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This chapter seeks to make the case that emotions are central in organising in schools and that the way members of staff oversee their emotion processes is crucial to the legitimacy of the institution. The logic of the case is simple, as follows. There are three forms of affect: feelings, moods and emotions. Feelings and moods are affective states, the description of which depicts our inner world. Emotions are very different. They entail a process in which an event of some kind is experienced and appraised. This appraisal results in physiological responses, psychological changes and social responses, which entail actions. The emotion process creates a state of action readiness and a motivation to act. The actions are manifestations of power and they may influence those who experience them. Because actions influence, they are leadership actions and are therefore central to organising processes. Actions may have a high affective content and may be experienced as an individual ‘emoting’, which typically increases the significance of the action experienced by others. Emoting can therefore change the influencing effect of an action. We may seek to defend ourselves from actions with a high affective content by means of social defences, which can take various forms. The social actions resulting from the emotion process and emoting are subject to a whole range of ‘rules’: personal, interpersonal, institutional and cultural. How well members of the school staff understand and oversee – manage – that emotion process in relation to these rules is crucial to the legitimacy of schools as institutions.

The purpose of this paper is to develop and evaluate an integrated computer abuse model that incorporates both organizational abuse settings and the psychological processes of the abuser.

The paper developed an emote opportunity (EO) model through a comprehensive literature review and conducted a case study to evaluate the explanatory and prescriptive usefulness of the model.

The EO model helps explain the interaction between organization-centric factors and individual-centric factors. It also helps explain how potential computer abusers elicit an emotion process component that ultimately contributes to computer abuse behaviors. The model connects both organizational external regulation processes and individual internal regulation processes to emote process components of potential abusers.

The study considers only organizational computing resources as the target of computer abuse. The model is evaluated by historical data from a computer abuse case. Future research with contemporary empirical data would further evaluate these findings. Organizations should be aware of the opportunities they create for abuse and the emotional state-of-mind of potential abusers within organizations.

Organizations should take a holistic approach that incorporates personal emotions and organizational abuse opportunity settings to prevent computer abuse.

A multilevel, integrated EO model incorporating organizational environment and individual emotion processes provides an elaborated and holistic understanding of computer abuse. The model helps organizations consider the emotional state-of-mind of abusers as well as their organizational situation.

The purpose of this research is to investigate the dynamics and dimensions of behaviors of supply chain employees that may impede the success of supply chain relationships.

A grounded theory qualitative method was used to explore the concept of counterproductive work behavior in a supply chain context.

Through analysis and evaluation of the data, five key supply chain counterproductive work behaviors (avoiding, withholding, emoting, confounding, and shifting) emerged. Overall, these behaviors are associated with perceived contract breaches, which undermines trust within supply chain relationships.

This work provides a basis for researchers to explore counterproductive work behaviors within supply chain management and managers to consider these behaviors in relational exchange. Future research can build on the insights provided here by applying quantitative methods to exploring the phenomenon and investigating counterproductive behaviors from the actor's perspective.

This research provides an overarching framework for relationship management behaviors that may detract from supply chain relationships. Research has previously explored these types of behaviors in a segmented fashion. This work takes a comprehensive look at behaviors and through evaluation of the data, relational and informational contract breaches emerge. The data suggests these contract breaches may undermine the trust within supply chain relationships.

The centrality of emotions to all significant social, indeed human activities is now broadly acknowledged. Nevertheless, discussion of emotions in core activities of science, as distinct from the motivation of scientists, is undeveloped. In reviewing the role of emotions in science the paper shows that emotions provide consciousness of objects of scientific relevance. It is also shown that emotions necessary to scientific activities are typically experienced nonconsciously. These two issues, of emotional consciousness and nonconscious experience of emotion, raise a number of questions for the study of both consciousness and emotions.

Adverse situations negatively impact project stakeholders’ engagement. Past research has sporadically investigated adverse situations affecting stakeholder engagement but lacks a thorough empirical investigation. The paper aims to discuss this issue.

A web survey was designed to address the knowledge gap of the identification of the impactful adverse situations during multi-stakeholder engagement. The research yielded 144 completed responses from multi-stakeholders engaged in globally distributed ICT projects.

