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Group‐based psycho‐educational interventions offer a cost‐effective solution to meeting the very high level of demand for psychological services in primary care. This qualitative study investigated reasons for dropout from an established psychoeducational course programme in Swindon and Wiltshire. Ninety people were followed up by telephone who had attended at least one session of a course over a three‐month period. Reasons stated for dropout were more often related to personal circumstances such as other commitments and ill health (75%), than to dissatisfaction with the courses (25%). It is concluded that providing group‐based interventions for common mental health problems is acceptable to patients in primary care and that service development should focus on making such interventions flexible and accessible to patients.

Volume 9 is a collection of advances in gender research from various parts of the world. The papers document the types of work in which women engage, and gender equity issues they face. They show the importance of considering the uniqueness of cultural contexts for understanding and resolving problems, but they also show how global interdependence affects local gender realities. The papers in this volume fall into two broad and overlapping categories: gender, work and development, and gender and discrimination.

The purpose of this qualitative, interpretive, study is to help us better understand how a small group of Hmong immigrant adolescents conceptualize their political and civic citizenship in the United States. Three focus groups including a total of 18 Hmong middle/junior high school adolescents were carried out in order to garner data. Upon data analysis and interpretation, it was determined that study participants consider rights and responsibilities important to citizenship in a democracy and participate in various social, political, academic, and environmental activities. Study participants emphasize the community good over personal self-interests. As Hmong culture tends to be more collectivist in nature, this value orientation may be incompatible with the curriculum, instruction, and philosophy that students experience in public schools: Hmong youth may experience educational disadvantage. Adolescents in this study are developing their conceptions of citizenship within a racialized, hierarchical society and they explained their experiences with racialization and how they understand white privilege.

To explain the benefits and the regulations pertaining to Guernsey as a domicile for investment funds.

Explains the benefits of Guernsey as a fund domicile, the regulatory regime, and the types of fund vehicles used in Guernsey, registered and authorized.

Guernsey is one of the world’s largest offshore finance centers, with a thriving funds industry. The benefits of Guernsey as a fund domicile are substantial, including a proportionate, flexible and competitive funds regulatory regime, a stable political and legal structure, and a wealth of first-class fund service providers.

Expert guidance from experienced investment-fund lawyers.

The purpose of this article is to analyze and draw conclusions from recent SEC staff proposals and commissioners' comments and a recent roundtable discussion concerning access to foreign exchanges and broker‐dealers by US investors.

The paper summarizes a proposal by Erik Sirri, Director of the SEC Division of Market Regulation; a proposal by Ethiopis Tafara and Robert J. Peterson, respectively, the Director of the SEC Office of International Affairs and its Senior Counsel; and comments in speeches by Commissioners Roel Campos, Paul Atkins, and Annette Nazareth; and draws conclusions regarding the SEC's current efforts to develop and articulate a strategic approach to mutual recognition.

As the securities market becomes globalized, there is a growing interest among US investors for foreign securities and for more direct access to foreign broker‐dealers and exchanges. The SEC is determined to remain in the forefront among US government agencies on securities exchange mutual recognition issues, and therefore is pursuing an accelerated agenda to address these issues. The SEC sees its role as not only to function as a bulwark for the protection of US investors but also to take constructive, affirmative steps that serve to strengthen the US capital markets. While the SEC has historically been an advocate for the global convergence of national regulatory standards, it is now considering proposals for a country‐by‐country bilateral approach based upon cooperation among regulators with substantively comparable regulatory regimes.

This paper presents a useful analysis of the direction the SEC is likely to take on the mutual recognition issue by an experienced securities lawyer.

