To better understand the effect of emotions on formal and informal interactions in the workplace, I focus on emotional dynamics, the exchange and experience of emotions occurring within repeated interpersonal interactions. Emotional Ability (EA; how individuals perceive, use, understand, and manage their own or others’ emotions) is a key component in emotional dynamics. Specifically, I focus on the role of EA on individuals’ choices of coworkers for gaining emotional support (the receipt of empathy, caring, trust, and concern), and in turn, their occupational well-being and task performance. In addition, I investigate the “ripple effects” of EA, how the EA of focal actors may benefit others in the network. The value of Emotional Ability is thus in reaching beyond the individual’s(ego’s) benefit to extend to others (alters) who are tied to ego, in turn benefiting the entire social network (group of actors) and ultimately contributing to the organization’s emotional health. I further investigate possible moderators of the EA-benefits relationship: relationship perceived emotional competence (as assessed by others), emotional self-efficacy (individuals’ beliefs in their own EA) and empathic concern (propensity to experience feelings of warmth, compassion and concern for others). This study is part of a larger research agenda to develop an affective relational theory (ART) to examine how emotional dynamics affect relational dynamics in organizations.

The aim of this thesis is to identify and examine the factors influencing environmentally-significant consumption (ESC) by higher-income households (HIH) to provide theoretical and social marketing insights. Income is highly related to levels of energy consumption and associated environmental damage, but despite research documenting the links between income and energy use, there is a lack of enquiry into what shapes the ESC patterns of HIH and therefore how behavioural interventions might be best fashioned to reduce energy use. A postmodern approach to consumption that recognises the interplay between the psychological, the social and the cultural (a psycho-socio-cultural approach), indicates that ESC is not an automatic consequence of wealth but rather mediated through the way consumption practices are symbolically connected with the satisfaction of underlying needs, including the need for identity and other psychological orientations. These connections are not universal or static but socially and culturally contextual and influenced by many factors, particularly marketing. Social marketing, as marketing for social good, therefore has a critical role to play in altering these symbolic connections and therefore consumption behaviour. To design and market alternative lower energy consumption through social marketing interventions, an understanding of how environmentally-significant consumption is connected with modes of need satisfaction and psychological orientations is necessary. Additionally, an understanding of constraints to even higher levels of consumption is useful. This study provides initial research momentum, using a HIH sample from South Devon. Primary data from a quantitative questionnaire was supported in design by qualitative interviews. These provide descriptive and correlational results about what shapes the consumption of; leisure flights, large-engine cars and new durable products, as well as the role of environmentally-significant psychological orientations, specifically: values; materialism; environmental concern and identity. The research also provides a comparative analysis between a group of HIH who have participated in Global Action Plan’s EcoTeam programme, and the general sample of HIH.

The purpose of this study was to reconsider the five factor structure of the Teach Concern Checklist (TCC) currently being utilized by the teacher Preparation Evaluation Program (TPEP) at Western Kentucky University. The problem was to replicate the three factor solution of the TCC proposed by George (1978) and to further explore the progression of teacher concerns with experience to lend support to the self-task-impact concern theory proposed by Fuller (1969) Two hundred and sixty-five pre-service and in-service teacher participating in TPRP completed the TCC. These teachers represented the different experience levels of student. First, third and fifth year of teaching. Factor analysis technique revealed three concern factors similar to those of Fuller and George. Three additional factors also emerged that remained consistent with Fuller’s concern theory, however, they distinct from those reported by George (1978). Two self concern factor, one representing evaluation by peers and supervisors and the second representing evaluation by pupils, emerged in contrast to the one self concern factor identified by George. Two task factors also emerged, one involving instructional task concerns (similar to George) and one involving classroom discipline. Impact concerns were also represented by two separate factors, one involving academic impact and the second environmental impact concerns. The analysis of variance procedures supported the teacher concerns theory of a progression from most to least concern for self concerns; however, evidence strong enough to support the progression theory was not produced for the task and impact factors. Teachers of all experience levels were found to share a similar magnitude of concern for the task and impact factors.

In this Thesis ‘Sel-f (DESIRES SN#2) 100MG' I will talk about my origin and how my life of living in the United States for 13 years made me become who I am and my concerns. It helped to make me realized why I make and why I have become an artist. While living in the US I realized I was like a frog that's in a well. I began to realized and appreciate my country and its histories and so on. Encountering many people from different walks of life, being able to connect with them and share made me grow a lot and appreciate what I do as an Artist.

