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There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society. Classroom race talk, however, often includes moments of discomfort or confusion as teachers and students navigate new norms for making sense of race and racism. The purpose of this paper is to examine how one white teacher and her multiracial class of fourth-grade students navigated race talk tensions while reading and discussing shared texts.

Data for this paper were collected as part of a larger, year-long qualitative study on antiracist pedagogy. In this paper, the author analyzes video data of classroom race talk recorded during whole-class and small-group literacy lessons. Using inductive coding and reconstructive critical discourse analysis, the author examines how the teacher and students co-constructed meaning during tense or confusing conversational moments.

The findings demonstrate that the teacher and students jointly mediated tensions by using the practices of racial literacy, which included learning about the history of racial inequality in the USA, considering racism as structural and systemic rather than individual and asking and answering questions for continued inquiry and critical self-reflection. While previous research studies have characterized race talk tensions as problems or obstacles to student learning, the findings from this study suggest that tensions can be generative to developing and enacting racial literacy.

In the current political climate, alarmist rhetoric issued by conservative politicians and media outlets has discredited race talk as harmful or damaging to children. This study offers a positive reframing of tensions, which may provide teachers encouragement to pursue literacy instruction that equips students with knowledge and skills to better understand and confront racism.

The paper describes numerical simulation tools for electromagnetic (EM), hydrodynamic, temperature and concentration fields in industrial Czochralski (CZ) and floating zone (FZ) single silicon crystal growth facilities under the influence of several alternating current (AC) and static DC magnetic fields. Such fields are expected to provide additional means to influence the melt behaviour, especially in the industrial growth of large diameter (200–300 mm) silicon crystals. The simulation tools are based on axisymmetric 2D models for (1) AC and DC magnetic fields in the whole crystal growth facility and (2) hydrodynamics, temperature and mass transport in the melt under the influence of the EM fields. The simulation tools are verified by comparison to temperature and velocity measurements in a laboratory CZ set‐up with eutectics InGaSn model melt and to resistivity measurements in grown silicon crystals.

The present paper gives an overview of the complex mathematical modelling of industrial Czochralski (CZ) and floating‐zone (FZ) processes for the growth of large silicon single crystals from melt. Extensive numerical investigations of turbulent Si‐melt flows in large diameter CZ crucibles, global thermal calculations in growth facilities and analysis of the influence of various electromagnetic fields on CZ process are presented. For FZ process, a complex system of coupled 2D and 3D mathematical models is presented to show the possibilities of modelling from the calculation of the molten zone shape till the resistivity distribution in the grown crystal. A special developed program code is presented that is used to calculate the temperature field in the crystal including radiation exchange with reflectors, stress field due to thermal expansion and shape of the dislocated zone in the case of dislocation generation. Besides the macroscopic modelling of crystal growth processes, the crystallisation model on the atomistic level in the mean field approximation is also presented.

Buyers and suppliers often perceive relationship governance mechanisms, such as trust and contractual fairness, in different ways. These differences in perception create an extra layer of complexity that is often ignored in the extant literature. This study adds to the understanding of how perceived asymmetries in trust and contractual fairness, two key relationship governance mechanisms, impact relational rents. This study also analyzes how boundary spanners aid managers to deal with these perceived asymmetries.

Based on survey data of 103 buyer–supplier dyads from a single global manufacturer of industrial equipment, the authors test hypotheses of perceived asymmetries in trust and contractual fairness, as well as the moderating effect of boundary spanners, on relational rents.

This research challenges the belief that asymmetries negatively impact or lead to unstable buyer–supplier relationships. Furthermore, it explains how preferential treatment and length of the relationship could reduce the impact of asymmetric perceptions.

This study stresses that open communication, which considers different viewpoints, helps to overcome the negative differences in attitude and perception. In addition, the authors found that long-term relationships seem to be far more resilient in dealing with asymmetries and that preferential treatments are best applied in (approximately) symmetric relationships in terms of contractual fairness.

