Advancing Dispute Resolution by Unpacking the Sources of Conflict: Toward an Integrated Framework

Organizational leaders, public policy makers, dispute resolution professionals, and scholars have developed diverse methods for resolving workplace conflict. But there is inadequate recognition that the effectiveness of a dispute resolution method depends on its fit with the source of a particular conflict. Consequently, it is essential to better understand where conflict comes from and how this affects dispute resolution. To these ends, this paper uniquely integrates scholarship from multiple disciplines to develop a multi-dimensional framework on the sources of conflict. This provides an important foundation for theorizing and identifying effective dispute resolution methods, which are more important than ever as the changing world of work raises new issues, conflicts, and institutions

Preliminary design study - Oxidizer tank helium pressure regulator, Flox-Atlas, airborne Final report

Oxidizer tank helium pressure regulator compatible with fluorine-liquid oxyge

Ilioinguinal and iliohypogastric nerves cannot be selectively blocked by using ultrasound guidance: a volunteer study

Background Ilioinguinal (IL) and iliohypogastric (IH) nerve blocks are used in patients with chronic postherniorrhaphy pain. The present study tested the hypothesis that our method, previously developed in cadavers, blocks the nerves separately and selectively in human volunteers. Methods We blocked the IL and the IH nerves in 16 volunteers in a single-blinded randomized cross-over setting under direct ultrasound visualization, by injecting two times the ED95 volume of 1% mepivacaine needed to block a peripheral nerve. The anaesthetized skin areas were tested by pinprick and marked on the skin. A digital photo was taken. For further analysis, the parameterized picture data were transformed into a standardized and unified coordinate system to compare and calculate the overlap of the anaesthetized skin areas of the two nerves on each side. An overlap <25% was defined as selective block. Results Fifty nerve blocks could be analysed. The mean volume injected to block a single nerve was 0.9 ml. Using ultrasound, we observed spread from one nerve to the other in 12% of cases. The overlap of the anaesthetized skin areas of the nerves was 60.3% and did not differ after exclusion of the cases with visible spread of local anaesthetic from one nerve to the other. Conclusions The IL and IH nerves cannot be selectively blocked even if volumes below 1 ml are used. The most likely explanation is the spread of local anaesthetic from one nerve to the other, although this could not be directly observed in most case

AIRNET: A real-time comunications network for aircraft

A real-time local area network was developed for use on aircraft and space vehicles. It uses token ring technology to provide high throughput, low latency, and high reliability. The system was implemented on PCs and PC/ATs operating on PCbus, and on Intel 8086/186/286/386s operating on Multibus. A standard IEEE 802.2 logical link control interface was provided to (optional) upper layer software; this permits the controls designer to utilize standard communications protocols (e.g., ISO, TCP/IP) if time permits, or to utilize a very fast link level protocol directly if speed is critical. Both unacknowledged datagram and reliable virtual circuit services are supported. A station operating an 8 MHz Intel 286 as a host can generate a sustained load of 1.8 megabits per second per station, and a 100-byte message can be delivered from the transmitter's user memory to the receiver's user memory, including all operating system and network overhead, in under 4 milliseconds

Citizen Co-Learners: A Transgressive March toward Emancipatory Learning

Spanning continents and cultural borders, the writings of Paolo Freire, bell hooks, and Henry Giroux encompass post/decolonial and standpoint epistemologies focused on student-centered approaches. We seek to model peer learning and knowledge production bell hooks commands in Teaching to Transgress: “I have been most inspired by those teachers who have had the courage to transgress those boundaries that would confine each pupil to a rote, assembly-line approach to learning” (13).With these words in mind, we participate in a content analysis of literature and storytelling, creating sites of resistance at educational boundaries in order to increase accessibility to knowledge and scaffold various forms of meaning-making. We use this pedagogy as a springboard for inquiry into the nature of cultural borders within American Civil Rights and Racial Justice movements. Borders constructed by oppressors were locations in which the civil rights movement created moments of resistance, chronicled in the graphic novel March by John Lewis, Andrew Aydin, and Nate Powell. Claudia Rankine’s, Citizen: An American Lyric, along with her Situation videos, call into question the cultural borders and vernacular dictates which saturate modern Black American citizenry. Her work reflects the racial justices themes present in NPR StoryCorps animated short entitled Traffic Stop. Through analysis of these works, we seek to model content analysis as a form of border-crossing as co-learners in resistance and facilitators of learning as healing, breaking the boundaries between teacher and student, tending to the wounds created by borders between oppressor and oppressed

Examining Students’ Learning and Preparation in a Basic Communication Course

Prior to beginning a basic communication course, students enter with learning expectations and motivations to transfer knowledge outside the classroom. The present study examined 373 qualitative pre and post-test responses from students enrolled in a basic communication course to assess their self-defined learning and speaking preparation expectations. Through our findings, we learn that students articulate their goals in relationship to communication skills (e.g., reduce anxiety, verbal/non-verbal, audience analysis, personal goals, and confidence) and preparation (e.g., writing, outlining, presenting, and past experiences). These findings are explored in greater detail and extend our understanding of students’ goals and expectations when they enter the basic communication course. Implications, limitations, and future directions are also presented

Thinking Pigs: A Comparative Review of Cognition, Emotion, and Personality in Sus domesticus

While relatively little is known about the psychology of domestic pigs, what is known suggests that pigs are cognitively complex and share many traits with animals whom we consider intelligent. This paper reviews the scientific evidence for cognitive complexity in domestic pigs and, when appropriate, compares this literature with similar findings in other animals, focusing on some of the more compelling and cutting-edge research results. The goals of this paper are to: 1) frame pig cognition and psychology in a basic comparative context independent of the livestock production and management setting; and 2) identify areas of research with pigs that are particularly compelling and in need of further investigation. We summarize and discuss several areas of comparative psychology, including nonsocial and social cognition, self-awareness, emotion, and personality. We conclude that there are several areas of research in which the findings are suggestive of complex psychology in pigs. We conclude by calling for more noninvasive cognitive and behavioral research with domestic pigs in non-laboratory settings that allow them to express their natural abilities

Communication Apprehension: Understanding Communication Skills and Cultural Identity in the Basic Communication Course

Students enrolled in a basic communication course are required to self-examine their communication apprehension by means of the PRPSA (McCroskey 1970). The present study qualitatively examined pretest and posttest responses from 793 students enrolled in a basic communication course to assess their understanding of their communication apprehension. Our findings reveal that students articulate their communication apprehension in relationship to their public speaking skills (e.g., writing/outlining, audience analysis, and argumentation skills) and cultural identity (e.g., ESL, peer relationship, and religious identity). Our findings contribute to previous understanding of communication apprehension and are discussed in great detail alongside implications and future directions