Perceived self-efficacy and technology proficiency in undergraduate college students

Technology has become an integral part of the world in which we live. Today's undergraduate college students have extensive exposure to technology in all aspects of their lives, so educators would expect all students to be technologically proficient. However many people do not easily gain proficiency with computer technologies. The ability to master a skill can be examined as self-efficacy. Self-efficacy provides a mechanism to explain individual behavior and may be defined as a person's perceived capability to perform a behavior.     

IT professional identity: needs,perceptions, and belonging

A theoretical model of professional identification is developed and empirically examined as a means to understanding information technology (IT) workers’ attachment to the IT profession. Professional identification represents oneness with or belonging to a profession and provides a unique means of investigating and evaluating the IT profession. Results from a survey of 305 IT workers indicate that professional identification is directly impacted by three factors: (1) the individual's need for professional identification; (2) the individual's perceived similarity to others in the IT profession; and (3) the individual's perceptions of the IT profession, signifying the importance of internalization to identification. Professional identification is also indirectly impacted by the public's perception of the IT profession.     

B2B e-commerce supply chain integration and performance: A contingency fit perspective on the role of environment

Drawing upon contingency theory “fit” research in the IT and supply chain management literature, we applied the “fit” concept to the relationship between B2B e-commerce supply chain integration and performance. The results demonstrated that the effect of B2B supply chain integration on financial, market, and operational performance decreased as product turbulence and demand unpredictability jointly increased. Managerial implications include the conditions under which IT investments yield performance improvement and the need for firms to actively manage demand uncertainty.     

Lidar-based mapping of flood control levees in South Louisiana

Flood protection in south Louisiana is largely dependent on earthen levees, and in the aftermath of Hurricane Katrina the state’s levee system has received intense scrutiny. Accurate elevation data along the levees are critical to local levee district managers responsible for monitoring and maintaining the extensive system of non-federal levees in coastal Louisiana. In 2012, high resolution airborne lidar data were acquired over levees in Lafourche Parish, Louisiana, and a mobile terrestrial lidar survey was conducted for selected levee segments using a terrestrial lidar scanner mounted on a truck. The mobile terrestrial lidar data were collected to test the feasibility of using this relatively new technology to map flood control levees and to compare the accuracy of the terrestrial and airborne lidar. Metrics assessing levee geometry derived from the two lidar surveys are also presented as an efficient, comprehensive method to quantify levee height and stability. The vertical root mean square error values of the terrestrial lidar and airborne lidar digital-derived digital terrain models were 0.038 m and 0.055 m, respectively. The comparison of levee metrics derived from the airborne and terrestrial lidar-based digital terrain models showed that both types of lidar yielded similar results, indicating that either or both surveying techniques could be used to monitor geomorphic change over time. Because airborne lidar is costly, many parts of the USA and other countries have never been mapped with airborne lidar, and repeat surveys are often not available for change detection studies. Terrestrial lidar provides a practical option for conducting repeat surveys of levees and other terrain features that cover a relatively small area, such as eroding cliffs or stream banks, and dunes.     

Arthrodial joint markerless cross-parameterization and biomechanical visualization

Orthopedists invest significant amounts of effort and time trying to understand the biomechanics of arthrodial (gliding) joints. Although new image acquisition and processing methods currently generate richer-than-ever geometry and kinematic data sets that are individual specific, the computational and visualization tools needed to enable the comparative analysis and exploration of these data sets lag behind. In this paper, we present a framework that enables the cross-data-set visual exploration and analysis of arthrodial joint biomechanics. Central to our approach is a computer-vision-inspired markerless method for establishing pairwise correspondences between individual-specific geometry. Manifold models are subsequently defined and deformed from one individual-specific geometry to another such that the markerless correspondences are preserved while minimizing model distortion. The resulting mutually consistent parameterization and visualization allow the users to explore the similarities and differences between two data sets and to define meaningful quantitative measures. We present two applications of this framework to human-wrist data: articular cartilage transfer from cadaver data to in vivo data and cross-data-set kinematics analysis. The method allows our users to combine complementary geometries acquired through different modalities and thus overcome current imaging limitations. The results demonstrate that the technique is useful in the study of normal and injured anatomy and kinematics of arthrodial joints. In principle, the pairwise cross-parameterization method applies to all spherical topology data from the same class and should be particularly beneficial in instances where identifying salient object features is a nontrivial task.     

