Utilizing Personality Theory To Help High School Students Find Meaningful Spiritual Growth Practices at Portland Adventist Academy in Portland, Oregon

The Problem Some students at Portland Adventist Academy (PAA) struggle to connect with God and many never develop personal habits of connecting with God or learn how to grow into mature relationships with God. The Method I developed twelve devotional habits designed for different personality types. Six of the habits focused on prayer and six on Scripture. I taught six religion classes for three weeks, collecting data from 100 junior and senior PAA students. Their ages spanned from 15 to 19: two students were 15 years old, thirty-eight were 16, thirty-eight were 17, twenty were 18, and two were 19. They were fairly evenly dispersed with regard to gender: fifty students identified male, forty-nine female, and one preferred not to indicate gender. With the exception of some introductory and conclusory lectures, discussions, and activities, the majority of the class periods were spent with the students practicing the devotional habits and giving me feedback. Throughout the experience, I administered several digital questionnaires to the participants using Google Forms: before we began the experience a Big Five personality instrument–Soto and John’s BFI-2 (2017), after each devotional habit exercise the Spiritual Exercise Perceived Efficacy Assessment (SEPEA), on the final day of the threeweek period an experience overview assessment, and four months later, a slightly altered version of that final assessment. A mixed methods approach, the questionnaires collected both quantitative and qualitative data, which I analyzed in Excel and SPSS. Results On both final assessments (90 participants filled out the first and 95 the second), over 71% of the participants reported the experience helped them find more meaningful ways of connecting with God. Over 70 students indicated they repeated or planned to repeat an entire habit or an activity within a habit in both the first and second final assessment. The SEPEA received positive face validity feedback and demonstrated high internal consistency, but criterion validity checks were inconclusive. I found significant correlations between personality traits and some devotional habits (for example, with N = 97, Pearson’s r = 0.369 for agreeableness and the sixth devotional habit and r = 0.323 and 0.328 for the habits designed for habits designed for those high in Perception and Intuitiveness on the Myers-Briggs respectively) and activities (for example, with N = 91, Pearson’s r = 0.319 for extraversion and group sharing activities) suggesting several personality-score-derived recommendations for spiritual practices. I saw the highest correlations between the habits themselves. When asked for feedback about the overall experience, 98 students gave some kind of positive feedback. Both quantitative results and quantitative feedback provided insights regarding changes that could be made to the intervention to make it more effective in similar contexts in the future. Conclusions This intervention is a viable way to help high school students find meaningful spiritual practices because it provides open, social, and experiential activities in a safe spiritual environment and has many spiritually positive results. These results provide more robust research support for existing literature that claims a relationship between personality and spiritual practice preferences. It also suggests, if working with a large group and using these same habits, one should introduce the habits in the order L3, L1, S6, S3, L2, S1, S2, S7, S5, S4, S8, L4 (See Appendix F for the list of habits). An additional finding suggests The SEPEA is a viable instrument for measuring perceptions of spiritual activities, but its implications and usefulness need to be further explored by use in one-on-one spiritual direction, comparison with other spirituality measures, and use with larger and varying groups. The intervention’s effect on spiritual maturation should be researched further, as well as its ability to further connect personality and spirituality if habits were designed around Big Five rather than MBTI personality factors

The appraisal of Facebook online community: An exposition of mobile commerce in social media reviews

Peer reviewe

Information Management in Supply Chain Partnering: Improving Maintenance Processes in Dutch Housing Associations

From the article: "Abstract Maintenance processes of Dutch housing associations are often still organized in a traditional manner. Contracts are based on lowest price instead of ‘best quality for lowest price’ considering users’ demands. Dutch housing associations acknowledge the need to improve their maintenance processes in order to lower maintenance cost, but are not sure how. In this research, this problem is addressed by investigating different supply chain partnering principles and the role of information management. The main question is “How can the organisation of maintenance processes of Dutch housing associations, in different supply chain partnering principles and the related information management, be improved?” The answer is sought through case study research.

