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On the one hand industrial and business managements pay lip‐service to creativity, but on the other hand they show scant recognition of the characteristics of creative people. And yet it is on scientists and engineers of a special kind, as well as many other creative people, that the future depends – technologically, socially, culturally and spiritually. In this article, Professor Stein presents valuable data for the selection and management of creative scientists, engineers and supporting personnel. The central point he makes is that to do its job right, management needs to do far more to acknowledge the role it must itself play in the creative process. This article is a condensed and modified version of a paper presented by Dr Stein at the 1985 annual conference of the Personnel Association of Ontario, on 28 February 1985, held in Toronto, Canada. We acknowledge permission of the Association to publish.

Every organisation has an existing set of values, an “organisational culture”. Could a richer set of values improve the organisation? If so, how is the organisation better. What are some ways of enriching the existing values, and who can do it? These issues are examined and their application is explored through examples.

Human beings need a cognitive structuring of their activities – need to know what they are doing – if regressive (childish) behaviors are to be avoided.⁸ Clear goals can help to provide this cognitive structuring if they are “operationa1,” meaning that the impact of a proposed action on the goal must be demonstrated with sufficient credulity so that a reasonable person can accept the demonstration without denying his own rational nature.

To describe how a defined video reflection prompt for preservice mathematics teachers shaped their reflective writing, which was examined using academic reflection as a genre model.

Academic reflection as a genre model was used to unpack the reflective processes evident in preservice teachers’ written reflections on a practicum teaching experience in the context of a methods course assignment, prior to any formal instruction about reflective genre. This chapter examines how the quality of participants’ reflective writing corresponded with two promising products of reflection – the accuracy of participants’ claims about the effectiveness of instructional tasks used during teaching and the quality of suggested revisions to the lesson.

The findings indicate that the extent to which participants engaged with the required parts of the assignment corresponded with the accuracy of their claims about the effectiveness of instructional tasks and the quality of revisions they suggested to the lesson. The authors discuss the writing produced by the participants, providing examples from their reflections to demonstrate preservice teachers’ initial competencies in using genre.

Informed by the nature of writing produced by the participants, the authors extend the model of reflection as a genre and suggest how it could be used to teach preservice teachers to effectively structure reflective writing. Furthermore, the authors offer recommendations for how to define the video reflection prompt to serve as a more effective scaffold of preservice teachers’ analysis of student learning.

In the context of competing theoretical economic–econometric models and corresponding estimators, we demonstrate a semiparametric combining estimator that, under quadratic loss, has superior risk performance. The method eliminates the need for pretesting to decide between members of the relevant family of econometric models and demonstrates, under quadratic loss, the nonoptimality of the conventional pretest estimator. First-order asymptotic properties of the combined estimator are demonstrated. A sampling study is used to illustrate finite sample performance over a range of econometric model sampling designs that includes performance relative to a Hausman-type model selection pretest estimator. An important empirical problem from the causal effects literature is analyzed to indicate the applicability and econometric implications of the methodology. This combining estimation and inference framework can be extended to a range of models and corresponding estimators. The combining estimator is novel in that it provides directly minimum quadratic loss solutions.

10. In selecting the places which we visited our aim was to see the manufacture of condensed milk and other dairy products under different conditions and to obtain as representative an idea as possible of the circumstances under which the whole process, from the milking of the cow to the final stage of manufacture, was conducted. Accordingly we visited the following places:—

This chapter focuses on an early British female writer's course offered at Ripon College, a small liberal arts institution in Ripon, Wisconsin, USA. The course was first offered during the spring of 2017 as Donald J. Trump began his term as president of the United States. The students and instructor aimed to make their classroom a place for honest and open discussions about the difficult socio-political environment as they continually sought connections between their own social concerns and those of the early women writers they studied. The essay focuses specifically on the group's study of eighteenth-century British author Eliza Haywood, her novella Fantomina, and her periodical The Female Spectator. Through their study of these texts, the group came to understand how their own stories mattered. They saw that their creativity was a tool with which they could navigate and resist political change. This realization manifested itself in the creative capstone project for the course – a student-author periodical based on The Female Spectator. The essay explains the instructor's pedagogical approach toward this project and features samples of the students' writing from both the periodical and their end-of-term reflective writings.

This study examines emotionologies (Stearns & Stearns, 1985), that is, attitudes that members of an inter-organizational information systems (IOIS) project hold toward emotions and their appropriate expression and regulation in this project. In order to understand attitudes toward emotions and emotion regulation, we suggest the adoption of the concept of emotion structure, consisting of emotion rules and resources (Callahan, 2004).

To investigate the kinds of emotionologies present in this IOIS development project, we have chosen a qualitative case study approach. Our data consists of 41 qualitative interviews, collected in two phases.

We trace how emotion rules and corresponding emotion regulation strategies change among the sub-groups working in the project throughout their first year of collaborating. We show that organizational actors are skilled emotion managers, whose behavior is guided not only by many collective emotion rules (professional, organizational, social) but also by personal emotion rules. Our findings also suggest the need to critically reflect on certain emotion rules, such as those pertaining to the expression of fear and anger, and their potential positive and negative implications on project work.

We argue that group emotionologies with their professional, organizational, and social emotion rules interact with personal emotion rules, resulting in interesting emotion regulation strategies that often try to minimize emotional dissonance, sometimes at the expense of risking open conflict among project members. With this in mind, one theoretical and practical suggestion is to further explore the potential constructive implications of experiencing and expressing fear in projects.