Search results

The enduring popular image of James Bond is (in the words of the theatrical trailer for Dr No) ‘the gentleman agent with the licence to kill’. Yet the screen Bond is hardly a hero in the manner of gentlemanly archetypes such as Cary Grant and David Niven (reputedly Ian Fleming’s preferred choice for the role). This chapter will explore how the image of Bond in the films has changed over time both in response to wider social and cultural archetypes of masculinity and due to the different performance styles of the various actors to play the role: Sean Connery, whose rough-hewn Scottishness can be seen as a means of representing the ‘otherness’ of Fleming’s character (‘Bond always knew there was something alien and un-English about himself’); George Lazenby, whose one-off appearance as an emotionally damaged Bond in On Her Majesty’s Secret Service anticipated later portrayals of the character; the parodic variant of Roger Moore; the brooding Byronic hero of Timothy Dalton; the ‘Milk Tray Man’ charm of Pierce Brosnan; and Daniel Craig, whose combination of bull-in-a-china-shop physicality and vulnerable masculinity (literally so in Casino Royale) has by common consent successfully transformed Bond from a cartoon superman into a twenty-first century action hero.

Surveys of mental health services users consistently report stigma as a major barrier to recovery. Service users from black and other minority ethnic groups, of course, suffer double discrimination. This article describes a pilot project in which service users and staff from two voluntary sector organisations organised an awareness‐raising event for pupils in an inner city school to challenge and inform them about mental illness.

This paper forwards a conceptual model identifying some of the key sources of judgment error in individual environmental sensemaking. Recommendations are offered to mitigate some of these biasing dysfunctions and thereby improve the effectiveness of environmentally related business policy.

Theories of cognitive and behavioral sciences are reviewed and applied to create a conceptual model describing some of the key influences on individual sensemaking in regard to environmental risk and opportunity.

It is found that the model presented in this paper contributes to the literature of corporate social responsibility in explaining some of the heuristic phenomena that can lead to denial of a firm's negative environmental impact, or conversely, recognition of emerging opportunities arising from increasing societal concern for environmental integrity. Many environmental scientists believe denial is omnipresent in modern business and governmental organizations. In addition, because the model is grounded in well‐established theories of problematic heuristic bias, it helps identify “leverage points” where well‐designed interventions can be deployed to promote learning and improved decision making. The model helps the decision maker better understand and potentially influence ethical judgment because ethical decision making is conceived within the frame of bounded ethicality versus a less potent theory of intervention based upon espoused moral prescriptions.

Some important influences on environmental sensemaking are not emphasized in the model to include dimensions of individual personality, early childhood experiences, gender, religious background, etc. Rather, the emphasis here is placed upon relatively ubiquitous cognitive heuristics and other cognitive phenomena likely to influence many organizational decision makers.

This analysis and resulting conceptual model should help change agents, students, policy makers and business practitioners avoid predictable biases and sensemaking distortions and, in so doing, improve the firm's social responsibility profile and recognition of emerging business opportunities growing out of sustainability imperatives.

The value of allowing children to experience frequently the sheer pleasure of good children's literature has long been acknowledged. For at least the past twenty‐five years, educational researchers and faculty members in schools of education and library science have advocated the use of children's literature in the elementary school curriculum.

Looks at the marketing literature on the subject of multi‐attribute utility models. Reviews the multiple objective and multi‐dimensional preference models within the framework of multiple attribute utility theory. Suggests that much of the research in this area has been information‐ rather than decision‐oriented and, as a result, this has not been integrated successfully into the field of strategic marketing policy‐making.

Philip Selznick has been a central, historical figure in the development of institutional theory. In particular his contribution in TVA and the Grass Roots and Leadership in Administration has been key. However, we put forward the relevance of Selznick’s broader portfolio of ideas, to show that they could inform institutional analysis in new ways. There are important ideas and insights that can be brought to bear on contemporary issues within institutional theory. In particular, Selznick was concerned with the ways in which organizational goals are deflected because of different interest groups. Organizations use various kinds of cooptation to deal with interest groups. Selznick’s perspective implies that institutional theorists need to be concerned with both deflection of purposes and interests. These ideas are explored further in his work, The Organizational Weapon, showing a concern with the nefarious effects of organizational practices, an avenue that institutional theory needs to explore further. Indeed, Selznick was always concerned with the consequences of institutionalization. He dealt with issues of organizational governance, purposes and interests, ideas of unanticipated as well as anticipated consequences, negative as well as positive effects of institutionalization all of which require further analysis in contemporary institutional theory. Also at the heart of Selznick’s work was an emphasis on policy and practice, coming from American pragmatist philosophy. For Selznick, knowledge is to be utilized to produce good policy and practice. Institutional theorists need to consider the applications of their knowledge.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.