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Just over ten years ago, the American legislative system was rocked by a series of scandals surrounding powerful lobbyist Jack Abramoff who claimed to have “bought” influence in nearly half of the United States congressional offices. The Abramoff scandal brought public attention to three critical areas of corruption in congressional politics: loopholes in gift-giving laws, campaign finance, and the revolving door. For instance, why are lobbyists allowed to buy a meal for congressional representatives if they are both standing up but not if they are sitting down? Why is sharing a simple meal with an elected official banned but allowed so long as campaign contribution checks are exchanged (i.e., the mystery of the $5,000 hamburger)? And just how much does it cost to buy your congressman? We explore these areas of corruption that were brought to light in 2006 by “the biggest political scandal of the century,” and examine how things have, or in some instances, haven’t changed in the years since the Abramoff scandal broke. Does Congress run cleaner today? Or is it still politics as usual?

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

In order to emphasize in-depth analyses of individual life stories, seven informants were selected. Since breadth of experience will contribute to a more detailed contextualization of the consumer's use of products in identity negotiation, diversity across informants was emphasized. Interviews generally followed the format as suggested by Thompson, Locander, and Pollio (1989). A comfortable setting was chosen and pseudonyms were used to ensure anonymity. Interviews were audio-taped and lasted anywhere from one to just over two hours. Grand tour questions (McCracken, 1988) focused on the meaning of the tattoo design, the experience of being tattooed, perceptions of the body, words the informants used to describe themselves, and other biographical information important for understanding the informant's personal myth. Every effort was made to present a natural front, keep the informant on track without being too directive, demonstrate active listening, and prompt the informant as a way of probing for details (Spradley, 1979). To ensure accuracy, an experienced and trained transcriptionist transcribed each of the seven interviews. The final text totaled 450 typed double-spaced pages.

Purpose – The purpose of this chapter is to enhance understanding of misbehavior through an exploration of film and TV treatments of workplace relations.

Methodology/approach – Analysis of examples of misbehavior drawn from film and TV within a theoretical framework informed by formal and substantive rationality.

Findings – Workplace definitions of misbehavior are multi-faceted, contextually specific, and both perspective- and power-dependent. They are constructed within workplace settings, where expressions of formal and substantive rationality intersect with everyday working practices.

Research limitations/Implications – The discussion is limited by the mainly fictional character of the resources used.

Practical implications – The chapter illustrates how representations of organizations as “rational” are limited and how more complex understandings of rationality might contribute to a more nuanced view of the co-production of workplace misbehavior practices by managers, workers, and/or unions.

Social implications – The chapter illustrates how multiple rationalities may be expressed and socially embedded within specific workplace settings.

Originality/Value of chapter – The focus on mainly fictional examples drawn from popular culture to interpret workplace behavior is the chapter's most distinctive feature.

This chapter depicts the burden of suicidal behavior among African American males. It describes the public health approach to preventing suicidal behavior among African American males. This approach includes assessing and describing the problem; identifying causes or risk and protective factors; developing and evaluating programs and policies; and implementing and disseminating findings and activities. The chapter provides a review of the epidemiology of fatal and non-fatal suicidal behavior; a summary of what is known about the risk and protective factors of the problem; and a descriptive analysis of the circumstances associated with suicides among young African American males is presented. Lastly, the authors give a summary of evidenced-based prevention programs which could be applied in preventing male suicidal behavior.

Most publications on the management of diversity in Western countries pay homage to history by referring back to the way regulatory frameworks developed to promote equal treatment and to oppose discrimination. In work on English speaking countries, particular attention has been given to the struggles waged in the USA for civil rights and for gender equality in the 1960s and their impact on the emergence of equal employment opportunity and affirmative action laws and policies. Generally, these developments are depicted as the antecedents to the emergence of diversity management in the USA. This genealogical orientation is usually designed to establish historical foundations. However, as we see it, this approach to history has promoted an impression of linear evolution. Our general aim in this chapter is to show how an historical perspective can help uncover continuities in regard to equal employment opportunity, affirmative action and diversity management policies and strategies in Australia, particularly in relation to the management of cultural diversity in Australian workplaces. Rather than seeing development in linear terms, our aim is to highlight connections and the implications of such connections. Accordingly, this chapter relates each of these policies/strategies to analogous political and legal developments that emerged concurrently, in particular such initiatives as multiculturalism, anti-discrimination laws and what became known in Australia as ‘productive diversity’ policies.

Purpose – This chapter analyses the independent U.S. film Reefer Madness, a fictional full-length feature about marijuana use and selling that has grown in cult status since it was produced in 1936. In addition, this chapter discusses a number of examples of early and contemporary illegal drug films that focus on marijuana, including a short film scene from Broken Flowers (2005).

Methodology – Drawing from critical and feminist criminology, sociology, and cultural studies, this chapter provides an analysis of fictional illegal drug films with a focus on marijuana.

Findings – The significance of a century of film representations that reinforce a link between illegal drug use, immorality, and crime is discussed. It appears that these themes are quite enduring.

Value – It is worthwhile to analyze illegal drug films, not just to explore the stigmatization of users, but to examine the social/political effects of these films, particularly the ways that certain kinds of negative images support drug regulation and its attendant policing.