Strategies to Identify and Reduce Workplace Bullying to Increase Productivity

Workplace bullying caused business owners to lose about 80 million employees\u27 workdays each year. Workplace bullying can cost an organization up to $300 billion for increased medical claims, lost productivity, and employee turnovers, and up to$23 billion in additional expenses, such as costs for employee absenteeism and legal costs. The purpose of this single case study was to explore successful strategies to address workplace bullying used by 7 human resource (HR) managers and executives in 1, small-to-medium-sized organization in Central Florida. The HR managers and executives had 5 or more years of HR experience. The risk management framework and theory of planned behavior were the conceptual frameworks that guided exploration of the phenomenon. Data were collected from semistructured interviews with HR managers and executives and from company artifacts, such as HR and risk management policies. Member checking and transcript review strengthened trustworthiness of data analysis and interpretations. Data were analyzed using thematic analysis. Five themes emerged from the data analysis: enhanced training, encourage reporting, develop HR business partner model, implement policies and guidelines, and enforce zero-tolerance policy. The findings of this study may contribute to positive social change by building awareness of workplace bullying for employees, organizations, and society, and by providing strategies to reduce the number of bullied victims and enrich social harmony within organizations and communities

The Smartpen as a Mediational Tool for Learning Language and Content Areas: The Case of English Learners in Mainstream Classrooms

The use of mobile devices for supporting the instruction of second language (L2) learners is an emerging and rapidly growing area of inquiry. Previous research on mobile assisted language learning (MALL) has concentrated on the development of isolated linguistic skills through a common set of mobile technologies, such as PDAs and iPods, with limited attention given to alternative mobile devices or situations of L2 learning that require the simultaneous learning of language and academic content (Wu, Jim Wu, Chen, Kao, Lin, & Huang, 2012; Viberg & Grönlund, 2012; 2013). In particular, little is understood about how English Learners (ELs) educated within mainstream classrooms choose to appropriate mobile technologies to meet their learning needs, with respect to both their development linguistically and across academic course disciplines. To inform this gap in research, this study used a quasi-ethnographic, instrumental case study design to explore how a group of middle school ELs used an understudied mobile device, the Echo Smartpen, to mediate their learning of language skills (e.g., speaking, reading, writing, listening, vocabulary) and of academic content areas (e.g., math, science, social studies). It also sought to examine how the Smartpen could assist ELs\u27 learning processes with respect to individual learner characteristics (e.g., affective, cognitive, metacognitive). To accomplish this purpose, multiple sources of data were collected from seven student participants, their English as a Second Language (ESL) specialist, and primary mainstream teacher. These sources consisted of technologically-mediated digital data, such as the students\u27 digitized notebooks, as well as traditional methods qualitative data collection, including individual and focus group interviews, and learning artifacts. The overall theoretical framework guiding the data analysis was Vygotskian sociocultural theory (SCT), complemented by grounded theory and the constant comparison coding method (Strauss & Corbin, 1990; 1998). Key principles for the analysis were the Vygotskian notions of mediated learning through physical and psychological tool use (Lantolf, 2000). Findings from this study provide insights about the process of mediated language and content learning with the Smartpen for ELs clustered around three major themes: 1) extended opportunities for language learning through self-constructed artifacts; (2) extended opportunities for content learning through co-constructed artifacts; and (3) extended learning self with the Smartpen. In addition to the main emergent themes, research findings incorporate the participant-based metaphorical concept of time travel as an important sub-thematic element in tracing ELs\u27 use of the Smartpen across temporal and educational contexts (e.g., school and home). Finally, this study concludes with a discussion of theoretical and pedagogical implications for the integration of mobile devices for ELs in mainstream settings, as well as with recommendations for future research deriving from this research

