http://digital.library.wisc.edu/1793/143 http://digital.library.wisc.edu/1793/35566 Using the transtheoretical model to predict intercultural willingness to communicate Mertins, Jacob Using the Transtheoretical Model to Predict Intercultural Willingness to Communicate The past several decades have led to an increased awareness by Americans of the necessity of interacting with the rest of the world. Easy and affordable transportation and communication devices have greatly decreased the vastness of the global community. Other factors such as the outsourcing of goods and services to countries across the globe have led Americans to significantly interact with other cultures. Despite these global changes, Americans are often reluctant to learn foreign languages, preferring to speak English or not communicate at all. If this trend continues, the United States will lose its competitive edge in the business world and fall further behind in many other areas. This study of Midwest college students (n = 211) uses a quantitative approach to examine the application of the Transtheoretical Model (also known as the Stages of Change) to college students? value of learning a foreign language and their intercultural willingness to communicate (IWTC). The original questions from the transtheoretical model were modified to incorporate students? attitudes toward learning a foreign language. The IWTC was reproduced in its original form. The study utilized four research questions. First, which language would college students perceive as being the most valuable to learn? Second, how do perceived value of a language, stage of second language learning readiness, and IWTC scores correlate? Third, to what extent does the stage of change model predict value of L2 learning scores? Fourth, to what extent does the stage of change model predict IWTC scores? The study revealed several important findings. First, Spanish is the most valued language by Midwest college students. On a scale of 1 to 10 (with 1 being least valued and 10 being most valued), Spanish was rated as 9, in contrast with the next most valued only scoring 5. Second, there is significant correlation between value of learning a foreign language, IWTC, and the five stages of change. Third, the transtheoretical model can be used to predict value of learning a foreign language and IWTC. This study is applicable to businesses and educational institutions. Multinational organizations could use the information to evaluate employees? attitudes toward learning a foreign language and develop training seminars to increase employees? willingness and ability to communicate with other cultures. Educational institutions should develop courses tailored to expanding students? world views and to instill the value of being multilingual. Date original created Feb. 20, 2009. This file was last viewed in Adobe Reader 8.0. Tue, 21 Jul 2009 18:59:35 GMT http://digital.library.wisc.edu/1793/35139 Key factors for successful implementation of a participatory ergonomics program Jatczak, Mark Inadequate workplace ergonomics can lead to injuries, productivity declines and quality issues. Despite the fact that ergonomics has been researched and implemented in the workplace for the past 20-30 years work-related musculoskeletal disorders (WMSDs) remain as the most expensive category of injuries. It has not been widely understood why some ergonomic interventions are effective at some workplaces while not effective in others. However, one approach can be used to reduce musculoskeletal injuries is participative or participatory ergonomics. Participative ergonomics evolved out of Quality Circles utilized in Japanese manufacturing plants in the 1960s. Participatory ergonomics is defined as the process by which management and labor work together to modify and/or design the work space, task, equipment and environment to better fit an individual?s abilities and limitations. A lack of impact is not unusual in cooperative situations involving labor and management. It is quite common for such teams to underachieve and is the point of emphasis of this research study. Inconsistent results indicate the need to better understand the dynamics involved with such a team in order to determine key elements for success. It was the intent of this research to analyze successful ergonomics teams via a survey approach to better understand these key factors. After identifying high-performing participatory ergonomics teams within the manufacturing sector (SIC 20-39), a survey was distributed to thirty-five facilities in the Midwest and California. Twenty-five of these surveys were completed and returned to the researcher. Of the 25 respondents (48%) reported that their participatory ergonomics program had been in place for 10 years or more, 6 (24%) had programs in place for 5-10 years, 6 (24%) had programs for 2-5 years and only 1 respondent (4%) had a program in place for 1-2 years. The data collected showed that an organization?s culture and ergonomic process were two areas indicated to be important to a team?s success. Specifically, creating a culture of teamwork and committing to a participative work style were two of the most highly scored items. Other significant findings of this research indicated that the organizations that participated focused on several key areas in order to create and sustain a participatory ergonomics team: create a culture of teamwork, commit to a participative working style, ask affected employees for their input and use formal evaluation tools for assessing ergonomic hazards. Date original created: Nov. 5, 2008. This file was last viewed in Adobe Reader 8.0 Wed, 24 Jun 2009 17:25:08 GMT http://digital.library.wisc.edu/1793/34709 Characteristics of employee-initiated complaint inspections occurring in Wisconsin Nicks, Michael To ensure that U.S. employers protect employees from occupational hazards, OSHA is authorized to conduct