Imagine being asked to evaluate your CEO …: Using the constructive controversy approach to teach gender and management in times of economic crisis

This article addresses the relationship between gender and management as intertwined discursive practices. Following a constructive controversial approach, we proposed to the students to complete a short story in which they have to give a feedback either to a fictitious female or to a male boss. The article has a dual aim since it offers a reflection on a teaching methodology suited to foster critical thinking in the classroom and analyzes the narratives so produced in search of what constitutes the students’ idea of “good management.” In positioning men/women CEO within a narrative, students enact a moral order that evaluates management in society. Their narratives reveal how the economic crisis has undermined the positive image of the male manager, while femaleness is emphasized for its anti-managerial imaginary. Moreover, the idea of what constitutes “good management” is constructed around an idea of care for both male and female CEOs

Staging precariousness: The Serpica Naro catwalk during the Milan Fashion Week

The article illustrates the Italian process of work precarisation and the collective resistance of precarious workers. It interprets them in terms of the birth of a collective identity that conducts a critique against precariousness while developing learning resources. Through discursive analysis of the Serpica Naro catwalk, organised in the area of Milan by the activists of the May Day Parade and the San Precario network, the article illustrates the process of construction of this collective identity that uses irony and playfulness to resist and denounce precarious working conditions. The purpose is to interpret the anti-precariousness movement as a process of critical urban learning that creates the viability of spaces for resistance in metropolitan contexts

What makes a “good manager”? Positioning gender and management in students’ narratives

The purpose of this paper is to address the relationships between gender and management in the narratives of students. More specifically, the authors discuss how the discourse on management is mobilized as a discursive practice able to make some form of that activity thinkable and practicable: who can be a CEO? What kind of managerial competencies are attributed to men/women CEOs? What kind of moral order is expressed in the stories told? Design/methodology/approach – Stimulus texts have been used to elicit narratives. Students were asked to complete a short story regarding a fictive managerial character, either female or male, whose performance and attitude they were asked to evaluate. Findings – The paper discusses how the collected stories as a whole expressed a conception of what counts as a “good manager” and how management is gendered. In the analysis, the authors discuss whether and how the relationships between gender and management are changing, or the basic assumptions about “think manager-think male” are still valid. The paper illustrates a traditional positioning of gendered management along the lines of rationality vs care, and a third positioning in which the ideal of the “good manager” has both competencies. Originality/value – The authors designed an alternative research strategy focused on how gender and management are discursively constructed within a context of economic crisis that affects management reputation. Particularly, the authors discuss the surprising results concerning how the written stories evaluating male CEOs distrusted the masculine way of managing and positioned the female managing style within a trustworthy context

Physical interaction between MYCN oncogene and polycomb repressive complex 2 (PRC2) in neuroblastoma: Functional and therapeutic implications

This article is made available through the Brunel Open Access Publishing Fund. © 2013 by The American Society for Biochemistry and Molecular Biology, Inc.CLU (clusterin) is a tumor suppressor gene that we have previously shown to be negatively modulated by the MYCN proto-oncogene, but the mechanism of repression was unclear. Here, we show that MYCN inhibits the expression of CLU by direct interaction with the non-canonical E box sequence CACGCG in the 5′-flanking region. Binding of MYCN to the CLU gene induces bivalent epigenetic marks and recruitment of repressive proteins such as histone deacetylases and Polycomb members. MYCN physically binds in vitro and in vivo to EZH2, a component of the Polycomb repressive complex 2, required to repress CLU. Notably, EZH2 interacts with the Myc box domain 3, a segment of MYC known to be essential for its transforming effects. The expression of CLU can be restored in MYCN-amplified cells by epigenetic drugs with therapeutic results. Importantly, the anticancer effects of the drugs are ablated if CLU expression is blunted by RNA interference. Our study implies that MYC tumorigenesis can be effectively antagonized by epigenetic drugs that interfere with the recruitment of chromatin modifiers at repressive E boxes of tumor suppressor genes such as CLU.SPARKS, The Neuroblastoma Society, a Wellcome Trust grant (to A. S.), and the Italian Association for Cancer Research

Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations and New Directions

Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and implementing socially just trauma-sensitive schools, suggesting key questions and steps social workers, educational leaders, and educators can take to embed these considerations in their practice

Free and Dissolved Gases in Castrocaro Spa Waters (Italy)

Free and dissolved gases in cold water samples from the Castrocaro spa, Northern Italy, were analyzed for their chemical composition. These gases were interpreted as the result of the binary mixing between a N2- and a CH4-rich component. CO2 is generally a minor constituent. N2/Ar ratios below the air typical value suggest that air saturated water (ASW) is the most likely source of atmospheric-derived components. This atmospheric end-member is predominant in low-salinity waters. Conversely, CH4-enriched gases are mainly associated with brackish to saline waters. The occurrence of minor amounts of light hydrocarbons (C2-C3) indicates a predominant biogenic origin of CH4. The He isotopic composition of the CH4-richest sample (3He/4He = 0.22 Ra) is in the range of values measured for cold seeps and mud volcanoes along the Northern Apennines foothills, and indicates a predominant crustal origin of this gas