Anger expression and suppression at work: causes, characteristics and predictors

Purpose: The current study aims to explore the causes, characteristics and consequences of workplace anger expression and suppression, with an additional aim of testing the emotional dimension of Affective Events Theory. Design/methodology/approach: Participants (n=187) from management and non-management positions completed an event-contingent anger diary over a period of four working weeks, alongside measures on trait anger and job satisfaction. Findings: Over fifty per cent of the sample disclosed anger causing events. In keeping with Affective Events Theory disposition was important, with trait anger higher in those disclosing anger causing events. There appeared a range of factors predicting the expression of anger, with these focused primarily on individual issues and pre-existing emotion rather than work characteristics. Practical implications: Originality/value: Through consideration of management and non-management workers and by using a longitudinal design, the study highlights the importance of individual factors in understanding workplace anger. It notes the value in focusing on discrete emotion. The findings offers clear direction for future research that could assist with enhancing models of workplace emotion, particularly if the aim is to account for discrete emotions

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy

Cleaning of metals contaminated with historic pesticide residues that are hazardous to health

Mr Straw’s House inWorksop, Nottinghamshire, is a time capsule of social history, housing a wide ranging collection of personal ephemera and everyday items dating from the 1900s to the1980s. Now cared for by the National Trust, the house’s historical importance lies in its exhibition of this wide range of everyday items. It displays the family’s middle-class possessions, and gives a sense of the modernisation and development of household brands. However some of these historical everyday items may pose health risks to staff and visitors, and particular concern was raised about the chemical containers present at the property. While pesticides added to objects have been discussed in some detail in previous studies, very little information is available about what factors to consider when treating objects where the hazardous chemicals are an integral part of the object’s use and history. Therefore a project involving the National Trust and the University of Lincoln’s Conservation Department was undertaken to identify and conserve the contents and containers of the collection from Mr Straw’s House. This article discusses the analyses of the contents and how these were then treated

Cost asymmetry and taxation Implications for multinational activity

Includes bibliographical referencesAvailable from British Library Document Supply Centre- DSC:9350. 10306(03/11) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Taxes and the location of production

Includes bibliographical referencesSIGLEAvailable from British Library Document Supply Centre- DSC:9350. 10306(03/12) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Women and pensions

Includes bibliographical referencesAvailable from British Library Document Supply Centre- DSC:m03/11353 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy