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This article contributes to the existing literature on neoliberalism as an ideological hegemonic project by addressing how the image of social reality it advances normalizes the medicalization of human life. Because success, virtue, and happiness in a neoliberal market society are often associated with material wealth, prestige, and "coming out on top," it follows that normalcy itself is typically conceived along these reified objectives. Acquiring services and/or products that might aid people to meet these results is thus viewed as benevolent and perhaps even indispensable in the pursuit of a fulfilling and productive life. What this also suggests is that integration, mental health, and human well-being become largely functions of consumerism. We address how an emphasis on medicalization, particularly the use of psychotropic drugs, can be traced to the psychopharmacological revolution of the mid-twentieth century and its obsession with situating illness within the individual. We then address how this obsession with medicalization and the tendency to treat "mental illness" as a problem within the individual continues to be supported within the prevailing neoliberal logic that downplays the social realm, treats individuals as self-contained agents, and pathologizes thoughts and behaviors that deviate from what the market defines as functional, productive, or desirable.

AbstractThis study explored the relation of children's emotional functioning to children's behavior during individual planning and mother's and children's behaviors during joint planning. Participants were 118 mothers and their second‐grade children. Mothers rated children on their emotional intensity and children rated themselves on their use of emotion regulation strategies. Children and mother–child dyads were videotaped during planning tasks and independent observers rated their behavior. Child emotional intensity was directly related to children being less engaged in the task and to an emphasis in maternal instruction on regulatory behaviors. Some types of emotion regulation strategies modified these relations. Findings suggest that child emotionality may play an important role in the early school years in children's opportunities to learn during social‐cognitive activity.

Understanding the entrepreneurial nature of universities—in particular, the relationship between education and health in relation to development and wellness of communities—this volume provides a description/narration of the efforts in how universities can address their shifting contexts while engaging their communities in social change. In the development of this book, we have explored how reforms in American higher education are impacting the role of universities and their faculty. Contributors were asked to imagine possibilities for research and outreach by providing salient examples of how higher education can lead and change how we view the role of health and education within institutions and society. Each author writes across common themes that address the problems and possibilities of higher education curriculum and projects aligned with the mission of stewardship. The authors highlight interdisciplinary approaches and projects for faculty work, modification of the Teaching-Research-Service expectations, and community initiatives that can emerge from real-life problems (to impact wellbeing) and create rich and deep research possibilities for practitioners to impact both higher education and society. The process and research approaches used by the authors include imagining the community as part of a process of the change and part of what changes, exploring how community change can build on the strengths of local people, and why community organization and advocacy should revolve around social learning and community capacity theories. Given the diversity of topics and approaches, as editors we have tried to honour both the authors' words and style in expressing their opinions to provide a forum for the readers to envision stewardship.

Objective. Reflecting on its role during apartheid, the Faculty of Health Sciences of the University of Cape Town (UCT) undertook a study to explore the experiences of black alumni who trained in the period 1945-1994. Design. Seventy-five black alumni were selected through purposive and snowball recruitment, resulting in 52 face-to-face and 23 telephonic or postal interviews. Results. Experiences of racial discrimination were widely reported and respondents believed the quality of their training was adversely affected. Until 1985, black students were required to sign a declaration agreeing to excuse themselves from classes where white patients were present. Black students were denied access to white patients in wards, and the university admitted that it could not guarantee their clinical training. Tutorial groups were racially segregated. Black students were also excluded from university facilities, events and extramural activities. Themes that emerged were: lack of social contact with white staff and students during training, belief that white staff members actively or tacitly upheld discriminatory regulations, and resistance by black students. Efforts of some white staff to resist discrimination were acknowledged. Conclusion. Racism was entrenched explicitly and implicitly. Perceptions of the attitudes of white staff to apartheid legislation on the part of black alumni were diverse, ranging from claims of active support for racial discrimination to recognition of attempts to resist racist rules. These findings provided the basis for Faculty transformation initiatives based on human rights, respect for human dignity and non-discrimination.

Objective. Reflecting on its role during apartheid, the University of Cape Town (UCT) Faculty of Health Sciences undertook a study to explore the experiences of black alumni who trained in the period 1945 - 1994. Design. Seventy-five black alumni were selected through purposive and snowball recruitment, resulting in 52 face-to-face and 23 telephonic or postal interviews. Results. Experiences of racial discrimination were widely reported and respondents believed the quality of their training was adversely affected. Until 1985, black students were required to sign a declaration agreeing to excuse themselves from classes where white patients were present. Black students were denied access to white patients in wards, and the university admitted that it could not guarantee their clinical training. Tutorial groups were racially segregated. Black students were also excluded from university facilities, events and extramural activities. Themes that emerged were: lack of social contact with white staff and students during training, belief that white staff members actively or tacitly upheld discriminatory regulations, and resistance by black students. Efforts of some white staff to resist discrimination were acknowledged. Conclusion. Racism was entrenched explicitly and implicitly. Perceptions of the attitudes of white staff to apartheid legislation on the part of black alumni were diverse, ranging from claims of active support for racial discrimination to recognition of attempts to resist racist rules. These findings provided the basis for faculty transformation initiatives based on human rights, respect for human dignity and non-discrimination.

