Search results

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

This study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.

The author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.

Chris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.

The findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.

Chris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.

This work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.

When detaining and enforcing treatment, psychiatric services often assumed that the person is separate from their dysfunctional biology and removed from their social context. Coproduction is hindered by polarised views where one party holds power and others are not able to promote their views. But if biomedical models are abandoned, ethical grounding for mental health law would be lost. The purpose of this paper is to explore the experience of detaining and being detained, clarifying understandings of trust, illness, personhood and control.

A hermeneutic phenomenological approach was employed.

A Social Worker and man who suffers from psychosis report that their choices are limited by mental health law. They both experience themselves as passive. The man rejects society and withdraws to avoid stress; while the Social Worker just follows legal guidelines. Interaction in mental healthcare is experienced as lacking trust, involving threat, but sometimes negotiation is possible. Control over illness is associated with having a choice of treatments. Psychosis is not experienced as a separate illness process and control is exercised over the person rather than that illness.

This was a small qualitative study designed to prompt discussion and inform further research and policy review.

To enable coproduction, detention or enforced treatment should be grounded more firmly in morality or criminal justice.

People who suffer psychosis could be understood and their views more often accepted.

An innovative research approach is used to bring new understanding.

Scandia, Inc., is a commercial vessel management company located in the New York Metropolitan area and is part of a family of firms including Scandia Technical; International Tankers, Ltd.; Global Tankers, Ltd.; Sun Maritime S.A.;Adger Tankers AS; Leeward Tankers, Inc.; Manhattan Tankers, Ltd.; and Liuʼs Tankers, S.A. The companyʼs current market niche is the commercial management of chemical tankers serving the transatlantic market with a focus on the east and gulf coast of the United States and Northern Europe. This three-part case describes the commercial shipping industry as well as several mishaps that the company and its President, Chris Haas, have had to deal with including withdrawal of financial support by creditors, intercorporate firm conflict, and employee retention. Part A, which was published in the Fall 2010 issue, presented an overview of the commercial vessel industry and set the stage for Parts B and C where the firm℉s operation is discussed.

The purpose of this paper is to highlight the need to expand current organizational studies to include positive experiences of non‐heterosexual workers while identifying, often covert, heteronormative workplace practices. Included in this is a reflexive analysis of author positionality.

A qualitative study utilizing participant observation, narrative interviews, and autoethnography are employed to begin understanding lesbian work experiences.

Three dominant strategies are used by participants to understand variant sexuality: strategies of discourse, strategies of resistance, and strategies of identity formation. Findings indicate that as awareness about lesbian identities increased so did understandings of difference and, in turn, resistance to heteronormative power structures increased.

Future research could include other sexually stigmatized groups.

The contributions of this paper include broader understandings of how sexuality organizes work, how researcher positionality impacts organizational climates and research processes, and practical suggestions for organizations expanding diversity efforts and researchers aiming to increase diversity awareness.

The purpose of this paper is to present powered‐wheelchair transducers and systems that provide more control, reduced veer on slopes, and improved energy conservation, while reducing effort. They are especially significant for people with movement disorders who lack sufficient hand‐grasp and release ability or sufficient targeting skill to use joysticks.

Laboratory test rigs are created to test proportional switches and teach potential users. Then, trials are conducted with a rolling road and in real situations. Caster angle‐measurement is selected to provide feedback to minimize drift away from a chosen course and an electronic solution was created to match driver control to caster‐steering‐position. A case study is described as an example.

Results and advantages are presented from changing from using a set of digital‐switches to a set of new variable‐switches and then adding a sensor system to prevent veer on slopes. Systems have been tested for nearly two years and shown to assist powered‐wheelchair‐users with poor targeting skills.

The research used wheelchairs with caster‐wheels but the systems could easily be used on other wheelchairs.

Simple input‐devices are presented that isolate gross motor function and are tolerant to involuntary movements (proportional‐switches). A sensor system is presented that assists users in steering across sloping or uneven ground.

Proportional‐switches and sensors are shown to reduce veer and provide more control over turn and forward speed and turn radius while reducing frustration and improving energy conservation. The simple and affordable systems could be created and attached to many standard powered‐wheelchairs in many organisations.

The purpose of this study is to test how individuals’ emotion reactions (fear vs anger) to expressed anger influence their intended conflict management styles. It investigates two interventions for managing their reactions: hot vs cold processing and enhancing conflict self-efficacy.

Hypotheses were tested in two experiments using an online simulation. After receiving an angry or a neutral message from a coworker, participants either completed a cognitive processing task (E1) or a conflict self-efficacy task (E2), and then self-reported their emotions, behavioral activation/inhibition and intended conflict management styles.

Fear is associated with enhanced behavioral inhibition, which results in greater intentions to avoid and oblige and lower intentions to dominate. Anger is associated with enhanced behavioral activation, which results in greater intentions to integrate and dominate, as well as lower intentions to avoid and oblige. Cold (vs hot) processing does not reduce fear or reciprocal anger but increasing individuals’ conflict self-efficacy does.

The studies measured intended reactions rather than behavior. The hot/cold manipulation effect was small, potentially limiting its ability to diminish emotional responses.

These results suggest that increasing employees’ conflict self-efficacy can be an effective intervention for helping them manage the natural fear and reciprocal anger responses when confronted by others expressing anger.

Enhancing self-efficacy beliefs is more effective than cold processing (stepping back) for managing others’ anger expressions. By reducing fear, enhanced self-efficacy diminishes unproductive responses (avoiding, obliging) to a conflict.

As the problems of living under stress grow, so methods for dealing with them proliferate. How effective are they? Leslie Kenton examines the claims of Transcendental Meditation which, despite its hippie‐induced esotericism, is attracting more and more recruits from the business world, while Chris Phillips spent an evening talking to executives who have taken a course in Relaxation for Living.

This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis.

The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape.

In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances.

This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing.

In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.

This study aims to investigate an under-researched area, the impact of causal attributions (i.e. causal stability and company-related/-unrelated attributions) on salespeople’s job satisfaction following their performance appraisal.

A pre-test and a between-subjects experimental study test the effect of accurate or biased perceptions of causal attributions on salespeople’s job satisfaction. Data collected from 209 salespeople provide evidence that they make perceptual attribution errors in their appraisals of the performance outcome they achieve or do not achieve.

When salespeople correctly attribute their performance, causal stability affects their job satisfaction. However, company-related attributions affect their satisfaction only in the case of a poor performance outcome. As expected, salespeople who make biased attributions experience misattributed or “unwarranted” satisfaction or dissatisfaction, a higher or lower satisfaction level than they would have experienced had they made proper causal attributions.

Using Weiner’s theory of emotion and motivation as a theoretical framework, this study confirms that cognitive appraisals of event outcomes (in this case performance reviews) impacts salespeople’s emotional experience. Furthermore, causal ascriptions following the salesperson’s performance appraisal affect job satisfaction.

This study discusses how managers can ensure the continued satisfaction of their salespeople, which constitutes a stable source of motivation, by understanding their performance attributions.

This study introduces a new concept of misattributed job satisfaction or dissatisfaction. While anecdotally some scholars have investigated when salespeople play “the blame game”, this study shows how salespeople correctly or incorrectly ascribe blame for the outcomes and the impact on job satisfaction.