workplace inspections. Employees have the legal right to initiate an OSHA inspection predicated on occupational hazards. The study employed a survey research design utilizing data from OSHA?s IMIS. The sample consisted of 304 programmed inspections and 285 employee-initiated complaint inspections in the state of Wisconsin for the period of June 23, 2006 to June 23, 2007, inclusive. Five independent variables were examined: 1) type of inspection, 2) establishment union status, 3) establishment size, 4) type of complaint inspection, and 5) the establishment SIC code. Six dependent variables were examined: 1) mean number of violations per inspection, 2) mean monetary penalty per violation, 3) mean monetary penalty per inspection, 4) mean number of hours spent on inspection activities, 5) mean percent monetary penalty reduction, and 6) mean percent informal conference participation. It was hypothesized that there would be significant differences between each level of each independent variable with reference to each dependent variable. It was found that the mean informal conference participation percentage was significantly higher for programmed inspections (87.8%) than for employee-initiated complaint inspections (80.8%). It was found that the mean number of hours spent on inspection activities was significantly higher at unionized establishments (39.3 hours) than non-unionized establishments (29.4 hours). It was found that small establishments (less than 100 employees) had a significantly higher mean number of violations per inspection (6.5 violations) and significantly lower mean monetary penalties per violation ix ($302.53) than medium-sized establishments (between 100 and 500 employees) [2.7 violations and $578.59, respectively] and large establishments (more than 500 employees) [2.0 violations and $527.13, respectively] and that large establishments had significantly lower mean percent monetary penalty reductions (47.3%) than small establishments (34.8%). It was found that the mean number of violations per inspection was significantly higher for employee-initiated health-complaint inspections (4.8 violations) than for employee-initiated safety-complaint inspections (3.5 violations), that the mean monetary penalty per violation was significantly higher for employee-initiated safety-complaint inspections ($568.64) than for employee-initiated health-complaint inspections ($278.23), and that the mean number of hours spent on inspection activities was significantly higher for employee-initiated health-complaint inspections (37.5 hours) than for employee-initiated safety-complaint inspections (27.8 hours). It was found that manufacturing establishments had significantly lower mean percent monetary penalty reductions (35.2%) than transportation, communications, electric, gas, and sanitary services establishments (63.9%) and that retail trade establishments had significantly lower mean percent monetary penalty reductions (35.1%) than transportation, communications, electric, gas, and sanitary services establishments (63.9%). A qualitative comparison was utilized to construct possible strategies to prevent or mitigate employee-initiated complaints for the three independent variables that can easily be influenced by an employer: type of inspection, union status, and type of employee-initiated complaint inspection. Date original created: Nov. 14, 2008. This file was last viewed in Adobe Reader 8.0. Wed, 20 May 2009 20:02:01 GMT http://digital.library.wisc.edu/1793/31290 Anaerobic power profiles for track and field Johnson, Michael J. This research sought to determine the importance of lower and upper body muscular power in relation to performance in track and field events. During the late competitive outdoor season, 32 male and female track and field athletes at an NCAA Division III institution were tested using a 30 second standard Wingate Anaerobic Test (WAT) on a Monarch cycle ergometer and a modified WAT on a Monarch cycle ergometer to measure lower body and upper body power, respectively. Prior to testing, the investigator collected data concerning age (yrs), height (cm), weight (kg) and gender. Each track and field participant?s personal records (PR?s) were recorded for up to three of the subject?s best events. Subjects then performed the standard WAT and modified WAT during a single exercise session. Data was then analyzed in Microsoft Excel spreadsheets to determine average performance and correlation relationships between power outputs and performance. Correlation analyses were based upon the relationship between performance (PR in seconds or meters) and peak power, average power, minimum power, and power drop in W/kg for the standard and modified Wingate. The data showed that the short sprint events presented power outputs that indicated a high level of anaerobic power (i.e., short sprints, sprint hurdles, jumps); whereas, longer sprints and middle-distance/distance events showed lower anaerobic power levels. Correlation analysis showed that subjects who participated in the short sprint events tend to have weaker correlations with respect to lower and upper body power for all variables (peak power, average power, minimum power, and power drop) when compared to subjects who participated in events of increasing distances. Short sprint event subjects showed moderate to strong correlations (0.3-0.8+), 800-meter event runners up to 5,000/10,000-meter event runners had nearly perfect correlations (0.9+) in relation to lower and upper body anaerobic power. Vertical jumpers (high jump and pole vault) showed similar correlations to long sprinters (400-meters/400-meter hurdles); whereas, horizontal jumpers (long jump and triple jump) showed correlations similar to that of short sprinters. The purpose of this study was to determine whether a significant amount of training should be spent developing anaerobic lower and upper body power depending