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

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

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 Cross-Cultural Moderators of the Influence of Emotional Intelligence on Organizational Citizenship Behavior and Counterproductive Work Behavior

This meta‐analysis found that the emotional intelligence–organizational citizenship behavior relationship is stronger in long‐term oriented and restraint cultures. However, this relationship does not differ between individualistic and collectivistic cultures, masculine and feminine cultures, high uncertainty avoidance and low uncertainty avoidance cultures, and high power distance and low power distance cultures. The emotional intelligence–counterproductive work behavior relationship is stronger in collectivistic, feminine, high uncertainty avoidance, high power distance, long‐term oriented, and restraint cultures. Emotional intelligence–organizational citizenship behavior/counterproductive work behavior relationships are mediated by both state positive affect and state negative affect. Human resource development professionals from cultures where the effects of emotional intelligence are stronger are especially recommended to hire emotionally intelligent employees and/or provide emotional intelligence training to stimulate organizational citizenship behavior and to restrain counterproductive work behavior. Although there are important cross‐cultural differences, emotional intelligence universally encourages organizational citizenship behavior and almost universally diminishes counterproductive work behavior across cultures

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

Internal Medicine Residents Reject “Longer and Gentler” Training

BACKGROUND: Increasing complexity of medical care, coupled with limits on resident work hours, has prompted consideration of extending Internal Medicine training. It is unclear whether further hour reductions and extension of training beyond the current duration of 3 years would be accepted by trainees. OBJECTIVE: We aimed to determine if further work-hour reductions and extension of training would be accepted by trainees and whether resident burnout affects their opinions. DESIGN: A postal survey was sent to all 143 Internal Medicine residents at the University of Colorado School of Medicine in May 2004. MEASUREMENTS: The survey contained questions related to opinions on work-hour limits using a 5-point Likert scale ranging from strongly agree to strongly disagree. Burnout was measured using the Maslach Burnout Inventory, organized into three subscales: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment, with burnout defined as high EE or DP. RESULTS: Seventy-four percent (106/143) of residents returned the survey. The vast majority (84%) of residents disagreed or strongly disagreed with extending training to 4 or 5 years. Burnout residents were less averse to extending training (strongly agree or agree, 18.9% vs 4.3%, P = .04). The majority of residents (68.9%) disagreed or strongly disagreed with establishing a 60-hour/week limit. Residents who met the criteria for burnout were more likely to agree that a 60-hour limit would be better than an 80-hour limit (strongly agree or agree, 22% vs 8%, P = .02). CONCLUSIONS: In this program, most Internal Medicine residents are strongly opposed to extending their training to 4 or 5 years and would prefer the current 80 hours/week cap. A longer, less intense pace of Internal Medicine training seems to be less attractive in the eyes of current trainees

The role of practice leadership in active support: impact of practice leaders’ presence in supported accommodation services

Objectives: Research shows practice leadership to be a factor in the successful implementation of active support. The aim of the study was to explore differences in staff practice, associated with the presence of a practice leader in a shared supported accommodation service. Methods: Quality of support and engagement for 189 service users with intellectual disability from 58 services were collected during a 2 h observation using the EMAC-R and ASM. The practice leader was present in 19 services (n = 59) and absent in 39 (n = 111). An Observed Measure of Practice Leadership was administered during a second visit to each service. Results: When the practice leader was present, levels of engagement and active support were statistically higher (p < 0.01). Although measured at a different time, observed practice leadership was also higher in services where the practice leader was present during the first observation. Conclusion: The level of observed practice leadership and presence of the practice leader appear to be associated with better quality of support. This finding provides further evidence of the importance of systems for supporting, monitoring, modelling, and improving staff practice for effective implementation of active support

Assessment of burnout in veterinary medical students using the Maslach Burnout Inventory-Educational Survey: a survey during two semesters

BACKGROUND: Burnout among veterinary students can result from known stressors in the absence of a support system. The objectives of this study were to evaluate use of the Maslach Burnout Inventory-Educator Survey (MBI-ES) to assess burnout in veterinary students and evaluate the factors that predict the MBI-ES scores. METHODS: The MBI-ES was administered to first (Class of 2016) and second year (Class of 2015) veterinary medical students during the 2012-2013 academic year in the fall and spring semesters. Factor analysis and test reliability for the survey were determined. Mean scores for the subscales determining burnout namely emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA) were calculated for both classes in the 2 semesters. Multiple regression analysis was performed to evaluate other factors that predict the MBI-ES scores. RESULTS: A non-probability sampling method was implemented consisting of a voluntary sample of 170 and 123 students in the fall and spring semesters, respectively. Scores for EE, DP and PA were not different between the 2 classes within the same semester. Mean ± SD scores for EE, DP and PA for the fall semester were 22.9 ± 9.6, 5.0 ± 4.8 and 32.3 ± 6.7, respectively. Mean ± SD scores for EE, DP and PA the spring semester were 27.8 ± 10.7, 6.5 ± 6.1and 31.7 ± 6.8, respectively. The EE score was higher in spring compared to fall while DP and PA scores were not different between the 2 semesters. Living arrangements specifically as to whether or not a student lived with another veterinary medical students was the only variable significantly associated with the MBI-ES scores. Students in this study had moderate levels of burnout based on the MBI-ES scores. CONCLUSIONS: The MBI-ES was an acceptable instrument for assessing burnout in veterinary medical students. The EE scores were higher in the spring semester as compared to the fall semester. Thus students in the first and second years of veterinary school under the current curriculum experience the greatest levels of emotional exhaustion during the spring semester. This has administrative implications for the school, when considering the allocation and use of resources for student support systems during each semester

Emotional intelligence and British expatriates’ cross-cultural adjustment in international construction projects

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Today’s internationalized business demands global mindset, intercultural sensitivity and the ability to skilfully negotiate through cross-cultural interactions. Therefore, the overall aim was to investigate the influence of emotional intelligence (EI) on cross-cultural adjustment (CCA) of British expatriates working on International Architectural, Engineering and Construction assignments in Sub-Saharan Africa, China, Middle East and Indian Sub-Continent. Specifically, the causal relationship between EI and three facets of CCA i.e. work, general and interaction adjustment was explored. A sequential exploratory mixed methods design was adopted. These include extensive review of existing literature, eighteen unstructured interviews, and questionnaire survey of 191 British expatriates operating in 29 different countries from the four regions under investigation. Structural equation modelling was used to assess the causal relationship between EI and CCA. Results show that EI accounted for 91, 64 and 24% of the variance in work, interaction and general adjustment respectively. Overall, the model was able to explain 60% variance in CCA, suggesting that EI competencies play a huge role in facilitating an expatriate understand and adapt to host country culture. The findings would help decision-makers (HR managers) during expatriate selection process, in understanding that along with technical skills, it is the emotional competencies that are crucial in assisting expatriates adjust to foreign way of life