Developing and Managing I-O Online: What’s Behind the Virtual Classroom?

In recent years there has been an increase in the number of courses and degree programs offered online. This is particularly true in the field of industrial and organizational psychology, wherein many students are working professionals who, while unable to leave their jobs, are seeking convenient ways to supplement their experience with the necessary education. Despite this surge in student interest, many educators lack explicit training in making the transition to online education. Here, a variety of individuals experienced in various aspects of developing online I-O degree programs—both undergraduate and graduate—discuss best practices for such a program as well as discuss its pedagogical challenges. In attempts to guide other institutions developing similar programs in the future, these individuals discuss what has (and has not) worked as they have supplemented their institutions’ traditional on-campus I-O programs with online equivalents

Data in support of three phase partitioning of zingibain, a milk-clotting enzyme from Zingiber officinale Roscoe rhizomes

AbstractThis paper describes data related to a research article titled “Three Phase Partitioning of zingibain, a milk-clotting enzyme from Zingiber officinale Roscoe rhizomes” (Gagaoua et al., 2015) [1]. Zingibain (EC 3.4.22.67), is a coagulant cysteine protease and a meat tenderizer agent that have been reported to produce satisfactory final products in dairy and meat technology, respectively. Zingibains were exclusively purified using chromatographic techniques with very low yield purification. This paper includes data of the effect of temperature, usual salts and organic solvents on the efficiency of the three phase partitioning (TPP) system. Also it includes data of the kinetic activity characterization of the purified zingibain using TPP purification approach

Staying Cool Across the First Year of Middle School

As students transition into middle school they must successfully negotiate a new, larger peer context to attain or maintain high social standing. The goal of this study was to examine the extent to which the maintenance, attainment, and loss of a cool status over the course of the sixth grade is associated with student and classroom levels of physical, verbal, and relational aggression. To address this goal, we studied a sample of 1985 (55% girls) ethnically diverse adolescents from 99 sixth grade classrooms in the United States. Attaining a cool status at any point across the school year was associated with stronger aggressive reputations. Additionally, classroom norms for aggressive behavior moderated the association between changes in aggression over the school year and the stability of coolness such that students who maintained their coolness across the school year showed greater increases in their verbally aggressive reputations from fall to spring when they were in classrooms with higher levels of aggression. The findings illustrate the importance of fitting in with social norms for maintaining a high social status among a new set of peers in middle school

Comparisons between adolescent bullies, victims, and bully-victims on perceived popularity, social impact, and social preference

This study investigated the effect of bullying role, i.e., bully, victim, and bully-victim, on three measures of peer status; perceived popularity, social preference, and social impact. In addition to completing peer nominations for these measures of peer status, adolescents (n = 2,721) aged 11 to 16 years from 5 secondary schools completed an online survey that assessed bullying involvement (self- and peer-reported), self-esteem, and behavioral difficulties. Compared to uninvolved adolescents, all bullying roles had a greater social impact. Bullies scored higher than all other roles for perceived popularity, whereas victims and bully-victims were the lowest in social preference. These significant group comparisons remained when controlling for demographic variables, behavioral difficulties, self-esteem and prosocial behavior. Overall, the perceived popularity found for bullies suggests that these adolescents are socially rewarded by peers for their victimization of others. These findings highlight the need to address the whole peer system in raising the social status of those who are victimized, whilst reducing the rewards received by bullies for their behavior.AG and KL were supported to undertake this research by a fellowship from the Department of Psychology, University of Warwick.Published onlin

Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed

Why adolescents delay with presentation to hospital with acute testicular pain: a qualitative study

Background / Purpose Adolescents have poor outcomes following testicular torsion directly attributable to delay from onset of symptoms to presentation to hospital. The aim of this study was to investigate the barriers to urgent presentation in young men. Methods Semi-structured interviews were undertaken with young men (11-19 years), using a topic guide exploring issues surrounding testicular pain and health. Thematic analysis was undertaken using a framework approach. Results Twenty-seven adolescents were recruited, data saturation was reached at sixteen participants, median age 13.5 years (range 11-18). The process by which an adolescent gets to hospital with testicular pain is slow. They must recognise the problem and alert their parents, who then use a ‘watch and wait’ policy to assess need for medical review, often leaving it ‘a day’ or overnight. Adolescent males do not engage with healthcare services independently of their parents. Additional factors preventing early presentation include: absence of knowledge about testicular pathology from adolescents and their parents; concern from the young people about raising a false alarm and family concerns about burdening healthcare services. Conclusions Recommendations include designing a testicular health education campaign for young men and educating parents regarding the medical conditions where a ‘watch and wait’ policy may be harmful to their child

The Interaction Between Pubertal Timing and Peer Popularity for Boys and Girls: An Integration of Biological and Interpersonal Perspectives on Adolescent Depression

The transition to adolescence marks a time of sharply increased vulnerability to the development of depression, particularly among girls. Past research has examined isolated risk factors from individual theoretical models (e.g., biological, interpersonal, and cognitive) of depression, but few have examined integrative models. This study investigated the conjoint effects of early pubertal timing and popularity in the longitudinal prediction of depressive symptoms. A total of 319 girls and 294 boys (ages 11–14) provided information on their pubertal status, depressive symptoms, and the social status (i.e., popularity) of their peers. Adolescents completed a second measure of depressive symptoms 11 months after the initial time point. Findings supported an integrated biological-interpersonal model in explaining the development of depressive symptoms during adolescence. Early pubertal development was associated with increase in depressive symptoms only when accompanied by low levels of popularity. High levels of popularity buffered the association between early pubertal development and later depressive symptoms. Unexpectedly, these results were significant both for girls and boys. Results are discussed in terms of dynamic systems theories