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In recent years, school districts have faced numerous questions surrounding accommodations of transgender students. Strong objections to accommodations have been voiced in public argument and litigation, primarily in the areas of athletics, bathrooms, and dress codes. As younger transgender students express their gender identity at school, however, the existing objections are weakened by considering the context of elementary rather than high school students. Greater numbers of young transgender students will likely encourage accommodation of trans students of all ages, as well as challenge the gender binary unconsciously taught in school.

This project was designed as a laboratory study to investigate the effects of organizational social cues (OSC), decision framing, and justice on managerial decision making in ethical situations. The OSC (ethical/ unethical), the framing (gain/loss), and the justice conditions (fair/unfair) were manipulated within a managerial in‐basket exercise. Participants read information about the organization and their situation within it. Next, they read scenarios and made several decisions involving ethical considerations. Results suggest that OSC and the experience of fairness or unfairness significantly influenced the managerial ethical decisions. Ethical OSC resulted in significantly more ethical decisions. Also, those in an “experienced fairness” justice condition made significantly more ethical decisions. The gain/loss framing did not significantly influence ethical decisions.

This study investigates how two situational elements influence people's propensity to lie about their own performance. We hypothesized that (a) people are more likely to lie when rewarded for doing so, (b) performance pressures at work lead people to lie about their performance, and c) the joint effect of the two elements led to the highest level of lying. Reward and pressure were manipulated in an experiment with 140 participants. The findings support both hypotheses. The results have implications for the manner in which corporations pressure and reward their employees, suggesting that unsavory behavior such as lying is a natural outgrowth of high pressure, high reward work situations.

Hit by an unprecedented financial crisis, the Greek society has been also swept away by an acute political crisis, rising political polarisation and social unrest. At the same time, over the last decade, Greece has faced an unparalleled state of emergency, with thousands of refugees and immigrants entering every year and remaining in the country, often in extremely difficult living conditions leading to ‘an exceptional crisis within the crisis’. In fact, during the recent years, immigration and the ‘refugee crisis’ have been among the most controversial topics on the Greek policy agenda and one of the principal issues that shapes public discourse and raises the most questions about social cohesion and the fundamental values of the Greek society. Media representations of the refugee and migrant ‘crisis’ have played a significant role in how this controversial issue is presented in the Greek public discourse as well as in how people perceive and respond to it. Within this context and having as a starting point the theoretical approach of peace journalism, this chapter explores the ways in which four national Greek newspapers portrayed immigration within different periods of the Greek crisis between January 2011 and September 2015. Research results reveal two different periods in the analysed news stories, one between 2011 and 2014, when immigration was portrayed as a ‘domestic problem’ and the other, in 2015, when the situation was designated as a ‘European refugee crisis’. In both cases, however, it was evident that immigration was positioned high on the agenda of the Greek newspapers, despite major political events taking place within the same periods. Findings were presented and discussed on four different but interrelated levels: immigration (1) as a source of conflict and polarisation, (2) as a political issue, (3) through securitisation and victimhood and, ultimately, (4) through a ‘journalism of conventions’ lens, with very important consequences on the quality of information (extensive lack of solutions related to immigration and asylum issues, absence of refugees' voice, insufficient context, among others).

MR. R. A. Butler's remark about doubling our living standards within the next twenty‐five years has a secure place in contemporary political obiter dicta. It suffers from being the kind of comment that is remembered long after any qualifying context has been forgotten.

Considers past research undertaken in the area of adult moral and ethics education, in order to establish whether moral judgement and ethical behaviour can be learnt by adults through an education experience. Also seeks to identify those education media which best facilitate learning of good moral behaviour and ethical judgement. Concludes that research to date has not adequately proved the widely assumed link between teaching and learning of moral judgement and ethical behaviour. This link is important, particularly when education is perceived by many to be the best means of developing good moral judgement and ethical behaviour in the modern business environment. Raises a number of additional issues related to the topic and suggests several areas of future research opportunity.

This chapter examines aggression at work perpetrated by individual insiders by bringing together streams of research that have often been examined separately. A comparison of the similarities and differences of aggression toward individuals, such as verbal abuse or physical attack, and aggression toward organizations, such as embezzlement or work slowdowns, is shown to provide important insights about the causes and consequences of workplace aggression. We propose a comprehensive model based on the integration of prior theoretical treatments and empirical findings. The model attempts to offer a framework to systematically examine psychological and organizational mechanisms underlying workplace aggression, and to explain the reasons why workplace violence policies and procedures sometimes fail. A set of research propositions is also suggested to assist in achieving this end in future research.

Bundled payments for care are an efficient mechanism to align payer, provider, and patient incentives in the provision of health care services for an episode of care. In this chapter, we use agency theory to examine the evolution of bundled payment programs in private and public payer arrangements, and postulate future directions for bundled payment development as a key component in the provision and payment of health care services.

The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada.

Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper.

Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, Métis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the curriculum offers information about cultural practices to teach about what it means to understand health from a cultural lens.

The HPE curriculum offers examples of how Ontario, Canada, is expanding its cultural approaches to knowing about and understanding health practices. The acknowledgment of First Nations, Métis and Inuit health and cultural ways of approaching health is significant when compared to other recently revised HPE curriculum from around the globe. The teaching strategies offered in the curriculum document provide one avenue to think about how identity, culture and race are being taught in health education classrooms.

First, with limited analysis of health education policy within schools, the use of critical theory provides opportunities for thinking about what comes next when broadening definitions of health to be more inclusive of cultural and race identity. Second, curriculum structures how teachers respond to the topics they are delivering, thus how HPE as a subject area promotes healthy practices is highly relevant to the field of health education. This paper provides an important acknowledgment of the educative work being undertaken in the revision of HPE curriculum.