Emotional contagion and the infectious service smile: A response using parody

This short essay, with accompanying script, provides an example of using parody to critically engage with common management concepts. The target of the parody is the much researched phenomenon of emotional contagion, and the genre used in the parody is horror movies. The theoretical material used is a critique of capitalism and its relationship to cannabilsm by M. Lefebvre. The paper is provided in the May 2007 issue of Noteworks, and the link to this publication of the SCOS community is given above

EXAFS study of nickel exchanged into zeolite Y

EXAFS and near edge spectroscopy were used to monitor changes i n Ni coordination as a function of treatment conditions after aqueous exchange into zeolite Y. Our results suggest that after calcination and dehydration under the conditions of this study, major site occupancy for Ni appears to be in the tri-coordinate exchange sites , and not i n the hexagonal prisms as suggested by previous x-ray diffraction results

Relationship between pica and iron nutrition in Johannesburg black adults

On direct questioning by a Black staff nurse, 23% of 348 consecutive unselected adult outpatients attending the Johannesburg Non-European Hospital said that they regularly ate earth or ash. The prevalence was higher in the women (33%) than in the men (11 %), and in 50 women with minor gynaecological complaints who were interviewed by a Black psychologist, it was 72%. The quantity eaten varied from an occasional tablespoonful to several handfuls a day. In an attempt to define the reasons for the habit a thematic apperception test was used. A strong association with pregnancy was identified, but the explanation for this was not established. Some subjects claimed that the material was eaten for medicinal purposes, while others merely liked the taste. The effect on iron nutrition appeared to be variable, depending on the ironbinding capacity of the soluble iron content of the material consumed.S. Afr. Med. J., 48. 1655 (1974

Organizational culture, organizational change and emotions: a qualitative study

Change triggers emotions as employees experience the processes and outcomes of organizational transformation. An organization's affective culture, which shapes the way emotions are experienced and expressed, plays a particularly important part during changes to the culture and other aspects of organizational life. This article contributes to the literature by illustrating the relationships between culture, change and emotions and presents the results of a qualitative study. The study found that when participants' values were congruent with those of the organization, they tended to react to change more positively. Cultural change provoked emotional reactions, often of an intense nature. When emotions were acknowledged and treated with respect, people became more engaged with the change. Attitudes to existing culture also produced emotional responses to aspects of change

EXAFS study of nickel tetracarbonyl and nickel clusters in zeolite Y

Adsorption and thermal decomposition of Ni(CO)4 in the cage system of zeolite Y have been studied with EXAFS, electron microscopy and IR spectroscopy , Ni(CO)4 is adsorbed as an intact molecule in both cation - free zeolite Y and NaY. Symmetry changes of the molecule in NaY are assigned to the formation of Na—OC-IMi bridges. Thermal treatment of the Ni(CO)4/NaY adduct leads to loss of CO concomitant with the formation of a binodal Ni phase. A major part of the forms clusters with diameter between 0.5 and about 1.5 nm, in addition to larger crystallites (5-30 nm), sticking at the outer surface of the zeolite matrix., The Ni-Ni scattering amplitude indicates increasing average particle size with increasing temperature

Teachers’ perspectives on homework: manifestations of culturally situated common sense

This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers’ homework-related justifications were located in a discourse of target setting that was invisible in the Swedish