This chapter examines the perspectives of culturally responsive teachers of immigrant and refugee youth in a high performing school in the Baden-Württemberg region of Germany. Academic success in the region has been traditionally designated for ethnic Germans and nonnatives who suppress their culture and assimilate into normative German culture. Assimilating to normative German culture through the lens of global meaning making is a preordained social order that perpetuates exclusion for immigrants in society and school. The consequences of failed intercultural education in Europe have prompted increased demands to consider diversity in teacher training and to provide more equitable opportunities for immigrants. Gymnasium Baden welcomed a few Syrian refugees where immigrant youth represented one 10th of the population during the 2015–2016 academic year. In a broader context of limited access and opportunity to higher education among immigrant and refugee youth, this chapter examines teachers who interrupted existing frames and maintained high expectations and mindfulness for their students. The perspectives and voices of teachers who employ culturally responsive practices were documented through interviews and examined through the lens of Tierney's (2018) dimensions of global meaning making, more specifically the models of interrupting existing frames, critical literacies, and being mindful. Participants' perspectives interrupted existing frames and were documented against the grain of a conservative region that has experienced dilemmas of integrating immigrants and refugees into school and society. An examination of interview transcripts revealed teachers who maintained high expectations through an asset orientation and were overwhelmingly supportive and responsive to longtime immigrant and newcomer refugee youth.

The purpose of this paper is to explore the causes, forms, extent, and consequences of sexual harassment and sexual violence at public sector workplaces in Tanzania.

A total of 1,593 civil servants participated in the survey, which was conducted in the Mtwara Region of Tanzania. The quantitative data were complemented with the results from eight focus group discussions.

The study revealed that 21 percent of women and 12 percent of men had experienced sexual harassment personally. Overall, rural-based public servants had less knowledge of relevant policies, and experienced more sexual harassment than their urban colleagues. The majority of perpetrators were identified as men in senior positions; the majority of victims were recognized to be young female employees. Frequently reported behaviors included sexual bribery with regard to resource allocation, promotions, allowances, and other benefits.

Despite the existence of conducive legal and policy frameworks aimed at protecting employees from sexual harassment and violence, their implementation and effects were found to be limited. Only half of the study population was aware of the existing regulations. The study found that the majority of public servants who had knowledge on the issue had learned about sexual harassment in the context of an HIV/AIDS workplace program. This finding indicates that well-designed workplace interventions can play an important role in creating awareness, addressing gender stereotypes, and informing employees about their personal rights and responsibilities.

Sexual harassment and gender-based violence at the workplace has never been studied before in Tanzania. The study provides practical recommendations for future preventive interventions.

Using survey data from the 1993 Wilson Task Force on Gender and Equality in the Legal Profession and qualitative data from in-depth interviews with female law professors, we examine the social basis of professional authority in Canadian law school classrooms. Our quantitative and qualitative findings are consistent with classic sociological work and contemporary anecdotal accounts that suggest women experience greater difficulties achieving professional authority. In the law school classroom, however, we find that stratification within the profession and stratification within the knowledge base further undermine the professional authority of female law professors.

Rising public scrutiny has? brought new demands for science communication. Especially, incidents of falsification, fabrication, and plagiarism have recently come to question academic integrity and legitimacy in Germany. Focussing on a prominent plagiarism case that revolved around the former Minister of Science and Education’s dissertation, the purpose of this paper is to investigate the communication strategies of the Düsseldorf University as it navigated the complex challenges of the crisis situation.

The analysis is based on a rhetorical analysis of the public discourse of the University Düsseldorf in the context of the plagiarism crisis.

The study finds that the university responded to the crisis by focussing on legitimating the legal and administrative process by which it evaluated Schavan’s dissertation and revoked the degree. In turn, this focus neglected restoring the threatened reputation of graduate education and of scholarship itself. Ultimately, the crisis communication of the university worked to undermine the premises and goals of science communication.

Future research should focus on case studies of crisis communication by academic and research organizations as well as on investigating the effects of crisis rhetoric on public trust in and on understanding of academic research. The study suggests that it is worthwhile for crisis and science communication scholars to work to develop distinct frameworks for science communication in crisis and crisis communication in science that account for the unique tensions and duality of needs in this arena.

The study contributes to the understanding of the intersections between crisis communication and science communication. Especially, it underlines the importance of developing distinct frameworks for science communication in crisis and crisis communication in science that account for the unique tensions and duality of needs in this arena.