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The purpose of this paper is to explore the social stigmatization of the formerly incarcerated identity and how this affects employment post-release. The authors consider the characteristics of this identity and the identity management strategies that individuals draw from as they navigate employment.

The authors conducted semi-structured interviews with 22 men at various stages of release from federal institutions in Canada. Participants were actively searching for employment, intending to or would consider searching for employment, or had searched for employment in the past post-incarceration. Participant data were simultaneously collected, coded and analyzed using an inductive approach (Gioia et al., 2012).

Formerly incarcerated individuals have a unique awareness of the social stigmatization associated with their criminal record and incarceration history. They are tasked with an intentional choice to disclose or conceal that identity throughout the employment process. Six identity management strategies emerged from their accounts: conditional disclosure, deflection, identity substitution, defying expectations, withdrawal and avoidance strategies. More specifically, distinct implications of criminal record and incarceration history on disclosure decisions were evident. Based on participants’ accounts of their reintegration experiences, four aspects that may inform disclosure decisions include: opportune timing, interpersonal dynamics, criminal history and work ethic.

The authors explore the formerly incarcerated identity as a socially stigmatized identity and consider how individuals manage this identity within the employment context. The authors identify incarceration history and criminal record as having distinct impacts on experiences of stigma and identity management strategic choice, thus representing the experience of a “double stigma”.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Although there is considerable scholarly research on advertising self‐regulation in the USA, there is no research at all on the unique problems that comparative advertising created for those involved in the industry's self‐regulation. This study aims to address this gap in the literature with an historical analysis of the industry's efforts to respond to the widespread adoption of comparative advertising during the twentieth century.

The study's primary and secondary sources consist of nearly 640 articles collected from historical and contemporary trade journals. The analysis focuses on two research questions: When did calls for the reform and regulation of comparative advertising appear, why did they appear, and who did advertisers believe should be responsible? and Why did advertisers and industry observers believe comparative advertising should be regulated, and what were the consequences of their self‐regulation efforts and initiatives?

The paper finds that industry calls for comparative advertising reform began to appear during the Depression and peaked during the most contentious period of self‐regulation, the 1970s. The findings show that during the 1930s, members of the industry mostly abandoned their efforts to manage what they considered unfair business practices, including explicit comparative advertising, by shaping government policy. The findings also reveal that the issues of disparagement of competitors and the misappropriation of their brand names and trademarks set the stage for an extraordinary conflict between the industry, its self‐regulators, and the Federal Trade Commission.

The findings offer some new and interesting insights into the consequences that can occur when advertisers choose to employ explicit comparative advertising, or what has been called “the hardest sell of all”; the history of advertising self‐regulation in the USA; and the complex relationships among consumerism, political and economic ideology, and industry self‐regulation.

The purpose of this article is to re‐appraise the significance of Lewin's group dynamics theory empirically in the context of technology related change in local government.

The paper examines qualitatively the change management processes in the five city councils selected for this study that have developed eservices. A total of 23 face‐to‐face, semi‐structured interviews were conducted with key managers of participating city councils.

The present study finds that participating Australian city councils are experiencing some degree of disconfirmation of functions, while some participating Australian city councils still maintain a quasi‐stationary equilibrium state. There are some challenges in terms of inter‐department integration and empowering business units to demonstrate explicit ownership of Eservices adoption. Empirical evidence presented in this study supports Lewin's argument that the main focus of change should be on group behaviour rather than individual behaviour.

This study covers five organizations that are from the same geographical proximity and metropolitan area. The findings are limited to government organisations.

The findings of this study would be useful for facilitating technology oriented change in public sector organisations.

This paper reinforces Lewin's argument that to understand change and the individual in the changing organisation, it is necessary to identify, plot, and establish the dynamics of the group. Some insights are provided regarding the complexity of group dynamics and the impact they have when implementing organisation wide‐change.

By the time this issue of the British Food Journal reaches its readers, the Food and Drugs (Amendment) Bill is likely to have received Royal Assent. Since Parliament reassembled in mid‐October the House of Commons has been able to allot three days to the Committee stage of the Bill. The amendments made have not been of great importance. One amendment, moved on behalf of the Government, empowers the Minister to make regulations providing that food not of the proper composition may be treated as unfit for consumption and seized by Inspectors.

