women entrepreneurs who are creating unique retail experiences in apparel, beauty, and fashion products and changing the way customers feel about sustainability.

This chapter identifies the broad interdisciplinary ideologies of entitlement in order to situate and understand the potential theoretical informants of excessiveness in teacher entitlement. Although the authors' perspectives and experiences on the theme of entitlement are located in the US educational system, this is accompanied by an awareness of the need to examine the topic internationally since the topic needs to “be reconsidered in terms of contextual variables.”

Psychological and organizational entitlement were the prevalent strains of entitlement that emerged in the reviewed literature and “academic entitlement” specific to the field of education. Therefore, three strands, psychological, organizational and academic, form the thematic categories for this scoping literature review.

Most literature on “academic entitlement” deals with excessive entitlement amongst students. No reference to excessive teacher entitlement was found. However, specific gaps were found in: (1) what qualifies as excessive teacher entitlement, (2) research scholarship on teacher entitlement, and (3) entitlement studies specifically aimed at global reach and applicable to teachers.

The theoretical informants of teacher entitlement identified in this study indicate that the phenomenon goes beyond individual mindset to encompass the mediation of sociocultural and political factors in its construction, thus rendering a simple theory of excessiveness in association with teacher entitlement improbable at this time.

Public opinion regarding the police is generally positive, although there are number of individual and contextual variables that affect these views. Yet research examining public perceptions regarding state law enforcement agencies (particularly state patrols) is rare.

The paper utilizes a representative state‐wide sample of state residents and examine their perceptions of the Colorado State Patrol (CSP).

The paper finds positive views of the CSP overall and place particular emphasis on how individual, contextual, and contact‐related variables affect opinions.

The study focusses on one state patrol and is not generalizable to all state patrols and to other forms of state law enforcement.

The paper fills a void in the research on public opinion regarding state law enforcement and discuss similarities and differences in how they are viewed when compared to municipal agencies.

The present study aims to focus on workplace learning and understanding learning as creation (Kessels, 1995, 1996, 2001; Verdonschot, 2009; Billett and Choy, 2013) to bridge the gap between education and practice addressing the complex real world issue of poverty and social exclusion in The Netherlands. When researchers and practitioners are confronted with the dynamic complexity of the real world (Mahoney and Sanchez, 2004), it becomes evident how limited the ability of researchers and managers is to fully comprehend, describe, explain and (perhaps) predict the world as it is and as it is becoming. A mission of reconnecting theory-building from the outside and theory-building from the inside requires a process of interconnected research and practice in which interactions between managers and researchers have a purposeful focus on theory-building.

The study is an example of engaged scholarship as proposed by Van de Ven and Johnson (2006) and a baseline study of a time series design from 2001-2008 comparing the effects of a “current treatment” in social work in The Netherlands at t0; explaining the collaborative design between practitioners, innovation consultants and scholars of a “new treatment”; and measuring the effects on social quality at t1.

The paper provides insight in the level of social quality of clients in a situation of poverty and social exclusion. Lessons learned from workplace learning as creation in social work practice provides input for improving work practices through training and development of social workers.

Early notions for a potential new “treatment” have clearly not been fully dealt with in this baseline study. As stated this base-line study aims at overcoming the lack of insight in the client’s life-world and open the black box to gain fresh insights. This is clearly just a first step of a much longer learning and creation process. Now that more insight in the clients life world is available, engaged researchers have proposed a new, more productive mindset of clients in a situation of poverty and social exclusion that they should not be regarded as a “granite base”, but rather as “architects and builders” of their own life–worlds, with the social services as the “main contractor” to build trust, empower by helping to explicate personal survival strategies and planning for social inclusion (Van Damme, 1999). The limited number of respondents (N = 31) in this study is a limitation of this study, and findings cannot be generalised. Findings are no more than early indications and are not representative for other populations. Further research on a larger scale and in other research settings is needed.

Implications are that design principles for a new and more participatory and socially oriented approach for workplace learning as creation should include the role of building trust in establishing relational quality between the public service organisation, other institutions and the client. First indications are that trust and empowerment may better enable clients in a situation of poverty and social exclusion to take charge of the design of their own lives and to construct and co-construct it accordingly. The role of actors from social services to build trusted relations, empower and co-construct an improved reality bear both elements of social learning, through dialogue (construct and co-construct knowledge = to know) and elements from social empowerment as part of the social quality concept (to act). Understanding the effects of the “current treatment” as input for workplace learning allows for an improved connection between practice and theory on workplace learning and social quality, thereby making a decisive contribution in closing the gap between real-world complex issues and education.

A better understanding of the aspects of social quality and social exclusion from theory and from social work practice.

The original contribution of the research is the provision of insight into the complexity of workplace learning in social work when dealing with poverty and social exclusion. The focus on both the process of learning, as well as the outcome of learning, can be considered original.

The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course?

This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship.

Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion.

This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.

The study addresses the mechanism of how cultural dimensions influence the different dimensions of emotional intelligence. Building on the cascading model described by Joseph and Newman (2010), we extend our previous findings (Gunkel, Schlaegel, & Engle, 2014) by exploring the influence of cultural dimensions on a cascading model of emotional intelligence.

We use survey data from 2,067 business students in nine countries (China, Colombia, Germany, India, Italy, Russia, Spain, Turkey, and the United States), representing 8 of the 11 cultural clusters identified by Ronen and Shenkar (2013).

We find that uncertainty avoidance and long-term orientation have a positive influence on self-emotional appraisal, which in turn influence regulation of emotion, which then has a positive influence on the use of emotion. At the same time, others’ emotional appraisal mediates the relationship between all cultural dimensions except power distance and use of emotion. We also find that uncertainty avoidance, masculinity, and long-term orientation directly influence the use of emotion, suggesting a partial mediation effect.

Our findings have to be interpreted in the light of the limitations of our approach owing to the cross-sectional study design and the limited generalizability of the sample.

We contribute to the existing literature by examining the mechanism through which culture influences the different facets of emotional intelligence and whether and how the different facets affect each other. The proposed influence of culture on a cascading model of emotional intelligence provides a more detailed and nuanced understanding of the mechanism and the pathways in which culture affects emotional intelligence.