The possible impact of the organisation on the effectiveness of workplace learning

This thesis explores how dimensions of workplace learning are influenced by organisational practices and the features of organisations where workplace learning is perceived to be effective. Its particular focus is higher education workplace learning programmes that are tailored to meet organisational needs. The thesis considers the literature that surrounds workplace learning and notes the breadth of definitions relating to it, including learning which is work related, learning which takes place within work or learning where the curriculum is devised around work. Key authors included in the conceptual framework are Billett (2000, 2001, 2004, 2006a, 2006b, 2008) in relation to affordances, Fuller and Unwin (2003, 2004, 2006) in relation to the expansiveness and restrictiveness of the organisation with regard to workplace learning and Eraut (2004, 2007) in relation to informal learning in the workplace. Literature examining the relationship between organisational and individual learning is also considered. The research is qualitative in nature, a social constructionist approach having a predominant influence. Two case studies are used in the research project: a multinational logistics company and a regional public sector emergency service. Managers who were undertaking higher education workplace learning programmes and representatives within their employing organisations who commissioned workplace learning programmes participated in semi-structured interviews. The findings of the research indicated that there are two major factors which impact on manager participants' perceptions of effective workplace learning: 1) Their experiences of workplace learning are closely linked to their perceptions of the time, autonomy and support they are afforded (or not) in order to engage in workplace learning activities. 2) For this particular group, effectiveness is also related to the level of synergy they feel exists between the workplace learning programme, the organisation and themselves

The possible impact of the organisation on the effectiveness of workplace learning

This thesis explores how dimensions of workplace learning are influenced by organisational practices and the features of organisations where workplace learning is perceived to be effective. Its particular focus is higher education workplace learning programmes that are tailored to meet organisational needs. The thesis considers the literature that surrounds workplace learning and notes the breadth of definitions relating to it, including learning which is work related, learning which takes place within work or learning where the curriculum is devised around work. Key authors included in the conceptual framework are Billett (2000, 2001, 2004, 2006a, 2006b, 2008) in relation to affordances, Fuller and Unwin (2003, 2004, 2006) in relation to the expansiveness and restrictiveness of the organisation with regard to workplace learning and Eraut (2004, 2007) in relation to informal learning in the workplace. Literature examining the relationship between organisational and individual learning is also considered. The research is qualitative in nature, a social constructionist approach having a predominant influence. Two case studies are used in the research project: a multinational logistics company and a regional public sector emergency service. Managers who were undertaking higher education workplace learning programmes and representatives within their employing organisations who commissioned workplace learning programmes participated in semi-structured interviews. The findings of the research indicated that there are two major factors which impact on manager participants' perceptions of effective workplace learning: 1) Their experiences of workplace learning are closely linked to their perceptions of the time, autonomy and support they are afforded (or not) in order to engage in workplace learning activities. 2) For this particular group, effectiveness is also related to the level of synergy they feel exists between the workplace learning programme, the organisation and themselves

How Central Office Administrators Organize Their Work In Support Of Marginalized Student Populations: Communication and Language Use In A Turnaround District

Thesis advisor: Rebecca LowenhauphtAbstract Purpose and Research Questions: To understand central office leadership, it is necessary to examine how language grounds leaders’ actions, and influences their effectiveness among themselves and with stakeholders, including other central office leaders, building principals, teachers, community and students. This study explores the relationship between central office administrators’ language and their support of historically marginalized students. Looking closely at how language shows commonality or disconnect in understanding and action, this study is guided by the following research questions: (1) What language do leaders use to talk about their work with marginalized populations? (2) How does this language influence practice? Methods: This qualitative case study analyzes with the use of discourse analysis the language of central office administrators and their work in support of historically marginalized populations, using semi-structured interviews, and document review to answer the aforementioned research questions. This is one section of a larger research project studying how central office administrators organize their work in support of marginalized populations. Findings: Turnaround districts such as the district in this case study face complex and urgent issues, which seem to influence the language central office administrator’s use. In this study, central office administrators expressed language of frustration to talk about lack of time. Second, central office administrators used language that either recognized or demonstrated implicit bias in what marginalized populations heard or saw. Third, central office administrators relied on expressions of mandated language when they communicated about their work in support of marginalized populations, and lastly, central office administrators used language of care to talk about why they worked in a turnaround district. Significance: Given the importance of communication in district leadership, practitioners should work to establish and integrate consistent language into practice. Researchers will find it a valuable contribution to examine the outcomes of central office administrators’ language use in supporting traditionally marginalized student populations, as research is limited.Thesis (EdD) — Boston College, 2018.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

Effect of Rhesus D incompatibility on schizophrenia depends on offspring sex.