Healthy Alaskans 2020 Implementation Pilot

Presented to the Faculty of the University of Alaska Anchorage in Partial Fulfillment of the Requirements for the Degree of MASTER OF PUBLIC HEALTHHealthy Alaskans (HA), now in its third iteration (HA2020), is Alaska’s Statewide Health Improvement Plan (SHIP). HA2020 consists of an overarching framework of 25 health goals or Leading Health Indicators (LHIs), for the state to track and achieve by the year 2020. These goals have a broad span and were informed by input from over 3,000 Alaska residents. Building upon the 25 LHIs as well as identifying evidence-based strategies to help achieve these goals brought the initiative to its implementation phase. In order to advance the initiative, four individuals (known as Coordinating Partners or CPs) were chosen to coordinate and pilot action strategies for four of the LHIs: socioeconomic status, suicide, tobacco, and domestic violence. Assessing the CP experience will provide the HA2020 Core Team with feedback from its core partners as it moves forward with implementing strategies to improve all 25 Leading Health Indicators. This practicum consisted of interviews with the CPs about their initial experience, from which themes and recommendations were extracted to assist future outreach and implementation efforts. Consistently occurring themes include the need to explicitly explain the role of the Coordinating Partners and the expectations and timeline for success. CPs expressed lack of clarity and divergent understandings about their role and expectations. Another key component of this practicum project was an extensive environmental scan and an online survey to help identify and document community agencies and individuals actively working to achieve the 25 LHIs. The results were compiled in a searchable spreadsheet with individual tabs for each pilot indicator, and shared with the CPs to facilitate outreach.Signature Page / Title Page / Abstract / Table of Contents / List of Figures / List of Tables / List of Appendices / Acknowledgments / Introduction / Goals and Objectives / Background / Methods / Results / Discussion / Strengths and Limitations / Public health Implications / Conclusion and Recommendations / References / Appendice

UDL: Practicing What We Preach

The purpose of this study was to explore the use of UDL in a special education program’s coursework and analyze how it affects college students outcomes beyond their classrooms. Past research has suggested that UDL has been increasingly used in college-level coursework design, and courses designed with UDL have higher reports of college student achievement. Based on the principles of UDL and andragogy, this study identified four central research questions. Specifically, a small qual/large quant mixed-method research design was used to investigate instructor utilization of the UDL principles, teacher candidate corroboration of UDL elements in their coursework, and an exploration of current student use of the skills learned in various courses from a special education program in the 2020-2021 academic year. Additionally, it was tested to determine of the EnACT UDL syllabus rubric could be used to predict instructor use of UDL. A Ruskal-Wallis H test was used to determine if there were significant different between instructor and teacher candidate responses, as well as differences between the instructor responses and EnACT UDL syllabus tool items. Results indicated that the EnACT UDL syllabus tool was not useful to predict instructor use of UDL in their coursework design. Further, results of specific differences between instructor and teacher candidates reports of UDL elements are presented and discussed. Limitations and implications for instructor implementation of UDL research, practice, and policy are discussed

Systematic Development and Test-Retest Reliability of The Electronic Instrumental Activities of Daily Living Satisfaction Assessment (EISA) Outcome Measure

Assessment of the level of satisfaction with completing Instrumental Activities of Daily Living (IADLs) using accessible Information Communication Technology (ICT) or Electronic Assistive Devices (EAD) is critical for enabling high quality of life and community participation for people with disabilities (PWD). Currently there are no reliable and valid outcome measures that have been specifically designed for assessing level of satisfaction with completing IADLs using EAD. In this dissertation study, the Electronic Instrumental activities of daily living Satisfaction Assessment (EISA) self-report outcome measure was developed to fill this void. The EISA research study had the following specific aims: (1) identify common functional tasks that all people use ICT to complete; (2) review the literature to identify any existing outcome measures for EAD; (3) develop and establish content validity at acceptable levels; and (4) establish test-retest reliability and internal consistency at acceptable levels. The EISA research study was sub-divided into 4 studies. Study 1, reviewed the literature, to assess, common functional tasks, that all people, with or without disabilities, use ICT to complete. Study 2, reviewed the literature, to identify any existing outcome measures for EAD. This study had three phases: phase 1 reviewed relevant databases to identify any self-report outcome measures for EAD; phase 2 reviewed the National Institutes of Health (NIH) Patient Reported Outcome (PRO) measures; and phase 3 reviewed the literature to identify any self-report IADL measures. Study 3 involved content validation using expert clinicians and EAD users, as domain experts. Study 4 covered establishment of test-retest reliability and internal consistency at acceptable levels. Using the Scale Content Validity Index (SCVI) Average method, the content validity of the EISA, was SCVI = 0.91. Reliability was assessed by conducting a repeated-measures cohort study (n = 84) using the Qualtrics on-line research platform. Both test-retest reliability (Rs = .81) and internal consistency (Cronbach's alpha = 0.88) of EISA were found to be acceptable. The study results indicate that the EISA-Version 1.0 is a reliable and stable tool for assessing the functional performance of individuals who use or need EAD interventions

Expectations and Experiences of Fathers Who Have Parented Children With and Without Intellectual Disabilities

