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The authors examine authenticity in relation to Alternative Political Commentators (APCs) on YouTube and Twitch. Drawing on Owens (2019) provocative claim that contemporary (online) culture may be ‘post-authentic’, the authors use the term post-authentic engagement to explore in/out-group dynamics between influencers and their audiences. This view is evidenced through an examination of the usage of emojis and emotes by audiences to engage in the fast-paced chats that accompanied the livestream coverage of two APCs, HasanAbi and The Young Turks, during the 2020 US Presidential Election.

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 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.

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.

The role of M in the Bond films has altered radically in the modern Bond franchise – due in part to the casting of Dame Judi Dench as M. This chapter argues that M as portrayed by Dench asserts a monarch-like power and authority in her role as Bond’s commander, an authority that can be compared to that of the current monarch Queen Elizabeth II in both her real and imagined performances. It will examine how M as depicted by Dench fits into the legacy of the male M’s that came before her. It then compares the problematic relationship for both women with motherhood; their common refusal to employ emotive feminine manipulation to maintain their authority and how this authority utilises language and address. In doing so it will assert that both Dench’s M and Queen Elizabeth II put duty and their professional lives first – devoting themselves to the service of others.