Testing a Social Cognitive Model of Work Satisfaction among Teachers

The purpose of the current study was to empirically test a new, integrative model of work satisfaction (Lent & Brown, 2006). The Lent and Brown (2006) work satisfaction model is composed of five hypothesized predictor variables: work conditions, goal progress, work-related self-efficacy, positive affect, and goal and efficacy relevant supports. Using a sample of 366 teachers, results revealed that this model was a strong fit for the data and accounted for 91% of the variance in work satisfaction. Additionally, of the five predictor variables, only work conditions, work-related self-efficacy, and positive affect were found to contribute unique variance. This suggests that teachers who are most satisfied with their jobs are those who have a generally positive disposition, are confident in their abilities to complete work-related tasks and goals, feel supported by their school, and feel that their work is a strong fit for their values and needs. Research and practice implications are suggested

The Relationship of God Support and Religious Community Support to Career Exploration and Career decision Self Efficacy

The current study examined the relationship between religious support, social support, career exploration, and career decision self efficacy in a sample of 133 undergraduate students involved in religious organizations. Hypotheses were partially confirmed as one's level of social support and religious support, as measured by God support and religious community support, significantly correlated with CDSE but not career exploration. Regression analyses were conducted to explore the ability of the support variables to collectively predict CDSE, where results indicated that overall support accounted for 11% of the variance in CDSE, with God support and social support being significant predictors. It is suggested that, at least for religious students, support gained from religious sources may be equally as important in predicting career outcomes as social support. Further, it is recommended that additional research be conducted to explore the wide range of relationships religion may have on career development

Calling in retirement: A mixed methods study

This mixed methods study aimed to examine the experiences of a calling in retirement with a sample of 196 retired adults. First, a qualitative analysis explored the types of activities participants experienced as a calling as well as the types of barriers that participants perceived as keeping them from living their calling. ‘Helping Others’ emerged as the largest category of calling that participants endorsed and ‘No Resources to Live Calling’ emerged as the most frequently endorsed barrier. Building on our qualitative findings, we conducted a quantitative analysis to examine the relation of perceiving a calling with well-being. Consistent with prior research with working adult populations and in support of our hypotheses, perceiving a calling related to life meaning and life satisfaction, and structural equation modeling demonstrated that life meaning and living a calling (via life meaning) fully mediated the perceiving calling–life satisfaction relation. Implications for research and practice are discussed

Physiological and metabolic characteristics of elite tug of war athletes

Objective—To determine the aerobic power ([Image: see text] O(2)MAX), body composition, strength, muscular power, flexibility, and biochemical profile of an elite international squad of tug of war athletes. Methods—Sixteen male competitors (mean (SEM) age 34 (2) years) were evaluated in a laboratory. For comparative purposes, data were analysed relative to normative data for our centre and to a group of 20 rugby forwards from the Irish international squad. Results—The tug of war participants were lighter (83.6 (3.0) v 104.4 (1.8) kg, p<0.0001) and had less lean body mass (69.4 (2.1) v 86.2 (1.2) kg) than the rugby players and had lower than normal body fat (16.7 (0.9)%); all values are mean (SEM). Aerobic power measured during a treadmill test was 55.8 (1.6) ml/kg/min for the tug of war participants compared with 51.1 (1.4) ml/kg/min for the rugby forwards (p<0.03). A composite measure of strength derived from (sum of dominant and non-dominant grip strength and back strength)/lean body mass yielded a strength/mass ratio that was 32% greater (p<0.0001) for the tug of war group than the rugby group. Dynamic leg power was lower for the tug of war group than the rugby forwards (4659.8 (151.6) v 6198.2 (105) W respectively; p<0.0001). Leg flexibility was 25.4 (2.0) cm for the tug of war group. Back flexibility was 28.6 (1.4) cm which was lower (p<0.02) than the rugby forwards 34.2 (1.5) cm. Whereas blood chemistry and haematology were normal, packed cell volume, haemoglobin concentration, and erythrocyte volume were lower in the tug of war group than in the rugby players (p<0.05). All three haematological measures correlated with muscle mass (packed cell volume, r(2) = 0.37, p<0.0001; haemoglobin concentration, r(2) = 0.13, p<0.05; erythrocyte volume, r(2) = 0.21, p<0.01). Conclusions—The data indicate that international level tug of war participants have excellent strength and above average endurance relative to body size, but have relatively low explosive leg power and back flexibility. The data provide reference standards for the sport and may be useful for monitoring and evaluating current and future participants. Key Words: tug of war; body composition; [Image: see text] O(2)MAX; strength; power; flexibilit

Development of a Maxwell X-57 High Lift Motor Reference Design

NASA's all-electric X-57 airplane will utilize 14 electric motors, of which 12 are exclusively for lift augmentation during takeoff and landing. This report covers the design and development process taken to create an open reference model representative of the 12 lift augmenting motors. A combined worst case scenario was used as the design point, which represents the simultaneously occurring worst case aspects of thermal, static stress, electromagnetic, and rotor dynamic conditions. This work also highlights the tightly coupled nature of aerospace electric motor design, requiring constant iteration between all disciplines involved. Further adding to the uniqueness is the cooling method, which is limited to nacelle skin forced convection cooling only, no internal air flow is permitted. The stator outer diameter limit of 156.45 mm greatly impacts the degree of coupling between the electromagnetic design with the thermal analysis. The permanent magnet synchronous motor developed here operates between 385 V and 538 V, at a peak current of 50 A. Detailed electromagnetic, thermal, static load, and rotordynamic analysis was completed for this electric motor; all of which are required for a full design. The rotordynamic analysis took into consideration the motor housing which is designed specifically for this motor. The final electric motor has a mass of 2.34 kg, produces 24.1 Nm of torque with a specific power of 5.56 kW/kg, and has an efficiency of 96.61% at the combined worst case design point

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

The importance of improving STEM education is of perennial interest, and to this end, the education community needs ways to characterize transformation efforts. Three-dimensional learning (3DL) is one such approach to transformation, in which core ideas of the discipline, scientific practices, and crosscutting concepts are combined to support student development of disciplinary expertise. We have previously reported on an approach to the characterization of assessments, the Three-Dimensional Learning Assessment Protocol (3D-LAP), that can be used to identify whether assessments have the potential to engage students in 3DL. Here we present the development of a companion, the Three-Dimensional Learning Observation Protocol (3D-LOP), an observation protocol that can reliably distinguish between instruction that has potential for engagement with 3DL and instruction that does not. The 3D-LOP goes beyond other observation protocols, because it is intended not only to characterize the pedagogical approaches being used in the instructional environment, but also to identify whether students are being asked to engage with scientific practices, core ideas, and crosscutting concepts. We demonstrate herein that the 3D-LOP can be used reliably to code for the presence of 3DL; further, we present data that show the utility of the 3D-LOP in differentiating between instruction that has the potential to promote 3DL from instruction that does not. Our team plans to continue using this protocol to evaluate outcomes of instructional transformation projects. We also propose that the 3D-LOP can be used to support practitioners in developing curricular materials and selecting instructional strategies to promote engagement in three-dimensional instruction