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This paper aims to analyze the relationship between watching dance and mood enhancement considering potential differences across gender and age brackets.

Exploratory research was undertaken through a personal survey, using a structured questionnaire on a large sample of young participants between 18 and 35 years old, split into generational cohorts (Millennials or Generation Y and Centennials or Generation Z). Quota sampling (gender and age) was the method used to select respondents.

Results show that after watching dance, more positive mood changes were observed in general. However, they were stronger among women and younger Millennials. These findings are important as they open a new area of study; show the effects of culture on people; and help design programming strategies to enlarge audiences.

The effects of specific forms of arts and cultural participation on people’s moods have been analyzed from a diversity of disciplines. In the case of dance, studies have tested this relation among practitioners (active participants) but not among viewers (attendees) as this paper does.

This chapter proposes a conceptualization of joyful leadership as a unique leadership style and identifies a future research agenda to further explore the concept. While the concept of joyful leadership appears repeatedly in the nonacademic literature, including in blogs, vlogs, and podcasts, there is limited reference to joyful leadership in the academic literature highlighting a lack of academic rigor around the concept. Joyful leadership is proposed as a unique leadership style with specific patterns of behavior demonstrated by the leader. This research draws on understandings of emotion, positive affect, and leadership in the academic literature to develop a conceptualization of joyful leadership.

The proposed conceptualization is based on an extensive literature review drawing from both the leadership field and the study of emotions including various theoretical perspectives from these diverse fields.

Based on discrete emotion theory a conceptualization of joyful leadership as a unique leadership style is presented, identifying key patterns of behavior associated with joyful leadership including discrete autonomic patterns, actions, nonverbal signals, and identified feelings.

This research outlines a conceptual model to provide an understanding of the concept of joyful leadership as a unique leadership style. It draws on the current study of emotion, positive affect, and leadership and more specifically examines the concept of joyful leadership aligned to discrete emotion theory. This particular theory of emotion, when examined in relation to leadership, provides a basis for the concept of joyful leadership as a leadership style and the basis for its proposed characteristics and outcomes.

Through examination of the Library Reference Model (LRM) specifications for nomen and the potential challenges visual nomen might present for their description and use in information systems, the purpose of this study was to investigate two questions: (1) how do nonlinguistic or nonalphanumeric signs or symbols act as nomen to identify entities? and (2) what details or attributes are relevant to describe and classify such nomen to integrate them into information systems?

This research was built on an exploratory, qualitative instrumental case study design using multiple (or comparative) cases. Using the International Federation of Library Associations and Institutions LRM conceptualization of nomen as the basis, this research explored the similarities and differences between the LRM definition, its attributes and the use of nonlinguistic and nonalphanumeric “strings” for visual nomen to represent a res, moving iteratively between the LRM documentation, visual nomen identified in previous research and additional examples. This study used a constant comparative method to conduct a structured, focused comparison across different cases found in the source survey.

A close review of the history of the development of the nomen entity was made to understand the semiotic relationship between entities and their symbolic representation, how those symbols are then reified to be further classified and described and how such definitions in the LRM offer a path forward for better understanding the role and function of visual nomen. Based on the foundation of the nomen entity and its attributes established in the LRM, this research then looked at visual representations of concepts and entities to suggest a nascent framework for describing aspects of visual nomen which may be relevant to their use and application

This exploratory study of the use of supralinguistic ways of referencing entities delineates novel insights into a potential framework for describing and using visual nomen as a way of labeling or naming entities represented in information systems. By examining the specifications of the nomen entity and its attributes as delineated by the LRM, this study reinforces the applicability of LRM-defined attributes in the use of visual nomen in addition to offering other attributes or dimensions.

The purpose of this study is to explore the understanding and observance of the program “This School is a Zone of Peace” (SZOP) in schools where conflict and violence are not prevalent.

This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation.

The participants elucidated the declaration, “This School is a Zone of Peace,” as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment.

A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional.

This collaborative paper presents three case studies on four scholars' experiences with remote data collection. The authors highlight the challenges and strengths of online qualitative research across three disparate projects: an interdisciplinary exploration of matrilineal heritage, an examination of Irish women's sexual identity and an investigation of dress practices among Tz'utujil-Maya.

Qualitative researchers traditionally go into the field to explore and understand social phenomena. At the onset of the COVID-19 pandemic, while people faced the daily realities of a worldwide crisis from within their homes, remote data collection became a necessary strategy to pursue knowledge. As a result, researchers adapted to unknowns regarding recruiting, scheduling, technology, interviewing and analysis.

Participant and researcher experiences during the adaptation to remote interviewing yielded important lessons on research strategies.

