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Organizations need constructive interventions for resolving disputes in the workplace. Mediation is one possible intervention. This real‐life case study and an accompanying mediation exercise can help employees acquire and practice basic mediation skills. The exercise can also serve as a learning frame for generating discussions on current issues in any organization.

The first section of the article provides readers with an overview of the most widely used career development interventions including alternative career paths, assessment centers, career coaching/counseling, cross‐training, flexitime, job enlargement, job enrichment, job rotation, job sharing, phased retirement, sabbaticals, and temporary assignments. Each intervention is described and accompanied with an example. The second section of the article presents three case studies: When woodworkers won’t; How do we keep going from here? and Opportunity in scarce resources. Each case is accompanied with a series of discussion questions and answers. Managers, trainers, and/or consultants can use the article and its case studies to facilitate discussions among employees regarding the potential benefits and drawbacks of various career development interventions.

THE scope of this article is, it should be clearly understood, confined to offering a few suggestions that may be found useful by those who desire something more than haphazard novel‐reading; no attempt will be made to discuss fiction as a wholes—to survey, for example, the numerous questions with which learned critics have dealt in tracing the experiments and evolutionary influences that have resulted in that form of literature which the word “novel” connotes for us men and women of to‐day. Nor will any appraisal of authors be attempted, though certain individual novelists will, doubtless, be specified by way of illustrating the argument which it is sought to maintain.

For more than a decade there have been calls to change professional development and teacher education. A central task and challenge for teacher educators is to design learning experiences that offer the greatest potential for improving teacher practice. Recently, videos of classrooms have emerged as tools for teacher learning. This chapter will consider the issues we faced attempting to create a coherent, sequenced professional development curriculum using video to help teachers improve mathematics teaching and learning. We will share some of the principles that guided the work, what we’ve been learning and indicate where we feel more research is needed.

This review integrates and builds linkages among existing theoretical and empirical literature from across disciplines to further broaden our understanding of the relationship between inequality, imprisonment, and health for black men. The review examines the health impact of prisons through an ecological theoretical perspective to understand how factors at multiple levels of the social ecology interact with prisons to potentially contribute to deleterious health effects and the exacerbation of race/ethnic health disparities.

This review finds that there are documented health disparities between inmates and non-inmates, but the casual mechanisms explaining this relationship are not well-understood. Prisons may interact with other societal systems – such as the family (microsystem), education, and healthcare systems (meso/exosystems), and systems of racial oppression (macrosystem) – to influence individual and population health.

The review also finds that research needs to move the discussion of the race effects in health and crime/justice disparities beyond the mere documentation of such differences toward a better understanding of their causes and effects at the level of individuals, communities, and other social ecologies.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This Register of Current Research in Britain in the field of marketing has been compiled from the response to a request for such information made to educational institutes. It is intended to publish amendments and additions at regular intervals in this journal. Each issue will contain up‐dating material, and the complete register will be published each year. The present issue contains the first such up‐dating.

This chapter focuses on how people with a history of short-term incarceration engage with the criminal justice system. It is based on analysis of interview data with men and women who had been incarcerated in a county-level facility in Massachusetts; they were interviewed up to five times (once prerelease and four times postrelease). A primary goal of most was to be free of or minimize criminal justice system contact (not just incarceration), and this drove their approach to criminal justice system contact. In spite of this goal, they often remained ensnared for lengthy periods.