Social and emotional learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, handle challenging situations effectively, achieve academically, and lead a healthy lifestyle. Research has shown that competent young people who are socially and emotionally competent are more likely to succeed both academically and personally and have strong personal and interpersonal skills. The purpose of this study was to examine one school's process in helping its students develop both socially and emotionally. For this study social-emotional learning was examined using the individual competencies and guidelines for schools outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). Individual interviews were conducted with four teachers, seven school personnel, nine alumnae, four students, and four parents. Focus groups were also conducted with students from each of the four grade levels and students completed personal reflections. In addition, the researcher observed many events throughout the school year. A number of themes emerged from the interviews, personal reflections and observations that overlapped among the different groups of participants. These themes included: the care and support provided by the teachers to the students, the opportunities for the students to be involved and become contributing members in their school and communities; the availability of structured activities to enhance relationships among peers; incorporation of values in the curriculum; having a strong and caring leader; and the structure of the school being small and all female. These results support previous research related to the enhancement of social-emotional development and parallel thefive recommendations outlined by CASEL related to how schools as institutions can promote social-emotional development.

Ce travail propose une analyse institutionnelle commonsienne de la gestion sanitaire des bovins en termes de compétences collectives et individuelles. Un modèle conceptuel institutionnel d'analyse de la santé animale est proposé comme alternative possible au modèle micro-économique néoclassique. La gestion de la santé est d'abord abordée à travers les compétences et capacités de l'éleveur au sein de l'exploitation, en mobilisant les relations individus - collectifs inorganisés. Le rôle des collectifs organisés dans la santé animale est ensuite identifié, avec l'identification de collectifs productifs et de collectifs sanitaires. Les compétences individuelles et collectives apparaissent territorialisées. Ce modèle est ensuite validé à partir de données issues de la Base de Données Nationale d'Identification des bovins et du Contrôle Laitier, pour 2005 et 2006. La mortalité des bovins laitiers et la qualité cytologique du lait (cellules somatiques, témoins d'infection de la mamelle) de chaque exploitation sont respectivement analysées à l'aide de modèles linéaires et de panels statiques et dynamiques. Un effet global des compétences de l'éleveur sur l'ensemble des troubles sanitaires de l'exploitation est observé. Les compétences doivent être au préalable révélées pour se traduire en capacités (actions). La spatialisation des modèles démontre enfin la dimension institutionnelle, souvent territorialisée, de la santé animale. L'analyse institutionnelle montre qu'une large part de la santé du troupeau repose sur les compétences individuelles des éleveurs et sur des compétences collectives. Ces compétences peuvent être révélées par un renforcement des interventions préventives et de la formation en élevage / This research analyzes cattle health through individual and collective competencies, based on Commons institutionalism. The first part defines a new institutional conceptual framework, alternative to the neoclassic microeconomic models, to study animal health. Health management is analyzed at farm level in terms of farmers' competencies and capabilities considering the relationship between individuals and unorganized going concern. It integrates thereafter organized going concerns and defines production focused organizations and health focused organizations. The competencies and capabilities have both territorial components. The model is validated empirically in the second part, using the national cattle identification database and the milk control program database, for 2005 and 2006. Dairy cattle mortality and milk bacteriological quality (somatic counts) are explained with linear models and static and dynamic panel models, respectively. A global effect of farmer's health competencies on the overall health issues of the farm is shown, but competencies must be translated into capabilities (actions) before impacting on health. The spatialization of the models reveals some territorial correlations that clearly show the effect of institutions on animal health. The institutional analysis shows that an important part of the herd health rests on the farmer's individual competencies, as well as on some collective competencies. These competencies can be strengthened and revealed into capabilities with more accurate and regular preventive interventions in farms and with more farmers' education

