The Structured Employment Interview: An Examination of Construct and Criterion Validity

This study extends the literature on interview validity by attempting to create a structured employment interview with both construct- and criterion-related validity. For this study, a situational interview was developed with the specific purpose of enhancing the interview's construct validity while retaining the interview's predictive power. To enhance the construct validity, two guidelines were applied to the creation of the interview based on previous research in interview and assessment center literature limit the number of applicant characteristics to be rated to 3; and (2) ensure that the dimensions to be measured are conceptually distinct. Based on these two guidelines, three constructs were chosen for assessment of real estate sales agents extraversion, proactive personality and customer orientation. The critical incident technique was used to develop six interview items. To test the construct validity of the interview, the six items were correlated with other measures, specifically, self-report questionnaires and managers' ratings, of extraversion, proactivity and customer orientation. Correlations were weak, at best (rs ranged from -.06 to .25). To test the predictive validity of the interview, the six items were correlated with both objective and subjective measures of performance. Predictive validities were stronger, ranging from .23 to .30. These findings are consistent with previous research on employment interviews which have found that although the predictive validity of the interview is strong, the construct validity is very weak, leaving researchers to wonder what it is that the interview is actually measuring. Possible explanations for these findings are offered, and the implications of these findings are discussed

Orchestrating effective practices in developmental math : redesign in developmental education within an academic success center

textDevelopmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students’ educational needs.Educational Administratio

Driving sandpiles to criticality and beyond

A popular theory of self-organized criticality relates driven dissipative systems to systems with conservation. This theory predicts that the stationary density of the abelian sandpile model equals the threshold density of the fixed-energy sandpile. We refute this prediction for a wide variety of underlying graphs, including the square grid. Driven dissipative sandpiles continue to evolve even after reaching criticality. This result casts doubt on the validity of using fixed-energy sandpiles to explore the critical behavior of the abelian sandpile model at stationarity.Comment: v4 adds referenc

The approach to criticality in sandpiles

A popular theory of self-organized criticality relates the critical behavior of driven dissipative systems to that of systems with conservation. In particular, this theory predicts that the stationary density of the abelian sandpile model should be equal to the threshold density of the corresponding fixed-energy sandpile. This "density conjecture" has been proved for the underlying graph Z. We show (by simulation or by proof) that the density conjecture is false when the underlying graph is any of Z^2, the complete graph K_n, the Cayley tree, the ladder graph, the bracelet graph, or the flower graph. Driven dissipative sandpiles continue to evolve even after a constant fraction of the sand has been lost at the sink. These results cast doubt on the validity of using fixed-energy sandpiles to explore the critical behavior of the abelian sandpile model at stationarity.Comment: 30 pages, 8 figures, long version of arXiv:0912.320

The Effect of Industrialization on Children�s Education. The Experience of Mexico

We use census data to examine the impact of industrialization on children’s education in Mexico. We find no evidence of reverse causality in this case.  We find small positive effects of industrialization on primary education, effects which are larger for domestic manufacturing than for export-intensive assembly (maquiladoras). In contrast, teen-aged girls in Mexican counties (municipios) with more growth in maquiladora employment 1990-2000 have significantly less educational attainment than do girls in low-growth counties. These results shed light on literatures analyzing the impacts of industrialization, foreign investment, and intra-household bargaining powe

Cardiomyopathy Following Latrodectus Envenomation

Latrodectus envenomations are common throughout the United States and the world. While many envenomations can result in catecholamine release with resultant hypertension and tachycardia, myocarditis is very rare. We describe a case of a 22-year-old male who sustained a Latrodectus envenomation complicated by cardiomyopathy

Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes

The focus of this study is the impact of an international education programme on baccalaureate nursing students taken by me, their teacher/professor, to become immersed in another culture. This is an unusual undertaking for a nursing education programme but it is one to which I have been passionately committed for more than 20 years. This study examines my life-work in a deeply reflective and narrative way. I have used many sources of data to assist in the creation of my story including the framework of Moustakas (1990) and Reflective Topical Autobiography as described by Johnstone (1999). My story is woven throughout this thesis as I gradually reveal more of myself as I feel that who I am should be a continuous thread that lends credence to multiple sections of this work. Several of my reflective stories about the immersion programme experiences, called here, vignettes are included, so that my reflections, thoughts, and feelings can be expressed. “I didn’t have to create the world I wrote about it. I realized that words could tell. [sic] That there was such a thing as an emotional sentence” (Lorde, 1984, p. 85). The genesis of the emotional sentence emerged through the use of interviews with student participants and my own introspective process. In this way I came to a new understanding of myself and my passion for this way of working. I found that these educational experiences had the ability to change the personal and professional lives of participants. Students’ world views expanded exponentially as the true-life experiences in which they actively participated nurtured a profound metamorphosis. It is important to recognise the critical social nature of this work. I have carefully considered the issues of class and gender, poverty and powerlessness, and the inherent dialectic as key elements in the reflective process. The awareness of these social issues coupled with profound personal changes that occurred when immersed in another culture frame the contribution of this work to the profession of nursing in general and to midwifery specifically. In addition, I have been changed. My “way of being” has become radically different. I realise that I facilitate life transformation for participants by providing the platform; I realise the connection, potency, and power of student-teacher relationships; and most of all I learned that I teach from the heart

Prescribing competency assessment for Canadian medical students: a pilot evaluation

Background: The knowledge and ability to prescribe safely and effectively is a core competency for every graduating medical student. Our previous research suggested concerns about medical student prescribing abilities, and interest in a standardized assessment process. Methods: A multi-year cross-sectional study evaluating the feasibility, acceptability, and discriminative ability of an online prescribing competency assessment for final year Canadian medical students was conducted. Students at nine sites of four Ontario medical schools were invited to participate in an online one-hour exam of eight domains related to prescribing safely. Student feedback on perceived fairness, clarity, and ease of use formed the primary outcome. Exam performance and parity between schools were the secondary outcome.  Results: A total of 714 students completed the assessment during spring final review courses between 2016 and 2018. Student feedback was more favourable than not for appropriateness of content (53.5% agreement vs 18.3% disagreement), clarity of questions (65.5% agreement vs 11.6% disagreement), question layout and presentation (70.8% agreement vs 12.2% disagreement), and ease of use of online interface (67.1% agreement vs 13.6% disagreement). Few (23.6% believed their course work had prepared them for the assessment. Mean total exam score was 70.0% overall (SD 10.4%), with 47.6% scoring at or above the pass threshold of 70%. Conclusion: Our prescribing competency assessment proved feasible, acceptable, and discriminative, and indicated a need for better medical school training to improve prescribing competency. Further evaluation in a larger sample of medical schools is warranted

Growth Rates and Explosions in Sandpiles

We study the abelian sandpile growth model, where n particles are added at the origin on a stable background configuration in Z^d. Any site with at least 2d particles then topples by sending one particle to each neighbor. We find that with constant background height h <= 2d-2, the diameter of the set of sites that topple has order n^{1/d}. This was previously known only for h<d. Our proof uses a strong form of the least action principle for sandpiles, and a novel method of background modification. We can extend this diameter bound to certain backgrounds in which an arbitrarily high fraction of sites have height 2d-1. On the other hand, we show that if the background height 2d-2 is augmented by 1 at an arbitrarily small fraction of sites chosen independently at random, then adding finitely many particles creates an explosion (a sandpile that never stabilizes).Comment: 19 pages, 4 figures, to appear in Journal of Statistical Physics. v2 corrects the proof of the outer bound of Theorem 4.1 of arXiv:0704.068