1. Introduction: Changing Geographies and Frontiers of the Automobile Industry; Alex Covvarubias V. and Sigfrido M. Ramírez Perez -- Part I. Developed Countries: Old Geographies and New Frontiers -- 2. Overview of the US Automotive Industry; Thomas Klier and James Rubenstein -- 3. Canada's Automotive Industry: Recession, Restructuring, and Future Prospects; Brendan Sweeney -- 4. The 2015 Volkswagen 'Diesel-Gate' and its Impact on German Carmakers; Ludger Pries and Nils Wäcken -- 5. Searching for Industrial Policy: The Long Decline of the French Automotive Industry; Tommaso Pardi -- 6. Britain's Car Industry: Policies, Positioning, and Perspectives; Dan Coffey and Carole Thornley -- 7. The Italian Automotive Industry: Between Old and New Development Factors; Guiseppe Giulio Calabrese -- 8. The Japanese Automotive Industry Since 2000: Causes and Impacts of the Growth Disparities; Stéphane Heim -- Part II. Making it to the Top: Failing from the Top -- 9. Catch-up to Lead in Korea's Automobile Industry; Young-Suk Hyun -- 10. Who Killed the Australian Automotive Industry: The Employers, Government or Trade Unions; Stephen Clibborn, Russel D. Lansbury and Chris F. Wright -- Part III. Emergent Countries: New Geographies Struggling for Trespassing Frontiers -- 11. The Automotive Industry in China: Past and Present; Frido Wenten -- 12. The Indian Automobile Industry: Technology Enablers Preparing for the Future; Biswajit Nag and Debdeep De -- 13. The Boom of the Mexican Automobile Industry: From NAFTA to USMCA; Alex Covarrubias V. -- 14. The New Geography of the Automobile Industry: Trends and Challenges in Brazil; Roberto Marx, Adriana Marotti de Mello and Felipe Ferreira de Lara -- 15. Automotive Industry Dynamics in Central Europe; Robert Guzic, Bolesław Domański, and Krzysztof Gwosdz -- Part IV. Institutional Constraints on Upgrading: The Case of Vocational Education and Training Systems -- 16. Skills on Wheels: Raising Industry Involvement in Vocational Training in the Czech Republic, Slovakia, and Hungary; Vera Šćepanović -- 17. Finding Skills: Strategies of Local Auto-parts Supplier Firms in Mexico and Turkey; Merve Sancak -- Part V. Conclusions -- 18. In Wrapping Up; Alex Covarrubias V. and Sigfrido M. Ramírez Perez

Abstract
Improving the relationship between the police and the public is a major focus of American police agencies. Community–police dialogues represent a potential avenue to facilitate positive interactions and promote the four pillars of procedural justice (voice, neutrality, respect, and impartiality). Recent funding has allowed one agency to host six community–police dialogues (three with adult community members and three with youth community members). These events allow citizens to participate in a community building circle with police to build community and discuss various concerns relevant to their city. Using pre- and post-test data from dialogue participants, the current study seeks to determine the effects of the community–police dialogue on community perceptions of voice, trust, respect, and empathy towards their police department. Following participation, community members reported a greater willingness to work with police to improve relationships, greater trust and respect towards police officers, and a greater awareness of the challenges faced by police officers. Some key differences emerged depending on the age group of the participant. Similarly, police officers reported higher levels of respect for and trust in the community and greater feelings of respect from residents. These findings highlight the potential for dialogue events to promote procedural justice and enhance community partnerships, especially for youth community members.

The main purpose of the book is to introduce the work of Alan S. Milward and to acknowledge the full magnitude of his scientific contribution to contemporary British and European history. The book is a collection of essays which provide a better understanding of Alan Milward's extensive intellectual work for future scholars and facilitate the knowledge and transmission of his published work to present and future generations of students, scholars in the various disciplines concerned, and the general public. The series of original contributions which this book contains are related to or reflect critically upon Milward's own contributions to the fields of political, diplomatic, and socio-economic history, political science, economics, international relations, and European Studies in general. This book honors Alan Milward through a better understanding of his many pioneering contributions in the fields of contemporary European history in general, and the history of European integration in particular. Although the volume does not aim to be a substitute for Milward's work itself, it illuminates and assesses his creative process along fifty years of continued and intense work, as well as the impact of his main work, and the continuing relevance of his main theses today.