While studies on buyer–supplier relationships often assume symmetric perceptions of governance mechanisms, asymmetric perceptions are far more prominent in reality. This study aims to improve one’s understanding of the impact of these asymmetries as well as how boundary spanners can affect these perceptions.

The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.

This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.

The findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.

This study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.

Service robots can offer benefits to consumers (e.g. convenience, flexibility, availability, efficiency) and service providers (e.g. cost savings), but a lack of trust hinders consumer adoption. To enhance trust, firms add human-like features to robots; yet, anthropomorphism theory is ambiguous about their appropriate implementation. This study therefore aims to investigate what is more effective for fostering trust: appearance features that are more human-like or social functioning features that are more human-like.

In an experimental field study, a humanoid service robot displayed gaze cues in the form of changing eye colour in one condition and static eye colour in the other. Thus, the robot was more human-like in its social functioning in one condition (displaying gaze cues, but not in the way that humans do) and more human-like in its appearance in the other (static eye colour, but no gaze cues). Self-reported data from 114 participants revealing their perceptions of trust, anthropomorphism, interaction comfort, enjoyment and intention to use were analysed using partial least squares path modelling.

Interaction comfort moderates the effect of gaze cues on anthropomorphism, insofar as gaze cues increase anthropomorphism when comfort is low and decrease it when comfort is high. Anthropomorphism drives trust, intention to use and enjoyment.

To extend human–robot interaction literature, the findings provide novel theoretical understanding of anthropomorphism directed towards humanoid robots.

By investigating which features influence trust, this study gives managers insights into reasons for selecting or optimizing humanoid robots for service interactions.

This study examines the difference between appearance and social functioning features as drivers of anthropomorphism and trust, which can benefit research on self-service technology adoption.

The purpose of this conceptual paper is to develop the construct of affective commitment in business‐to‐business relationships between customers and suppliers, as well as to introduce the psychological contract as a central antecedent to affective commitment.

A review of the literature on psychological contracts and relationship marketing relating to affective relationship commitment was conducted to make a theoretical contribution in a buyer‐supplier relationship context.

By focusing on the individual and incorporating relevant mental processes, theories on affective commitment have been developed. A model and propositions concerning the impact of psychological contracts on affective relationship commitment are suggested, where the psychological contract plays a central role in mediating the effects of several antecedents to affective commitment.

By focusing on the individual's role in affective relationship commitment, this paper contrasts with much of the earlier research, which has used the firm as the unit of analysis. For practitioners, using such an approach will provide a more realistic view of the dynamics in the relationship.

This study makes two main contributions. First, it develops conceptual clarity of the affective commitment construct by putting a clear focus on the individual. Second, it proposes a model that describes the influence of several antecedents to affective commitment, suggesting a central role of psychological contracts in explaining the presence of affective commitment in business‐to‐business relationships.

To operate successfully, a commercial organization must satisfy the everchanging demands of its clients, its owners, its employees and society as a whole. To do this, it must have a good understanding of its persona as perceived by its own members and the entities it deals with. This persona, or image an organization presents of itself, and the way in which it is perceived by its external environment and its internal members, is commonly referred to as its Corporate Culture (Deal and Kennedy, 1982; Silverzweig and Allen, 1976). The tangible aspects include corporate logos, uniforms and clothing, office layout, use of ‘in‐vogue’ technology and business processes, while behavioural indicators can include relative importance of social issues and norms such as time keeping, and adherence to prescribed procedures. This paper describes research within a single, large, Australian engineering, procurement and construction management consultancy aimed at identifying the form of its current corporate culture and the extent to which this is perceived to be appropriate by those involved. Using Quinn and Rohrbaugh’s (1983) Competing Values Framework, the overall cultural profile of the organization and dominant characteristic traits is determined through an in‐house electronic survey employing the Organizational Cultural Assessment Instrument. This indicated that the company has a dominant market‐oriented culture. In contrast, the most desired form was found to be the employee focused culture ‐ indicating a misalignment between what employees thought was needed and what was perceived to exist. This finding is considered in the light of recent reports identifying the detrimental effect of market‐oriented cultures, and the supporting role of employee focused cultures, in achieving construction project quality outcomes.