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This conceptual chapter introduces an interdisciplinary model of emotional ambivalence using an adapted framework based on the Affective Events Theory (AET). Given the preoccupation in the current literature with studying affective disposition and discrete emotions, there is opportunity for researchers to explore the presence and influence of conflicting emotions. I use the organizational context of Personal Web Usage (PWU) monitoring to set the stage for a hypothetical discussion of the AET-based model of emotional ambivalence. The likelihood of conflict in the cultural norms and values associated with both monitoring activity and employee behavior presents an opportune setting to study emotional ambivalence. After an in-depth description of the model and its application to the PWU-based monitoring context, I conclude with a brief discussion of potential areas for future research.

Daniel J. Beal is an Assistant Professor of Psychology at Rice University in Houston, Texas. He received his Ph.D. in social psychology from Tulane University. His primary area of research interest examines the affective, cognitive, and motivational processes underlying within-person performance. In addition, he has interests in several methodological topics, including multilevel and longitudinal modeling and meta-analytic techniques. His work has appeared in the Journal of Applied Psychology, Organizational Research Methods, and Personality and Social Psychology Bulletin.

Recent research along with anecdotal evidence suggests that exercise may play a role in mitigating perceptions of work-family conflict (WFC). However, the temporal effects related to this relationship have been ignored. The purpose of this paper is to address this issue by testing for the effects of acute and long-term exercise on the work-family interface.

Employed females (N=46) were randomly assigned to a treatment (exercise) or control group (no exercise) and data were gathered at three points in time, over four weeks. Linear Mixed Model processes were conducted.

The authors found that there is a statistically significant long-term exercise effect on strain-based work interference with family and family interference with work.

The sample was restricted to sedentary females, was predominantly white/Caucasian, and held white-collar jobs, limiting the generalizability of the findings.

Results from the current study suggest that exercise assists individuals in managing the work-family interface. While this is not a broad-sweeping call for all employers to offer on-site exercise facilities, the authors suggest that employers consider offering accommodations to individuals seeking to utilize exercise as a way to reduce WFC and general stress.

This is the first empirical study that examines the temporal impact of exercise on the work-family interface.

Swansea carry on … THE University College of Swansea has decided that the Swansea Tribology Centre will continue after the initial DTI support ends, which is this month. This means that the Centre must cover its costs by means of income from industry and so must, in fact, provide an independent consultancy service on tribology. Swansea will of course say that as far as its consultancy work is concerned it has always been independent, but now that it must stand on its own feet financially, it must see that it continues to build a reputation for results like any other competitive independent business undertaking.

This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.

Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.

This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.

This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.