The parenting experience is as diverse as the children parented. Each child has diverse personality traits requiring flexibility and specificity in parenting strategy. This need for flexibility and specificity is more complex when one or more children within a family has an intellectual disability. Although research in this area is abundant, investigators have historically focused on mothers\u27 attitudes, beliefs, and behaviors to represent the entire family (Essex, Seltzer, & Krauss, 2001; Greenberg, 2002) rather than focusing on fathers and their caregiving relationships with their children in need of malleable but consistent parenting. Using a qualitative descriptive design, this qualitative study explored expectations and subsequent experiences of men who have fathered children with and without intellectual disabilities. The investigator collected data through face-to-face semistructured interviews with 8 fathers in Tennessee. During these interviews fathers discussed each of their children, specifically their expectations of and experiences with their children prior to birth, reactions to the differences among their children, getting through the day, and their responsibilities in teaching each child. NVivo 9.0 data management software was used. Four main themes were inductively derived from the data: Learning to Dance in the Rain, Just Do What Needs Doing, The Power of Patience, and Nurturing Uniqueness. These themes contribute to nursing knowledge by delineating the perspectives of men as they father children of differing intelligences. The results from this study suggest strategies for educators and practicing healthcare professionals working with fathers in similar situations to increase mindfulness of this all-important relationship between fathers and their children with differing intellectual capacities; the investigator also proposes areas of continued research in this field

The application of multiple modalities to improve home care and reminder systems

Existing home care technology tends to be pre-programmed systems limited to one or two interaction modalities. This can make them inaccessible to people with sensory impairments and unable to cope with a dynamic and heterogeneous environment such as the home. This thesis presents research that considers how home care technology can be improved through employing multiple visual, aural, tactile and even olfactory interaction methods. A wide range of modalities were tested to gather a better insight into their properties and merits. That information was used to design and construct Dyna-Cue, a prototype multimodal reminder system. Dyna-Cue was designed to use multiple modalities and to switch between them in real time to maintain higher levels of effectiveness and acceptability. The Dyna-Cue prototype was evaluated against other models of reminder delivery and was shown to be an effective and appropriate tool that can help people to manage their time and activities

MyDigitalFootprint.ORG: Young People and the Proprietary Ecology of Everyday Data

Young people are the canaries in our contemporary data mine. They are at the forefront of complex negotiations over privacy, property, and security in environments saturated with information systems. The productive and entertaining promises of proprietary media have led to widespread adoption among youth whose daily activities now generate troves of data that are mined for governance and profit. As they text, email, network, and search within these proprietary ecologies, young people\u27s identity configurations link up with modes of capitalist production. The MyDigitalFootprint.ORG Project was thus initiated to unpack and engage young people\u27s material social relations with/in proprietary ecologies through participatory action design research. The project began by interviewing New Yorkers ages 14-19. Five of these interviewees then participated as co-researchers in a Youth Design and Research Collective (YDRC) to analyze interview findings through the collaborative design of an open source social network. In taking a medium as our method, co-researchers took on the role of social network producers and gained new perspectives otherwise mystified to consumers. Considering my work with the YDRC I argue that involving youth in designing information ecologies fosters critical capacities for participating in acts of research and knowledge production. More critical participation in these ecologies, even proprietary ones, is necessary for opening opaque aspects of our environment and orienting data circulation toward more equitable and just ends

Engaging older adults with age-related macular degeneration in the design and evaluation of mobile assistive technologies

Ongoing advances in technology are undoubtedly increasing the scope for enhancing and supporting older adults’ daily living. The digital divide between older and younger adults, however, raises concerns about the suitability of technological solutions for older adults, especially for those with impairments. Taking older adults with Age-Related Macular Degeneration (AMD) – a progressive and degenerative disease of the eye – as a case study, the research reported in this dissertation considers how best to engage older adults in the design and evaluation of mobile assistive technologies to achieve sympathetic design of such technologies. Recognising the importance of good nutrition and the challenges involved in designing for people with AMD, this research followed a participatory and user-centred design (UCD) approach to develop a proof–of–concept diet diary application for people with AMD. Findings from initial knowledge elicitation activities contribute to the growing debate surrounding the issues on how older adults’ participation is initiated, planned and managed. Reflections on the application of the participatory design method highlighted a number of key strategies that can be applied to maintain empathic participatory design rapport with older adults and, subsequently, lead to the formulation of participatory design guidelines for effectively engaging older adults in design activities. Taking a novel approach, the final evaluation study contributed to the gap in the knowledge on how to bring closure to the participatory process in as positive a way as possible, cognisant of the potential negative effect that withdrawal of the participatory process may have on individuals. Based on the results of this study, we ascertain that (a) sympathetic design of technology with older adults will maximise technology acceptance and shows strong indicators for affecting behaviour change; and (b) being involved in the design and development of such technologies has the capacity to significantly improve the quality of life of older adults (with AMD)