Suicidal Risk at a College Counseling Center: Correlates at Intake and Therapeutic Outcomes

Suicidal risk is examined within the population of college students entering therapy. College student suicidal risk factors are examined among those entering therapy. Based on suicidal risk presented at intake, subsequent outcomes, with respect to treatment duration and mental health functioning, are evaluated. Participants include 1717 students aged 18-22 receiving therapy services at the Johns Hopkins University Counseling Center. Measures included the Personal Identification Form, Problem Checklist, and Behavioral Health Questionnaire-20. Various demographic (race/ethnicity), clinical (previous treatment and referral source), emotional (depression, anxiety, and substance abuse), and collegiate (thwarted belongingness, academic stress, and identity confusion) factors were associated with increased suicidal risk presented at intake. Initial suicidal risk was also associated with treatment duration and changes in self-reported levels of distress, symptoms, impairment, and global mental health. Implications and future directions are discussed

The selection of case studies: strategies and their applications to IS implementation case studies

Case study research by definition is well suited to the study of IS implementation, especially when context is important. Furthermore, its products are highly relevant and therefore they appeal to IS practitioners, an audience for which the IS literature has been critiqued of ignoring. While the value of single case research is methodologically viable in the study of critical cases, the multiple case study approach is believed to be more appropriate to the study of typical cases of IS implementations. However, the IS literature provides little guidance on strategies for case study selection, particularly for multiple case studies. More important, is the need to provide the rational for case selection that relates these suggested strategies to the particular objectives of the case research inquiry. The purpose of this study is to fill this gap by providing a review of strategies for single and multiple case study selection in the context of systems implementation. Furthermore, the application of these guidelines in a multiple case study of strategic decision making of enterprise systems implementations will be illustrated

An ES process framework for understanding the strategic decision making process of ES implementations

Enterprise systems (ES) implementations are regarded costly, time and resource consuming and have a great impact on the organization in terms of the risks they involve and the opportunities they provide. The steering committee (SC) represents the group of individuals who is responsible for making strategic decisions throughout the ES implementation lifecycle. It is evident from recent studies that there is a relationship between the decision making process and ES implementation success. One of the key elements that contribute to the success of ES implementations is a quick decision making process (Brown and Vessey, 1999; Gupta, 2000; Parr, et al., 1999). This study addresses the strategic decision-making process by SC through its focus on four research questions (1) How can the strategic decision-making process in the implementation of ES be better understood, during each phase of the ES implementation lifecycle? (2) What is the process by which the SC makes strategic decisions? (3) How are fast decisions made? and (4) How does decision speed link to the success of ES implementation? Process models of ES implementation will provide a framework to investigate the strategic decision making process during each phases of the ES implementation lifecycle. Patterns in the decision making process will be explored using strategic choice models. This study develops a research model that focuses on the decision making process by steering committee to explore research questions. It concludes with identifying contributions to both IS research and business practitioners

Evaluating Trust and Safety in HRI : Practical Issues and Ethical Challenges

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage, and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). Copyright is held by the owner/author(s). Date of Acceptance: 11/02/2015In an effort to increase the acceptance and persuasiveness of socially assistive robots in home and healthcare environments, HRI researchers attempt to identify factors that promote human trust and perceived safety with regard to robots. Especially in collaborative contexts in which humans are requested to accept information provided by the robot and follow its suggestions, trust plays a crucial role, as it is strongly linked to persuasiveness. As a result, human- robot trust can directly affect people's willingness to cooperate with the robot, while under- or overreliance could have severe or even dangerous consequences. Problematically, investigating trust and human perceptions of safety in HRI experiments is not a straightforward task and, in light of a number of ethical concerns and risks, proves quite challenging. This position statement highlights a few of these points based on experiences from HRI practice and raises a few important questions that HRI researchers should consider.Final Accepted Versio

Toward New Vision in Teaching Calculus

Usually the first course in mathematics is calculus. Its a core course in the curriculum of the Business, Engineering and the Sciences. However many students face difficulties to learn calculus. These difficulties are often caused by the prior fear of mathematics. The students today cant live without using computer technology. The uses of computer for teaching and learning can transform the boring traditional methodology of teach to more active and attractive method. In this paper, we will show how we can use Excel in teaching calculus to improve our students learning and understanding through different types of applications ranging from Business to Engineering. The effectiveness of the proposed methodology was tested on a random sample of 45 students from different majors over a period of two semesters.Comment: IERI Procedia, Elsevier. 201

Key pedagogic thinkers: Dave Cormier

An interview with Dave Cormier, the founder of Rhizomatic learnin