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Explores the extent of employee surveillance in the western world and queries why the USA uses surveillance measures to a greater extent than other developed nations. Suggests that American managers choose surveillance methods which include the control of workers’ bodies in the production process. Lists the batteries of tests and monitoring to which US employees can now be subjected – including searching employee computer files, voice/e‐mail, monitoring telephone calls, drug tests, alcohol tests, criminal record checks, lie detector and handwriting tests. Notes also the companies which are opposed to worker and consumer privacy rights. Pinpoints the use of surveillance as a means to ensure that employees do not withold production. Reports that employees dislike monitoring and that it may adversely affect their performance and productivity. Argues that Americans like to address complex social problems with technological means, there are no data protection laws in the USA, and that these two factors, combined with the “employment‐at‐will” doctrine, have all contributed to make it possible (and easy) for employers to use technological surveillance of their workforce. Outlines some of the ways employers insist on the purification of workers’ bodies.

Older adults’ sexual health is becoming an increasingly important component of healthy aging in the wake of the HIV/AIDS epidemic and rising infection rates among this age cohort. The increase in HIV/AIDS diagnoses in the older adult population ignites the need to understand the reasons why older adults are omitted from HIV/AIDS prevention education policy.

This chapter examines the social forces that influence HIV/AIDS policy at the state and community levels. Through qualitative methodology and analysis, including interviews with state policymakers and managers of AIDS service organizations in four Midwestern states (n=31), I look for trends and patterns as to whether or not older adults are considered as an “at-risk” group for HIV infection.

Findings reveal that HIV/AIDS policy may be impacted by enduring sexual scripts about older adults. To some extent both state policymakers and AIDS service organization personnel adhere to stereotypes about older adults’ sexuality and sexual activity, which is then implemented in their health promotion activities. The result is that gaps exist in HIV/AIDS prevention education for older adults, despite the fact that current trends show an increase in new HIV infections and AIDS diagnoses among people over the age of 50.

While this is an exploratory study of the available HIV/AIDS prevention education and health promotion activities for older adults, as well as the viewpoints of state policymakers and AIDS service organization personnel, the findings do indicate the need for additional research on the potentially dangerous sexual behaviors – lack of HIV testing, low condom usage, multiple partners – exhibited by older adults. Future research involving interviews with older adults, physicians, and medical personnel may add new perspectives to the current research.

As the baby boomers continue to age and challenge cultural stereotypes of sexual behaviors among older adults, research in the area of sexual health and HIV/AIDS prevention education will remain an important component of healthy aging. This research begins what will ultimately be a necessary conversation.

The authors do not claim that the following represents the views of any one tribe but instead the culmination of the academic literature written on the topic. Marketing’s current Western dominant social paradigm (DSP) is said to perpetuate “green”, yet unsustainable practices. The DSP does not support strictly pro-environmental practices and its proposed alternative, the new environmental paradigm (NEP), lacks in-depth conceptualisation, especially concerning business and marketing activities. However, the two paradigms contrast so much that a shift from one to the other is vehemently argued against and conceptually rife with problems. This paper aims to expand upon the merits of the NEP using indigenous people’s environmental philosophies [1] – as examples of historically supported and successful sustainable philosophies. It conceptualises a Relational view to provide a more practical alternative to the DSP and includes propositions for marketing implementation of this perspective.

By explicating both the DSP and NEP and reflecting on each through an indigenous Māori view, this paper provides propositions for a broadened paradigm that supports sustainability and its application for sustainable marketing.

The implications of this research are in the area of paradigm development and in providing an alternative paradigm to that of the DSP. This paper is the first to fully explicate parts of the NEP and considers a solution to the problems of changing the current DSP so drastically by broadening the NEP using a Relational worldview.

The propositions and examples provided in this work give practical application of the newly presented paradigm for marketers influenced by indigenous belief systems.

This paper is the first to explicate parts of the NEP and broaden its reach by integrating a Relational worldview as an alternative to drastically changing the current DSP. It does so by proposing that marketers embrace a middle ground that is influenced by indigenous belief systems.

This paper aims to use systems thinking, systems theory and Camillus’ framework for responding to wicked problems to provide social marketers with a theoretically based framework for approaching strategy formation for wicked problems. The paper treats fast fashion as an illustrative case and takes a step back from implementation to provide a framework for analysing and gaining understanding of wicked problem system structure for social marketers to then plan more effective interventions. The proposed approach is intended as a theory-based tool for social marketing practitioners to uncover system structure and analyse the wicked problems they face.

Following Layton, this work provides theoretically based guidelines for analysing the black box of how to develop and refine strategy as first proposed in Camillus’ (2008) framework for responding to wicked issues.

The prescription thus developed for approaching wicked problems’ system structure revolves around identifying the individuals, groups or entities that make up the system involved in the wicked problem, and then determining which social mechanisms most clearly drive each entity and which outcomes motivate these social mechanisms, before determining which role the entities play as either incumbent, challenger or governance and which social narratives drive each role’s participation in the wicked problem.

This paper shows that using systems thinking can help social marketers to gain big picture thinking and develop strategy for responding to complex issues, while considering the consequences of interventions.

