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Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.

Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event construct is sorely lacking. We chose to examine this construct within a specific setting that global leaders have to master – the intercultural context. After reviewing the relevant literature, we created an original model of trigger events and sensemaking in the intercultural context, which is accompanied by propositions that determine the likelihood of an event rising to the level of a trigger. It is our hope that this theoretical model will lead to a better understanding of how trigger events function in general. The chapter contributes to a greater understanding of the cognitive element of global leadership effectiveness. Finally, the model has practical implications for intercultural and global leadership training and executive coaching.

The chapter elaborates how organizational governance can optimally address workplace bullying, a synergy possible because organizational governance seeks to promote ethical functioning while workplace bullying is considered an unethical behavior. Through its suggestions, the chapter aims at furthering employee dignity and well-being, cohering with international calls for human rights at work.

A review of two literatures was conducted: (a) workplace bullying differentiated on the basis of its situatedness and level into internal bullying – of an interpersonal and depersonalized nature – and external bullying; and (b) organizational governance including its theoretical perspectives, especially the societal lens, and international, national, and firm codes.

Several organizational governance measures at institutional level – both international and national in scope – and at firm level are proposed to deal with varieties of workplace bullying encompassing primary, secondary, and tertiary prevention. Accordingly, a shift in organizational effectiveness from goal-based models to process-oriented frameworks so that economic and non-economic objectives are balanced, following the stakeholder approach, is advocated. The political dynamics involved in such an initiative are alluded to.

Application, drawing on secondary rather than primary data, is the essential thrust of the chapter, with recommendations anchored in organizational governance, particularly its societal perspective, conceptualized to address workplace bullying in a holistic manner.

First, despite the clear relevance of organizational governance to workplace bullying, the prospect of interventions from this standpoint has never been previously explored. Second, the term “varieties of workplace bullying” is propounded to capture the different types of emotional abuse at work known so far.

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.

In response to recent calls to better understand the brain’s role in organizational behavior, we propose a series of theoretical tests to examine the question “can brains manage?” Our tests ask whether brains can manage without bodies and without extracranial resources, whether they can manage in social isolation, and whether brains are the ultimate controllers of emotional and cognitive aspects of organizational behavior. Our analysis shows that, to accomplish work-related tasks in organizations, the brain relies on and closely interfaces with the body, interpersonal and social dynamics, and cognitive and emotional processes that are distributed across persons and artifacts. The results of this “thought experiment” suggest that the brain is more appropriately conceived as a regulatory organ that integrates top-down (i.e., social, artifactual and environmental) and bottom-up (i.e., neural) influences on organizational behavior, rather than the sole cause of that behavior. Drawing on a socially situated perspective, our analysis develops a framework that connects brain, body and mind to social, cultural, and environmental forces, as significant components of complex emotional and cognitive organizational systems. We discuss the implications for the emerging field of organizational cognitive neuroscience and for conceptualizing the interaction between the brain, cognition and emotion in organizations.

Increasing awareness around the world of the environmental impact of greenhouse gas (GHG) emissions resulting from human activities such as air travel warrants consideration of the effects of research and activities within the field of Comparative and International Education (CIE). The authors hypothesize that consideration of CIE research’s environmental impact is seldom, if ever, discussed in the literature. To test this hypothesis, the authors conduct a content analysis of articles published in selected major CIE journals to analyze how researchers account for their environmental impact. In addition to presenting the findings of this analysis, the authors provide a selection of queries for examining one’s own practices as a CIE researcher in relation to environmental sustainability. The authors provide preliminary suggestions for ways to reduce GHG production and the environmental impact of continued CIE research and call for acknowledgement of these impacts in publications. Ultimately, the authors suggest that more needs be done to examine CIE scholars’ ecological impact in conducting research and use this chapter as a starting point for conversations in this vein.

This paper aims to investigate magnetic impacts on bioconvection flow within a porous annulus between an outer cylinder and five inner cylinders. The annulus is filled by oxytactic microorganisms and nano-encapsulated phase change materials.

The modified ISPH method based on the time-fractional derivative is applied to solve the regulating equations in Lagrangian dimensionless forms. The pertinent factors are bioconvection Rayleigh number Ra_b (1–100), circular cylinder’s radius R_c (0.1–0.3), fractional time derivative α (0.95–1), Darcy parameter Da (10⁻⁵–10⁻²), nanoparticle parameter ϕ (0–0.1), Hartmann number Ha (0–50), Lewis number Le (1–20), Peclet number Pe (0.1–0.75), s (0.1–0.9), number of cylinders N_Cylinders (1–4), Rayleigh number Ra (10³–10⁶) and fusion temperature θ_f (0.005–0.9).

The simulations revealed that there is a strong enhancement in the velocity field according to an increase in Ra_b. The intensity and location of the phase zone change in response to changes in θ_f. The time-fractional derivative a acting on a nanofluid velocity and flow characteristics in an annulus. The number of embedded cylinders N_Cylinders is playing a significant role in the cooling processes and as N_Cylinders increases from 1 to 4, the velocity field’s maximum reduces by almost 33.3%.

The novelty of this study is examining the impacts of the magnetic field and the presence of several numbers of embedded cylinders on bioconvection flow within a porous annulus between an outer cylinder and five inner cylinders.

AT the very outset of this paper it is necessary to make clear that it is not an attempt to compile an exhaustive bibliography of literature relating to special librarianship. Neither space nor time permit this. In fact, the references given can only claim to be a sample of the wealth of material on the subject and this paper is submitted in the hope that it will stimulate others to more scholarly efforts. Reference numbers throughout this paper refer to items in the ‘Select list of references to the literature of special librarianship’, section 2 onwards.

This study investigates the complex interaction between properties of some emergent crises and the expertise of particular public sector leaders, who themselves are embedded in particular institutional processes that further constrain identification of these emergent crises. It is suggested that discrepancy in the ability of leaders to detect crises is due not only to their own proficiency in some cognitive skills, but also to their interaction with, and differences in, particular properties of some emergent crises, which render some emergent crises more detectable than others in some institutional environments.