Creating immersive, play-anywhere handheld augmented reality stories, through remote user testing

This thesis outlines new instances of Extended Reality (XR) stories as well as associated user studies with them, to create more immersive story experiences delivered at a user’s choice of location through a mobile phone. This extends prior work on Location Based Experiences (LBEs), which have typically been designed to offer a game or story at a pre-determined location. A play-anywhere experience offers potential to open up LBEs to a wider audience, as well as to those may prefer to take part individually or closer to home, such attitude shifts becoming increasingly more common. The current research adopted an in the wild approach combining practice, studies and theory, with most user data being collected remotely. Each story application developed is subsequently referred to as an app, with each app offering a bespoke story incorporating Augmented Reality (AR) features, to better bring users’ location inline with the narrative. Testing the apps across various locations matched their intended use, and resulted in new guidelines for both incorporating AR into such LBEs, as well as for conducting remote user studies. A final app offered a site-specific curated story, with all study participants taking part under similar conditions at the same location, the ability to observe them using the app providing additional insights. The story apps used available local map data alongside Handheld Augmented Reality (HAR), to overlay interactable virtual objects on top of the physical environment, and visible on the phone’s display. Guidelines from related methodologies were used to better allow for the variety of factors that might influence different users’ immersion and engagement. These included the implementation of the AR features, the story itself, real world activity, and personal preferences including onboarding requirements. The approach taken contributed a reverse methodology to a lot of related research, that would typically begin with laboratory testing before moving to public spaces. User studies with the five mobile apps contributed guidelines for such experiences, that could benefit both practitioners and researchers in related fields. In the later case, a need was identified to develop new research tools specifically suited to the subtleties of handheld play-anywhere LBEs, such issues explored within the apps tested. The guidelines identified for offering more effective XR LBEs were also implemented in the creation of a new open source Unity project, called Map Story Engine. This offers a tool to test new features, as well as providing a fully customisable template for practitioners to author their own play-anywhere HAR stories and games

Does therapeutic writing help people with long-term conditions? Systematic review, realist synthesis and economic considerations

Background Writing therapy to improve physical or mental health can take many forms. The most researched model of therapeutic writing (TW) is unfacilitated, individual expressive writing (written emotional disclosure). Facilitated writing activities are less widely researched. Data sources Databases including: MEDLINE, EMBASE, PsychINFO, Linguistics and Language Behavior Abstracts, AMED, and CINHAL were searched from inception to March 2013. Review methods Four TW practitioners provided expert advice. Study procedures were conducted by one reviewer and checked by a second. Randomised controlled trials (RCTs) and non-randomised comparative studies were included. Quality was appraised using the Cochrane risk of bias tool. Unfacilitated and facilitated TW studies were analysed separately under ICD-10 chapter headings. Meta-analyses were performed where possible using Revman 5.2. Costs were estimated from an NHS perspective and three cost-consequence case studies were prepared. Realist synthesis followed RAMESES guidelines. Objectives To review the clinical and cost-effectiveness of TW for people with long-term health conditions (LTCs) compared to no writing, or other controls, reporting any relevant clinical outcomes. To conduct a realist synthesis to understand how TW might work, and for whom. Results From 14,658 unique citations, 284 full text papers were reviewed and 64 studies (58 RCTs) were included in the final effectiveness reviews. Five studies examined facilitated TW, these were extremely heterogeneous with unclear or high risk of bias, but suggested that facilitated TW interventions may be beneficial in individual LTCs. Unfacilitated expressive writing was examined in 59 studies of variable, or unreported, quality. Overall there was very little or no evidence of any benefit reported in the following conditions (number of studies): HIV (six); breast cancer (eight); gynaecological and genitourinary cancers (five); mental health (five); asthma (four); psoriasis (three); chronic pain (four). In inflammatory arthropathies (six) there was a reduction in disease severity (n= 191, standardised mean difference (SMD) - 0.61 [95% confidence intervals (95% CI) -0.96, -0.26]) in the short term on meta-analysis of four studies. For all other LTCs there was either no, or sparse, data with no, or inconsistent, evidence of benefit. Meta-analyses conducted across all the LTCs provided no evidence that unfacilitated EW had any effect on depression at short term (n= 1,563, SMD -0.06, 95% CI -0.29 to 0.17, substantial heterogeneity), or long term (n= 778, SMD-0.04 95% CI -0.18 to 0.10, little heterogeneity) follow up, or on anxiety, physiological or biomarker-based outcomes. One study reported costs, none reported cost-effectiveness, twelve reported resource use; meta-analysis suggested reduced medication use but no impact on health centre visits. Estimated costs of intervention were low, but there was insufficient evidence to judge cost-effectiveness. Realist review findings suggested that facilitated TW is a complex intervention and group interaction contributes to the perception of benefit. It was unclear from the available data who might benefit most from facilitated TW. Limitations Difficulties with developing realist review programme theory meant that mechanisms operating during TW remain obscure. Conclusions Overall there is little evidence to support the effectiveness or cost-effectiveness of unfacilitated expressive writing interventions in people with LTCs. Further research focussed on facilitated TW in people with LTCs could be informative.The National Institute for Health Research Health Technology Assessment programme