Evidence-based parent and family interventions in school psychology: Overview and procedures.

This special issue, entitled "Evidence-Based Parent and Family Interventions in School Psychology," examines the data that support the use of interventions as methods for changing children's school-related behavior and learning problems. Taken together, the articles reflect the work of the Parent and Family Intervention domain of the Evidence-Based Interventions in School Psychology Task Force. Across the articles in this special issue, the categories of coding criteria in the Manual were used to organize the presentation of results. Six review articles on the evidence base for parent and family intervention appear next; these are followed by commentary from distinguished scholars and a brief reflective comment from the special issue editors. Parent intervention is the exclusive focus of the reviews of parent education and parent consultation. Two reviews focus on the home-school relationship including the articles on parent involvement and home-school collaboration. Two reviews include both parent and family treatments: early childhood family-focused interventions and parent training and family systems interventions. Commentary was sought from the current co-chairs of the Task Force, an expert in evidence-based practice in child clinical psychology, a researcher in family-school linkages and parent consultation, and a methodologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based family-school interventions with preschool children.

Fifteen studies of family-school interventions with preschool children conducted between 1980 and 2002, and published in peer-reviewed journals, were reviewed and evaluated according to the criteria developed by the Task Force on Evidence-Based Intervention in School Psychology (Division 16 and Society for the Study of School Psychology Task Force, 2003). Results indicate that family-school interventions with preschool children have taken many forms, have targeted a variety of problems and behaviors, and have generally shown positive effects. Efficacious interventions included parent and teacher training, parent education, and behavioral family therapy. Recommendations for future research include increased methodological rigor, replication and extension of current studies, and the completion of longer-term, follow-up investigations to determine whether gains that are made post-treatment are maintained over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Analyzing collaborative knowledge construction: multiple methods for integrated understanding

Documenting collaborative knowledge construction is critical for research in computer-supported collaborative learning. Because this is a multifaceted phenomenon, mixed methods are necessary to construct a good understanding of collaborative interactions, otherwise there is a risk of being overly reductionistic. In this paper I use quantitative methods of verbal data analysis, qualitative analysis, and techniques of data representation to characterize two successful knowledge building interactions from a sociocultural perspective. In the first study, a computer simulation helped mediate the interaction and in the second, a student-constructed representation was an important mediator. A fine-grained turn-by-turn analysis of the group discussions was supplemented with qualitative analysis of larger units of dialogue. In addition, chronological representations of discourse features and tool-related activity were used in study 2 to gain an integrated understanding of how a student-generated representation mediated collaborative knowledge construction. It is only by mixing methods that collaborative knowledge construction can be well characterized.     

A Demonstration of High-Throughput Electrophoresis

Automating electrophoresis significantly reduces the time required for loading a large number of samples, increases the speed of electrophoresis analysis, and maximizes the resolution power (clear separation of fragments) of this technique. In addition, automation increases the precision of electrophoresis analysis. Here we demonstrate an automated, high-throughput method of loading 96 samples simultaneously onto an electrophoresis gel, using the Apogent Discoveries Tango™ system and the Invitrogen™ E-Gel® 96 system.     

Cognitive Trauma Therapy for Battered Women With PTSD (CTT-BW).

This article describes a second treatment-outcome study of cognitive trauma therapy for battered women with posttraumatic stress disorder (PTSD; CTT-BW). CTT-BW includes trauma history exploration: PTSD education; stress management; exposure to abuse and abuser reminders; self-monitoring of negative self-talk; cognitive therapy for guilt; and modules on self-advocacy, assertiveness, and how to identify perpetrators. One hundred twenty-five ethnically diverse women were randomly assigned to immediate or delayed CTT-BW. PTSD remitted in 87% of women who completed CTT-BW, with large reductions in depression and guilt and substantial increases in self-esteem. White and ethnic minority women benefited equally from CTT-BW. Similar treatment outcomes were obtained by male and female therapists and by therapists with different levels of education and training. Gains were maintained at 3- and 6-month follow-ups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)