Touch Versus Tech: When Technology Functions as a Barrier or a Benefit to Service Encounters

Interpersonal exchanges between customers and frontline service employees increasingly involve the use of technology, such as point-of-sale terminals, tablets, and kiosks. The present research draws on role and script theories to demonstrate that customer reactions to technology-infused service exchanges depend on the presence of employee rapport. When rapport is present during the exchange, the use of technology functions as an interpersonal barrier preventing the customer from responding in kind to employee rapport-building efforts, thereby decreasing service encounter evaluations. However, during service encounters in which employees are not engaging in rapport building, technology functions as an interpersonal barrier, enabling customers to retreat from the relatively unpleasant service interaction, thereby increasing service encounter evaluations. Two analyses using J.D. Power Guest Satisfaction Index data support the barrier and beneficial effects of technology use during service encounters with and without rapport, respectively. A follow-up experiment replicates this data pattern and identifies psychological discomfort as a key process that governs the effect. For managers, the results demonstrate the inherent incompatibility of initiatives designed to encourage employee–customer rapport with those that introduce technology into frontline service exchanges

Grandmaster Flash, the Sound of Afrofuturism

Annotated Bibliography for Sonic Afrofuturism issu

Teacher Perceptions of Formative Assessments on Student Learning in K-12 Classrooms

A mixed methods design was utilized to examine teacher perceptions of formative assessments and its impact on student motivation. Teachers from 32 public schools in a southeastern school district were invited to participate in a formative assessment survey using a Likert scale to share their perceptions of their understanding and use of formative assessments in the classroom. The survey and interview items addressed teachers’ own self-efficacy values as they relate to their implementation of formative assessments and their relationship with motivating students to learn. Data analysis indicated most teachers had a strong understanding of formative assessments, but some of their responses showed they confused formative assessments with summative assessment measures. Although most of the participating teachers indicated they shared learning goals with their students, some of the data showed the learning goals were directly related to proficiency goals on state-mandated tests. Additionally, teachers who had established protocols for self-assessment practices in their classroom did not include one form of self-assessing with students actually grading their own work. Finally, even though half of the teachers interviewed stated formative assessment practices had the greatest impact on motivating their students to learn, the other half of the teachers contributed it to other factors. Based on the findings of the research study from the district data, recommendations, professional development needs, and ideas for future research needs were identified and shared in detail

Do graduate entry nursing student’s experience ‘Imposter Phenomenon’?: an issue for debate

The recruitment of Graduates into the nursing profession is seen as advantageous in the academic literature. Conversely educated nurses are often portrayed in the media as “too posh to wash”. We would argue these conflicting discourses have a negative effect on graduate entry nurse education. Graduate nursing students may be particularly susceptible to “Imposter Phenomenon” a concept that describes an "internal experience of intellectual phoniness" exhibited by individuals who appear successful to others, but internally feel incompetent. We would like to encourage debate through the presentation of a small set of pilot data that established that 74% of the participants had frequent to intense experiences of Imposter Phenomenon. Students experienced feelings of failure despite consistent high achievement. Our findings and the prevalent negative rhetoric surrounding highly educated student nurses raise concerns regarding the impact of the anti-intellectualism on the Graduate entry student’s perception of self. Others may argue that this could simply be a 'natural' or expected level of anxiety in a time of transition that has no lasting impact. We debate this issue in relation to the existing literature to encourage critical dialogue

Morphological studies of the Spitzer Wide-Area Infrared Extragalactic survey galaxy population in the UGC 10214 Hubble space telescope/advanced camera for surveys field

We present the results of a morphological analysis of a small subset of the Spitzer Wide-Area Infrared Extragalactic survey (SWIRE) galaxy population. The analysis is based on public Advanced Camera for Surveys (ACS) data taken inside the SWIRE N1 field, which are the deepest optical high-resolution imaging available within the SWIRE fields as of today. Our reference sample includes 156 galaxies detected by both ACS and SWIRE. Among the various galaxy morphologies, we disentangle two main classes, spheroids (or bulge-dominated galaxies) and disc-dominated ones, for which we compute the number counts as a function of flux. We then limit our sample to objects with Infrared Array Camera (IRAC) fluxes brighter than 10 μJy, estimated ~90 per cent completeness limit of the SWIRE catalogues, and compare the observed counts to model predictions. We find that the observed counts of the spheroidal population agree with the expectations of a hierarchical model while a monolithic scenario predicts steeper counts. Both scenarios, however, underpredict the number of late-type galaxies. These observations show that the large majority (close to 80 per cent) of the 3.6- and 4.5-μm galaxy population, even at these moderately faint fluxes, is dominated by spiral and irregular galaxies or mergers