Assuming Data Integrity and Empirical Evidence to The Contrary

Background: Not all respondents to surveys apply their minds or understand the posed questions, and as such provide answers which lack coherence, and this threatens the integrity of the research. Casual inspection and limited research of the 10-item Big Five Inventory (BFI-10), included in the dataset of the World Values Survey (WVS), suggested that random responses may be common. Objective: To specify the percentage of cases in the BRI-10 which include incoherent or contradictory responses and to test the extent to which the removal of these cases will improve the quality of the dataset. Method: The WVS data on the BFI-10, measuring the Big Five Personality (B5P), in South Africa (N=3 531), was used. Incoherent or contradictory responses were removed. Then the cases from the cleaned-up dataset were analysed for their theoretical validity. Results: Only 1 612 (45.7%) cases were identified as not including incoherent or contradictory responses. The cleaned-up data did not mirror the B5P- structure, as was envisaged. The test for common method bias was negative. Conclusion: In most cases the responses were incoherent. Cleaning up the data did not improve the psychometric properties of the BFI-10. This raises concerns about the quality of the WVS data, the BFI-10, and the universality of B5P-theory. Given these results, it would be unwise to use the BFI-10 in South Africa. Researchers are alerted to do a proper assessment of the psychometric properties of instruments before they use it, particularly in a cross-cultural setting

Leading Towards Voice and Innovation: The Role of Psychological Contract

Background: Empirical evidence generally suggests that psychological contract breach (PCB) leads to negative outcomes. However, some literature argues that, occasionally, PCB leads to positive outcomes. Aim: To empirically determine when these positive outcomes occur, focusing on the role of psychological contract (PC) and leadership style (LS), and outcomes such as employ voice (EV) and innovative work behaviour (IWB). Method: A cross-sectional survey design was adopted, using reputable questionnaires on PC, PCB, EV, IWB, and leadership styles. Correlation analyses were used to test direct links within the model, while regression analyses were used to test for the moderation effects. Results: Data with acceptable psychometric properties were collected from 11 organisations (N=620). The results revealed that PCB does not lead to substantial changes in IWB. PCB correlated positively with prohibitive EV, but did not influence promotive EV, which was a significant driver of IWB. Leadership styles were weak predictors of EV and IWB, and LS only partially moderated the PCB-EV relationship. Conclusion: PCB did not lead to positive outcomes. Neither did LS influencing the relationships between PCB and EV or IWB. Further, LS only partially influenced the relationships between variables, and not in a manner which positively influence IWB