Coparenting and Relationship Quality Effects on Father Engagement: Variations by Residence,Romance

We focused on coparenting support, partner relationship quality, and father engagement in families with young children that did not change structurally over 4 years of participation in the Fragile Families and Child Wellbeing study (N = 1,756). There was a significantly stronger and more robust positive association between fathers' perceived coparenting support at age 1 and father engagement at age 3 among nonresidential nonromantic parents compared with residential (married or cohabiting) and nonresidential romantic parents. There was a significantly stronger and positive association between relationship quality at age 1 and father engagement at age 3 among nonresidential nonromantic parents compared with residential parents. The findings emphasize the importance of considering both family structure and romantic involvement contexts of fathering when tracking father engagement over time.     

Further specification of the leader political skill–leadership effectiveness relationships: Transformational and transactional leader behavior as mediators

The present investigation was a three-source test of the intermediate linkages in the leader political skill–leader effectiveness and follower satisfaction relationships, which examined transformational and transactional (i.e., contingent reward behavior) leader behavior as mediators. Data from 408 leaders (headmasters) and 1429 followers (teachers) of state schools in the western part of Germany participated in this research. The results of mediation analyses, based on bias-corrected bootstrapping confidence intervals, provided support for the hypotheses that political skill predicts both transformational and transactional leader behavior, beyond other established predictors, and that transformational and transactional leader behavior mediate the relationships between leader political skill and leadership effectiveness. The contributions to theory and research, strengths and limitations, directions for future research, and practical implications are discussed.     

Learning-project structures in different work types: an empirical analysis

This study demonstrates that work-related learning projects can be organized using different structural arrangements. Sixteen learning projects conducted by ninety-six participants in three different work types were analysed and compared both qualitatively and quantitatively. No evidence was found for the claim that learning-project structures necessarily depend on the type of work in which they are carried out. However, two distinct combinations of learning project structure and work type did not emerge. It is concluded that actors have organizational choice in organizing learning projects, but their options are less likely to be realized if the learning-project type is very different from the worktype.     

The sociology of organizations and the organization of sociology: some reflections on the making of a division of labour

This paper speculates on the emerging divide between 'organization studies'– a discipline largely practised in management departments – and the 'sociology of organizations'. Using organizational culture as a case study, I argue that 'forgetting' is a key move in the construction of a discipline. Much organization studies' writing on corporate culture and symbolism is predicated on an amnesia about a wide body of older sociological work on 'atmosphere', 'climate', 'personality' and 'informal structure'. This disciplinary constitution is productive of knowing, yet it also involves drawing boundaries that enable forgetting. Critically reflecting on the current division of labour in this area, as well as on the costs of amnesia, might encourage more historically informed forms of knowing.     

Disclosure issues in neuroscience research

Issues of disclosure arise in neuroscientific research during the informed consent process, whenever incidental findings are identified, and when study results are generated. The possibility of disclosure of incidental findings and/or research results may raise informational expectations on the part of subjects and may alter a study's risk:benefit ratio. We recommend that the informed consent process address this potential consequence of research participation, and specify the conditions under which particular types of information will be offered, the conditions under which information may not be disclosed, and any provisions for helping subjects make sense of the information to be disclosed.     

Children's Use and Knowledge of Display Rules for Anger Following Hypothetical Vignettes versus Following Live Peer Interaction

Our primary goal was to examine the correspondence between children's self-reported use and knowledge of display rules for anger following hypothetical vignettes versus following live peer interactions. Our secondary goal was to investigate whether children's self-reported experience and self-reported expression of anger were related their observed anger expression, considered an observational measure of use of display rules for anger. Participants were 274 second-grade children. Children were first interviewed about their use and knowledge of display rules for anger in game-playing situations depicted through hypothetical vignettes. Several months later, children interacted with a confederate in standardized games designed to simulate the vignettes and answered the same questions about display rules. Children's responses were moderately related across the two contexts. However, following the live interactions, compared to the hypothetical vignettes, children reported feeling less anger, expressing less anger, intending to hide their anger more, and dissembling their anger more. In addition, there were differences in the quality and quantity of strategies for hiding anger that children generated across the two contexts. Observations of anger expression were not related to self-reports of either the experience or expression of anger.     

Risk Communication in The Netherlands: The Monitored Introduction of the EC "Post-Seveso" Directive

Implementation of article 8.1 of the EC-"Seveso" Directive (82/501/EC) is now under way in many countries in Europe. In The Netherlands, the implementation of the Directive started with a carefully monitored introduction of active information provision at two sites (Dordrecht and Elst). This introduction was supported by a multidisciplinary research group. This group helped to develop the risk communication program and also played a role in the evaluation of the program. This paper describes these processes and their evaluation. We will focus on the design of the risk communication programs and the effects of the programs on knowledge and attitudes of the local target groups. This effort and its results clearly started an institutional learning process involving governmental bodies at several organizational levels (local, regional, and national), and industrial organizations (individual firms and organizations of industries). Monitoring the design, the implementation, and the effects of active information provision proves an effective means to gain experience with the implementation of the Seveso Directive and could help to facilitate further implementation.