It is a common problem in psychology subject pools for past study participants to inform future participants of key experimental details (also known as crosstalk). Previous research (Edlund, Sagarin, Skowronski, Johnson, & Kutter, 2009) demonstrated that a combined classroom and laboratory treatment could significantly reduce crosstalk. The present investigation tested a laboratory-only treatment for the prevention of crosstalk at five universities, along with institutional-level moderators of crosstalk. Results indicated the presence of crosstalk at all universities and that the laboratory-based treatment was effective in reducing crosstalk. Importantly, crosstalk rates were higher (but successfully neutralized) in research pools with higher research credit requirements. Therefore, this research provides valuable guidance regarding crosstalk prevalence and its minimization by researchers.

Integrity Management is generally understood as a reaction to forensically relevant corporate situations of any kind whatsoever. A critical case occurs (corruption, cartel, and fraudulent transactions) and the call is made for compliance (for external control) and integrity (for internal cleansing). The following article sees it from a different perspective: Integrity Management as a proactive control factor of support in the implementation of strategic goals. Starting with a quick glance at historical positions of the ethical discussion and in conjunction with some pragmatic considerations on the topic of integrity, it will demonstrate, using a case from practical experience, how an organization uses Integrity Management to shape the culture and thus the character of the enterprise in such a way that Integrity Management becomes a fundamental component in implementing the strategy.

No description available.

One of the most overlooked and complex problems that universities and colleges face nation-wide is how to reduce and eliminate research misconduct. Because of the confidential nature of allegations of research misconduct and the high rate of underreporting, administrators at scholarly institutions struggle with understanding the cause of such behavior. Without a clear picture of the prevalence of misconduct or the barriers to reporting, leaders at institutions of higher learning find themselves at a disadvantage when dealing with these problems. This uncertainty coupled with a growing regulatory emphasis from federal funding agencies, results in a reactionary approach while questionable practices go unchecked. In the early 2000s, federal funding agencies began requiring colleges and universities to provide training in the responsible conduct of research prior to receiving funding. The Responsible Conduct of Research (RCR) training covers research misconduct (falsification of data, fabricating data, and plagiarism) as well as other topics related to research misbehaviors (mentoring, peer review, data management, authorship, etc). This emphasis on training, while well intended, has not had a significant impact on faculty and student knowledge about misconduct. Authentic Leadership Theory is based on Aristotle’s concept of authenticity and has gained attention over the last decade. It is comprised of four main components: Balanced processing, internalized moral perspective, relational transparency, and self-awareness. These types of leaders focus on moral standards and values and that is what guides his or her leadership. This study evaluates the impact authentic leaders have on shaping the ethical attitudes of faculty when they are placed in direct departmental supervisory positions. A survey of faculty from 15 Mississippi colleges and universities was conducted. Results indicate that the self-awareness and relational transparency constructs of authentic leadership influence faculty attitudes towards objective research integrity issues, but the direction of influence conflicts with each of the constructs. Additional variables failed to reach a level of significance suggesting that other variables, not historically associated with organizational leadership and research integrity, are influencing faculty’s ethical perceptions. Additional attention is focused on barriers to effective leadership caused by the compliance focused culture of institutions of higher learning.

The researcher of this quasi-experimental 2 x 2 factorial design study investigated the impact of an academic integrity module and Turnitin on undergraduate student similarity index scores. Similarity index scores were used to measure suggested plagiarism rates of student papers. The purposive sample was made up of 96 undergraduate education students enrolled in four sections of the same course in a Southeastern university. One main factor was submitting assignments through Turnitin, with two levels: yes or no. The second factor was completing the academic integrity module, with two levels: yes or no. The four intact groups were randomly assigned to the main factors. Although the findings from this study indicated that neither main factor nor their interaction were statistically significant at the .05 alpha level, the mean similarity index score of participants who submitted their paper through Turnitin was lower than the mean similarity index score of participants who did not submit their papers through Turnitin. Similarly, the mean similarity index score of participants who completed the academic integrity module was lower than the mean similarity index score of participants who did not complete the academic integrity module. Although not at the statistically significant level, the plagiarism rate as measured by the mean similarity index score of the group of participants who completed the academic integrity module and submitted papers through Turnitin was the lowest followed by the group of participants that completed the academic integrity module but did not submit papers through Turnitin, then the group of participants that did not complete the academic integrity module and did not submit papers through Turnitin. The group of participants who did not complete the academic integrity module but submitted papers through Turnitin had the highest mean similar index score suggesting a higher plagiarism rate as compared to the other groups. Finally, the researcher acknowledged the limitations of this study and made recommendations for future consideration. Other variables such as gender, demographics, major, and credit hours completed could be investigated. Replication of the study is recommended. Also, a qualitative approach could enhance future studies.

