Aeronautics; an authoritative work dealing with the theory and practice of flying.

Mode of access: Internet.

Standard practical plumbing; an exhaustive treatise on all branches of plumbing construction, including drainage and venting, ventilation, hot and cold water supply and circulation; showing the latest and best plumbing practice, special attention being given to the skilled work of the plumber, and to the theory underlying plumbing devices and operations,

Mode of access: Internet.

Theory and analysis of ornament applied to the work of elementary and technical schools,

Mode of access: Internet.

The illustrated glossary of practical architecture and civil engineering : comprising the theory and modern practice, with the subjects of office and field work, the steam engine, mechanical engineering, surveying, levelling, & use of instruments, mining and quarrying, manufacture of iron, bricks, lime & cements, carpentry, joinery, bricklaying, and masonry, slating, painting and glazing, building, etc. /

Mode of access: Internet.

The theory of social work.

Mode of access: Internet.

The theory and design of structures; a textbook for the use of students, draughtsmen, and engineers engaged in constructional work.

Mode of access: Internet.

Stair builders' guide; a treatise on the construction of straight flight, platform, cylindrical and eliptical [!] stairs, explaining the theory and practice so the average building mechanic may understand it, with examples of work ranging from the simplest to the most complex forms,

Mode of access: Internet.

A test of basic assumptions of Affective Events Theory (AET) in call centre work

Based on data from 2091 call centre representatives working in 85 call centres in the UK, central assumptions of affective events theory (AET) are tested. AET predicts that specific features of work (e.g. autonomy) have an impact on the arousal of emotions and moods at work that, in turn, co-determine job satisfaction of employees. AET further proposes that job satisfaction is an evaluative judgement that mainly explains cognitive-based behaviour, whereas emotions and moods better predict affective-based behaviour. The results support these assumptions. A clear separation of key constructs (job satisfaction, positive and negative emotions) was possible. Moreover, correlations between several work features (e.g. supervisory support) and job satisfaction were, in part, mediated by work emotions, even when controlling for gender, age, call centre type (in-house versus outsourced centres) and call centre size. Predictions regarding consequences of satisfaction and affect were partly corroborated as continuance commitment was more strongly related to job satisfaction than to positive emotions. In addition, affective commitment and health complaints were related to both emotions and job satisfaction to the same extent. Thus, AET is a fruitful framework for explaining why and how specific management strategies used for designing work features influence important organizational attitudes and well-being of employees. © 2006 British Academy of Management.

Work-life balance benefits:employee attitudes and behaviors through the lens of social exchange theory

The question of what to provide employees in order that they reciprocate with desirable behaviors in the work place has resulted in a great amount of work in the area of social exchange. Although offering fair compensation, including salary or wages and employee benefits, has been extensively studied, the effects of offering specific types of benefits, such as work-life balance benefits, and the intangible rewards that such an offering inadvertently offers, has only been minimally explored. Utilizing past literature, this current research examined the offering of work-life balance benefits, the value employees place on those benefits, the communication of the benefits by the organization to employees, and their effect on employee attitudes and behaviors. The goal was to identify the effect on desirable outcomes when work-life balance benefits are offered to determine the usefulness to the organization of offering such benefits. To test these effects, a study of an organization known to offer a strong work-life balance benefits package was undertaken. This was accomplished through the distribution of questionnaires to identify the possible relationships involving 408 employee respondents and their 79 supervisors. This was followed with interviews of 12 individuals to ascertain the true reasons for links observed through analysis. Analysis of the data was accomplished through correlation analysis, multilevel analysis and regression analysis generated by SPSS. The results of the quantitative analysis showed support for a relationship between the offering of work-life balance benefits and perceived organizational support, perceived distributive justice, job satisfaction and OCBO. The analysis also showed a lack of support for a relationship between the offering of work-life balance benefits and organizational commitment, OCBI and IRB. The interviews offered possible reasons for the lack of support regarding the relationship between the offering of work-life balance benefits and organizational commitment as well as organizational citizenship behaviors (OCBI and IRB). The implications of these findings on future research, theory and practice in the offering of work-life balance benefits are discussed.

Social Learning Theory and Prison Work Release Programs

The authors’ review of literature about Bandura’s (1977) social learning theory and self-efficacy leads to implications on how this theory can positively affect prison work release programs and inmate post-release outcomes. Additionally, several causes of deviant behavior have been explained by social learning theory concepts.

A Phenomenological Study of Learning Processes at Work: Confirming, Extending, and Challenging Holistic Learning Theory

Holistic learning theory (Yang, 2003) identified explicit, implicit, and emancipatory knowledge facets in learning. A phenomenological study of how participants’ experienced interactions between knowledge facets showed the facets expressed, informed, changed, and guided one another. The complexity of learning and the role of spirituality in learning were explored.