Abstract This paper examines Family and Independence Case Managers in the social services in Atlanta, GA, as they negotiate a highly bureaucratized benefit delivery system that undervalues the emotional costs inherent in its operation. I begin with an examination of Weber’s (1946) theories of bureaucracy, as typified by three components of authority and control in the office. I proceed to Ritzer’s (2004) theory of “McDonaldization,” which advances Weber’s explication of ideal types of bureaucracy by highlighting four institutionalized dimensions of the corporate business model. Then, by incorporating Hochschild’s (1983) discussion of emotional labor, I include an analysis of the impact of emotional labor on workers’ experiences. I use a snowball sampling strategy, interviewing ten former colleagues. By employing the use of in-depth interviews, I attempt to provide an accurate depiction of the work-lives of these case managers and of the struggles they face in relation to their work and to themselves.

In this paper, a view of non-compliance in practical healthcare is provided that identifies certain non-compliant behaviours as rational. This view of rational non-compliance is used to update a current form of doctor patient relationships with the aim of reducing non-compliance. In addition to reforming one standard doctor patient relationship model, the normative implications of understanding non-compliance as a rational form of human behaviour are described.

A key requirement for developing any innovative system in a computing environment is to integrate a sufficiently friendly interface with the average end user. Accurate design of such a user-centered interface, however, means more than just the ergonomics of the panels and displays. It also requires that designers precisely define what information to use and how, where, and when to use it. Facial expression as a natural, non-intrusive and efficient way of communication has been considered as one of the potential inputs of such interfaces. The work of this thesis aims at designing a robust Facial Expression Recognition (FER) system by combining various techniques from computer vision and pattern recognition. Expression recognition is closely related to face recognition where a lot of research has been done and a vast array of algorithms have been introduced. FER can also be considered as a special case of a pattern recognition problem and many techniques are available. In the designing of an FER system, we can take advantage of these resources and use existing algorithms as building blocks of our system. So a major part of this work is to determine the optimal combination of algorithms. To do this, we first divide the system into 3 modules, i.e. Preprocessing, Feature Extraction and Classification, then for each of them some candidate methods are implemented, and eventually the optimal configuration is found by comparing the performance of different combinations. Another issue that is of great interest to facial expression recognition systems designers is the classifier which is the core of the system. Conventional classification algorithms assume the image is a single variable function of a underlying class label. However this is not true in face recognition area where the appearance of the face is influenced by multiple factors: identity, expression, illumination and so on. To solve this problem, in this thesis we propose two new algorithms, namely Higher Order Canonical Correlation Analysis and Simple Multifactor Analysis which model the image as a multivariable function. The addressed issues are challenging problems and are substantial for developing a facial expression recognition system.

The present thesis investigates whether the emotional background (context) in which a neutral face is viewed changes one’s memory for that face. In Experiment 1, neutral faces were overlaid centrally onto emotional (positive or negative) or neutral background scenes, and recognition memory for faces was assessed. Memory for faces initially encoded in negative contexts was boosted relative to memory for faces initially encoded in neutral contexts. Further investigation was necessary to reveal the mechanism behind the influence that emotional context had on memory for faces. In Experiments 2 and 3 the spotlight theory of attention was tested to examine whether visual attention was mediating the memory effect. The spotlight theory of attention postulates that positive affective states broaden one’s scope of attention, while negative affective states narrow one’s scope of attention (Easterbrook, 1959; Derryberry & Tucker, 1994). According to this theory, the negative contexts may have narrowed attentional scope and therefore led to a richer processing of the face which happened to be presented centrally in Experiment 1, leading to boosted recognition of these faces. To test whether the varying emotional contexts did indeed shift attentional scope, Experiment 2 was designed in which neutral faces were presented once again in positive, negative or neutral contexts, however location of face presentation was peripheral rather than central. Results revealed a loss of the memory boost, for faces paired with negative contexts, reported in Experiment 1. Experiment 3 was designed to test the spotlight theory of attention using an intermixed design in which faces were presented either centrally or peripherally, randomly across trials, in emotional and neutral background scenes. In this experiment, faces were better remembered when they were viewed peripherally in positive, relative to neutral, contexts at time of study. Experiment 4 was designed to assess the validity of the spotlight theory in accounting for how emotional scenes change visual attention, by examining how performance on a flanker task differed when emotionally positive or negative scenes were presented centrally. Results suggest that positive scenes broaden the spotlight of attention, relative to negatives ones. In summary, emotional contexts lead to a boost in memory for faces paired with negative information, and this effect may be due to shifts in attention varied by the valence of the context.

