Evidence synthesis on the occurrence, causes, consequences, prevention and management of bullying and harassment behaviours to inform decision making in the NHS

Background Workplace bullying is a persistent problem in the NHS with negative implications for individuals, teams, and organisations. Bullying is a complex phenomenon and there is a lack of evidence on the best approaches to manage the problem. Aims Research questions What is known about the occurrence, causes, consequences and management of bullying and inappropriate behaviour in the workplace? Objectives Summarise the reported prevalence of workplace bullying and inappropriate behaviour. Summarise the empirical evidence on the causes and consequences of workplace bullying and inappropriate behaviour. Describe any theoretical explanations of the causes and consequences of workplace bullying and inappropriate behaviour. Synthesise evidence on the preventative and management interventions that address workplace bullying interventions and inappropriate behaviour. Methods To fulfil a realist synthesis approach the study was designed across four interrelated component parts: Part 1: A narrative review of the prevalence, causes and consequences of workplace bullying Part 2: A systematic literature search and realist review of workplace bullying interventions Part 3: Consultation with international bullying experts and practitioners Part 4: Identification of case studies and examples of good practic

Multi-Agent Narrative Experience Management as Story Graph Pruning

In this thesis I describe a method where an experience manager chooses actions for non-player characters (NPCs) in intelligent interactive narratives through story graph representation and pruning. The space of all stories can be represented as a story graph where nodes are states and edges are actions. By shaping the domain as a story graph, experience manager decisions can be made by pruning edges. Starting with a full graph, I apply a set of pruning strategies that will allow the narrative to be finishable, NPCs to act believably, and the player to be responsible for how the story unfolds. By never pruning player actions, the experience manager can accommodate any player choice. This experience management technique was first implemented on a training simulation, where participants’ performance improved over repeated sessions. This technique was also employed on an adventure game where players generally found the NPCs’ behaviors to be more believable than the control

Learning landscapes for universities: mapping the field [or] Beyond a seat in the lecture hall: a prolegemenon of learning landscapes in universities

This is the first in a series of project working papers. Its aim is to commence the development of a shared vocabulary so that visioning learning landscapes can be realised in the appropriate development of academic estate. The paper explores first, how the terminology of learning landscapes has been employed elsewhere. Secondly, its connections with university conceptualisations past and present are explored as this project aims to retain the strengths of traditional academic environments together with new designs. The impetus to its emergence is next reviewed , its constituent elements and any evidence of estates-related literature. Finally a definition is essayed. Includes an abbreviated version (p.11-14)

Pedagogies of Design and Multiliterate Learner Identities

In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designs—linguistic, visual, spatial, and gestural—to construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities

Working Report #5: Child Welfare Jobs (Service Provider Perspectives)

This report compares how service providers experience their employment realities across central, integrated, and accessible service models. Differences in job satisfaction, worker retention, and feelings about the work itself are examined

Evidence-based entrepreneurship: Cumulative science, action principles, and bridging the gap between science and practice

10.1561/0300000044Foundations and Trends in Entrepreneurship811-6

Toward A New Framework for Presence Evaluation: A Representational Design Perspective

Although researchers suggest that presence is a multi-dimensional concept, little research is available to explain the underlying relationships among the dimensions and variables. A new framework with four components for presence evaluation is introduced. It argues that investigating how media content affects presence is the solution to achieving a more complete understanding of presence and to taking individual characteristics and contexts as important factors in presence study