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We describe a visual method—stress band plots—for displaying the stress solution within a two‐dimensional finite element mesh. The stress band plots differ from conventional stress contour plots because stress band plots display unaveraged stresses (the stresses are computed directly from the solution variables) and stress discontinuities in the finite element solution are directly displayed. Stress band plots are useful in judging the accuracy of a finite element solution, in the comparison of different finite element solutions and during mesh refinement. These uses are demonstrated in an axisymmetric pressure vessel analysis.

The occupational stress and well-being literature often focuses on specific causes of stress as health risk factors to be managed, on attributes of work environments that are stressful and/or risky, or on prevention and intervention strategies for managing these causes of stress as well as individual stress responses at work (Quick & Tetrick, 2003). The occupational stress literature has not focused on how executives and organizations can cause positive stress for people at work. In this chapter, we explore a principle-based framework for executive action to create positive, constructive stress for people at work.

The first major section of the chapter discusses seven contextual factors within which the principle-based framework is nested. The second major section of the chapter develops nine principles for executive action. The third and concluding section of the chapter turns the focus to a set of guidelines for executive action in managing their personal experience of stress.

The practice of transracial adoption often triggers strong emotions, effecting views on its ethical validity, both from individuals who are pro transracial adoption and those who strongly resist transracial adoption. This chapter will consider transracial adoption of children of African-Caribbean origin and its psychological impact along a continuum of psychological wellbeing, psychological adjustment and aspects of mental health. The chapter will draw on literature from the USA and, where available, from the UK.

One of the earliest publications on transracial adoption by Grow and Shapiro (1974) explored the psychological adjustment of African-American children placed within white American families. This study along with later studies (Silverman & Feigelman, 1981) concluded that the children were adjusting well in placement. Further early research appeared to suggest that transracial placements have little negative impact on issues of self-esteem, racial or self-identity or intellectual development (Curtis, 1996; Hayes, 1993; Hollingsworth, 1997, 1998; McRoy, 1994; Simon, Altstein & Melli, 1994; Vrogeh, 1997).

The undermining impact on mental health for transracial adoptees appears to be an argument related to the disconnect between the child’s developing racial identity and lack of preparation for racism and the cultural and ethnic group social devaluation likely to be experienced in a white racist society. The impact of loss of ethnic identity is said to be a key issue in the research on transracial adoption. Ethnic identity is the connection or recognition that one is a member of a specific ethnic or racial group and coming to adopt those associated characteristics into the group associated cultural and historical connections into oneself identity (Rotheram & Phinney, 1987). The establishment of a secure and accurate racial identity is said to be a protective factor in psychological adjustment. This chapter will explore issues and narratives related to this argument.

This paper examines the relationship between the reference group, influences of parents, teachers and peers, and the vocational aspirations of secondary school students, taking account of differences in sex, social class, mental ability and home environment. It uses a sample of 704 student, of ages 16 and 17 years, drawn from four metropolitan senior high schools in Western Australia. Regression analysis indicates that approximately two‐thirds of the variance in boys' vocational aspirations, and half the variance in girls' vocational aspirations, is accounted for by a model which uses as predictors social class, mental ability, home environment, teacher and parent expectations and peer aspirations. Further analysis, using step‐wise techniques, shows that the influences of parents and teachers—in that order—are most important, as intervening variables, between the contextual variables of social class, mental ability and home environment, and the dependent variable of aspirations.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Elazar’s typology of political cultures is examined. From his categorization of jurisdictions with aspects of 'moralistic' political cultures, five are selected: Wisconsin, Michigan, New York, Connecticut, and France. Their recent political history is examined and it is demonstrated that these 'moralistic' type polities have abandoned policies which formerly condemned or at least contained legalized gambling. Instead each has responded to commercial pressures for expanded gambling. The reasons why ‘moralistic’ values in making decisions in this arena have been cast aside are examined. The reasons include an international cross-polity homogenization of political cultures, a blurring of the meaning of ‘moralistic’ in today’s politics, and above all, severe economic crises that take precedence over other values.

Scholars increasingly recognize the centrality of legal ideas and language to the political vision that inspires American conservatism. However, relevant studies have been limited to the discursive practices that motivate conservative activism at the grass-root level. Exploration of the legal discourses employed by prominent public officials thus carries significant scholarly potential. For example, this chapter's investigation of President Ronald Reagan reveals that his political vision was suffused with legal discourse. Reagan's legal discourse, moreover, has exerted constitutive effects both on American conservatism and on the form and substance of a great deal of contemporary American public policy.

The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes.

This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools.

Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance.

Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs.

It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels.

This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.