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In response to a local secondary school's concern following the introduction of a new cafeteria system of school meals, the Cambridge Health Eduction Unit participated in a project focusing on healthy eating habits. A planning committee was formed consisting of a health education officer, community dietitian, home economics and health education teachers from the school, and a scheme was devised to set up a project in which the whole school population could participate.

In recent years the subject of healthy eating has featured prominently in the media and the general public is probably more aware of the influence of diet on health than ever before. However, there is still some confusion about what constitutes a balanced, healthy diet and this can lead to eccentric and unhealthy diets being eaten. There is also a great deal of misuse of the term ‘diet’, which is popularly associated with slimming. What we are concerned with here is the promotion of balanced, sensible, healthy eating patterns and their assimilation into the general lifestyle of young people.

May 16, 1968 Building — Safety regulations — Roof of fragile materials — Safe means of access — Employee working from roof to knowledge of employers — Convenient but not necessary to do so — Not proper place from which to work — Employers' failure to inspect roof to see that safe — Whether negligent — Fall of employee through roof — Whether employers in breach of statutory duty — Whether roof place where employee “has…to work” — “Have to pass over” — “Ladders” — Building (Safety, Health and Welfare) Regulations, 1948 (S.I. 1948 No. 1145), reg. 31(3) — Construction (General Provisions) Regulations, 1961 (S.I. 1961 No. 1580), reg. 7(1).

The main goal of the current research was to investigate whether and how leaders in health care organizations can stimulate incident reporting and error management by “walking the safety talk” (enacted priority of safety).

Open interviews (N=26) and a cross-sectional questionnaire (N=183) were conducted at the Rotterdam Eye Hospital (REH) in The Netherlands.

As hypothesized, leaders’ enacted priority of safety was positively related to incident reporting and error management, and the relation between leaders’ enacted priority of safety and error management was mediated by incident reporting. The interviews yielded rich data on (near) incidents, the leaders’ role in (non)reporting, and error management, grounding quantitative findings in concrete case descriptions.

We support previous theorizing by providing empirical evidence showing that (1) enacted priority of safety has a stronger relationship with incident reporting than espoused priority of safety and (2) the previously implied positive link between incident reporting and error management indeed exists. Moreover, our findings extend our understanding of behavioral integrity for safety and the mechanisms through which it operates in medical settings.

Our findings indicate that for the promotion of incident reporting and error management, active reinforcement of priority of safety by leaders is crucial.

Social sciences researchers, health care researchers and health care practitioners can utilize the findings of the current paper in order to help leaders create health care systems characterized by higher incident reporting and more constructive error handling.

In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational scholarship literature. The authors, then, provide an overview of the chapters in this handbook, guiding the readers through key aspects that each chapter contributes to the handbook’s collective perspective of efforts, initiatives, and programs that promote wellbeing in the higher education settings.

Marketing organisations increasingly talk about the importance of integrating their communications, of aligning symbols, messages, procedures and behaviours across formal organisational boundaries. Often this implies tighter central control over communications and other organisational processes. This paper sets out to discuss potential negative consequences of such tight control in terms of organisational incapability to react to market changes in increasingly fluid environments due to a loss of sufficient corporate complexity and diversity.

In response, a flexible integration approach that draws attention to the handling of difference and variety within the context of an integrated communications project is articulated. The paper proposes a framework that balances centralisation and decentralisation through attention to dimensions of endogenous control, tight and loose couplings, networks, and common process rules.

The paper demonstrated that, in order to integrate its communications, an organisation needs to embrace diversity and variety and to balance the wisdom of its many voices with the effort to secure clarity and consistency in its overall expression.

The flexible integration approach advanced in this paper opens new avenues of research, practice and pedagogy, encouraging scholars, practitioners and teachers to explore the following dimensions of integrated communications: reception, variability, organisation, voice, couplings and transferability.

The paper contributes to the literature on integrated communications and corporate communications by addressing the organisational dimensions of integration and suggesting a new avenue of integrated communications research that is far more sensitive to the organisational context in which projects of integration exist and unfold.

Summarizes the results of a comprehensive investigation into levels of psychological distress, and factors associated with those levels, among a large and representative sample of Western Australian teachers. Psychological distress was measured by the General Health Questionnaire, and the nine independent variables included five stressors (inadequate access to facilities; frequency of student misbehaviour; the extent to which societal expectations of teachers are seen to be excessive; the intrusion of school work into out‐of‐hours time and total workload); and four destressors (teachers′ perceptions of the extent of their influence and autonomy in the school environment; of their personal competency and achievement, of the amount of support they receive from colleagues and principal; and of the acknowledgement and praise they receive). The data show that levels of distress are high, and that the five stressors correlate positively and the four destressors correlate negatively with distress. The data also confirm the theoretical model used in the research, which predicts that the destressors effectively ameliorate the distress associated with the stressors. While the general pattern of the results is the same for male and female teachers, some important sex differences are identified. Discusses the implications of these findings for school administration.

The purpose of the article is to call upon educational leaders to consider the forces that hinder hope‐giving and to consider viewing their work as inspiring warranted hope among their constituents in situations of well‐defined reality.

The author argues that hope is an essential component of leader agency which when unhindered and defined in a multidimensional fashion may be used to transform the experiences of learning communities.

The author argues that leaders who foster warranted hope in constituents will gain transformational leverage to improve educational practice and the experiences of learners and their communities.

The author provides leaders with an overview of the utility of a reality‐based notion of hope that may serve to legitimate and focus constituent energies and make sense of key organizational challenges.

Provides a unique framing and synthesis of the multi‐dimensional concept of hope into the context of educational leadership, association with relevant allied constructs, and the challenges of education in the twenty‐first century.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.

Describes the efforts of the owner/directors of a private limited company to put into place a succession strategy. Considers three major themes: second generation entrepreneurs/management succession; action learning as a human resource development strategy and philosophy; and the learning organization. Concludes that people (and organizations) “learn” best from the priorities of the business, once they have been identified, and that organizational learning is really based on institutionalization of what has been learned – requisite learning.