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An important hypothesis put forth by Amartya Sen is that a given level of per capita real income in a population can generate quite different levels of socio‐economic well‐being depending on the economic infrastructure of that population and the distribution of income. Sen's hypothesis is refined in this paper to reflect the manner in which income is spent and labor is allocated and utilized within a household specific to particular groups within society and how this impacts upon both the level of well‐being and economic efficiency. The evidence on living conditions and mortality presented here from early twentieth century New York City, underlies the potential significance of the household economy as a key determinant of economic well‐being. Focusing simply on per capita income estimates, even corrected for the distribution of income, misses fundamentally important determinants of human capabilities and economic well‐being with potentially important implications for public policy.

In recent years, with the advent of the phenomenon known as corporate social responsibility (CSR), transnational corporations have moved away from traditional modes of philanthropic largesse, to a focus on ‘community engagement’, partnership, empowerment and ‘social investment’. This chapter draws on ethnographic research, tracing the practise of CSR in a transnational mining company, from its corporate headquarters in London, to its mining operations on South Africa's platinum belt. It explores how the practices of corporate–community partnership – and the goal of ‘self-sustainability’ that the company propounds – project the company as a vehicle of empowerment as it strives to convert ‘beneficiaries’ to the values and virtues of the market with an injunction to ‘help yourself’ to a piece of ‘the market’ and share the opportunities that it offers. However, while the promise of CSR holds out this vision of mutual independence and self-sustainability, I argue that the practise of CSR reinscribes older relations of patronage and clientelism which recreate the coercive bonds of ‘the gift’, inspiring deference and dependence, on the part of the recipient, rather than autonomy and empowerment.

This study examines influence and motivational tactics for effectively managing entitled employees, a potential connection between generations and levels of entitlement, managerial challenges, and sources and characteristics of entitled employees. The study uses qualitative methods and data from hospitality leaders. Increased legislature and use of technology, the structure of the educational system, and changes in social norms are promoting entitlement in the workplace. Generation Y hospitality employees hold a higher sense of entitlement than past generations and possess that sense of entitlement even before entering the workforce. The most favorable reactions of entitled employees were attributed to the use of exchange and coalition tactics where entitled employees find pride in their employment and management promotes teamwork and accountability.

In this chapter, we purport that “excessive entitlement” is directly linked to concepts of self/identity with the belief that how we come to regard self in relation to the Other is implicitly and explicitly taught. We view excessive entitlement as a manifestation of the privilege and infallibility of educators who take for granted the correctness of their actions. Through a critical examination of personal stories, theoretical literature, and common school practices, we create a collage of thoughts that highlight some of the complex factors that intersect with excessive entitlement, albeit considering what may be determined “excessive” and by whom.

We use a dialogic format, in this chapter, but do not engage in an actual duoethnography. We address the following questions: How does one (a) create an ethical habitus, constantly being aware of one's responsibility toward the Other, (b) reflexively and humbly practice self-accountability in a manner that recognizes one's positionality and status that is grounded in historical privileged, personal power dynamics, and systems of oppression, (c) develop dialogic ways of being in a neoliberal ethos of systemic accountability within prescriptive curricula, and (d) as teacher educators, assist students in understanding and practicing such dispositions.

We discuss how developing dialogic ways of being, treating others with respect, practicing humility in the face of other people, and learning to respect and build on difference disrupt excessive entitlement. We also explore complexities around the attempt to create “safe spaces” for students, given risks of self-deception and appropriation of students' meaning-making.

Building on evolutionary emancipation theory, the purpose of this study is to investigate the impact of workplace fun on employees’ scouting behavior through the serial mediation of employees’ psychological empowerment and megaphoning.

A questionnaire survey technique is used to elicit the responses of 445 employees from service organizations.

The statistical results revealed that fun at work influences employees scouting behavior through the serial mediation of psychological empowerment and megaphoning. The direction relationship between fun and scouting was not statistically significant, thus a full mediation mechanism was proved.

The value of employees’ communication behavior has increased in the recent past, and it overweighs the conventional mediums (e.g. TV, radio and newspaper). But the antecedents and mechanisms through which communication behavior can be influenced are an area that has not gained researchers’ attention. This study proposes such a conceptual model and empirically tests it.

The teaching profession calls for professionals who are theoretical, pedagogical and critical as they influence teaching, learning and the reconstruction of schools. One of the “myths and legends” about teachers is that they are mostly interested to hear about practical ideas for their teaching and often resist theories behind their practice or theoretical analysis. If they do not take a stance towards education or are not aware of where they stand, their behavior or actions can manifest in ‘excessive teacher entitlement’ as a response to unreasonable demands or pressure. In this chapter focus will be centered on how teachers and educators inquire into practice and professional capacities in order to recognize their identities, roles, and pedagogical and theoretical background. This chapter's purpose is to understand the complexity of supporting teachers to create their agency and to find ways to support them in their transition.

This paper aims to first demonstrate the prevalence and methodological and theoretical limitations of approaches oriented towards either migrants entitlement or their access to health care; and, second, to demonstrate an alternative approach involving a conceptual and analytical framework that integrates these perspectives as levels of analysis within a holistic model.

The paper consists of three brief case studies each demonstrating particular difficulties in adopting either policy oriented “entitlement” approaches or practice driven orientations examining migrants access to health care. Each case study will examine briefly an aspect of the policy and legal frameworks within which health care is delivered to immigrants. The studies encompass the phenomenon of “hidden” immigrant children in Sweden, migrants crossing the Spanish border from North Africa, and asylum seekers in the UK.

The case studies form a basis for presenting an integrated model encompassing a multi‐level framework for examining the health care of migrant populations.

The international applicability of the model is discussed drawing further on the author's work as scientific advisor to the EU on immigrant health and as lead researcher in a four country EU study into refugee health and social care.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

An area of diversity currently receiving attention is the large proportion of the workforce with commitments to care for a family. Many organisations have introduced “family friendly” policies including parental leave, childcare assistance and reduced hours of work. But this tends to focus on mothers of healthy, young children. The intense, long‐term needs of disabled children can severely stretch the provision organisations make for parents. This article presents an interview survey of parents with disabled children. It argues that, while many of the parents experience problems establishing a work‐home balance, these are partly caused by blocks within the wider community. Organisations can certainly reap benefits from making special arrangements for employees with disabled children but there are limits to corporate responsibility in relation to non‐work barriers. The article highlights the need for diversity initiatives to look beyond the workplace and incorporate aspects of the wider context in which organisations operate.

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to accessing and using ICT, while at the same time the essential purpose of using ICT in education for learners with disabilities and/or SEN is to promote equity in educational opportunities.

This chapter considers two key issues:

• Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

• Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

In the chapter, how international and European level policy impacts upon the use of ICT in inclusive education will be discussed, followed by the presentation of a profile of a fictitious learner with disabilities who uses ICT as a key tool for accessing educational and inclusive learning opportunities. The case study will be used to exemplify the sorts of issues apparent in many different policy and practice situations across Europe.

Based on this discussion, a consideration of the use of ICT in inclusive education as a tool to enable all learners to be empowered in their learning is presented. This discussion leads to the identification of three potential policy levers that should be further exploited in attempts to address the digital divide and ensure all learners benefit from ICT as a tool for accessing inclusive learning opportunities:

1. Public procurement;

2. A widespread programme of training for all stakeholders;

3. School level policies and action plans for ICT.

Public procurement;

A widespread programme of training for all stakeholders;

School level policies and action plans for ICT.