News reports of an escalating youth gang problem are frequent in current Canadian media. However, empirical study of factors contributing to youth gang affiliation, particularly in regards to protective factors that may be targeted in intervention and prevention efforts is lacking, especially in Canadian populations. This study was initiated as an exploratory study to examine the relationship between degrees of gang affiliation and measures of social/emotional competency, with a view to identifying a tool that could possibly be utilized to guide intervention planning efforts. The relationship with group affiliation, as well as the relationship to measures of aggression were also included to lend further depth to the analysis. The target population was youth between the ages of 12 to 15 years old who may have been at earlier (lesser degree and more transient) stages of gang affiliation.<p> Data for this study were collected in self-report survey format from 109 youth between the ages of 12 and 15 years of age from several urban Saskatchewan schools. Correlational analysis was performed to investigate the relationships between group and gang affiliation on the BarOn EQ-i: YV (BarOn & Parker, 2000), and the Aggression Questionnaire (Buss & Perry, 1992). Significant relationships were found between gang affiliation and the BarOn EQ-i: YV Interpersonal and Adaptability composites, and Total EQ scores, as well was with the Physical Aggression subscale of the Aggression Questionnaire. Differences in relationships emerged when the sample was separated by gender. There was a lack of significant relationship found between degree of group (non-gang) affiliation and gang affiliation amongst respondents in this study. Significant correlations were found between degree of group affiliation and the BarOn EQ-i: YV and between group affiliation and the Aggression Questionnaire results. Independent sample T-tests were utilized to investigate gender differences, with significant findings noted. An ANOVA was performed to assess for differences in the social/emotional competency and aggression measures, between outlier groups on the group and gang affiliation measures, with significant findings of between group differences.<p> While the BarOn EQ-i: YV emerges as a potentially valuable tool for the identification of alterable characteristics related to youth gang affiliation, the results of this study are preliminary in nature. Limitations of study design, measures, and sample group are identified, along with recommendations for future research.

Syfte: Syftet med rapporten är att undersöka hur man skapar en varumärkesstrategi som fungerar från affärsidé ner till köpsituation. Vad görs idag för att uppnå en ideal upplevelse i butik och vad är gängse synsätt på hur kommunikationen ska utformas i denna kanal? Vidare är syftet att få en djupare förståelse för hur begreppen Emotional Branding, Experience Branding och Sensory Marketing bör sammankopplas och vad det kan tillföra ett varumärke inom retail. Hur kan åtråvärda upplevelser inom dagligvaruhandeln, en plattform som bör fungerar som en förlängd arm till varumärkets strategi, bidra till att bygga starka och känsloladdade relationer till sina kunder? Metodologi: Studien utgår från ett hermeneutiskt synsätt, bygger på en kvalitativt kvalitativ forskningsmetod och har en deduktiv ansats. Studier av sekundärdata har först genomförts för att sedan undersöka empirin med hjälp av intervjuer som metod för datainsamling. Teori: Teorin bygger på en samling begrepp som förklaras och definieras – Brand, Branding, Emotional Branding, Experience Marketing, Sensory Marketing. Vidare kopplas begreppen till retaillandsskapet, som är en avgränsning för studien.   Empiri: Empirin utgörs av en första del bestående av ett tidigare utfört exempel av en forskare med stora kunskaper inom ämnet, vilket ämnas ska kunna visa på hur begreppet Sensory Marketing kan fungera i praktiken och vad det kan bidra med. Andra delen av empiriavsnittet består av tio intervjuer, med informanter som kategoriseras antingen som marknadsföringsstrateger eller butikschefer inom dagligvaruhandeln. Detta för att få två olika synvinklar på ämnet. Analys: i analysen ämnar forskarna återkoppla empirin med teorin. Diskussion: i denna del diskuteras ämnet i ett vidare sammanhang. Slutsats: studien visar att de teoretiska begreppen som behandlas kan bidra med att stärka varumärket och knyta starkare band till konsumenter. Informanterna, uppdelat i marknadsföringsstrateger respektive butikschefer, är ense om att kunden söker mer än vad butiksmiljön erbjuder och att införlivandet av nya marknadsföringsmetoder inte sker, sinnesmarknadsföring specifikt i detta fall. Det tycks finnas ett gap där marknadsföringsstrategerna ser detta som en missad möjlighet och butikscheferna anser sig vilja utveckla upplevelsen men inte har kunskapen att göra detta.

