Teamwork skills and occupational work ethic of secondary school students in a school-to-work program

The main purpose in conducting this quasi-experimental study was to determine, using the WorkKeys Teamwork assessment and the Occupational Work Ethic Inventory (OWEI), if there are significant differences between teamwork skills and work ethic of secondary student participants in a company-sponsored school-to-work program and a control group. Demographic factors were reviewed including grade level, career cluster, work experience, anticipated level of education, and cooperative education participation. In addition, this study examined if there is any significant interaction between WorkKeys Teamwork scores and OWEI scores. Students from a secondary school in Monroe County were used as participants in the study. A total of 128 students were asked to participate in the study. One hundred and five surveys were returned, accounting for an 82% response rate. Descriptive statistics including the mean, standard deviation, and frequencies were gathered for demographic data to assist in the interpretation of the WorkKeys Teamwork scores and work ethic subscales. A multivariate analysis of variance (MANOV A), analysis of variance (ANOV A), and Chi-square statistics were utilized to analyze differences between the experimental group and the control group. Finally, Spearman\u27 s rho correlation was calculated to determine if a relationship existed between the WorkKeys Teamwork scores and work ethic subscales. The major findings from the study implied that (a) there are significant differences in work ethic of the experimental and control group and (b) there is a positive correlation between the WorkKeys Teamwork scores and initiative, subscale of work ethic

The Effect of Stuttering and Fluency-enhancing Conditions on a Manual Movement Task

The present study investigated the possibility of finding and quantifying correlates of stuttering behaviors outside of the speech production system. One female and six male adults who stutter (aged 22-49) drew continuous circles on a digital x-y pad under seven conditions: 1) while silent, 2) while reading alone, 3) while reading under choral speech, 4) while reading under frequency altered feedback (FAF) shifted up one-half octave, 5) while reading under FAF shifted down one-half octave, 6) while reading under delayed auditory feedback (DAF) of 100 milliseconds (ms), and 7) while reading under DAF of 200ms. Normalized jerk (NJ), a measure of motor disfluency, was measured during the drawing tasks. In addition, the proportion of stuttered syllables was computed for all reading tasks. Seven age and gender matched non-stuttering participants were also tested to examine group differences in NJ measures. Participants in the stuttering group displayed higer levels of mean NJ than controls in all reading conditions, but not for the silent condition. For the stuttering group, mean NJ measures were lowest in the silent (non-reading task), and showed a 49% increase for the unassisted (solo) reading condition. In terms of stuttering frequency, solo reading, the condition in which NJ measures were the highest, was also the condition which produced the highest mean proportion of stuttered syllables (0.13). During the choral condition, in which stuttering was reduced by 95% to its lowest level (0.01), the NJ measures were reduced by approximately 20%, more than any other reading task. The FAF and DAF conditions resulted in 58-75% decreases in stuttering frequency, and NJ values that were lower than solo reading, but higher than the choral condition. For the control subjects, the mean NJ values remained relatively stable across conditions. In conclusion, for the stuttering group, under conditions in which stuttering frequency was high, NJ measures were high, and under fluency-enhancing conditions which lowered the stuttering frequency, NJ measures also decreased. Thus, it appears that stuttering can produce quantifiable disfluent effects on motor systems beyond the speech motor system and that reductions in overt stuttering are related to reductions in measures of normalized jerk

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

A course in basic grammatical analysis

From the preface: The purpose of this material is to give the beginning student the means to analyze the basic grammatical structures of previously unanalyzed languages. No former study of a foreign language or prior linguistic training is presupposed. In conjunction with practice in problem solving, the lessons guide the beginning student in doing basic grammatical analysis and prepare him for applying in a field situation the grammatical concepts he has acquired. The theory on which this course is based is Standard Transformational Grammar with some modifications and differences in emphasis. The standard theory facilitates grammatical descriptions which are abstract enough to be interesting and insightful, but not so abstract as to be impractical for the beginning student. The standard theory covers a wide range of phenomena in language, a central need of the field linguist; however, we have found it necessary to develop an informal, modified version of the standard theory which gives a central role to grammatical functions such as subject and object. In describing languages with certain basic word orders (Verb-Subject-Object or Object-Subject-Verb), grammatical function needs to be made explicit in the syntactic rules so as to avoid the awkwardness arising from the way the standard theory defines subject of and object of in terms of phrase-marker configurations. Another consideration is that changes in grammatical function in some languages can only be described in a natural way by making direct reference to grammatical function. Our modified theory is one step toward the study of a more adequate, but also more abstract, theory of grammar in which grammatical relations play a central role. There is, furthermore, an important difference in the way we have applied the standard theory to specific data. In particular, we have given greater emphasis to levels of analysis such as word, phrase, and clause than is usually the case in the application of the theory. Such a level oriented analysis, apart from theoretical considerations, we consider to be pedagogically effective and to meet more adequately the practical needs of the field linguist

Occupational Therapy\u27s Role in Providing Gender-Affirming Care for Transgender and Gender Diverse Individuals

There is limited information, education, and training available on providing care for the transgender and gender-diverse population, and many healthcare providers lack the specific knowledge needed to provide adequate, culturally competent care. A needs assessment was conducted to better understand what healthcare practitioners wanted to know regarding this topic, as well as what trans and gender-diverse individuals wanted their healthcare practitioners to know about their care. This needs assessment was anonymous and answers were not published. The responses were analyzed by the author to identify themes and develop learning objectives for the creation of educational materials. Five educational modules were created on various topics to promote competency in providing gender-affirming services for the transgender and gender-diverse community. The availability of this resource promotes increased access to competent and culturally sensitive care for trans and gender-diverse populations in healthcare contexts.https://soar.usa.edu/otdcapstonessummer2023/1017/thumbnail.jp

Interpersonal skills and Facebook use among college students

The use of Facebook® among college students is prevalent, and its relationship with interpersonal skills is unknown. A cross-sectional design study using a convenience sample of undergraduate students enrolled in one of four sections of an upper-level nutrition course at a Northeastern, public university was conducted to investigate this relationship. Participants completed a paper survey containing items that assessed interpersonal skills, Facebook® use, and demographics. Data from 136 participants were analyzed to determine what, if any, relationship exists between Facebook® use and interpersonal skills. A statistically significant relationship was found between three pairs of variables: the Bergen Facebook® Addiction Scale total scores and a communication subscale, r(127) = -0.29, p \u3c0.01; the Bergen Facebook® Addiction Scale total scores and a conflict resolution subscale, r(127) = -0.34, p \u3c0.01; and the Bergen Facebook® Addiction Scale total scores and a total Interpersonal Skills Scale, r(127) = -0.25, p \u3c0.01. Given the inverse relationship of these variables, health educators may need to emphasize interpersonal skills to a greater extent than in the past; however, further research investigating Facebook® use and interpersonal skills should be conducted to better understand this relationship and determine whether or not it is a causal relationship

Academic standing by ethnic category, Winter 2006

Report of academic standing by seven ethnic categories for undergraduate students for Winter 2006 (200602)