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A sample of 150 school administrators in state primary and secondary schools in Malta completed a self‐administered questionnaire on their perceptions of role‐related stress. About one‐fifth of the respondents found their job as school administrators either very stressful or extemely stressful; 80 per cent indicated that they were fairly satisfied or very satisfied with their job. Some of the demographic characteristics of the sample were related to the level of job stress and satisfaction. Results also showed that respondents who reported greater levels of stress were least satisfied with their role as school administrators. A principal components analysis of 22 listed sources of stress revealed four major stress factors, labelled “lack of support and resolving conflicts”, “inadequate resources”, “workload” and “work conditions and responsibilities”. The demographic variables of “sex”, “type of administrative post” and “type of school” interacted significantly with the four stress factors.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

Virtual design of contemporary and historical clothes is a very intensive and developing area of science that can be considered as a bridge between costume heritage and modern way of its presentation by means of CAD. The purpose of this paper is to apply 2D and 3D existing CAD for virtual reconstruction of the very specific kind of women’s clothes such as a side-saddle riding habit (RH) used in 1875–1915.

The construction of RH was adapted to the aesthetic rules of the mentioned time, ergonomic posture of a woman sitting on a horse, surface of the horse’s body which the woman is sitting on. For the new method, the huge databases were obtained after analyzing the historical pattern manuals and features of pattern blocks used, possible postures of riding, construction of RH and converting it into virtual system “avatar – RH.” To reconstruct the side-saddle RH in virtual reality, the images dated 1887 and authentic pattern blocks were used. Special attention has been given to the topology of contacting areas existing between the sitting woman and “shaped” riding skirt and to the method of presenting it by means of special points combination.

The authors have developed a new method of virtual reconstruction of an RH that is based on automatic consideration of all joining elements such as “shaped” riding skirt, avatar and its ergonomic posture. The new approach allows reconstruction of the clothes in virtual reality in three ways: by using the real skirts, the historical pattern blocks or pictures.

The results obtained allow increased possibilities of virtual reconstruction and include in the list new objects of engineering achievements of the nineteenth century such as the side-saddle RH. This study should help researchers and practical specialists to recreate and save the historical treasure in a digital way.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

While literature offers substantial evidence regarding both strengths and shortcomings of experiential learning for learners, far less is known about how educators reflect on, make sense of, and learn from experiential teaching, let alone address emotions that invariably affect the process (Pekrun & Linnenbrink-Garcia, 2012; Wright, Lund Dean, & Forray, 2021). The purpose of this chapter is to explore the dynamic nature of emotions in the context of experiential teaching, that is, the facilitation of experiential learning activities, by examining critical incidents from the educators’ perspective. The chapter begins by introducing literature on experiential teaching and emotion. The authors then present the empirical findings from a critical incidents study, noting how participants succeeded or failed to catch the waves of emotion that emerged while facilitating experiential learning activities. The authors connect the findings with the existing literature, taking into consideration both sensemaking and reflective practices during and after experiential teaching. The authors close by identifying ways educators can learn to surf the inevitable waves of emotion that can emerge within themselves and in learners, offering specific tools to maintain balance and develop further competence in the midst of experiential learning.

Group incentive schemes have been shown to be positively associated with firm performance but it remains an open question whether this association can be explained by the motivating characteristics of the group-incentive scheme itself, or if this is due to factors that tend to accompany group-incentive schemes. We use a controlled experiment to directly test if group-incentive schemes can motivate sustained individual effort in the absence of rules, norms, and institutions that are known to mitigate free-riding behavior.

We use a controlled lab experiment that randomly assigns subjects to one of three compensation contracts used to incentivize an onerous effort task. Two of the compensation contracts are group-incentive schemes where subjects have an incentive to free-ride on the efforts of their coworkers, and the third (control) is a flat-wage contract.

We find that both group-incentive schemes resulted in sustained, higher performance relative to the flat-wage compensation contract. Further, we do not find evidence of free-riding behavior under the two group-incentive schemes.

Although we do find sustained cooperation/performance over the three work periods of our experiment under the group-incentive schemes, further testing would be required to evaluate whether group-incentive schemes can sustain cooperation over a longer time horizon without complementary norms, policies, or institutions that mitigate free-riding.

By unambiguously showing that group-incentive schemes can, by themselves, motivate workers to provide sustained levels of effort, this suggests that the “1/n problem” may be, in part, an artifact of the rational-actor modeling conventions.