on event specialization. The study indicated that while these variables are important, they are not single-handedly the main training factor. Subjects who participate in the power driven events demand high anaerobic power and more endurance driven events possess higher aerobic power. Training one energy system or another (i.e., aerobic versus anaerobic); is not the sole factor to determine performance. Date original was created: August 11, 2008. This file was last viewed in Adobe Reader 8.0 Tue, 02 Dec 2008 22:29:02 GMT http://digital.library.wisc.edu/1793/31288 Physical activity of online high school students Pease, Amy Today, there are a growing number of overweight and obese teenagers. This is a result of low activity levels, poor eating habits, and a society driven by convenience and technology. Many people, especially teenagers eat unhealthy fast food because it is convenient for them. Along with an increase in unhealthy eating, teens have more access to technology. Most teens today incorporate technology into their social activities, and this can decrease their physical activity. They do not have to physically be with friends to have chats or even play games. This study focused on determining if online high school students were as physically active as traditional face-to-face students. The study surveyed 77 online high school students from a Wisconsin Charter School, IQ Academy, and 122 traditional face-to-face students from Waukesha North High School in Waukesha, Wisconsin. Surprisingly, the results for the two groups were very similar. The study found that the online students had almost the same activity level as traditional face-to-face high school students. This results of the study also suggested that the students self-image was comparable. The students seemed to have the same pressures to lose weight and be healthier. Physical educators play an important role in the activity levels of high school students. They need to teach and expose students to activities that can positively influence the health of all students. Educators need to make every student?s health a top priority. Regardless of a student?s learning environment, educators around the nation need to encourage activity for students so that we can move toward solutions for the growing obesity problems. Date original created: Sept. 8, 2008. This file was last viewed in Adobe Reader 8.0 Tue, 02 Dec 2008 22:24:54 GMT http://digital.library.wisc.edu/1793/30552 Cognitive dissonance theory and alcohol awareness messages : college student reactions Mettille, Thomas College students spend more money on alcohol than they do on books, coffee, tea, juice and soda, combined (Wechsler & Wuerthrich, 2002). Recent studies have shown that binge drinking rates range from 34 to 44% of college students (Douglas et al., 1997; Wechsler, Davenport, Dowdall, Moeykens & Castillo, 1994; Wechsler, Lee, Kuo, Seibring, Nelson & Lee, 2002). Alcohol is so prevalent in the college environment, that students, parents and even professors link the college experience with excessive drinking (Butler, 1993; Lederman, Stewart & Russ, 2007). Yet, the risks of binge drinking (Lederman, Stewart, Goodhart & Laitman, 2003) are serious. Research has identified a wide variety of harmful consequences as a result of excessive drinking among college students. These risks include: unprotected sexual behavior (Desiderato & Crawford, 1995), blackouts (Perkins, 2002), and even death (Hingson, Heeren, Zakocs, Kopstein & Wechsler, 2002). Perhaps even more alarming is the annual frequencies of these negative consequences, identified by Hingson et al. (2002), including 600,000 student assaults, 500,000 accidental injuries and 1,400 deaths. In an attempt to deal with this alarming information campus administrators have developed campaigns and programs designed to curb college drinking. However, results have been elusive, as dangerous drinking has not declined over the past decade (Faden & Fay, 2002; Wechsler et al., 2002; Hingson et al., 2005; Larimer & Crone, 2002; Peele, 2006; Wechsler, Lee, Kuo & Lee, 2000). In order to craft the most effective message, one must consider the reaction of the intended audience. Festinger’s (1957) Cognitive Dissonance Theory provides insight into the cognitive processes individuals experience when they receive information that is counter to their beliefs. Festinger states that information that challenges the beliefs or behavior an individual already has will create psychological discomfort. The theory continues to suggest there are predictable responses that form individuals experience that discomfort, or dissonance: they will accept the information as accurate but make no changes, accept the information as accurate and make changes, they will attack the messenger as incredible or they will rationalize the information in some way to relieve the discomfort. The present study applied Festinger’s (1957) Cognitive Dissonance Theory to alcohol public service messages. Participants were measured to determine whether they were currently in a state of dissonance concerning their alcohol use. The participants then viewed three alcohol public service announcements, concerning alcohol poisoning, date rape and drunk driving. The researcher captured responses the participants had in order to determine if particular dissonance-reducing strategies were utilized. Three conclusions are offered. College students appear to be utilizing “attack the messenger” regarding messages of binge drinking and drunk driving, while utilizing rationalization when viewing messages of date rape. Additionally, for all message contents, the students responded that they did not intend to change their behaviors based on the information presented. The results of this study can be illuminating to alcohol educators, campus administrators and future scholars. Date original was created May 20, 2008. This file was last viewed