Virtual Team Effectiveness And Sequence Of Conditions

This study examines the sequence of Group Task Pressure (GTP) and communication medium conditions on group effectiveness. It contributes to the task-technology fit research by considering the sequence of these conditions on task-technology fit related to group effectiveness. The study has value for professionals pursuing the construction and management of virtual teams. A pilot experiment was conducted using 22 subjects in eight groups with a mixed 2x2 design. Given the sample size, the study is more descriptive than inferential. The study manipulated GTP by combinations of time scarcity, reward and task complexity. The media conditions used in the study were face-to-face and synchronous computer-mediated chats. Group effectiveness was measured by the length of time groups took to complete assigned tasks. The four study conditions were: a simple task completed face-to-face, a simple task completed in a computer-mediated condition, a complex task completed in a face-to-face condition and a complex task in a computer-mediated condition. Each group was rotated through all the conditions. The sequence of communication medium conditions were significant, but not the sequence of GTP conditions. Groups starting in the face-to-face condition took less time to complete their rotation of tasks than groups starting in the computer-mediated condition. Groups starting in both the low and high GTP conditions took the same amount of time to complete the full rotation of task and conditions. Recommendations for subsequent research on group task pressure are presented

The nation-state and its ideology: A study of school children\u27s views of nationalism, politics, and enmity

This dissertation explores the reproduction and ideological legitimization of the nation-state in the eyes of successive generations. There are two components to this study. The first is a socio-historical analysis of the formation of nation-state ideology, a formation which seems to necessitate creation of in-groups and out-groups. It is a socio-historical analysis of victimization, of the tendency to justify colonialism, expansionism, imperialism, and brutality to outsiders. The second component of this study is concerned with how the ideology of the nation-state regarding nationalism, patriotism, and especially classification of enemy groups, is reproduced and legitimized for future generations. For this purpose, I conducted 142 in-depth interviews with children aged 7 through 14. I asked them open-ended questions about kind and unkind behavior on the international, national, and interpersonal level. An overall, rather expected, finding of this study is that children tend to internalize the status quo. This is done through their embracement of national symbols, attachment to political authority, and glorification of our way as the best way. It can be said that the ideological hegemony of the dominant group is perpetuated and legitimized through the larger agencies of socialization: the mass media, political slogans and campaigns, schools, religion, and parents. Children are sensitized to groups that differ, a reflection of what is known as the dominator model, that is, one which evaluates differences in terms of inferior or superior, as opposed to the partnership model, which evaluates differences in more pluralistic terms. Many of the responses of children indicate that the world would be better off if every group were to run things as we do in the United States--a testament to the effective socialization of these children. Many children believe that our political system and ideology are superior to those of others. On the interpersonal level, children seem to be aware of social stratification in their schools, namely, the system of ranking groups on the basis of such social attributes as class, race, gender, or physical appearance--which some considered wrong, but acknowledged that either they had witnessed or taken part in this classification

“I had to adapt to continue being a student to the best of my ability”: Identifying Occupational Therapy Students’ Processes of Adapting to Academic Disruption

In the wake of COVID-19, practitioners, educators, and students had to shift to virtual interactions while experiencing significant unknowns and valid fears. This project describes the lived experiences of 37 occupational therapy students who lived through this international pandemic examining their reflections of how occupational therapy theories and models of practice could inform approaches to adapt to the changing context of their lives. Narratives of students collected as part of routine educational assessments in an introduction to occupational therapy theory course were examined using methods of content analysis to understand the perspectives of students’ needs, supports, and mechanisms of adaption as well as how students used personal experiences as part of transformative learning in the process of understanding approaches used clinically in occupational therapy practice. Three thematic categories emerged: ‘the demand to adapt,’ ‘engagement,’ and ‘mastery/agency.’ More students describe connecting to concepts from the model of Occupational Adaption (OA; Schkade & Schultz, 1992) versus other models of practice to achieve satisfactory engagement with occupations. Understanding these mechanisms of adaption may help faculty and university administrators effectively develop intervention strategies to help manage students’ reactions to disruptions in the future

Forging Relationships and Filling Repositories

Poster presentation for 2018 United States Agricultural Information Network (USAIN) 16th Biennial Conference at Washington State UniversityPoster presentation for 2018 United States Agricultural Information Network (USAIN) 16th Biennial Conference at Washington State Universit

