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The average company in the UK loses £533 a year for each of its workers in the direct costs alone of absenteeism. Yet most companies have little or no idea how the issue affects them nor how to go about managing it to benefit the bottom line. In this extract from their new book Alastair Evans and Steve Palmer explain how to quantify the problem as a first step to controlling it.

Stress mapping is examined as a visual technique to help counselling and management training look at causes of personal or occupational stress. Stress mapping is demonstrated as a rating on a scale of 0 to 10 and is shown to assist management training and organisational conflict resolution when applied by an experienced facilitator.

THE INTRODUCTION of the pre‐recorded tape cassette in the 1970's made many predict that within ten years there would be no gramophone records or gramophones being marketed, and that the cassette would be the supreme means of distributing recorded sound. Just how wrong that prediction was can be seen in any audio shop in the country, where huge displays of the latest record albums are to be found next to racks of similar cassettes. Far from sounding the knell for records, cassettes have probably been instrumental in furthering their popularity, by way of the spin‐off in technical advances, marketing, and the ease of distribution.

Frederick R. Post’s response (2003) to our paper (“The Social Responsibility of Corporate Management: A Classical Critique,” 2003) is factually mistaken, inconsistent, and confused over: 1) the contents of our paper, 2) how corporate capitalism works, and 3) the consequences of what he advocates. This reply discusses these points, and revisits both our critique of the stakeholder paradigm and defense of shareholder primacy.

Given current demographic changes in the nature of the population, employers are increasingly attempting to find ways of retaining or attracting women into the workforce. A number of companies have now taken steps to provide child‐care arrangements which will hopefully encourage women with children to remain in or re‐enter employment. Developments in a number of countries are reported, and four separate options available to employers for resolving the child‐care dilemma are outlined.

This chapter adopts a reflective approach exploring and setting out the contrasting factors that led to the establishment of the subdiscipline in both countries. The factors included the role of key individuals and their respective academic backgrounds and specialisations within each country’s higher education system. Furthermore, attention is given to the particular circumstances in a case analysis comparison of the oldest programs in Aotearoa/New Zealand and Australia. This sheds light upon the factors linked to the disproportionate success profile for the sociology of sport in Aotearoa/New Zealand. An analysis of scholars and programs within each country reveals important differences aligned with the politics of funding and the variety and extent of systematic structures. Additionally, scholars’ specialisations and preferences reveal a broad offering but are primarily linked to globalisation, gender relations, indigeneity and race relations, social policy, and media studies. This work has been undertaken variously via the critical tradition including Birmingham School cultural studies, ethnographic and qualitative approaches and, more recently by some, a postmodern poststructuralist trend. Lastly, along with a brief discussion of current issues, future challenges are set out.

While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about historically Black colleges and universities (HBCUs), highlighting both what is known and yet to be known about enrollment trends and the experiences of students from diverse backgrounds at ­historically Black campuses. The chapter presents data from the National Center for Education Statistics, tracking changes in enrollments over time. These data are coupled with a review of research on the experiences of non-Black students at HBCUs, largely focusing on White students, but also integrating the narratives of a growing Latina/o/x student population. HBCUs can also be ethnically diverse, and we examine the heterogeneity within the Black student experience based on ethnic identity and immigrant status. We close with recommendations for research and practice, calling for increased attention to how non-Black populations experience, navigate, and engage HBCU campus communities to promote student outcomes and opportunities for learning across difference.