in Adobe Reader 8.0. Tue, 02 Sep 2008 19:11:07 GMT http://digital.library.wisc.edu/1793/28970 Technology integration through staff development Sammam, Mark How does staff development in education insure that all learners meet the intended learning outcomes? At the time of this study most staff development for teachers was designed to get as many learners as possible familiar with a particular skill or concept in a one-shot workshop. There was no system to meet the needs of learners who did not understand the concept the first time taught. This study was to find out how teachers would respond to a more sustained and continuous form of instruction, emphasizing their individual learning needs after a technology staff development workshop. Data were collected through interviews conducted before and after a staff development workshop that provided two teachers with individualized continuous technology training. Observation notes were used during this follow-up training to corroborate my interpretation of the interview data. Both teachers benefited from sessions that met their technology needs. The more a session was tailored to meet their technological needs, the more the teachers integrated technology into their respective curricula. Each session was designed to reinforce and build on skills learned during the previous training session. Because of this continuity the teachers were feeling more comfortable using a computer and they achieved a deeper understanding of the skills taught. Data collected through pre- and post-technology training and mentoring interviews produced three themes. They were the comfort level of the participants, the benefit of continuous training and the integration of technology into the curriculum with continuous training. Integration of technology happened as the participants felt comfortable enough to share their areas of weakness and as they became aware that there v was an instructor flexible enough to meet their needs. There were long gaps in between training sessions that had a negative impact on the progression of the participants. With mentoring, the teachers successfully integrated technology into their curricula through software evaluation. One of the teachers previewed and bought reading software to meet the needs of below level learners and above level learners. The other teacher started to take her students to the computer lab to supplement grade-level curricula with technology. She began by having the students do Internet research on two major topics in Life science. They also learned how to incorporate technology into their curricula through training in the use of software such as Microsoft Office and Internet research. Results of this study suggested that staff developers would be more successful if they created technology learning committees that would increase the comfort level of the participants by addressing their needs, and conducted supplemental technology mentoring sessions like one-to-one small break-out lessons or partner guidance sessions for technology integration. Date original created: December 30, 2007. This file was last viewed in Adobe Reader 8.0. Thu, 07 Aug 2008 16:31:47 GMT http://digital.library.wisc.edu/1793/28920 Toward a practical model of postmodern public relations Rodriguez, Anne R. Czajkowski Although there has emerged in the past 10 to15 years a significant body of scholarly literature on the application of postmodern perspectives to the field of public relations, very little has been offered in the way of a roadmap to a practical, everyday application of postmodernism to public relations. Toward that end, this thesis research project offers a practical model for the application of postmodern ideas to the practice of public relations. To understand how postmodernism is emerging as a new perspective on the practice of public relations, it is helpful to first consider currently established theories in the field. Toward that end, a literature review is presented first examining Excellence Theory as one current perspective on the field of public relations. Postmodernism is then presented as an alternative view, and a theoretical framework is set forth synthesizing PPR as it is presented in the literature. Rhetorical criticism is then employed to examine the practical usefulness of what has, until now, been only a theoretical model of PPR. The theoretical framework for PPR is used as a framework to examine two cases of real-world public relations practice: 1) communications surrounding the American Association on Mental Retardation’s decision to change its name to the American Association on Intellectual and Developmental Disabilities, and 2) environmental discourse by petroleum giant BP. The result is a useful, useable model for the practice of PPR that derives directly from theory and is directly applicable to industry. The practical model for PPR bridges theory with practice to provide a roadmap for the effective and ethical practice of public relations. Results of the analysis suggest viii that seven of the eight components of the theoretical framework for PPR can be carried out in the practical model. The practical model distills those theoretical components into the four categories: practical relativism, power relations, the dual role of practitioners, and strategy. The only component of the theoretical framework that was not retained for the practical model of PPR is that of avoiding entering into relationships with stakeholders with planned strategies for success. Just the opposite, this project concludes that strategic planning is, in fact, essential for the practice of PPR. In addition, the practical model for PPR calls on practitioners to use awareness of power relations to direct construction of messages, and to develop understanding of communication contexts in order to engage in discourse that is right and just. Date original created: May 9, 2008 This file was last viewed in Adobe Reader 8.0 Thu, 31 Jul 2008 16:11:31 GMT http://digital.library.wisc.edu/1793/24582 The lost vision of Syrian Protestant College : origins of American University in Beirut Pettey, John The founders of the Syrian Protestant College in Beirut, in their desire to proceed without delay in the establishment of the college, organized the institution with an American charter, an American Board of Directors and an American donor base. This structure allowed them to inaugurate the college quickly, but also had the effect of creating the need for long-term American leadership and American resources contravening the achievement of the goal to create an indigenous institution. