NASA/Ames Research Center DC-8 data system

In-flight facility data acquisition, distribution, and recording on the NASA Ames Research Center (ARC) DC-8 are performed by the Data Acquisition and Distribution System (DADS). Navigational and environmental data collected by the DADS are converted to engineering units and distributed real-time to investigator stations once per second. Selected engineering units data are printed and displayed on closed circuit television monitors throughout flights. An in-flight graphical display of the DC-8 flight track (with barbs indicating wind direction and magnitude) has recently been added to the DADS capabilities. Logging of data run starts/stops and commentary from the mission director are also provided. All data are recorded to hard disk in-flight and archived to tape medium post-flight. Post-flight, hard copies of the track map and mission director's log are created by the DADS. The DADS is a distributed system consisting of a data subsystem, an Avionic Serial Data-to-VMEbus (ASD2VME) subsystem, and a host subsystem. Each subsystem has a dedicated central processing unit (CPU) and is capable of stand-alone operation. All three subsystems are housed in a single 20-slot VME chassis and communicate with each other over the VMEbus. The data and host subsystems are briefly discussed, and the DC-8 DADS internal configuration and system block diagram are presented

Burnout in therapy radiographers in the United Kingdom

The 2007 UK National Radiotherapy Advisory Group (NRAG) report indicated the number and type of staff available is one of the ‘rate limiting’ steps in improving productivity in radiotherapy departments. Retaining well trained, satisfied staff, is key to meeting the objectives of the report; burnout is an important factor linked to satisfaction and attrition. Results of a survey measuring burnout in a sample of Radiation Therapists (Therapy Radiographers) are presented and considered against norms for the health sector and burnout in therapists from Canada and the US

"Beowulf Was Not There": Compositional Implications of Beowulf, Lines 1299b-1301

Michael D. Cherniss (Professor of English at the University of Kansas) has written a number of books and articles on medieval literature, principally that in Old and Middle English. His continuing interest in the influence of oral tradition on Old English literature is reflected in several of his earlier writings, such as Ingeld and Christ: Heroic Concepts and Values in Old English Christian Poetry, as well as in his current work in progress on Beowulf

The nature, extent and impact of educator targeted bullying on school teachers in West Malaysia

This study examines the nature, prevalence and impact of educator targeted bullying (ETB) in a sample of 575 Malaysian school teachers. Specifically it was predicted that ethnicity may be related to exposure to ETB; that frequency of exposure would vary by type of ETB; that there would be tenure-related differences in terms of exposure and burnout; and that teaching experience could moderate the exposure burnout relationship. Results suggest that less severe forms of ETB are more prevalent than physical forms; and that educators with increased teaching experience are less exposed to ETB. ETB exhibits a negative impact on burnout; and is strongest for student-related burnout. Increased experience buffers the ETB-student-related burnout relationship while ethnicity is unrelated to exposure to ETB

The consultation readiness scale: An attempt to improve consultation practice

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44079/1/10464_2004_Article_BF00890096.pd

STUDENTS' PERCEPTIONS OF THE INCIDENCE OF BURN-OUT AMONG THEIR TEACHERS

research paperThe aim was to explore students' perceptions of teacher burn-out in relation to the incidence of disruptive student classroom behaviour and teachers' competence to cope with it. A random sample of students from a Regional Training Centre participated. First, it was shown that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived Disruptive Behaviour Scale could be adapted for students to report symptoms of burn-out perceived among their teachers, the occurrence of perceived disruptive student behaviour and the students' perception of their teachers' ability to cope with such behaviour. Second, students' perceptions do not differ according to their age. Third, a significant difference was found between the perceptions of male and female students in respect of emotional exhaustion and depersonalisation, but not in respect of personal achievement. Finally, a considerable percentage of variance on each of the three burn-out dimensions is explained by teachers' ability to cope with student disruptive behaviour and perceived disruptive student behaviour. Students' perceptions of their teachers appear to contribute valid information on the mental health of the latter. It is advisable for future research into teacher burn-out to be based both on the teachers' self-reports and on the students' reports

The role of emotional intelligence training in developing meaningfulness at work

To date, there remains a significant gap in the western management literature in understanding how individuals proactively shape their work environments to create meaningfulness. Equally, little is known about how training and development supports this process. This article shows how emotional intelligence (EI) training in the UK nurtures meaningfulness through the development of EI skills and aptitudes. The article explores how EI skills are then used at work to develop tasks, roles and relationships of worth and value. Data is collected from participant observations and interviews with trainers and managers attending three externally provided, ‘popular’ EI training courses. Interpreting the data through Lips-Wiersma and Morris’s (2009; 2011) model of meaningful work enables a clear articulation of managers’ independent capacity to shape their work environments to create four, interconnected sources of meaningfulness: inner development, expressing one’s full potential, unity with others and serving others. The findings also show the tension between the ‘inspiration’ and ‘reality’ of fulfilling these four existential needs at work through EI skills and aptitudes. Findings also exemplify how this is a constant process of search, balance and struggle which sometimes pivots work against life values and demands. Practically, the study demonstrates the importance of training for meaning making at work and offers recommendations for HRD practitioners. Implications for transferring innovative western management practices such as EI and meaningfulness/engagement processes across national contexts are discussed. Overall, this study provides empirical evidence that sources of meaningfulness are a core ingredient of EI training when popular EI models are used. It points towards future research on meaningfulness training and transfer to new contrasting regional contexts such as the middle east

The Imposter Phenomenon among Emerging Adults Transitioning into Professional Life: Developing A Grounded Theory

This study qualitatively explored the imposter phenomenon among 29 emerging adults who were transitioning into professional life. A grounded theory was developed that described the imposter phenomenon, internal and external contributing factors, and its impact in terms of performance and affective reactions. Implications for counselors of emerging adults are discussed

Is there job satisfaction in community mental health?

After discussing the importance of job satisfaction, this paper presents data concerning current levels and sources of job satisfaction in community mental health centers. Data came from a survey completed by 164 staff members working in 22 different programs located in Michigan. The return rate was 94%. Results indicated that compared to workers in other occupations, the staff were about average in satisfaction with co-workers and supervision, but low in satisfaction with the work itself. The two major sources of job satisfaction reported by staff were the level of accomplishment experienced in the work and the degree of clarity in organizational goals and policies. The paper concludes by suggesting ways in which job satisfaction in community mental health could be increased.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44298/1/10597_2004_Article_BF00778606.pd