The purpose of this study is to explore the personality traits, emotional management and teacher efficacy of the junior high school teachers in Tainan City and to analyze if there is any relationship among them. The study is conducted by means of questionnaire survey with ¡§Questionnaire on Personality Traits, Emotional Management and Teacher Efficacy of the Junior High School Teachers in Tainan City.¡¨ 1796 teachers are randomly sampled from 18 junior high schools in Tainan City. Among the collected questionnaires, 624 were valid. The effective questionnaire was 95%. The collected data was analyzed by statistical methods, including mean, standard deviation, t-test, one way ANOVA, Pearson¡¦s product-moment correlation, Canonical correlation, and stepwise multiple regression analysis. Based on the analyzed results, the followings are concluded: 1.The overall personality traits of junior high school teachers in Tainan City are positive , among which the level of ¡§agreeableness¡¨ is the highest. 2.The overall emotional management ability of junior high school teachers in Tainan City is high intermediate , among which the level of ¡§emotional sense¡¨ is the highest. 3.The overall teacher efficacy of the junior high school teachers in Tainan City is high intermediate. Among which, the level of efficacy for instructional strategies and the level of efficacy for classroom management are obviously higher than the level of efficacy for student engagement. 4.The overall personality traits are positive among the junior high school woman teachers who were graduated from university, aged above 51 ,with more than 16 years of teaching experience. 5.The overall emotional management are better among the junior high school woman teachers who were graduated from university, with less 5 year teaching experience. 6.The overall teacher efficacy are higher among the junior high school woman teachers who were aged above 51 and with the teaching experience of more than 26 years. 7.The junior high school teachers who have higher level of ¡§openness¡¨ in these five personality traits have better teacher efficacy. 8.The more positive for personality traits and the higher emotional management, the better teacher efficacy. According to the results and conclusions of this study, the researcher proposes some specific suggestions for the related school or education administration's staff to do further study.

Emotional intelligence is defined as the ability to perceive emotion, understand emotion, facilitate thought with emotion, and regulate emotion. Considerable debate exists as to whether emotional intelligence adds incremental validity above more wellknown predictors of performance, namely the Big Five personality traits and cognitive ability. Furthermore, no theory directly specifies the roles of separate emotional intelligence (EI) dimensions in relationship to job performance. This paper offers several contributions: (a) a summary of theoretical links between EI and job performance, (b) meta-analytic incremental validity estimation for two different conceptualizations of emotional intelligence – labeled ability EI and mixed EI – over and above cognitive ability and Big Five personality composites, (c) estimation of Black-White and femalemale adverse impact attributable to the use of EI for selection purposes, and (d) a theoretical model of EI subdimensions, demonstrating that emotion regulation mediates the effects of emotion perception and emotion understanding on job performance, and that emotional competencies serve as partial mechanisms for the effects of Conscientiousness and cognitive ability on performance.

