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The National Health Service Breast Screening Programme set up 20 years ago in the UK has to evolve continuously to meet changing needs as a result of fundamental transformations in the age and ethnic profile of the population. This article draws on evidence generated as part of the Healthcare Commission's national study aimed at identifying issues that may contribute to different groups not having equal access to, experience of, or outcomes from services relating to breast screening and breast cancer treatment. Findings indicate that ethnicity has an effect on the awareness of services and of breast cancer. Access to screening and the experience of screening and treatment are influenced by the interaction of ethnicity with age. Younger women from certain black and minority ethnic groups face particular barriers. There can be additional barriers experienced by those from linguistic minorities. Equality of access, experience and outcomes does not mean treating everyone the same way.

Gender segregation remains a remarkably persistent feature of the workforce in all member states of the European Union (EU), regardless of variations in rates of female economic activity, the growth of equality legislation and changing values prompted by notions of social justice. However, the argument that such patterns of segregation, in particular the clustering of women in low skilled, low paid work, represents a waste of human resources has a more powerful resonance in the context of converging economic and social factors. The creation of a Single Market, chronic skill shortages and an ageing workforce have combined with a more acute awareness of social justice and climate of political correctness to put women's skill and training needs higher on the political agenda than ever before. As a consequence, the Commission of the European Communities (CEC), which arguably has a good track record in acting as a catalyst in the promotion of equal opportunities (EO) more generally, is now in a unique position to challenge the rigidities of segregation through its funding programmes for training.

With the prevalence of enterprise social media (ESM), this study examines how the innovative and routine ESM use behaviors in the post-acceptance stage influence the quality and quantity dimensions of information processing (i.e. information equality and information overload), subsequently affecting employee autonomy grounded in the digital information management theoretical (DIMT) framework. This study further explores the moderating effects of communication visibility on the relationships between employee autonomy and each of the two information processing factors.

The proposed theoretical model was empirically validated using survey data of 266 knowledge workers that use ESM in a hybrid working context.

The results demonstrate that innovative and routine ESM use have different impacts on the quality and quantity dimensions of information processing, and information equality (quality dimension) improves employee autonomy as expected, but, surprisingly, information overloads (quantity dimension) as well. ESM communication visibility positively moderates the relationship between employee autonomy and each dimension of information processing.

Prior studies on ESM use widely focused on ESM's positive and negative outcomes and the mechanisms from the perspectives of employees' psychological and cognitive reactions. How ESM use behaviors in the post-acceptance stage empower employee autonomy and allow organizations to leverage the organizations' information technology (IT) investments remains unclear. Drawing on the information processing perspective, this study provides a novel angle to examine how to leverage IT values that stem from ESM use by considering the complementary roles of active and passive information processing.

This chapter presents an analysis of gender equity messages in textbooks and official educational documents in Mexico. For that purpose, critical pedagogy, understood as a framework to dissect power dynamics and gender relations in educational settings, is employed. From the point of view of critical pedagogy, stereotypes and imbalances of power are learned through everyday discourses and narratives and have been shaped by a long history of dominance and suppression; they are part of a system erected precisely to exercise control and limit possibilities particularly of those groups in the margins of society: poor, women, addicts, indigenous peoples, etc. Schools are regarded as spaces where inclusiveness is encouraged but also places where the reproduction of the status quo also occurs; in that sense, schools reflect whatever occurs in society at large, not only the positive cases but the bleak instances as well. Our main intention was to identify and examine books and documents on educational policy, guidelines, contents, or learning outcomes, which have been expressed to promote gender equity and respect for diversity. The idea is to identify whether the content that promotes equity is being communicated or if, on the contrary, gender stereotypes continue to be reinforced, the theme is avoided, or it is not considered relevant. We identified texts (activities and instructions) and images embodying messages connected to gender equity, or inequities, and even discourses that, proactively or by omission, perpetuate the transmission of gender stereotypes. The textbooks of Civic and Ethical Education of the final three grades of primary education are analyzed. A perusal of legal documents and official textbooks suggests that mixed messages that include both explicit statements of equity between binary gender options and implicit messages of superiority and authority attributed to men are somehow transmitted. In particular, the iconography let through implicit messages, probably unintentional but nonetheless powerful, in conveying stereotypes and imbalances of power.

The purpose of this paper is to answer the question: in the British state's relationship with its diverse minority ethnic communities, how have politics framed administrative allocation of language support services? The dynamics of policy development are investigated, a tangible effect of the shift from unofficial pragmatic multiculturalism towards community cohesion/“Britishness” having been a government focus on English for speakers of other languages (ESOL) rather than translation/interpreting. This change has revealed a tension between the demands of identity and equality for minority ethnic people: respect for cultural identity requires provision of translation/interpreting while creating (political) equality between majority and minority communities entails the latter having access to the political language so placing an emphasis on ESOL.

