Individual job redesign:job crafting interventions in healthcare

In two quasi-experimental studies – Study 1 among medical specialists (N = 119) and Study 2 among nurses (N = 58) – we tested the impact of a general and a specific job crafting intervention on health care professionals’ well-being and (objective and subjective) job performance. Both groups of participants received training and then set personal job crafting goals for a period of three weeks. The results of a series of repeated measures analyses showed that both interventions were successful. Participation in the job crafting intervention groups were associated with increases in job crafting behaviors, well-being (i.e., work engagement, health, and reduced exhaustion), and job performance (i.e., adaptive, task, and contextual performance) for the medical specialists and nurses relative to the control groups. Though we did not find a significant intervention effect for objective performance, we conclude that job crafting is a promising job redesign intervention strategy that individual employees can use to improve their well-being and job performance.</p

Spectral isolation of naturally reductive metrics on simple Lie groups

We show that within the class of left-invariant naturally reductive metrics $\mathcal{M}_{\operatorname{Nat}}(G)$ on a compact simple Lie group $G$, every metric is spectrally isolated. We also observe that any collection of isospectral compact symmetric spaces is finite; this follows from a somewhat stronger statement involving only a finite part of the spectrum.Comment: 19 pages, new title and abstract, revised introduction, new result demonstrating that any collection of isospectral compact symmetric spaces must be finite, to appear Math Z. (published online Dec. 2009

Adiabatic and isocurvature perturbation projections in multi-field inflation

Current data are in good agreement with the predictions of single field inflation. However, the hemispherical asymmetry seen in the cosmic microwave background data, may hint at a potential problem. Generalizing to multi-field models may provide one possible explanation. A useful way of modeling perturbations in multi-field inflation is to investigate the projection of the perturbation along and perpendicular to the background fields' trajectory. These correspond to the adiabatic and isocurvature perturbations. However, it is important to note that in general there are no corresponding adiabatic and isocurvature fields. The purpose of this article is to highlight the distinction between a field redefinition and a perturbation projection. We provide a detailed derivation of the evolution of the isocurvature perturbation to show that no assumption of an adiabatic or isocurvature field is needed. We also show how this evolution equation is consistent with the field covariant evolution equations for the isocurvature perturbation in the flat field space limit

Homogeneity and plane-wave limits

We explore the plane-wave limit of homogeneous spacetimes. For plane-wave limits along homogeneous geodesics the limit is known to be homogeneous and we exhibit the limiting metric in terms of Lie algebraic data. This simplifies many calculations and we illustrate this with several examples. We also investigate the behaviour of (reductive) homogeneous structures under the plane-wave limit.Comment: In memory of Stanley Hobert, 33 pages. Minor corrections and some simplification of Section 4.3.

Soft parton radiation in polarized vector boson production: theoretical issues

Accurate measurement of spin-dependent parton distributions in production of electroweak bosons with polarized proton beams at the Relativistic Heavy Ion Collider depends on good understanding of QCD radiation at small transverse momenta $q_T$ of vector bosons. We present a theoretical formalism for small-$q_T$ resummation of the cross sections for production of virtual photons, W, and Z bosons, with the subsequent decay of these bosons into lepton pairs, for arbitrary longitudinal polarizations of the proton beams.Comment: 35 pages, 2 figures; minor modifications; bibliography references adde

Explaining why Childhood Abuse is a Risk Factor for Poorer Clinical Course in Bipolar Disorder: A Path Analysis of 923 People With Bipolar I Disorder

Background. Childhood abuse is a risk factor for poorer illness course in bipolar disorder, but the reasons why are unclear. Trait-like features such as affective instability and impulsivity could be part of the explanation. We aimed to examine whether childhood abuse was associated with clinical features of bipolar disorder, and whether associations were mediated by affective instability or impulsivity. Methods. We analysed data from 923 people with bipolar I disorder recruited by the Bipolar Disorder Research Network. Adjusted associations between childhood abuse, affective instability and impulsivity and eight clinical variables were analysed. A path analysis examined the direct and indirect links between childhood abuse and clinical features with affective instability and impulsivity as mediators. Results Affective instability significantly mediated the association between childhood abuse and earlier age of onset [effect estimate (θ)/standard error (SE): 2.49], number of depressive (θ/SE: 2.08) and manic episodes/illness year (θ/SE: 1.32), anxiety disorders (θ/SE: 1.98) and rapid cycling (θ/SE: 2.25). Impulsivity significantly mediated the association between childhood abuse and manic episodes/illness year (θ/SE: 1.79), anxiety disorders (θ/SE: 1.59), rapid cycling (θ/SE: 1.809), suicidal behaviour (θ/SE: 2.12) and substance misuse (θ/SE: 3.09). Measures of path analysis fit indicated an excellent fit to the data. Conclusions Affective instability and impulsivity are likely part of the mechanism of why childhood abuse increases risk of poorer clinical course in bipolar disorder, with each showing some selectivity in pathways. They are potential novel targets for intervention to improve outcome in bipolar disorder

Group diversity and group identification:the moderating role of diversity beliefs

Research on diversity in teams and organizations has revealed ambiguous results regarding the effects of group composition on workgroup performance. The categorization—elaboration model (van Knippenberg et al., 2004) accounts for this variety and proposes two different underlying processes. On the one hand diversity may bring about intergroup bias which leads to less group identification, which in turn is followed by more conflict and decreased workgroup performance. On the other hand, the information processing approach proposes positive effects of diversity because of a more elaborate processing of information brought about by a wider pool and variety of perspectives in more diverse groups. We propose that the former process is contingent on individual team members' beliefs that diversity is good or bad for achieving the team's aims. We predict that the relationship between subjective diversity and identification is more positive in ethnically diverse project teams when group members hold beliefs that are pro-diversity. Results of two longitudinal studies involving postgraduate students working in project teams confirm this hypothesis. Analyses further reveal that group identification is positively related to students' desire to stay in their groups and to their information elaboration. Finally, we found evidence for the expected moderated mediation model with indirect effects of subjective diversity on elaboration and the desire to stay, mediated through group identification, moderated by diversity beliefs

Secondary education reform in Lesotho and Zimbabwe and the needs of rural girls: Pronouncements, policy and practice

Analysis of the educational needs of rural girls in Lesotho and Zimbabwe suggests a number of shortcomings in the current form of secondary education, and ways in which it might be modified so as to serve this sizeable group of students better. Several of the shortcomings, notably in relation to curricular irrelevance and excessive focus on examinations, have long been recognised, including by politicians. Yet political pronouncements are seldom translated into policy, and even where policy is formulated, reforms are seldom implemented in schools. This paper makes use of interviews with educational decision-makers in the two southern African countries and a range of documentary sources to explore why, despite the considerable differences between the two contexts, much needed educational reforms have been implemented in neither