Strong biases in infrared-selected gravitational lenses

Bright submm-selected galaxies have been found to be a rich source of strong gravitational lenses. However, strong gravitational lensing of extended sources leads inevitably to differential magnification. In this paper I quantify the effect of differential magnification on simulated far-infrared and submm surveys of strong gravitational lenses, using a foreground population of Navarro-Frenk-White plus de Vaucouleurs' density profiles, with a model source resembling the Cosmic Eyelash and QSO J1148+5251. Some emission line diagnostics are surprisingly unaffected by differential magnification effects: for example, the bolometric fractions of [C II] 158um and CO(J=1-0), often used to infer densities and ionisation parameters, have typical differential magnification effects that are smaller than the measurement errors. However, the CO ladder itself is significantly affected. Far-infrared lensed galaxy surveys (e.g. at 60um) strongly select for high-redshift galaxies with caustics close to AGN, boosting the apparent bolometric contribution of AGN. The lens configuration of IRAS F10214+4724 is naturally explained in this context. Conversely, submm/mm-wave surveys (e.g. 500-1400um) strongly select for caustics close to knots of star formation boosting the latter's bolometric fraction. In general, estimates of bolometric fractions from spectral energy distributions of strongly lensed infrared galaxies are so unreliable as to be useless, unless a lens mass model is available to correct for differential magnification.Comment: Note added in proof citing Hezaveh et al. (arXiv:1203.3267); other minor changes made to match page proofs. MNRAS in press. 14 pages, 13 figures. Figures slightly degraded from publication version for smaller file sizes and reliable printin

The effectiveness of rotated centers during a reading block for students with learning disabilities

Selecting the most efficient reading program for students with special learning disabilities has become a challenge in schools today. Currently the programs that are being produced today are either in a traditional or conventional format, which are typically designed for mainstream and general education students. Neither platform gives much thought to students with learning disabilities. The traditional and conventional reading framework is block teaching for sixty minutes. The purpose of this study is to determine the effectiveness of modifying a traditional or conventional reading framework by incorporating reading stations for students with special learning disabilities. This study was conducted over a two to three month period with twelve students in the controlled group with SLD (Specific Learning Disability) and MD (Multiple Disability), similar economic status, low to moderate reading levels but low comprehension levels, same community but different ethnic backgrounds. The data demonstrated that for all twelve participants rotated learning stations during a reading block resulted in an increase in reading levels through comprehension. The students demonstrated a good attitude towards reading through their self-examination on the ERAS survey which had increased their scores

Mapping the Sonic Imaginary: Stacey Robinson’s Visual Codex

The sound of Afrofuturism, like all things connected to black speculative practice, is not easily codified. In his effort to capture the meaning of black speculative practice, Dery’s definition of Afrofuturism relied on examples drawn from comics and hip hop. In some ways, Stacey Robinson’s work and career offer a living embodiment of the transformative power of both endeavors. Stacey Robinson completed his Masters of Fine Art at the University at Buffalo and currently serves as Assistant Professor of Graphic Design at the University of Illinois Urbana-Champaign. His art speculates futures where Black people are free from colonial influences. Stacey’s collected works reside at Modern Graphics in Berlin, Bucknell University, and the Schomburg Center for Research in Black Culture

Remarkable Disk and Off-nuclear Starburst Activity in the "Tadpole Galaxy" as revealed by the Spitzer Space Telescope

We present ground-based optical and Spitzer infrared imaging observations of the interacting galaxy UGC 10214, the "Tadpole Galaxy" (z = 0.0310), focusing on the star formation activity in the nuclear, disk, spiral arms and tidal tail regions. The major findings of this study are that the Tadpole is actively forming stars in the main disk outside of the nucleus and in the tidal plume, with an estimated mean star formation rate of ~2 to 4 M_sun/yr. The most prominent sites of mid-infrared emission define a "ring" morphology that, combined with the overall morphology of the system, suggest the interaction may belong to the rare class of off-center collisional ring systems that form both shock-induced rings of star formation and tidal plumes. The nuclear emission is solely powered by older stars, with little evidence for ongoing star formation at the center of the Tadpole. Extra-nuclear star formation accounts for >50% of the total star formation in the disk and spiral arms, featuring infrared-bright 'hot spots' that exhibit strong PAH emission, whose band strength is comparable to that of late-type star-forming disk galaxies. The tidal tail, which extends 2 arcmin (~75 kpc) into the intergalactic medium, is populated by super massive star clusters likely triggered by the galaxy-galaxy interaction that has distorted UGC 10214 into its current "tadpole" shape.Comment: to appear in the January 2006 (vol 131) issue of the Astronomical Journal; high quality graphics are located here: http://spider.ipac.caltech.edu/staff/jarrett/tadpole.htm

Holding and restraining children for clinical procedures within an acute care setting: an ethical consideration of the evidence

This critical reflection on the ethical concerns of current practice is underpinned by a systematic synthesis of current evidence focusing on why and how children are held or restrained for clinical procedures within acute care and the experiences of those present when a child is held against their wishes. Empirical evidence from a range of clinical settings internationally demonstrates that frequently children are held for procedures to be completed; younger children and those requiring procedures perceived as urgent are more likely to be held. Parents and health professionals express how holding children for procedures can cause feelings of moral distress expressed as uncertainty, guilt and upset and that this act breaches the trusting and protective relationship established with children. Despite this, children’s rights and alternatives to holding are not always respected or explored. Children’s experiences and perceptions are absent from current literature. Children and young people have a moral right to have their voice and protests heard and respected and for these to inform judgements of their best interests and the actions of health professionals. Without robust evidence, debate and recognition that children are frequently held against their wishes in clinical practice for procedures which may not be urgent, children’s rights will continue to be compromised