Aspect-oriented software design (AOSD) enables better and more complete separation of concerns in software-intensive systems. By extracting aspect code and relegating crosscutting functionality to aspects, software engineers can improve the maintainability of their code by reducing code tangling and coupling of code concerns. Further, the number of software defects has been shown to correlate with the number of non- encapsulated nonfunctional crosscutting concerns in a system. Aspect-mining is a technique that uses data mining techniques to identify existing aspects in legacy code. Unfortunately, there is a lack of suitably-documented test data for aspect- mining research and none that is fully representative of large-scale legacy systems. Using a new technique called concern seeding--based on the decades-old concept of error seeding--a tool called AspectAssay (akin to the radioimmunoassay test in medicine) was developed. The concern seeding technique allows researchers to seed existing legacy code with nonfunctional crosscutting concerns of known type, location, and quantity, thus greatly increasing the pool of available test data for aspect mining research. Nine seeding test cases were run on a medium-sized codebase using the AspectAssay tool. Each test case seeded a different concern type (data validation, tracing, and observer) and attempted to achieve target values for each of three metrics: 0.95 degree of scattering across methods (DOSM), 0.95 degree of scattering across classes (DOSC), and 10 concern instances. The results were manually verified for their accuracy in producing concerns with known properties (i.e., type, location, quantity, and scattering). The resulting code compiled without errors and was functionally identical to the original. The achieved metrics averaged better than 99.9% of their target values. Following the small tests, each of the three previously mentioned concern types was seeded with a wide range of target metric values on each of two codebases--one medium-sized and one large codebase. The tool targeted DOSM and DOSC values in the range 0.01 to 1.00. The tool also attempted to reach target number of concern instances from 1 to 100. Each of these 1,800 test cases was attempted ten times (18,000 total trials). Where mathematically feasible (as permitted by scattering formulas), the tests tended to produce code that closely matched target metric values. Each trial's result was expressed as a percentage of its target value. There were 903 test cases that averaged at least 0.90 of their targets. For each test case's ten trials, the standard deviation of those trials' percentages of their targets was calculated. There was an average standard deviation in all the trials of 0.0169. For the 808 seed attempts that averaged at least 0.95 of their targets, the average standard deviation across the ten trials for a particular target was only 0.0022. The tight grouping of trials for their test cases suggests a high repeatability for the AspectAssay technique and tool. The concern seeding technique opens the door for expansion of aspect mining research. Until now, such research has focused on small, well-documented legacy programs. Concern seeding has proved viable for producing code that is functionally identical to the original and contains concerns with known properties. The process is repeatable and precise across multiple seeding attempts and also accurate for many ranges of target metric values. Just like error seeding is useful in identifying indigenous errors in programs, concern seeding could also prove useful in estimating indigenous nonfunctional crosscutting concerns, thus introducing a new method for evaluating the performance of aspect mining algorithms.

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I förskoleklassens, grundskolan och fritidshemmets gemensamma läroplan benämns inte den anmälningsplikt som råder (Skolverket, 2018). Detta trots att det specificeras i kap. 14 i Socialtjänstlagen (2001:453) att yrkespersoner inom skolverksamhet är skyldiga att anmäla vid misstanke att ett barn far illa. Skolverket (2019) benämner hur samverkan mellan skolan och socialtjänsten bör följas för de barn som inte har det bra hemma. Hur denna samverkan ska ske är däremot inget som understryks. Ytterligare kunskap behövs inom området i hur samverkan sker samt de rutiner som finns i förhållande kring anmälningsplikten. Studiens syfte är att få en större kännedom i hur samverkan mellan skolan och socialtjänsten ser ut. Målet är att uppmärksamma de rutiner pedagoger inom skolverksamheten har i samband med orosanmälan till socialtjänsten.   Uppsatsens resultat visar att pedagoger anser att brister finns i samverkan med socialtjänsten. Det synliggörs hur de yrkesverksamma finner samverkan med socialtjänsten som en envägskommunikation och att de känner bristfällighet i återkoppling. Resultatet visar även att mer än hälften av pedagogerna är osäkra kring vilka rutiner som finns gällande orosanmälan på den arbetsplats de har. Genom dessa resultat kan studien bidra med inspiration för förbättringsarbete kring samverkan mellan skolan och socialtjänsten.

Numerous studies demonstrate the effectiveness of university-based community service programs on students' personal, social, ethical, and academic domains. These effects depend on both, the characteristics of students enrolled and the characteristics of the programs, for instance whether they are voluntary or mandatory. Our study investigates whether effects of voluntary service programs are indeed caused by the service experience or by prior self-selection. Using data from a pre-post quasi-experimental design conducted at a public university in Europe and taking students' socioeconomic background into account, our findings on self-efficacy, generalized trust, empathic concern, and attributions for poverty show that there are no participation effects. Instead, students who join in community service differ significantly from nonparticipants with regard to almost all investigated domains a priori, indicating strong self-selection. Our results underline the importance of structured group reflection, most notably with regard to attitude-related topics.