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We describe a special education teacher and a history teacher who, together, gave specific learning disabled (SLD) and emotionally disabled (ED) students the opportunity to make historical documentaries in a self-contained special education classroom. Students were diverse in race, gender and disability. Findings indicated documentary making yielded positive outcomes for students as well as for the teachers. By selectively appropriating desktop documentary making technology, teachers engaged students in a technology-based project. Documentary making also opened opportunities for teachers’ close interaction with students, while still managing a potentially disruptive classroom. Students, who struggled with reading and writing, completed an engaging, lengthy, complex history project and exercised historical thinking skills. This study has implications for using documentary making technologies for engaging and refining students’ historical thinking skills.

The purpose of this paper is to examine the fusion of psy-correctional discourse with the dominant risk logic to consider the implication this nexus can have on how self-injurious behaviour committed by women in prison is interpreted and responded to by the Correctional Service Canada (CSC).

The central focus of the study is an in-depth case analysis of the carceral death of Ashley Smith, a 19-year-old woman who committed suicide in her segregation cell in 2007 after enduring four years of excessively punitive treatment aimed at controlling her self-injurious behaviour.

Findings illustrate how the fusion of these logics creates a kind of “therapeutic-risk cloak” that reframes the behaviour as “abnormal” and “risky”, which masks the punitivity of strip search and segregation interventions in the name of safety, security and treatment.

Given that correctional officials knowingly failed to intervene when Smith tied the fatal ligature around her neck, a federal inquiry judged her death to be a homicide. By attempting to unveil the “therapeutic-risk cloak” the authors hope to challenge the underlying logic of CSC’s governance and management framework, which not only denies the oppressive gendered carceral reality that is linked to self-injurious behaviour amongst women prisoners, but is also used to justify intervention responses that exacerbate the very behaviour this framework aims to control. Until systemic transformation is achieved that eradicates CSC’s contradictory governance framework, there is no doubt that the authors will continue to see similar preventable deaths take place in prison.

Interdisciplinary research allows us to broaden our sights and expand our theories. Yet, such research surfaces a number of challenges. We highlight three issues – superficiality, lack of focus, and consilience - and discuss how they can be addressed in interdisciplinary research. In particular, we focus on the implications for interdisciplinary work with paradox scholarship. We explore how these issues can be navigated as scholars bring together different epistemologies, ontologies and methodologies within interdisciplinary research, and illustrate our key points by drawing on extant work in paradox theory and on examples from this double volume. Our paper contributes to paradox scholarship, and to organizational theory more broadly, by offering practices about how to implement interdisciplinary research while also advancing our understanding about available research methods.

In the Theory of Modern Sentiments Smith distinguishes between the actual impartial spectator and the ideal; the man within the breast – a mechanism that allows Smith to extend the theory of moral approbation to judge the actions and motives of the agent himself. Argues that the significance of this is that Smith is then able to postulate standards of morality which are in some sense absolute, valid for all times and places. Shows that Smith deploys these absolute standards in evaluating how custom and tradition pervert the moral sentiments in some instances. This in turn allows him to legitimately speak of progress in human societies. Smith′s bias in favour of commercial society over the early and rude state is, therefore, rooted in his moral philosophy.

This paper examines the influence of stress arousal and burnout as mediators of the negative relations between role stressors and job outcomes (satisfaction, performance, and turnover intentions) among a sample of AICPA members working in public accounting. It extends prior research which examined these linkages (Chong & Monroe, 2015; Fogarty, Singh, Rhoads, & Moore, 2000; Smith, Davy, & Everly, 2007) by evaluating a model that simultaneously incorporates stress arousal and the three fundamental dimensions of burnout, i.e., emotional exhaustion, depersonalization, and reduced personal accomplishment. This paper also utilizes a recently validated stress arousal measure designed to capture the worry and rumination aspects of arousal posited to be responsible for a number of negative personal outcomes.

The results indicate that role stressors, mediated by stress arousal and the individual burnout dimensions, have a negative influence on job outcomes. In line with predictions regarding the temporal ordering of stress arousal and burnout in the model, each of the job stressors had a significant positive influence on accountants’ stress arousal, and the influence of the individual role stressors on each burnout dimension was either partially or fully mediated via their relations with stress arousal. In turn, the influence of stress arousal on each of the job outcomes was either partially or fully mediated through its relations with emotional exhaustion.

This paper reports on the construct validity of an instrument initially developed to measure five dimensions of morale among Australian teachers. Using factor analysis, the authors confirm earlier findings that this instrument (the Staff Morale Questionnaire) taps only three dimensions—cohesive pride, leadership synergy, and personal challenge. The dimensional structure appears also to be stable across different samples of teachers.