Brexiting CMS

Brexit could be seen as the largest popular rebellion against the power elites in the UK modern history. It is also part of a larger phenomenon – the resurgence of nationalism and right-wing politics within Europe, the United States and beyond. Bringing in its wake the worrying manifestations of racism, xenophobia and anti-intellectualism, Brexit and its consequences should be a core concern for Critical Management Studies academics in helping to shape post-Brexit societies, organisations and workplaces, and in fighting and challenging the sinister forces that permeate them. In this paper, we consider how CMS can rise to the challenges and possibilities of this ‘phenomenon-in-the-making’. We reflect on the intellectual tools available to CMS researchers and the ways in which they may be suited to this task. In particular, we explore how the key positions of anti-performativity, critical performativity, political performativity, and public CMS can be used as a starting point for thinking about the potential relevance of CMS in Brexit and post-Brexit contexts. Our intention is to encourage CMS-ers to contribute positively to the post-Brexit world in academic as well as personal capacities. For this, we argue that a new public CMS is needed, which would 1) be guided by the premise that we have no greater and no lesser right than anyone else to shape the world, 2) entail as much critical reflexivity in relation to our unintended performativities as our intended ones, and 3) be underpinned by marginalism as a critical political project

Understanding the Thoughts and Attitudes of Female Students Who Participate in Single-gender Education

The thoughts and perceptions of female students who attend a single-gender education school were investigated in this study. This study used a qualitative approach through one-on-one interviews with ninth- through twelfth-grade students who participated in a suburban single-gender school. Interviews were conducted with 10 students and included open-ended questions intended to elicit personal thoughts regarding their perceptions of the impact attending a single gender school had on their personalities, education, and social lives. Information from the interviews was incorporated with information gathered from a demographic questionnaire. The results were then examined for potential themes and patterns in order to draw relevant and meaningful conclusions. Commonly occurring themes were those of academic preparedness, self-confidence, and a sense of belonging within the school community

Riding Populist Storms: Brexit, Trumpism and beyond, Special Paper Series Editorial

In this editorial we aim to introduce the diverse set of 21 papers we have curated over the past two years, to review their collective contribution to the knowledge base in CMS and organisation studies, and to reflect on how they add to and challenge existing debates within our field. These papers speak about populism in a wide range of voices from multiple perspectives. The geographical reach is wide with populism discussed in relation to the contexts of France, India, Latin America, UK and US, and authors working in Belgium, Brazil, Denmark, Finland, France, New Zealand, Pakistan, Sweden, the Netherlands, the UK and the US. The papers cross disciplinary and theoretical boundaries drawing on political science, history, sociology, psychoanalysis and philosophy. Methodological approaches include ethnography, historical narrative, discursive approaches and autoethnography. As such these papers raise important questions and offer perspectives and ways forward that are in urgent need of attention and discussion by critical management and organisation studies communities, challenging readers’ understandings of populism at macro, meso and micro levels of analysis. Here we tie the whole series together by highlighting emergent themes and identifying future research directions that these papers have opened up

Exploring Adult Risk Propensity and Academic Risk-Taking within the Online Learning Environment

This paper presents a portion of the findings from a larger study of factors related to academic risk-taking behaviors among a group of preservice teachers in the online component of a blended-format course. We describe our study findings and implications specific for the variable of risk propensity and its relationship with academic risk-taking behavior. A synthesis of our findings with the works of other researchers provides the groundwork for exploring factors that instructors can consider in designing learning environments that support academic risk-taking, particularly in online environments. Keywords: academic risk-taking, online learning, risk propensity, blended learning

COVID-19: Intranasal and Oral Routes of Vaccination

The mainstay protocol exercised by global health leaders to control the spread of severe acute respiratory syndrome corona virus (SARS-CoV-2) has been screening, the identification of cases, isolation thereof, contact tracing and nation-wide lockdowns. The development of vaccinations against the SARS-CoV-2 virus has marked a new dawn for the war against corona virus disease (COVID-19)

SARS-CoV-2 and its sinister routes of transmission: Mauritius from COVID safe paradise to COVID outbreak

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Charged lepton flavor violation and electric dipole moments in the inert Zee model

The inert Zee model is an extension of the Zee model for neutrino masses to allow for a solution to the dark matter problem that involves two vector-like fields, a doublet and a singlet of $SU(2)_L$, and two scalars, also a doublet and a singlet of $SU(2)_L$, all of them being odd under an exact $Z_2$ symmetry. The introduction of the $Z_2$ guarantees one-loop neutrino masses, forbids tree-level Higgs-mediated flavor changing neutral currents and ensures the stability of the dark matter candidate. Due to the natural breaking of lepton numbers in the inert Zee model and encouraged by the ambitious experimental program designed to look for charged lepton flavor violation signals and the electron electric dipole moment, we study the phenomenology of the processes leading to these kind of signals, and establish which are the most promising experimental perspectives on that matter.Comment: 10 pages and 7 figure

Student use of whiteboards in the classroom

This paper discusses the use of whiteboards – both small, individual boards and larger, wall-mounted ones – within a variety of classes within our undergraduate mathematics degree. Details of those classes, and how students use whiteboards within them are presented. There is a focus on practicalities, particularly regarding the formation of student groups for whiteboard activities and the role of the member of staff in such classes. Issues which should be considered if introducing these to the classroom are discussed

Eating disorder symptoms and control-seeking behavior

OBJECTIVE: Eating disorders (EDs) are a heterogenous group of disorders characterized by disturbed eating patterns. Links have been made between ED symptoms and control-seeking behaviors, which may cause relief from distress. However, whether direct behavioral measures of control-seeking behavior correlate with ED symptoms has not been directly tested. Additionally, existing paradigms may conflate control-seeking behavior with uncertainty-reducing behavior. METHOD: A general population sample of 183 participants completed part in an online behavioral task, in which participants rolled a die in order to obtain/avoid a set of numbers. Prior to each roll, participants could choose to change arbitrary features of the task (such as the color of their die) or view additional information (such as the current trial number). Selecting these Control Options could cost participants points or not (Cost/No-Cost conditions). Each participant completed all four conditions, each with 15 trials, followed by a series of questionnaires, including the Eating Attitudes Test-26 (EAT-26), the Intolerance of Uncertainty Scale, and the Obsessive-Compulsive Inventory-Revised (OCI-R). RESULTS: A Spearman's rank test indicated no significant correlation between total EAT-26 score and total number of Control Options selected, with only elevated scores on a measure of obsessions and compulsivity (OCI-R) correlating with the total number of Control Options selected (rs  = .155, p = .036). DISCUSSION: In our novel paradigm, we find no relationship between EAT-26 score and control-seeking. However, we do find some evidence that this behavior may be present in other disorders that often coincide with ED diagnosis, which may indicate that transdiagnostic factors such as compulsivity are important to control-seeking