Misinformation is a significant phenomenon in today's world: the purpose of this paper is to explore the motivations behind the creation and use of misinformation.

A literature review was undertaken, covering the English and Russian language sources. Content analysis was used to identify the different kinds of motivation relating to the stages of creating and communicating misinformation. The authors applied Schutz's analysis of motivational types.

The main types of motivation for creating and facilitating misinformation were identified as “in-order-to motivations”, i.e. seeking to bring about some desired state, whereas the motivations for using and, to a significant extent, sharing misinformation were “because” motivations, i.e. rooted in the individual's personal history.

The general model of the motivations underlying misinformation is original as is the application of Schutz's typification of motivations to the different stages in the creation, dissemination and use of misinformation.

This paper seeks to intertwine current literature in social studies education with practical suggestions for integrating dialogue and controversy into the practicing teacher’s classroom. The works of John Dewey (1926), Diana Hess (2004), and Walter Parker (2003) will serve as the foundation of this essay; placing an emphasis on their respective arguments advocating for the school as a place where students learn to develop the ability to participate in informed dialogue and understand the foundational elements of a functional democracy. The essay will place emphasis on the necessity for teachers who incorporate controversial social issues into their lessons through various forms of discourse. To that end, a foundational analysis of the benefits of integrating controversial issues into the social studies classroom will be provided and followed by a description of four practical lessons that have effectively fostered dialogue amongst students at the secondary level. The aim of the paper, ultimately, is to provide practicing social studies teachers at the middle and high school level with feasible lessons that are grounded in the theories and philosophies of the leading scholars in social studies education.

This study aims to examine the impact of habitual Facebook use (HFU) on life satisfaction and psychological well-being. In addition, the study examined the impact of life satisfaction on psychological well-being. Moreover, the study investigates the impact of social safeness in moderating the relationship between HFU and life satisfaction.

The study employed a quantitative survey design, using a sample of 261 Generation Y students based in Mthatha, in the Eastern Cape Province of South Africa. Scales for data collection were operationalized from prior studies. The collected data were analyzed using structural equation modeling.

The study’s results disclosed that HFU positively and significantly impacts life satisfaction and psychological well-being. In addition, life satisfaction positively and significantly impacted psychological well-being. Moreover, the results showed that social safeness had a positive and significant moderating effect on the nexus between HFU and life satisfaction.

This study contributes to understanding HFU as a precursor to life satisfaction and psychological well-being among Generation Y students. Also, evaluating the moderating effect of social safeness contributes to a more thorough understanding of the link between HFU and life satisfaction. Furthermore, this research aims to add to the body of knowledge in Africa’s communication psychology and social media literature, a field that has received little academic attention in developing countries.

The data were collected from a sample of 266 subjects comprising management students and practitioners in Sydney, Australia. The cognitive moral development stages of the subjects were examined using the defining issue test. Consistent with prior research, age, education, religious affiliation and religious commitment were found to have influenced moral judgement of the respondents. Vocation, gender and the firm ownership did not seem to influence the moral judgement levels. Students and practitioners demonstrated the same level of sensitivity to ethical dilemmas. A comparison of the data with similar findings in the USA revealed a marked difference between the Australian and the US subjects. Implication of the findings and directions for future research are discussed in the paper.

Motivation constitutes a central element when going through the process of human learning. If the organization does not possess the ability to motivate its employees, the knowledge within the organization is not practically used to a maximum. Therefore, it becomes the aim of every successful learning organization to find the factors that enable it to motivate its employees to continuous learning and to take advantage of this knowledge to ensure its living. Many motivational theories have been constructed to find these motivational factors, but the values of the employees in the specific organization are seldom included in the theories. Since a suitable combination of motivational factors only can be created through an understanding of the values in the measured object (i.e. employees), this can be seen as a risk for validity problems in the measuring instrument. A closer survey of the measured object, where such factors as society, organizational culture and personality of the employee are taken into account, is required. To respond to this requirement a dynamic model for the application of existing motivational theories based on needs is created in this article. In the model the shortcomings, which result from an often non‐existing dialogue between the examiner and the examined, are removed.