SummaryThis paper describes the development and validation of a multidimensional measure of organizational climate, the Organizational Climate Measure (OCM), based upon Quinn and Rohrbaugh's Competing Values model. A sample of 6869 employees across 55 manufacturing organizations completed the questionnaire. The 17 scales contained within the measure had acceptable levels of reliability and were factorially distinct. Concurrent validity was measured by correlating employees' ratings with managers' and interviewers' descriptions of managerial practices and organizational characteristics. Predictive validity was established using measures of productivity and innovation. The OCM also discriminated effectively between organizations, demonstrating good discriminant validity. The measure offers researchers a relatively comprehensive and flexible approach to the assessment of organizational members' experience and promises applied and theoretical benefits.

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This paper explores the human through critical disability studies and the theories of Rosi Braidotti. We ask: what does it mean to be human in the 21 st Century and in what ways does disability enhance these meanings? In addressing this question we seek to work through entangled connections of nature, society, technology, medicine, biopower and culture to consider the extent to which the human might be an outdated phenomenon, replaced by BraidottiÕs posthuman condition. We then introduce disability as a political category, an identity and a moment of relational ethics. Critical disability studies, we argue, are perfectly at ease with the posthuman because disability has always contravened the traditional classical humanist conception of what it means to be human. Disability also invites a critical analysis of the posthuman. We examine the ways in which disability and posthuman work together, enhancing and complicating one another in ways that raise important questions about the kinds of life and death we value. We consider three of BraidottiÕs themes in relation to disability: I. Life beyond the self: Rethinking enhancement; II. Life beyond the species:Rethinking animal; III. Life beyond death: Rethinking death. We conclude by advocating a posthuman disability studies that responds directly to contemporary complexities around the human whilst celebrating moments of difference and disruption i . This quote kick-starts Rosi BraidottiÕs text and initiates a key task of her book: to target/secure the problem/possibility of the post/human. The human, as it is classically understood, is a self-aggrandising, abstract ideal and symbol of classical humanity that was born in Europe Ôpredicated on eighteenth and nineteenth-century renditions of classical Antiquity and Italian Renaissance idealsÕ (Ibid: 13) and shaped, more recently, through modernist and capitalist mouldings. ÔHumanityÕ Braidotti (2013: 24) notes, Ôis very much a male of the species: it is a heÕ. Moreover, Ôhe is white, European, handsome and able-bodiedÕ (Braidotti, 2013: 24), Ôan ideal of bodily perfectionÕ (Ibid: 13), Ôimplicitly assumed to be masculine, white, urbanized, speaking a standard language, heterosexually inscribed in a reproductive unit and a full citizen of a recognised polityÕ (Ibid: 65), Ôa rational animal endowed with languageÕ (Ibid: 141). This means that while all citizens are humans Ôsome or

This article posits a number of provocations for scholars and researchers engaged with Critical Disability Studies. We summarise some of the analytical twists and turns occurring over the last few years that create a number of questions and concerns. We begin by introducing Critical Disability Studies; describing it as an interdisciplinary field of scholarship building on foundational disability studies theories. Critical Disability Studies scholarship is being produced at an exponential rate and we assert that we need to take pause for thought. We lay out five provocations to encourage reflection and debate: what is the purpose of Critical Disability Studies; how inclusive is Critical Disability Studies; is disability the object or subject of studies; what matters or gets said about disability; and how can we attend to disability and ability? We conclude by making a case for a reflexive and politicised Critical Disability Studies.

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BackgroundAsylum seekers, refugees and persons without legal status have been reported to experience a range of difficulties when accessing public services and supports in the UK. While research has identified health care barriers to equitable access such as language difficulties, it has not considered the broader social contexts of marginalization experienced through the dynamics of ‘othering’. The current study explores health and health care experiences of Somali and Iraqi asylum seekers, refugees and persons without legal status, highlighting ‘minoritization’ processes and the ‘pathologization’ of difference as analytical lenses to understand the multiple layers of oppression that contribute to health inequities.MethodsFor the study, qualitative methods were used to document the lived experiences of asylum seekers, refugees and persons without legal status. Thirty-five in-depth interviews and five focus groups were used to explore personal accounts, reveal shared understandings and enable social, cognitive and emotional understandings of on-going health problems and challenges when seeking treatment and care. A participatory framework was undertaken which inspired collaborative workings with local organizations that worked directly with asylum seekers, refugees and persons without legal status.ResultsThe analysis revealed four key themes: 1) pre-departure histories and post-arrival challenges; 2) legal status; 3) health knowledges and procedural barriers as well as 4) language and cultural competence. Confidentiality, trust, wait times and short doctor-patient consultations were emphasized as being insufficient for culturally specific communications and often translating into inadequate treatment and care. Barriers to accessing health care was associated with social disadvantage and restrictions of the broader welfare system suggesting that a re-evaluation of the asylum seeking process is required to improve the situation. DiscussionsMacro- and micro-level intersections of accustomed societal beliefs, practices and norms, broad-levellegislation and policy decisions, and health care and social services delivery methods have affected the health and health care experiences of forced migrants that reside in the UK. Research highlights how ‘minoritization processes,’ influencing the intersections between social identities, can hinder access to and delivery of health and social services to vulnerable groups. Similar findings were reported here; and the most influential mechanism directly impacting health and access to health and social services was legal status.ConclusionsEquitable health care provision requires systemic change that incorporate understandings of marginalization, ‘othering’ processes and the intersections between the past histories and everyday realities of asylum seekers, refugees and persons without legal status.

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Summary The present paper explores the social model of disability and its significance for people with learning difficulties. The authors argue that, while the social model has been adopted as an explicit framework for analysis by many people with physical and sensory impairments, its impact on people with learning difficulties, and the non‐disabled people who write about them or research with them has been much less marked. In the first part of the present paper, the authors examine why the social model appears to have neglected learning difficulty and why learning difficulty researchers have not utilized the social model as a means for understanding the experiences of people with learning difficulties. Drawing on research with self‐advocates, the second part of this paper discusses the way that many people with learning difficulties can be seen to engage with ideas inherent to the social model. However, the political nature of many of the everyday actions of people with learning difficulties, which impinges on the social model, is not recognized. Consequently, it has not been theorized.