Rhesus D incompatibility increases risk for schizophrenia, with some evidence that risk is limited to male offspring. The purpose of this study is to determine whether risk for schizophrenia due to Rhesus D incompatibility differs by offspring sex using a nuclear family-based candidate gene approach and a meta-analysis approach. The genetic study is based on a sample of 277 nuclear families with RHD genotype data on at least one parent and at least one child diagnosed with schizophrenia or related disorder. Meta-analysis inclusion criteria were (1) well-defined sample of schizophrenia patients with majority born before 1970, (2) Rhesus D incompatibility phenotype or genotype data available on mother and offspring, and by offspring sex. Two of ten studies, plus the current genetic study sample, fulfilled these criteria, for a total of 358 affected males and 226 affected females. The genetic study found that schizophrenia risk for incompatible males was significantly greater than for compatible offspring (p=0.03), while risk for incompatible and compatible females was not significantly different (p=.32). Relative risks for incompatible males and females were not significantly different from each other. Meta-analysis using a larger number of affected males and females supports their difference. Taken together, these results provide further support that risk of schizophrenia due to Rhesus D incompatibility is limited to incompatible males, although a weak female incompatibility effect cannot be excluded. Sex differences during fetal neurodevelopment should be investigated to fully elucidate the etiology of schizophrenia

Impact of genetic counseling and Connexin-26 and Connexin-30 testing on deaf identity and comprehension of genetic test results in a sample of deaf adults: A prospective, longitudinal study

Using a prospective, longitudinal study design, this paper addresses the impact of genetic counseling and testing for deafness on deaf adults and the Deaf community. This study specifically evaluated the effect of genetic counseling and Connexin-26 and Connexin-30 genetic test results on participants' deaf identity and understanding of their genetic test results. Connexin-26 and Connexin-30 genetic testing was offered to participants in the context of linguistically and culturally appropriate genetic counseling. Questionnaire data collected from 209 deaf adults at four time points (baseline, immediately following pre-test genetic counseling, 1-month following genetic test result disclosure, and 6-months after result disclosure) were analyzed. Four deaf identity orientations (hearing, marginal, immersion, bicultural) were evaluated using subscales of the Deaf Identity Development Scale-Revised. We found evidence that participants understood their specific genetic test results following genetic counseling, but found no evidence of change in deaf identity based on genetic counseling or their genetic test results. This study demonstrated that culturally and linguistically appropriate genetic counseling can improve deaf clients' understanding of genetic test results, and the formation of deaf identity was not directly related to genetic counseling or Connexin-26 and Connexin-30 genetic test results.CGSP received funding from the National Human Genome Research Institute (Ethical, Legal, and Social Issues Branch) (R01 HG003871, http://projectreporter.nih.gov); and from the Brocher Foundation (http://www.brocher.ch/en/brocher-fundati???on-in-brief/) in support of this research. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Effect of Pre-test Genetic Counseling for Deaf Adults on Knowledge of Genetic Testing

Empirical data on genetic counseling outcomes in the deaf population are needed to better serve this population. This study was an examination of genetics knowledge before and after culturally and linguistically appropriate pre-test genetic counseling in a diverse deaf adult sample. Individuals ≥18 years old with early-onset sensorineural deafness were offered connexin-26/30 testing and genetic counseling. Participants completed questionnaires containing 10 genetics knowledge items at baseline and following pre-test genetic counseling. The effects of genetic counseling, prior beliefs about etiology, and participant’s preferred language on genetics knowledge scores were assessed (n = 244). Pre-test genetic counseling (p = .0007), language (p < .0001), prior beliefs (p < .0001), and the interaction between counseling and beliefs (p = .035) were predictors of genetics knowledge. American Sign Language (ASL)-users and participants with “non-genetic/unknown” prior beliefs had lower knowledge scores than English-users and participants with “genetic” prior beliefs, respectively. Genetics knowledge improved after genetic counseling regardless of participants’ language; knowledge change was greater for the “non-genetic/unknown” beliefs group than the “genetic” beliefs group. ASL-users’ lower knowledge scores are consistent with evidence that ethnic and cultural minority groups have less genetics knowledge, perhaps from exposure and access disparities. Culturally and linguistically appropriate pre-test genetic counseling significantly improved deaf individuals’ genetics knowledge. Assessing deaf individuals’ prior beliefs is important for enhancing genetics knowledge