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Mon, 29 Oct 2007 22:58:59 GMT http://digital.library.wisc.edu/1793/24580 Initial characterization of when a functional circadian system is present in the eye of Xenopus laevis Sarver, Nicole Almost all organisms present in nature exhibit a circadian rhythm, a 24 hour cycle in which the organism undergoes both physiological and behavioral changes based on the time of day. The circadian control of physiological processes in organisms is important because it allows them to anticipate changes (physiological/molecular/behavioral) that need to occur at different times of the day. In these organisms there is both a central oscillator that serves as an internal clock when there are no external stimuli and several output genes which display rhythmic patterns based on the circadian cycle. By quantitatively analyzing two genes, an output gene (NAT) and a central oscillator gene (xBmal1), we aim to determine at what stage of development the circadian oscillator becomes fully functional in the eyes. In order to analyze these eyes we must first dissect out tadpole eyes, at different times of the day (dawn, midday, dusk, and midnight). We then extract RNA and convert it to cDNA (reverse transcription). Real-time RT- PCR is then used on the cDNA to quantitatively measure the amount of NAT and xBmal1. In previous experiments, we have found that both NAT and xBmal1 display rhythmic expression at stage 46. We are now in the process of analyzing stage 26 eyes. We anticipate that at stage 26 we will have arrhythmic expression of both the central oscillator gene and the output gene, which can then serve as a negative control. If we were to see any rhythmic expression at this stage, we would plan for future experiments testing for expression at an earlier stage. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater Mon, 29 Oct 2007 22:58:59 GMT http://digital.library.wisc.edu/1793/24578 Mineral allignment in a northern Wisconsin shear zone Aslesen, Andrew Costello, Bethany Plate tectonics causes rocks to move and change shape, sometimes they change shape without breaking, forming structures called ductile shear zone. The exact reason why certain rocks form shear zones as opposed to others is not clearly understood at this time. The purpose of our research is to gain a better understanding of what causes these deformations in rocks. We are using an optical microscope and Geographic Information Systems (GIS) to analyze the mineral alignment of rocks within and around the shear zone exposed near the town of Mountain in Northeastern Wisconsin. These shear zones were formed between 1.8 and 2 billion years ago through plate collision. Most of these shear zones are now buried under glacial sediment, so the exposure of the Mountain Shear Zone provides a unique opportunity to study rock formations that are deformed deep underground. We are exploring the spatial distribution of mineral alignment around the shear zone. This could impact some further study on what may have caused the shear zone to form. Preliminary field work has been completed that includes field trips to the study area and collection of samples containing deformed and un-deformed granite. Thin sections will be made from the samples and further analyzed using computer software. Handheld GPS units were used take the locations where samples were taken. The locations will be plotted on top of a geologic map of the area using GIS in order to study to locations of deformed an un-deformed rocks in comparison the shear zone. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Mon, 29 Oct 2007 22:58:59 GMT http://digital.library.wisc.edu/1793/21543 McCrone Micronising Mill methods Degen, Shane Micronising is the process of grinding larger particles (such as sand grains) into smaller particles. This is important because large particles are too thick to allow X-rays to penetrate to the particles core, thus not exciting them. Without this tool it would not have been possible to analyze all of our data. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Sun, 29 Oct 2006 22:58:59 GMT http://digital.library.wisc.edu/1793/21534 Mineralogical evidence of Peoria Loess addition to soils of the Green Bay Lobe Degen, Shane The purpose of this study is to demostrate the mineralogical evidence of loess addition to soils on the Green Bay Lobe surface. A comparison is made between properties of a soil with an obvious loess cap and a soil interpreted as being derived from glacial sediment. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Sun, 29 Oct 2006 22:58:59 GMT http://digital.library.wisc.edu/1793/21452 Characterization of circadian gene expression in Xenopus laevis Solis, Jessica Trow, Aaron Examines when circadian gene expression is first observed in developing Xenopus laevis eyes. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Sun, 29 Oct 2006 22:58:59 GMT http://digital.library.wisc.edu/1793/21450 Calcium's effects on an Arabidopsis thaliana mutant Long, Tristan Roe, Joshua Asby, Bryan Godiwalla, Roxy Examines the growth of CNGC2 mutant plants affected by calcium levels in environment. A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Sun, 29 Oct 2006 22:58:59 GMT