Outcomes from these studies highlight the potential value of online data collection alongside the necessity for flexibility in designing and conducting qualitative research.

This study proposes “genuine small talk” in hospitality settings, particularly in coffee shops and its impact on enhancing guest experiences. This study aims to delineate how genuine small talk, characterized by sincerity, mutual respect, truthfulness and empathy, differs from traditional conversational engagements and influences service outcomes.

The study adopts a case research approach, focusing on the global coffee shop industry, particularly in high-context cultural settings. Using an abductive research paradigm, it intertwines theoretical concepts with empirical data gathered from face-to-face interviews with coffee shop visitors and managers. Data analysis involved qualitative coding techniques to synthesize and interpret findings related to genuine small talk.

Genuine small talk in hospitality, marked by sincerity, mutual respect, truthfulness and empathy, significantly enhances customer experiences. It transforms service encounters, turning negative experiences into positive ones and fostering customer loyalty. The study finds that genuine small talk is a strategic tool for emotional resonance and repeat patronage, yet its effectiveness depends on the staff’s ability to discern and adapt to customer moods and preferences.

This study highlights that genuine interpersonal interactions are key to enhancing customer experiences in hospitality. These genuine exchanges, characterized by sincerity, mutual respect, truthfulness and empathy, not only improve the immediate service encounter but also foster long-term customer loyalty. By transforming transactional interactions into meaningful connections, genuine small talk serves as a strategic tool in the hospitality industry, potentially reshaping service dynamics and elevating the perceived value of customer service. This research underscores the importance of staff training in emotional intelligence and adaptability to customer preferences, crucial for implementing genuine small talk effectively.

This research contributes to the hospitality literature by elucidating the nuanced role of genuine small talk in service encounters. It extends existing discourses of service interactions by highlighting the potential of genuine small talk in fostering connections and enhancing guest experiences.

In contextualizing critical race theory (CRT), this chapter utilized prismatic inquiry to analyze a researcher–participant's story at different levels in education through a DisCrit lens, offering the “what, why, and how” of DisCrit as an analytical tool important to the everyday lives of educators and students. Using prismatic inquiry and a DisCrit lens, the anecdotal experiences of an educator were gathered, transcribed, examined, and analyzed. Lessons from this educator's experiences that emerged were aligned to existing research literature, viewed and further analyzed through a DisCrit lens, and synthesized to offer insights in improving the training of current and future educators, classroom teachers, and school leaders.

The purpose of this commentary is discuss how musical intervention and imagined interactions can be used to deal with conflict. Music has been called the universal language because of its tonality and rhythm. It affects conflict and aggression and helps people to deal with stress. Research is reviewed showing physiological arousal with background music. The effects of music on aggression are summarized in terms of emotional regulation, catharsis and empathy, and the use of mental imagery in the form of imagined interactions, including relational maintenance catharsis and conflict linkage, is discussed. The incremental sound organizer (ISO) principle of music therapy is discussed as a mechanism to affect emotions while listening to music. Finally, a tool to measure the emotional effect of music on listeners is discussed in terms of the musical mood wheel.

This is a commentary on the effects of background music on reducing aggression.

Music can reduce aggression, depending on how it is used. Music affects how we manage our emotions, reduces stress, provides catharsis and can be a distracting element. Music can enhance empathic feeling; induce positive moods, social bonding, physiological changes and neurobiological changes; and affect our arousal.

Music therapy and musical intervention can be applied to conflict resolution.

The ISO principle of music therapy is designed to deal with changing a person’s emotions as they listen to a medley of music. The mood of the person is measured using a series of scales reflecting a continuum of sadness to happiness, and the music is designed to match the mood of the patient to the music being played and/or listened to, which in turn fosters the achievement of an altered state of consciousness. For example, if you are angry, start with music that is loud and gradually switch to a more tranquil piece of music. “The vectoring power of music is that we change the mood or emotion of persons from one affective pole (joy) to its opposite (anger) through small incremental changes in the rhythm and intensity of the music” (Honeycutt, 2003, p. 82).

Background music in music psychology literature is often referred to as musical intervention. Background music can help us recall positive and negative scenes as the music triggers endorphins in the brain (Salimpoor et al., 2011). Background music is intended to enhance the surrounding context without drawing significant attention. It is often played in spaces such as restaurants, stores, offices or public places to create a certain mood or ambiance.

It is important to note that the effectiveness of musical intervention in reducing aggression can vary based on individual preferences, the specific type of music used, and the context in which it is applied. Additionally, while music intervention can play a role in aggression reduction, it is often most effective when used as part of a comprehensive therapeutic approach.