An evidence synthesis is undertaken of policy documents relating to the British state's provision of language support services and data on the skill levels in English from government surveys.

The relative contribution of financial constraints and new policy/ideological positions to changes in the direction of policy and provision is assessed. With respect to the “new approach to ESOL”, this process of discretionary allocation that privileges policies of integration and community cohesion rather than language need itself is viewed against the inadequacies of the data currently available on levels of English language proficiency in providing the basis for making policy decisions and allocating resources.

The level of English language skills amongst Britain's minority ethnic groups and of government policy to address skill deficits has been substantially neglected. The paper provides a policy focus ahead of the release of the 2011 Census findings on language questions.

Organizations and their actors are increasingly using video surveillance to monitor organizational members, employees, clients, and customers. The use of such technologies in workplaces creates a virtual panopticon and increases uncertainty for those under surveillance. Video surveillance in organizations poses several concerns for the privacy of individuals and creates a security-privacy dilemma for organizations to address. The purpose of this paper is to offer a decision-making model that ties in ethical considerations of access, equality, and transparency at four stages of video surveillance use in organizations: deployment of cameras and equipment, capturing footage, processing and storing data, and editing and sharing video footage. At each stage, organizational actors should clearly identify the purpose for video surveillance, adopt a minimum capability necessary to achieve their goals, and communicate decisions made and actions taken that involve video surveillance in order to reduce uncertainty and address privacy concerns of those being surveilled.

The paper proposes a normative model for ethical video surveillance organizational decision making based on a review of relevant literature and recent events.

The paper provides several implications for the future of dealing with security-privacy dilemmas in organizations and offers structured considerations for corporation leaders and decision makers.

The paper includes implications for organizations to approach video surveillance with ethical considerations for stakeholder privacy while balancing security demands.

This paper offers a framework for decision-makers that also offers opportunities for further research around the concept of ethics in organizational video surveillance.

Background in Germany In the Federal Republic of Germany the employment of men and women in the public service is governed by the Basic Law (constitution) and labour laws, which also apply to employees in the private sector. Except for the provi‐sions protecting working women, the laws do not make any distinction according to sex.

The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and international education, detected on many fronts of the field by various scholars in the field. The chapter commences with a survey of the historical evolution of the field of comparative and international education, showing how the field has historically come to be defined by contextually induced discourse. At the same time, the historically trodden furrows have resulted in the field becoming trapped by historical forces, resulting in some stagnation in the field. It is argued that impediments to progress in the field of comparative and international education are the severance from practice, the “black box” syndrome of paying more attention to the societal context than to education, the tenacious attachment to the nation-state as the sole geographic level of analysis, the lack of an autochthonous theory, persistent Northern hegemony, and the regression of space and infrastructure at universities. Thereafter, the outbreak of the COVID-19 pandemic and the impact thereof on education are discussed. In conclusion, the potential of the disruption brought about by the pandemic for the revisitation of comparative and international education is assessed.

Since the demise of Delivering Race Equality strategy in 2010 under the last Labour government and with the Coalition (2010–2015), and now the Conservative government at times have adopted a “color blind” approach to race and health. This raises the fundamental question why is race equality off the political agenda and how black mental health issues can be part of a future strategy. The 2015 Care Quality Commission (CQC) annual monitoring report of the Mental Health Act (MHA; which has also incorporated the learning since the inception of the Act in 1985) further highlighted the overrepresentation of African and Caribbean men and women who are sectioned in secure wards or on Community Treatment Order (CTO) in the psychiatric system over the last 30 years. The CQC have revised the code of practice which recognizes issues around race equality as part of wider perspectives and principles of human rights.

In October 2017, the government established an independent review of the 2007 MHA as a way of providing more safeguards for patients and service users. The review, under the leadership of Sir Simon Wessely which is reported in 2018, provided an opportunity for an informed public debate on the historical and contemporary roles of psychiatry and the experiences of mental health in Britain’s African and Caribbean communities. The review did examine community anxieties about the proportionally larger numbers of black ethnic minorities receiving inpatient care and CTOs, or in the criminal justice system. However, after 30 years of Black History Month in the UK, we still need to ask the question: Are those of African descent overrepresented in these systems? If so, is serious mental illness over diagnosed among these groups due to the persistence of stereotypes rooted in the experiences of slavery, or do they in fact experience distinctive patterns of mental health and illness, perhaps due to the wider fallout of historical enslavem