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A survey to assess the future training needs of industry (1984) showed a swing away from the need to memorize facts and develop physical skills, to an increased need for the application of understanding. Describes the research into developing learning skills, which aimed at improving the processes of learning at the same time as learning products. Earlier work had identified the paucity of relevant learning skills. A mnemonic (MUD) helped to distinguish material needing different learning skills, while keys to understanding were developed to help learners structure their thinking and develop understanding of a topic. The work was replicated in South Africa in 1989 and the results showed improved learning skills, a reduction in training time and an improved perception by the trainers of the learners.

This study explored a number of work‐family attitudes and the current and future use of work‐family practices by gender, using a sample of 100 New Zealand employees. Females were significantly more supportive of work‐family practice users towards both male and female users. Female employees also perceived greater benefits from work‐family practices than male respondents. Finally, female respondents were more likely to consider using work‐family practices in the future, although there were no differences to wards current use of work‐family practices by gender. Overall, the findings suggest that female employees are more supportive of work‐family practices, their users, and the benefits associated with their use, supporting the socialisation theoretical perspective. The implications for research are discussed.

This article aims to give a brief background and overview of the current discourse surrounding hate crime. The author discusses the difficulties of defining hate crime how agencies such as the police can deal with the issue. Different characteristics and motivations for the perpetrators of hate crime will be analysed. The victims of hate crime and members of their community can be deeply affected by their victimisation, these affects will be described and possible policy implications discussed.

In this article Professor Perry argues that Plessy v. Ferguson and the de jure segregation it heralded has overdetermined the discourse on Jim Crow. She demonstrates through a historical analysis of activist movements, popular literature, and case law that private law, specifically property and contract, were significant aspects of Jim Crow law and culture. The failure to understand the significance of private law has limited the breadth of juridical analyses of how to respond to racial divisions and injustices. Perry therefore contends that a paradigmatic shift is necessary in scholarly analyses of the Jim Crow era, to include private law, and moreover that this shift will enrich our understandings of both historic and current inequalities.

This chapter examines how opponents of same-sex marriage have used rights discourse to construct an identity of themselves as victims, and construct gays and lesbians as deviant “others.” I find that conservative rights discourse has been more effective outside the courtroom than in it. This is because these arguments rely on implicit discriminatory stereotypes which are frequently exposed under the scrutiny of dispassionate judicial actors. However, in a popular arena, they are free to operate with considerably less scrutiny. Here, rights discourse is used to mask discriminatory stereotypes and lend legitimacy to positions that would be rejected if made explicitly.

The findings of the Steering Group on Food Freshness in relation to the compulsory date marking of food contained in their Report, reviewed elsewhere in this issue, has brought within measurable distance the Regulations which were, in any case, promised for1975. The Group consider that the extension of voluntary open date marking systems will not be sufficiently rapid (or sufficiently comprehensive) to avoid the need or justify the delay in introducing legislation.

December 13, 1973 Master and Servant — Negligence — Manual lifting operation — Load caught on obstruction increasing effective weight — Two men sharing load near safe limit — Whether foreseeable risk that one man would receive a disproportionate share of load — Meaning of maximum safe load.

Scholarship on workplace diversity, equity, and inclusion (DEI) is voluminous. Nevertheless, there is relatively little work that examines DEI from an organization development and change (ODC) or systems perspective. As a result, there is no unified framework ODC practitioners can use for DEI diagnosis and intervention. The purpose of this chapter is to review the ODC literature with respect to DEI and propose a diagnostic Context-Levels-Culture (CLC) framework for understanding and addressing diversity-related challenges in organizations. We also present a case example of how this framework can be used in DEI consulting, including implications for future research and practice.

This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that seemingly are not obvious to educators or often overlooked in the education of Black children. Two complementary points are made. First, many educators tend to view discrimination in terms of intentional and overt actions, but may not realize how they can and do inadvertently harm children during everyday classroom routines, instructional practices, policies, and curriculum that position African American culture invisible or abnormal. Second, even though teachers might not be cognizant or aware of institutional racism that is endemic in policies, instruction, curriculum, practices, and routines, their involvement in these practices represents an ethical problem and violates the “do no harm” principle. While most P-12 teachers and teacher educators agree in theory with the idea of valuing cultural and linguistic diversity, changing actions, and deeply-seated teaching practices and dispositions can only be accomplished by challenging and disrupting normalizing discourses in the policies that inform instructional practices, curriculum, and the pedagogies used in teacher education programs and in P-12 schools. This chapter suggests that teacher education programs use decolonizing frameworks for addressing equity academic and social issues for African American students. A discussion of institutional levels of oppression and praxis are included. Examples of barriers and promising practices are shared. An overarching theme is that early childhood teacher educators must unapologetically, thoughtfully, intentionally, and comprehensively advance issues concerning educational equity for African American students.