Sensory Modulation Disorder and Schizophrenia: Linking Behavioral Measures

Schizophrenia is a devastating disorder affecting millions of people in the United States. Studies leading to new understanding of and intervention for this disorder are essential, as current interventions are minimally effective. The end result is high rates of re-hospitalization, impaired occupational performance and decreased community reintegration. According to the Diagnostic and Statistical Manual of Mental Disorders, symptoms of schizophrenia are categorized as positive or negative, with both types of symptoms impacting successful occupational engagement. Based on behavioral observations occupational therapists have hypothesized that this population may also experience sensory modulation disorder (SMD). Although electrophysiological studies support the presence of SMD, studies focusing on the relationship between the observable behaviors of these two disorders are lacking. The purpose of this project is to examine the relationship between symptoms of SMD and schizophrenia. A cross-sectional design was used for this study. A convenience sample of 40 subjects was recruited from two outpatient psychiatric programs in Chicago, Illinois. Multi-site testing using the Positive and Negative Syndrome Scale (PANSS) and the Adolescent/Adult Sensory Profile (A/ASP) was used to address the following questions: 1) Is there a relationship between symptoms of schizophrenia and patterns of SMD? 2) Can positive and negative symptoms of schizophrenia reliably predict patterns of sensory modulation disorder? A Spearman correlation coefficient was used to examine the relationship between symptoms of schizophrenia and patterns of SMD, indicated a significant positive relationship between positive symptoms of schizophrenia and the low registration and sensory sensitivity quadrants of the A/ASP. Furthermore, a Mann Whitney U test uncovered significantly higher sensory sensitivity scores in African Americans compared to Caucasians. No significant relationships were found between negative symptoms and patterns of SMD. Stepwise regression found that positive symptoms predicted higher low registration scores and a combination of positive symptoms, race and gender were the best predictors of higher sensory sensitivity scores. This study did find a relationship between positive symptoms and patterns of SMD, suggesting that the relationship may actually be between psychosis and SMD and not schizophrenia. However, due to the small sample size, results should be interpreted cautiously and further studies completed

Classroom Observation Data for District A: Anecdotal Observation Results

This report documents the results of anecdotal observations conducted in District A during the spring of 2004. It describes the algebra topics addressed during our observations, the expected tasks (class activities), teacher actions, and student actions in six different beginning algebra courses this district. We looked at the similarities and differences in the algebra curriculum for students with and without disabilities in the different algebra courses, the ways that class periods were structured in these classes, the kinds of instructional approaches that were used in general education and special education algebra courses, and students’ responses to these instructional approaches

Alignment of Algebra Curriculum, Assessment, and Instructional Practices in District A: A Case Study of Spring 2004

Project AAIMS (Algebra Assessment and Instruction: Meeting Standards) is a federally funded project that has two objectives. The first is to examine the alignment of algebra 1 curriculum, instruction, and assessment in general and special education. The second is to develop and validate algebra assessments tools for use in general and special education classes. This case study focuses on the first objective – it examines the alignment of algebra curriculum, instruction, and assessment for students with and without disabilities in one of the three districts participating in Project AAIMS

Classroom Observation Data for District A: Momentary Time Sampling

This report documents the results of momentary time sampling observations conducted in District A during the spring of 2004. It identifies typical student and teacher behaviors, as well as typical instructional organization patterns and task formats in a variety of beginning algebra classes in this district. We describe some of the similarities and differences in algebra instruction for students with and without disabilities who were enrolled in 8th grade Algebra, Algebra I, Algebra IA or IB, Special Education Algebra, and Special Education Pre-Algebra. In addition, we report our findings about patterns of student behavior in each of these classes

Smemories: The Relationship Between Smells and Memories for Adults 60+ - Report Series # 19

Older adults are at a significant risk for malnutrition – even when they reside in a setting where their meals are provided for them. Due to a variety of factors, eating and cooking can lose their appeal with increased age. This project is the first stage in developing a creative way to encourage more positive eating habits and better nutrition among older adults. Can a connection between favourite food smells and positive memories improve eating habits among older adults? This pilot project seeks to answer some preliminary questions about preferences for food smells, the memories associated with those aromas, and whether exposure to foods that emit these smells impacts mood