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Neoliberalism has profoundly influenced the relationship between law and the state. Market rhetoric and ideology have fostered Janus faces of law, a double vision of law where both sides of the face adhere to one another through neoliberalism. One face relies on market values and individual liberty, seemingly favoring the reduction of state authority, actually to enhance law’s power. The other Janus face, also drawing on values of market efficiency and individual responsibility, expands criminal justice and its role in the state. Together the Janus faces of law diminish democratic values and practices of law in favor of economic growth, efficient governance, and punishment.

Purpose – This study examines the legal system's responses to the disaster of Hurricane Katrina and the flooding of New Orleans particularly in the first two weeks after the storm. During this period, issues of law and order were a primary concern of government decision makers, and these issues framed those of rescue of and aid to the survivors.

Approach – The chapter draws on the analytic concept of the carceral state as it is publicly displayed in official reactions to disaster rumors of disorder and violence. The empirical focus is on policing activity and on events at the Orleans Parish Prison and Camp Greyhound, a temporary detention center established after the storm.

Findings – Largely unfounded rumors of disorder, including roaming gangs, extensive looting, rape, and murder, fueled the emphasis on law and order and policing and carceral decisions of officials. Actions intended to facilitate an individual's survival or comfort or evacuation were often treated as criminal. New Orleans became a prison city.

Originality – The analysis develops the concept of a “prison city” as an embodiment of the carceral state and suggests that the carceral state prompts and reinforces rumors about disorder and the tendency to designate policing and incarceration as essential first responses to disasters in the United States.

In view of the global warming that has increasingly been plaguing the earth, it should be no surprise that the world has been witnessing an unprecedented wave of natural disasters over the past decades. Among the most important of these natural calamities in recent years, mention can be made of the Indian Ocean earthquake and tsunami of 2004, hurricanes Katrina and Irene in the United States in 2005, cyclone Nargis in Burma in 2008, the Haiti earthquake of 2010, the Russian heat wave of 2010, the 2011 tornado in Joplin, Missouri, and the 2011 Tōhoku earthquake and tsunami in Japan. Ranging from earthquakes, volcanic eruptions, avalanches, and floods to heat waves, storms, and epidemics, the field of disaster research presents a myriad of questions for social-scientific exploration.

Developing student engagement in the online classroom and within co-curricular digital spaces is about relationship building more than technology or class structure. Where the learning management system is used effectively, online learning can equal or exceed the engagement levels of face-to-face classrooms particularly with Millennial and Generation Z students. Beyond technology is the need to create a higher value aspect of learning by developing models closely aligned with “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007). This chapter will examine how to engage Millennial and Generation Z traditional undergraduate students through distance learning approaches in ways that support student learning and development.

The purpose of this article is to understand how academics in management deal with the concept of generation in the workplace. We begin by conducting an interdisciplinary literature analysis, thereby elaborating a conceptual framework concerning generational diversity. This framework consists of four levels of analysis (society, career, organisation and occupation) and three dimensions (age, cohort and event/period). We then conduct a meta-analysis using this conceptual framework to analyse papers from the management field. The results from this analysis reveal the existence of a diversity of generational approaches, which focus on the dimensions of age and cohort on a societal level. Four factors seem to explain these results: the recent de-synchronisation of generational dimensions and levels, the novelty of theoretical models, the amplification of stereotypes by mass media and the methodologies employed by researchers. In sum, this article contributes to a more realistic view of generational diversity in the workplace for both academics and practitioners.

Popular literature argues that successive generations are experiencing more job changes and changes of employer. The “new careers” literature also proposes that career mobility patterns are becoming more diverse as people engage in more downward and lateral job changes and changes of occupation. The purpose of this paper is to test these assertions by comparing the career mobility patterns across four generations of workers.

The authors analyzed the career mobility patterns of four generations of Canadian professionals (n=2,555): Matures (born prior to 1946); Baby Boomers (1946-1964); Generation Xers (1965-1979) and Millennials (1980 or later). Job mobility, organizational mobility and the direction of job moves were compared across groups through analysis of variance.

Significant differences were observed in job mobility and organizational mobility of the various generations, with younger generations being more mobile. However, despite significant environmental shifts, the diversity of career patterns has not undergone a significant shift from generation to generation.

This is the first quantitative study to examine shifting career mobility patterns across all four generations in today’s workplace. The authors extend previous research on generational differences in job mobility by using novel measures of career mobility that are more precise than extant measures.

Historically Black Colleges and Universities (HBCUs) were established during an era of legal segregation in the United States and, by providing access to higher education, added considerably to the progress of millions of Black Americans. Moreover, to the benefit of their students, faculties, staffs, alumni, and local communities, most HBCUs sponsor intercollegiate athletic teams. No doubt on these campuses, student-athletes are under pressure to meet academic and athletic demands. In this chapter, the central narrative is on the academic and athletic experiences of Black male student-athletes matriculating at HBCUs with National Collegiate Athletic Association affiliation. This chapter adds to the extant literature on the athletic status and academic plight of Black male student-athletes at HBCUs.