Exploratory factor analysis revealed eight factors that underpin 26 adverse situations. The top factors, ranked in terms of importance according to their Relative Importance Index (RII) are: dysfunctional conflicts, dearth of reasoning, glitches in project governance, clash of personalities.

This research reveals the factors that can impact engagement in the form of meaningful clusters and dimensions and opens-up a future research agenda toward causation and mitigation studies related to adversarial stakeholder engagement. The study focuses on globally distributed ICT projects and has not explored generalizability in other sectors.

This research enables project managers and stakeholder analysts to get an understanding on the importance of different dimensions of adverse situations in the way stakeholders think, act and emote.

Awareness on the potential adversarial stakeholder engagement helps in effectively managing the sustained stakeholder relationships and mental well-being of project stakeholders.

This research contributes to project management practice, as it reveals the underlying factors of adverse situations occurring during multi-stakeholders’ engagement, provides clarity on their components and ranks them in terms of importance for their overall effect on stakeholders’ engagement.

Describes a networked virtual environment, a type of virtual reality most commonly known as a “MUD” or a “MOO”, which was used at an internationally‐attended scientific conference held on the Internet. Interviews with conference attendees indicated enthusiasm for the effectiveness of the medium, and revealed how the virtual environment can be modified to improve conferencing efficacy. Such alterations included: novel input‐output control management; automation of conference registration; control of anonymous or guest connections; simplification of conference center topography; an improved methodology for recording discussion sessions; use of moderated rooms to compensate for network lag; and providing buffers to update late arriving participants. Concludes that networked virtual environments provide an inexpensive means for effective international conferencing on the Internet.

Ivanitskaya, Glazer, and Erofeev (2009) suggest that “the most fundamental element of any organization that helps the organization to survive is the individual person” (p. 109). It is the motivation of human capital that makes a health care organization come to life. Health care is a unique industry; its accomplishments are directly dependent upon the competencies and technical skills of its employees. “When people in the workplace fulfill their organizational roles, then the organization thrives” (Ivanitskaya et al., 2009, p. 110). Health care systems will require organizations that thrive and exhibit characteristics of continuous growth, expressing excessive levels of energy and an immense capacity for flourishing. Anticipating the challenges of the next decade, health care organizations must achieve a higher degree of employee engagement to enhance organizational performance and profitability. The data analyzed for this chapter indicate that employees who are engaged are more enthusiastic and aspired to achieve both individual and organizational success. The chapter concludes by suggesting five operating practices to establish an employee engagement culture – defining the employee's role in fulfilling the organization's purpose, selecting employees with capability and passion, supporting and valuing the employee, creating sustainable reward systems, and developing feedback and reinforcement mechanisms.

This chapter chronicles the experiences of a community engaged Latina and Wayuu science education faculty member who worked in a rural village in south central Alaska with Cup’ik teachers, Elders, and parents. The work began in the summer of 2012 and continues five years later. The chapter includes a series of vignettes that chronicle experiences shared during trips to the village in the summer, fall, winter, and spring. The mentioning of seasons is crucial because in the Arctic activities are determined by the seasons. These experiences emote metaphors that are related to my personal and professional identity and help chronicle a transformation that is deeply tried to how place and the activities that take place in the company of community members and mentors generate new insights related to the incommensurable western and Alaska Native paradigms of pedagogy, research, and educational policy in contexts where the language, culture, and place are at stake.

The number of individuals with ASD is growing tremendously since autism was recognized as a category for special education services in IDEA. While the disorder was first described by Kanner in 1943 and again by Asperger in 1944, it did not receive substantial attention until 1981, when Dr. Lorna Wing wrote an influential article which revived the early work of Kanner and Asperger (Nash, 2002). Since then there has been an increase in research related to etiology, prevalence, educational and social-emotional intervention, and assessment and diagnosis. This research has highlighted that: ASD appears to run in families; their may be as many as 20 genes involved in autism; individuals with ASD think, socialize and emote differently; there appears to be some neurological misconnection present in the brains of individuals with ASD (Nash, 2002). Positively, there have been advances in educational, therapeutic and medication management that has allowed individuals with ASD to be more inclusively involved in our society.