The main purpose of this study was to explore the relationships between age, temperament, emotional regulation, creative drama and preschoolers¡¦ creativity. The participants included 116 preschool children sampling from kindergartens in Taipei, Kaohsiung, and Hsinchu City. The employed instruments were The Childhood Temperament Inventory, The Checklist of Creative Drama Instruction, The Checklist of Emotional Regulation Strategy, and The Test of Creativity. The data were collected via observation, interviews, and questionnaires; and the applied analysis methods were Descriptives, One-way Multivariate Analysis of Variance, One-way Univariate Analysis of Variance, Canonical Correlation, and Discriminant Analysis. The main findings in this study were as follows¡G 1.While significant gender differences on temperament were found, no significant differences were found on the preschoolers¡¦ performances in emotional regulation and creativity. 2.The children in the big class outperformed those in the middle class on creativity. 3.Temperament had significant differences on the preschools¡¦ creativity; more specifically, those with positive temperament outperformed those with negative temperament on the overall creativity performance, and the temperament of ¡§persistence¡¨ had the highest correlation with the preschoolers¡¦ performances on ¡§novelty¡¨ and ¡§usefulness¡¨. 4.Emotional regulation had positive influences on the preschools¡¦ creativity; more specifically, the ¡§social strategy¡¨ of emotional regulation had the highest correlation with the preschoolers¡¦ performances on ¡§novelty¡¨ and ¡§usefulness¡¨. . 5.Creativity drama instruction had significant differences on the preschools¡¦ creativity performance as well as on ¡§novelty¡¨ and ¡§usefulness¡¨. 6.Age, temperament, emotional regulation, and creative drama could jointly predict the preschools¡¦ ability group of creativity. Finally, the researcher proposed some suggestions for educational instruction and future studies.

The main purpose of this study was to understand whether students¡¦ emotional intelligence, self-concept and academic performance would influenced while they got along with their homeroom teacher. This study adopts Stratified Random Sampling, selecting the subjects from vocational high school students in Tainan county. A total of 331 (male 211, female 120) vocational high school students from nine classes of the 10 th, 11th, 12 th grades were sampled to respond to ¡§Scales of Homeroom Teacher¡¦s Emotional Intelligence¡¨, ¡§Scales of Student¡¦s Emotional Intelligence¡¨, and ¡§Scales of Self-Concept ¡¨, in which the students were guided by four male homeroom teachers and three female homeroom teachers. Subjects will be tested two times every six months, to explore whether their emotional intelligence, self-concept and academic performance will be influenced during the six months of getting along with their homeroom teacher. The employed methods included Descriptive Statistics, t-test, one-way ANOVA, Pearson Correlation Analysis, and Regression Analysis. The main findings of this study were as follows¡G 1¡BThere are positive correlations between the students¡¦ emotional intelligence ( before the test )¡Xthe expression of emotion and their academic performance ( after the test )¡XChinese and English . 2¡BThere are positive correlations between the students¡¦ emotional intelligence ( before and after the test)¡Xthe understanding of emotion, the expression of emotion, the adjustment of emotion and the employment of emotion and their self-concept ( before and after the test)¡Xthe self of family, morality, society, identity, criticizing,physiology, and psychology. 3¡BThere are positive correlations between the students¡¦self-concept ( before the test)¡Xthe family¡¦s self, the moral self, and their academic performance ( after the test )¡X English. There are also positive correlations between the students¡¦ self-concept¡Xthe self contentment, the self criticizing, and their academic performance. 4¡BThere are positive correlations between the students¡¦academic performance (before the test )¡X English and their self-concept ( after the test )¡Xthe moral self. There are also positive correlations between the students¡¦ academic performance--mathematics and their self-concept--the family¡¦s self and the self criticizing. 5¡BThere are positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ academic performance ( before and after the test ). But there are no positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ emotional intelligence ( before and after the test ) and their self-concept ( before and after the test ). 6¡BPart of the students¡¦ emotional intelligence ( before the test ), their self-concept ( before the test ), their family¡¦s income and academic performance ( after the test ) is influenced by their homeroom teacher¡¦s emotional intelligence.