Lawrence Angus is an Associate Professor in the Faculty of Education, Monash University, Melbourne. Much of his work has been conducted in relation to educational policy and institutional restructuring, which he connects with issues of social formation, culture and equity. Angus’s current interest is in the part played by schools in the construction and legitimation of various forms of culture and knowledge associated with the use of new technologies, and the implications of these for educational practice, inclusion/exclusion and (dis)advantage. Angus has a strong research and publication record in socio-cultural analysis of processes of schooling, and a record of strong policy work including participation in government advisory committees. His analyses of educational processes and practices and what these mean for the conceptualisation of educational policy and educational reform have been especially influential. His most recent book, with Terri Seddon, is Reshaping Australian education: Beyond nostalgia (Australian Council for Educational Research, 2000). He has extensive experience of qualitative research and has published internationally on methodological debates and innovations in critical ethnography.Karin Aronsson is a professor at the Department of Child Studies, Linkööping University. Much of her research concerns multiparty conversations in institutional settings, e.g. family therapy talk, pediatric interviews, and classroom conversations. Other investigations concern codeswitching in bilingual children’s play, and language shift phenomena in relation to sibling caretaking. Several of her studies map the social choreography of talk-in-interaction along specific continua; e.g. formality-informality and alignment-disalignment. A series of recent studies concern classrooms dialogues as arenas for informal learning.Dennis Beach is a senior research fellow and associate Professor at the Department of Education Gööteborg University, Sweden. His main responsibilities are for the development of ethnographic research methods at the department, the supervision of Ph.D. research and teaching within the sociology of education. Together with Marie Carlson from the Department of Sociology at Göötborg University, Beach is currently leading a recently funded Research Council project on the restructuring of adult education and the collective renewal of Swedish For Immigrants Education (SFI). His previous research projects have been in the restructuring of upper-secondary education and of various programmes within university-based vocational education.Shereen Benjamin has worked as a class teacher of young children in primary and special schools, and as a learning support teacher in the secondary school in which her doctoral research was based. Her Ph.D. was completed at the London University Institute of Education, with the support of an Economic and Social Research Council studentship. She is currently lecturing in the Inclusive and Special Education division of the University of Birmingham. She is interested in the intersection of gender/sexuality, social class and ‘special educational needs’, and is researching inclusive school cultures in collaboration with practising teachers and with colleagues from The Open University and Leeds Metropolitan University.Jeff Bezemer (1976), MA, studied Language and Culture at Tilburg University in the Netherlands. In 1999, he graduated with a specialisation in Dutch as a Second Language. Since 1999, he is affiliated to Babylon, Center for Studies of Multilingualism in the Multicultural Society at Tilburg University. After having been involved in empirical-analytical studies on school achievements of islamic school pupils, and adult lingua-franca-interaction, he is currently engaged in an international-comparative, empirical-interpretative Ph.D. project on multilingualism and education in a multi-ethnic, Dutch primary school.Diann Eley is currently a Research Associate at Loughborough University in the Department of Physical Education, Sport Science and Recreation Management. Her main research interest is the social-psychology of volunteerism and leadership in young people and sport.Laura Dawn Greathouse received her doctorate, from the State University of New York at Binghamton in 2000, for her dissertation dealing with refugee and immigrant students in English for Speakers of Other Languages classrooms. Her research focus remains on inequality and education, especially in linguistic minorities. In her current position as assistant professor of anthropology at California State University, Fullerton, she is responsible for the administration of the credentialing of students with a Bachelor’s degree in anthropology to teach at the elementary or secondary educational levels. She is currently working on social acceptance of Middle Eastern descent students in a post-September, 2001 America.Caroline Hudson’s research interests include basic skills provision for offenders; the relationships between basic skills, offending behaviour and social exclusion; school attendance and truancy; evidence-based policy; the effectiveness of basing police officers in schools; and the literacy demands of the secondary school curriculum. Her doctoral ethnography was of young people’s perceptions of the relationships between their family structure (intact nuclear, reordered nuclear and single-parent) and their experience of family and schooling. Formerly a secondary school English teacher, Caroline has worked as a Research Officer at the University of Oxford, and is currently Basic Skills Development Advisor at the Home Office National Probation Directorate.Bob Jeffrey is a research fellow in the Faculty of Education and Language Studies at The Open University. He was a primary teacher for twenty years before joining The Open University as a project officer on an Economic and Social Science Research Council (ESRC) research project concerned with creative teaching in primary schools directed by Professor Peter Woods. Under the same direction he gained another ESRC research award focusing on the effects of Ofsted inspections on primary teachers. He has continued his research in three areas, creative teaching and learning, primary teacher’s work and research methodology, publishing extensively both individually and with a team within his university faculty. He has also established extensive European connections in the area of creativity and ethnography through the administration of email discussion lists, co-ordinating an ethnography network at the European Conference of Educational Research, submitting European Union research proposals, and organising a Special Interest Group within BERA. He has been invited to give papers at Padua University, Italy and to run methodology workshops in Tallinn, Estonia.Allyson Julé (Ph.D., University of Surrey Roehampton, London, U.K.) currently teaches in the TESL Certificate Program at Trinity Western University, Langley, British Columbia and at the English Language Institute at the University of British Columbia, Canada. Her research interests include gender in ESL; the Punjabi Sikh experience in Canada; ethnography in education; and classroom talk analysis in teacher education.David Kirk is with the Department of Physical Education, Sports Science and Recreation Management at Loughborough University. His research interests include educational reform and curriculum development in physical education, young people in sport, and situated learning in physical education and sport. His most recent book is ‘Schooling Bodies: School Practice and Public Discourse, 1880–1950’ (Leicester University Press, 1998).Eamonn McKeown is a Senior Research Fellow in Psychiatry and Behavioural Sciences at University College London. His background is in Social Anthropology having completed both his first degree and Ph.D. at Queen’s University, Belfast and he has previously been employed as a Research Fellow and tutor at Queen’s University, Belfast and University College Swansea. He has published on a range of educational research issues (selection in Northern Ireland, male recruits to primary school teaching, gender and science teaching, occupational sex-typing among primary school children) and has conducted extended fieldwork in Papua New Guinea examining the relationship between formal education and local culture and in New York investigating the nature of contemporary Irish-American identity. He is currently completing a book on literacy appropriation in a Papua New Guinean highlands community.Ann MacPhail is currently a lecturer in the Department of Physical Education and Sport Sciences, University of Limerick. Her main interests revolve around young people in sport and curriculum development in PE During the past three years Ann has been involved in a number of projects involved with school PE and sport, including model-based teaching and learning in school PE and an ethnography of junior sport participation.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Anna Sparrman has a professional background as a museum curator. She received her Ph.D., in 2002, from the Department of Child Studies at Linkööping University, Sweden. The thesis was concerned with images and visuality in children’s culture as well as commercial childhood. Her main research interest is visual culture in everyday life. She now works as a researcher at the Department of Child Studies.Wendy Sutherland-Smith is a research associate at the Faculty of Education, Monash University, Melbourne, where she is undertaking doctoral studies in Internet literacy practices of tertiary English as a Second Language (ESL) students. She teaches international students entering tertiary studies, where she focuses on writing processes and issues of intellectual property. In her doctoral work, Sutherland-Smith is particularly interested in Bourdieu’s notions of symbolic violence, cultural capital, habitus and field, and applies these critically in analyses of international students and their interactions with academic culture, print-centred and internet learning styles, and issues of intellectual property. She has published articles in The Reading Teacher and Prospect on her research of international students’ reading practices in paper-text compared to hyper-text environments.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, editor) Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, religiously-based schools and ethnographic research methodology. He recently directed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.