Cultural Traditions and the Treatment of Freeriders

Evolutionary approaches to the explanation of human behavior are often employed in hypotheses about the toleration and punishment of freeriders. Despite the explanatory potential of evolutionary perspectives, many such perspectives ignore the unique human factor that has influenced the economic, social, and political contexts within which, up until very recently in human existence, reactions to freeriding always occurred. This human factor is the role of cultural traditions (i.e., behaviors passed down from ancestors to descendants). Cultural traditions necessarily play an important role in identifying, defining, preventing, and determining the treatment of freeriders because many traditional moral codes apply specifically to socioeconomic exchanges in which freeriding occurs. In this paper, we use the cross-cultural record to examine the traditions that are used for identifying freeriders and defining their punishment

Recategorization of Video Game Genres

While the categories that are typically used to discriminate games have been useful in the past, more recently game mechanics have become utilized by a wider range of games, leading to earlier definitions becoming a less valuable categorization tool. This paper attempts to provide various ways games could be classified by focusing on the types of emotions they evoke, the skills they require or their relations with personality or cognitive variables. A description of those categories and the challenge in using them to define games is outlined as well as five alternate methods that may help make distinctions between games clearer

Publishing a Master’s Thesis: A Guide for Novice Authors

Publication of original research, clinical experiences, and critical reviews of literature are vital to the growth of the genetic counseling field, delivery of genetic counseling services, and professional development of genetic counselors. Busy clinical schedules, lack of time and funding, and training that emphasizes clinical skills over research skills may make it difficult for new genetic counselors to turn their thesis projects into publications. This paper summarizes and elaborates upon a presentation aimed at de-mystifying the publishing process given at the 2008 National Society of Genetic Counselors Annual Education Conference. Specific topics include familiarizing prospective authors, particularly genetic counseling students, with the basics of the publication process and related ethical considerations. Former students’ experiences with publishing master’s theses also are described in hopes of encouraging new genetic counselors to submit for publication papers based on their thesis projects

First trimester screening for pre-eclampsia and targeted aspirin prophylaxis: a cost-effectiveness cohort study

Objective: Investigate cost-effectiveness of first trimester pre-eclampsia screening using the Fetal Medicine Foundation (FMF) algorithm and targeted aspirin prophylaxis in comparison with standard care. // Design: Retrospective observational study. // Setting: London tertiary hospital. // Population: 5957 pregnancies screened for pre-eclampsia using the National Institute for Health and Care Excellence (NICE) method. // Methods: Differences in pregnancy outcomes between those who developed pre-eclampsia, term pre-eclampsia and preterm pre-eclampsia were compared by the Kruskal–Wallis and Chi-square tests. The FMF algorithm was applied retrospectively to the cohort. A decision analytic model was used to estimate costs and outcomes for pregnancies screened using NICE and those screened using the FMF algorithm. The decision point probabilities were calculated using the included cohort. // Main outcome measures: Incremental healthcare costs and QALY gained per pregnancy screened. // Results: Of 5957 pregnancies, 12.8% and 15.9% were screen-positive for development of pre-eclampsia using the NICE and FMF methods, respectively. Of those who were screen-positive by NICE recommendations, aspirin was not prescribed in 25%. Across the three groups, namely, pregnancies without pre-eclampsia, term pre-eclampsia and preterm pre-eclampsia there was a statistically significant trend in rates of emergency caesarean (respectively 21%, 43% and 71.4%; P < 0.001), admission to neonatal intensive care unit (NICU) (5.9%, 9.4%, 41%; P < 0.001) and length of stay in NICU. The FMF algorithm was associated with seven fewer cases of preterm pre-eclampsia, cost saving of £9.06 and QALY gain of 0.00006/pregnancy screened. // Conclusions: Using a conservative approach, application of the FMF algorithm achieved clinical benefit and an economic cost saving