The Relationships Between Childhood Tomboyism,Siblings' Activities,and Adult Gender Roles

Two studies were designed to examine whether siblings and participation in masculine activities influence tomboyism. The influence of tomboyism on adult gender roles was also examined. Study 1 utilized 193 mainly European American undergraduate women. Results indicated that participation in masculine activities was related to tomboyism. Having a brother was only marginally related to tomboyism. Study 2, a replication with 284 undergraduate women, added participants' ethnicity and employment status of mothers as variables. Slightly more than half of the women were European American, with smaller numbers of African American, Asian American, and Hispanic American women. In both studies, tomboyism was related to masculinity in adulthood. No significant relationships were found between tomboyism and ethnicity or mother's employment status.     

Work engagement interventions can be effective: a systematic review

Work engagement is associated with important individual and organisational outcomes (e.g. employee health and well-being, performance). This narrative systematic review aims to synthesise the increasing number of work engagement interventions and inform future research by exploring: (1) the specific intervention foci, delivery methods and content of engagement interventions; (2) intervention effectiveness; and (3) underlying mediators and moderators. A systematic search for interventions employing a validated engagement measure revealed 40 studies. Five were personal resource building, twelve job resource building, three leadership training, eighteen health promotion, and two job and personal resource building. Twenty (50%) studies observed significant positive effects on work engagement, two (5%) had a negative effect, and eighteen (45%) had no effect. Job and personal resources, job demands and well-being were important mediators. Moderators included the specific intervention focus and delivery method, employee participation, manager support, and intervention level (top-down vs bottom-up). Bottom-up interventions, and job crafting and mindfulness interventions particularly, were most successful. Implementation difficulties were common, including poor response and attrition rates, and adverse factors (e.g. organisational restructuring, redundancy, economic downturn). We highlight implications for research and practice and stress the need to test underlying theories to build knowledge around how, why, and when interventions work.     

Motivation to Act in Confucianism and Christianity: In Matteo Ricci’s The True Meaning of the Lord of Heaven (Tianzhu Shiyi 天主實義)

The True Meaning of the Lord of Heaven (Tianzhu Shiyi 天主實義) is a Chinese text of the 17th century written by the Italian sinologist and missionary Matteo Ricci. It contains, among other topics, a discussion between a Confucian scholar and a Christian about the motivation to act. For Confucianism a good action should be performed for its own sake, without any thought of future reward. For Christianity it seems that good actions are performed in order to go to Heaven. Ricci argues that human actions are complex. The ultimate motivation for goodness comes from a relation with God. The Confucian scholar claims that actually not all actions need a motive. Sometimes things “just happen.” Also, a good tradition can move people to behave properly. Dealing with topics such as soul, eternal life, causes, descendants, tradition, happiness and proper behavior, this dialogue offers a great insight of the meeting of two great traditions: Confucianism and Christianity.     

Large,colorful, or noisy? Attribute- and modality-specific activations during retrieval of perceptual attribute knowledge

Position emission tomography was used to investigate whether retrieval of perceptual knowledge from long-term memory activates unique cortical regions associated with the modality and/or attribute type retrieved. Knowledge about the typical color, size, and sound of common objects and animals was probed, in response to written words naming the objects. Relative to a nonsemantic control task, all the attribute judgments activated similar left temporal and frontal regions. Visual (color, size) knowledge selectively activated the right posterior inferior temporal (PIT) cortex, whereas sound judgments elicited selective activation in the left posterior superior temporal gyrus and the adjacent parietal cortex. All of the attribute judgments activated a left PIT region, but color retrieval generated more activation in this area. Size judgments activated the right medial parietal cortex. These results indicate that the retrieval of perceptual semantic information activates not only a general semantic network, but also cortical areas specialized for the modality and attribute type of the knowledge retrieved.     

Cytokine responses to LTP induction in the rat hippocampus: a comparison of in vitro and in vivo techniques

Because exogenous application of a number of cytokines and growth factors can alter synaptic properties, we sought to determine if endogenous cytokine expression is affected by neuronal activity. In addition, we examined whether cytokine expression is altered by the techniques used to stimulate and record from hippocampal neurons. Using semi-quantitative RNase protection and RT-PCR assays, we studied the expression of 18 cytokine, growth factor, and receptor genes in the hippocampus following the induction of Schaffer collateral-CA1 long-term potentiation (LTP). We found that various cytokines are dramatically induced following preparation of slices for in vitro recording and as a result of injury following acute electrode placement in vivo. These increases can be overcome in vivo, however, using permanent electrodes implanted three weeks prior to testing. Using this chronic preparation, we found that interleukin-6 (IL-6) mRNA was upregulated nearly 20-fold by LTP induction in vivo, marking the first demonstration of endogenous regulation of this cytokine in response to LTP. In situ hybridization for IL-6 revealed that upregulation is tightly localized near the site of stimulation and is detected only in non-neuronal cells, identified as GFAP+ astrocytes and GFAP− cells within proximal blood vessels. Coupled with previous results showing that exogenously applied IL-6 can prevent the induction of LTP, this finding suggests a mechanism by which the local release of a cytokine could regulate LTP at nearby sites.     

Disentangling empowerment: Considering the role of employee perceptions in adaptive selling

As more jobs require employees to continually learn and adapt, empowering employees to adopt learning goals becomes a competitive advantage. Although research has identified key leadership behaviors that empower employees, the relationship between managers and empowered employees is ongoing and dynamic. Therefore, it is important to understand how key leadership behaviors interact with employees in their current state of empowerment to influence learning and performance. In this paper, we draw from self-determination theory to argue that the way employees perceive a given leadership behavior will differ by dimension of empowerment, and these perceptions impact their intrinsic motivation to learn. Specifically, employees who are high in competence and impact will perceive the leadership behavior of goal clarity as controlling, and be less likely to set learning goals, while those who are high in autonomy and meaning will perceive the same behavior as supportive, and be more likely to set learning goals. In a time-lagged study of 349 salespeople, we find that goal clarity acts as a boundary condition by weakening the relationship between empowerment and learning goal orientation (LGO) for those high on the competence and impact dimensions. As hypothesized, we find that the same behavior of goal clarity actually strengthens the relationship for those high on the autonomy and meaning dimensions. Further, we provide theoretical and empirical evidence that LGO mediates the relationship between empowerment and adaptive selling.     

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a broader range of perspectives on and entry points for learning and behavior change engaging cognition, embodiment, aesthetics, emotions, and ethics (see Mezirow 1991 and Figures 1 and 2). The open‐inquiry, multi‐modal nature of transformative learning defies most traditional assessment strategies. This article demonstrates that grounded theory offers the rigorous qualitative analysis needed to document and track transformative learning outcomes in practice. By applying a grounded theory approach to data from over eighty student portfolios across several iterations of a Religion and Ecology course at Emory University, this article demonstrates a successful and replicable assessment of transformative learning pedagogies.