Work-life research has been critiqued for focusing on the experiences of middle and upper class, younger, White, western and heterosexual women. The purpose of this paper is to provide a critical lens to conceptualizations that take an intersectionality approach, or at least consider multiple identities, in examining work-life conflict and balance.

A brief review of the current status of intersectionality research within the work-life realm is provided before discussing the implications of primarily using a single-identity approach to work-life issues. The advantages and challenges of adopting a multiple identity approach are discussed.

This paper highlights the problems of a lack of an intersectional focus in terms of unidentified needs, ignored values, unresolved conflicts and unhelpful advice. Tensions inherent in trying to adopt an intersectional perspective when dealing with practice and policy issues, particularly with regard to visibility and authenticity, are noted. The paper concludes with a discussion of how considerations of identity and power in work-family research connect to the broader concept of inclusion in the workplace, noting the possible challenges of stereotyping and ambiguity in doing so.

Applying an intersectionality lens to efforts to promote work-life balance in organizations can increase inclusivity, but there are tensions and pitfalls associated with this that are particularly of note for practitioners and policy. A research agenda is outlined as a starting point for addressing these issues.

The purpose of this paper is to provide an ethnographic analysis of the infrastructure intervention process in rural, non-industrialized countries, providing justification for a new approach to technical design. The new approach, Contextual Engineering, merges engineering with sociology to identify place-based conditions that may influence adoption of technological interventions.

A survey of international engineering practitioners, combined with the author's personal journals from 18 international project experiences are qualitatively analyzed using nVivo software to develop a stronger understanding of what motivates stakeholders to undertake humanitarian engineering work, how they incorporate place-based conditions and how their decision-making affects intervention outcomes.

Critical findings include the need for practitioner self-reflection to recognize motivations and beliefs; recognition that industrialized-world technology may not function effectively if it doesn’t acknowledge the client’s societal standards; identification of local context to determine practices, knowledge and beliefs that reside uniquely within the client community; resistance to application of practitioner standards that may not correspond with client conditions, understandings and needs; analysis of power dynamics within the client community, between client and neighboring communities, and among project stakeholders; and incorporation of innovative self-sufficiency in technical infrastructure design.

This paper follows upon previous published research by the author regarding the origin and application of her new approach to rural international infrastructure design, Contextual Engineering, and uses ethnographic qualitative analysis to identify key conditions that justify the Contextual Engineering discipline to more effectively serve rural clients from alternately developed societies.