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Tackling the problem of aggression and violence in health care is high on the agenda for healthcare professionals. In an endeavour to protect both patients and staff alike when managing aggressive behaviour, the use of physical restraint is under scrutiny, particularly as a result of the reported deaths of a number of patients whilst being restrained. The challenges of employing this type of intervention, implications for safe and effective practices and the need for the suitable training of staff are explored in this paper.

The practice of restraint is controversial as deaths in care or custody have been a consequence of restraint. The purpose of this paper is to clarify research from national and international literature to ascertain any common findings in order to provide guidance for staff on safe and effective restraint techniques where there is no other resort in the management of violent and aggressive individuals.

The researchers undertook a review of the literature on the medical theories relating to restraint‐related deaths and an analysis of deaths in custody in the UK for the time period 1 Jan 1999 to 1 Jan 2010.

Findings showed that certain groups are particularly vulnerable to risks while being restrained. There are also biophysiological mechanisms which staff need to be aware of when restraining an aggressive or violent individual.

It is evident that those in vulnerable groups when restrained in a prone position, or in a basket hold, for a prolonged period and who are agitated and resistive, are most at risk of death in custody. Consistency in reporting relevant deaths locally and nationally is necessary to facilitate analysis of key information and prevent deaths in custody in the future. Staff training and awareness are also key factors.

The purpose of this chapter is to map out the role of arts and the transfer values of the case of intensified music education as a governance tool for cultural sustainability. It takes the form of a literature review, which reveals that the role of arts in terms of governance of cultural sustainability includes the arts as issues of cultural heritage; symbolic translations of cultural values; transferring learning about emotions and life-quality, cooperation and linguistic-logical skills and potential transmitters of socio-economic enhancement of individuals performing it. The negative outcome is that the arts are predominated by the elite and wealthy, and that the potential of the role of the arts in the public education curriculum has not been utilised nor preferred in many countries as a result of low government expenditure. Other projects may exist in non-academic public media that may confirm or reject the findings. The chapter suggests academia and practitioners study, impact and initiate better ways of including the arts in the governance of cultural sustainability through public education. The inclusion of the arts in public education can improve the livelihood of children in all socio-economic areas. It connects two different literatures – that of cultural sustainability and that of traditional art studies in education, and raises questions about current governance practices underestimating the value of including cultural sustainability in governance and the role of the arts herein.

The purpose of this paper is to investigate the potential spill-over effects from negative (and positive) experiences with trading a company’s stock on shareowner-customers’ emotions and subsequent customer attitudes and behavior.

A conceptual framework that links selling a stock for a loss (or gain), emotions, and customer attitudes and behaviors is developed. The framework is tested with data from a sample of Dutch investors that is analyzed with structural equation modeling through the partial least squares method in SmartPLS.

Selling a stock for a loss vs selling a stock for a gain have different effects on shareowner-customers’ attitudes and behavior toward the company. Losses induce negative emotions which in turn result in lower satisfaction and behavioral loyalty as well as in increased propensity to complain about the company. Investment gains, however, result in more positive emotions which then lead to increased preference of the company whose stocks were traded over its competitors and increased engagement in positive word-of-mouth (WOM).

The study is focussed on shareowner-customers’ experiences with stocks of companies active in the consumer industry. Future research could address whether the results generalize to other industries.

The findings emphasize the importance of a close collaboration between the marketing and investor relation departments. Complaints of shareowner-customers should be taken seriously and incentives to stimulate repurchases as well as those that encourage positive WOM engagement are recommended.

This is the first study to examine possible negative spill-over effects from experiences obtained during stock trading on shareowner-customers’ attitudes and behaviors toward the stock’s company.

This chapter is concerned with the social pillar of sustainability and how management education can assist in ensuring the equity among people that is necessary to achieve sustainability. The chapter considers how a sense of responsibility towards ensuring equity and fairness is derived and the sources of this. It argues that early education teaches aspects of fairness, but at a higher education level, further education is a working context continues to be necessary but is very often absent. It is at this stage that the educators in management have a role and responsibility. Unfortunately in a work context, people tend to be considered merely as operands within a production process and not as real people, and thus considerations of fairness and concern tend to be eliminated, with a tendency towards exploitation. This of course is not sustainable, and the chapter argues that at the higher education level this can be addressed with noticeable effect.