Through the lenses of organizational culture: A comparison of state-owned enterprises and joint ventures in China

This study compared state-owned enterprises (SOEs) and joint ventures (JVs) in light of organizational culture practices. Data were obtained via a survey participated by 781 respondents from five enterprises. Factoring identified four cultural dimensions: Participation, Teamwork, Supervision, and Meetings. All four dimensions, except Participation, were rated significantly higher by respondents from SOEs as compared to the ratings in JVs. Based on the findings, this study concluded that culture practices valued in one type of enterprise might be liability in another. The implication for management is to gear culture practices to the characteristics of the organization to make it successful.

The Cuala Press: Women, publishing, and the conflicted genealogies of 'feminist publishing'

The Cuala Press, a fine art press run by Elizabeth Yeats around Dublin during the first half of the twentieth century, has long been recognised amongst scholars of Irish literature and history. But the press has been analysed almost exclusively through the interpretative lenses of poet W.B. Yeats, the Yeats family, and the Irish Renaissance. The article challenges such received understandings of Cuala by considering the press as a gendered publishing enterprise: one run by a woman, employing only women, and designed to create work and economic independence for Irish working girls. Through examining the origins of Cuala, the locus of editorial power within the press, and Cuala's complexly ambivalent relationship with modernist Irish suffrage and nationalist women's networks, the article situates the post-1970 feminist publishing boom within a historical trajectory. It suggests that scholarly knowledge of women's publishing history may be crucially dependent upon the health of contemporary feminist presses. (C) 2004 Elsevier Ltd. All rights reserved.

Retinal serotonin, eye growth and myopia development in chick

Myopia (short-sightedness) is a visual problem associated with excessive eye growth and vitreous chamber expansion. Within the eye serotonin (5-hydroxytryptamine, 5-HT) appears to have a variety of effects, it alters retinal amacrine cell processing, increases intraocular pressure, constricts ocular blood vessels, and is also mitogenic. This study sought to determine the role of the retinal serotonin system in eye growth regulation. Myopia was produced in 7-day-old chicks using -15 D spectacle lenses (LIM) and form deprivation (FDM). The effect on LIM and FDM of daily intravitreal injections of a combination of 5-HT receptor antagonists (1, 10, 50 mu M), 5-HT2 selective antagonist (Mianserin 0.5, 20 mu M) were assessed. Counts were performed of serotonin and tyrosine hydroxylase positive neurons and the relative density used to account for areal changes due to eye growth. The effect of LIM and lens-induced hyperopia (LIH) on the numbers of 5-HT-containing amacrine cells in the retina were then determined. The combination of the 5-HT receptor antagonists inhibited LIM by approximately half (1 mu M RE: -7.12 +/- 1.0 D, AL: 0.38 +/- 0.06 mm vs. saline RE: -13.19 +/- 0.65 D, AL: 0.64 +/- 0.03 mm. RE: p < 0.01, AL: p < 0.01), whereas FDM was not affected (1 mu M RE: -8.88 +/- 1.10 D). These data suggest that serotonin has a stimulatory role in LIM, although high doses of serotonin were inhibitory (1 mu M RE: -9.30 +/- 1.34 D). 5-HT immunoreactivity was localised to a subset of amacrine cell bodies in the inner nuclear layer of the retina, and to two synaptic strata in the inner plexiform layer. LIM eyes had increased numbers of 5-HT-containing amacrine cells in the central retina (12.5%). Collectively, these results suggest that manipulations to the serotonin system can alter the eye growth process but the role of the transmitter system within this process remains unclear. (c) 2005 Elsevier Ltd. All rights reserved.

Experimental Calcification of HEMA-Based Hydrogels in the Presence of Albumin and a Comparison to the in Vivo Calcification

The precipitation patterns and characteristics of calcium phosphate (CaP) phases deposited on HEMA-based hydrogels upon incubation in simulated body fluid (SBF-2) containing a protein (human serum albumin) have been investigated in relation to the calcification in an organic-free medium (SBF-1) and to that occurring after subcutaneous implantation in rats. In SBF-2, the deposits occurred exclusively as a peripheral layer on the surface of the hydrogels and consisted mainly of precipitated hydroxyapatite, a species deficient in calcium and hydroxyl ions, similarly to the deposits formed on the implanted hydrogels, where the deposited layer was thicker. In SBF-1, the deposits were mainly of brushite type. There was no evidence that albumin penetrated the interstices of hydrogels. As the X-ray diffraction patterns of the CaP deposits generated in SBF-2 showed a similar nature with those formed on the implanted hydrogel, it was concluded that the calcification in SBF-2 can mimic to a reliable extent the calcification process taking place in a biological environment.

Pedagogies and critical reflection: key understandings for transformative gender justice

It is widely acknowledged that quality pedagogy is central to improving the educational outcomes of all students. In improving the social and academic outcomes of boys, and more specifically disengaged boys, the productive pedagogies model has been presented as a way forward. In terms of drawing on this model in socially just ways; to facilitate a broadening, rather than reinscribing of boys' narrow constructions of gender identity, this paper illustrates the imperative of teachers interacting with key feminist understandings of masculinity. Organized around the four dimensions of productive pedagogy, the paper draws on ( predominantly Australian-based) seminal work in the sphere of masculinities and schooling to discuss key strategies and initiatives for improving boys' educational outcomes. Against this backdrop, the paper demonstrates the importance of two principle understandings. The first relates to teachers understanding masculinity through feminist lenses, as constructed, regulated and maintained through inequitable social processes and the second relates to teachers understanding pedagogy as critical and transformative practice. These understandings are presented as vital to enabling gender justice.