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The purpose of this paper is to understand public perceptions of the role of income for improving mental health, since public perceptions shape political decision-making. Socioeconomic determinants such as poverty cause a great deal of mental ill-health, yet it is not clear whether the general public believes this to be true. Lay understandings of health often overemphasize the roles of individual habits and medical treatments and underappreciate the importance of socioeconomic determinants.

UK adults (n = 622) rated effectiveness of three interventions for reducing psychological distress: medication, psychotherapy, and providing sufficient income to cover necessities via a basic income. We manipulated whether participants rated effectiveness for an identified individual vs. the population in general. Participants also indicated their support for the introduction of the basic income scheme.

Increasing income was rated highly effective for reducing psychological distress. Effectiveness ratings for income provision were as high as those for psychotherapy, and higher than those for medication. There was also an interaction with framing: in the population framing, income provision was rated more effective than either of the other two interventions. There were high levels of support for introducing a universal basic income scheme in this population.

UK adults anticipate that income provision would be highly effective at reducing psychological distress, as or more effective than increasing access to psychotherapy or medication. Policymakers can assume that the public will be receptive to arguments for mental health interventions that tackle broader socioeconomic determinants, especially when these are framed in population terms.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

African-Americans historically report greater exposure to discrimination and also experience unfavorable outcomes associated with physical health, poverty concentration, residential segregation, and poorer education. The effects of discrimination are particularly harmful on mental health as discriminatory experiences contribute significantly to diminished mental health status and psychological distress. African-Americans pursuing graduate education may experience additional stressors, increasing the risk for poorer mental health. The purpose of this paper is to examine the association of psychological health and discrimination experiences among black and white graduate students at a southeastern university.

Participants were 505 graduate students at a predominantly white southeastern institution. Researchers collected data via self-administered online and paper questionnaires during the spring 2010 semester. Graduate students were asked questions pertaining to individual demographics, discrimination, and psychosocial concerns.

Approximately 15 percent of the graduate students reported psychological distress. Additionally, black graduate students reported significantly higher levels of day-to-day and lifetime discrimination when compared to white graduate students. In addition to the proportions of psychological distress differing by race, African-American graduate students reported better psychological well-being when exposed to both day-to-day and lifetime discrimination than whites with similar exposure.

Resilience factors and coping strategies should be examined further among African-American graduate students for greater understanding. Moreover, it is important to develop applications to improve mental health outcomes for all graduate students.

This is one of the few studies to focus on the mental health and discrimination experiences among a graduate student population. The sample is drawn from the southeastern USA where there are long vestiges of discrimination and a sizable sampling of African-Americans who live in the USA.

Recent educational initiatives by the Obama Administration have highlighted the need for more racial and ethnic diversity in Science, Technology, Engineering, and Mathematics (STEM) fields (The White House, 2011). While African Americans are underrepresented in faculty positions nationally, accounting for only 5.2% of all academic faculty across all disciplines (Harvey, W. B., & Anderson, E. L. (2005). Minorities in higher education: Twenty-first annual status report. Washington, DC: American Council on Education), the underrepresentation of African Americans in STEM fields such as computing science is even more severe. According to a recent Computing Research Association (CRA) Taulbee Survey, African Americans represent just 1.3% of all computing sciences faculty (CRA, 2006).

This paper examines the benefits of one program that specifically seeks to fulfill the Obama Administration’s initiatives by addressing this disparity in higher education.

The program helps prepare doctoral students for the academic job search process in an effort to increase the ranks of African American faculty in computing sciences.

Though STEM-related jobs have become a critical sector in the United States economy, there remains a severe employment shortage of eligible workers in these fields (Beyer, Rynes, Perrault, Hay, & Haller, 2003; National Science Foundation, 2009). The shortage of workers who possess the necessary skills to fulfill this growing sector of the economy are at a level last reached the middle of the 20th century (ACT, 2006; Jackson et al., in press). Even so, approximately 1.6 million supplementary workers with degrees in the computing sciences will be required to satisfy workforce demands according to the U. S. Department of Labor (Beyer et al., 2003; Hecker, 2001). Social misfortunes have played a significant role in the disproportioned participation rates of ethnic minorities in STEM fields. Although it could be argued that the field of computing sciences has moved to the forefront of STEM within this information-based global economy, very few African Americans productively contribute to the field (Carver, 1994; Gilbert, Jackson, George, Charleston, & Daniels, 2007).

The purpose of this paper is to explore the use of a multidimensional model from the field of media reception for analyzing how a value statement in a Danish windmill company led to employee identification as well as organizational antecedents that influenced this identification. Further, the paper evaluates whether the proposed model can enhance understanding of the study of employee identification in a specific organizational situation and context.

The identification model extends a multidimensional model for media reception originally proposed by Schrøder in the field of media reception studies. The proposed model includes the following reception dimensions: comprehension, discrimination, implementation, motivation, and position.

This paper illustrates how employees from a Danish windmill company receive a value statement. A systematic application of the multidimensional model makes it possible to gain detailed insight into the active and complex process of employee identifications with organizational texts and how they may fluctuate in a specific context.

This analysis only focuses on the reception of a value statement. Future research could include the analysis of employee readings of other types of organizational texts.

The multidimensional identification model is an extension of a media reception model and is new in the field of organizational identification. The model offers a method for analyzing the complexity and multiplicity of employee readings of different types of organizational texts. This may be crucial for both researchers and managers as the model may help to uncover the antecedents that influence how employees receive organizational texts while taking the historical and situational context of the organization into consideration.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.