In contemporary communication systems, Digital-to-Analog Converters (DAC), Signal Defined Radio (SDR) signal creation, and clock data recovery are essential components. DACs convert digital signals to analog signals, creating continuous waveforms. DACs provide versatility in the transmission of SDR by supporting a range of communication protocols. Clock data recovery enables precise signal recovery and synchronization at the receiver end. These elements work together to provide effective and high-quality communication systems across several sectors. With the development of quantum computing, these SDR systems also find extensive use in generating precisely timed signals for controlling components of a quantum computer and also for read-out operations from various specialized instruments. This thesis demonstrates an FPGA (Xilinx vcu118) with a DAC (Analog Devices AD9081) platform. It employs SDR for generating of periodic signals and also stream of bits which are then recovered using a simple Clock Data Recovery technique. The signal integrity of the generated signals and error-rate from the proposed Clock Data Recovery technique is also analyzed. / Master of Science / Communication systems in our networked world depend on key technologies to provide dependable connectivity. By converting digital data into continuous waveforms, Digital-to- Analog Converters (DACs) serve a crucial role in enabling the generation of various analog signals. This makes it possible for Software-Defined Radio (SDR) to produce a variety of modulated signals and enables smooth communication between various hardware and software systems. The Clock and Data Recovery (CDR) algorithms correct for clock fluctuations and phase offsets to provide precise signal recovery and synchronization. Together, these technologies improve communication networks' effectiveness and dependability, allowing seamless connectivity and enhancing our networked experiences. This thesis presents an SDR platform comprising Xilinx FPGA vcu118 and Analog Devices high-speed DAC/ADC AD9081. A CDR algorithm is also proposed to recover data from the signals generated by the DAC, and its effectiveness and error rate is also analyzed.

No description available.

The present study examined gender differences in relationship to ego integrity resolution of Erikson's stage theory and the need for control in the older adult ranging from 55-90 years of age. Erikson's ego integrity versus despair was measured with a subscale found in Measures of Psychological Development by Hawley (1988). The need for control was measured with a scale developed by Burger and Cooper (1979). Because of social roles, it was first predicted that males would score higher on resolution of ego integrity and lower on the need for control. The mean resolution of integrity score for males (N=31) was 16.35 and for females (N=56), it was 16.27. The mean of need for control for males was 98.68 and for females was M=93.20. Secondly, it was predicted that the lower age group (55 - 64 years old) would have a lower mean resolution of integrity score than the middle age group (65 - 74 years old) and that the high age group (75 years and up) would have a higher mean resolution of integrity score than the middle age group. However, results displayed the mean score for the lower age group was 16.50, for the middle age group it was 16.84; the high age group it was 15.35. Thirdly, it was predicted that the lower age group (55 - 64 years old) would have a higher mean of need for control score than the middle age group (65 - 74 years old), and that the high age group (75 and up) would have a lower need for control score than the middle age group. The mean score for the lower age group was 97.50, the middle age group, was 98.16 and for the high age group it was 88.69. A two factor (gender by age) ANOVA performed on the resolution of integrity and the need for control measures. However, no significant results were found. All of the hypotheses were rejected because no statistical significance was obtained. Limitations of the study included the size of the sample. It was too small. There were 87 participants, with 31 males and 56 females and only 5 males were in the high age group. It would be recommended for future research to examine a larger and more diverse sample. Future researchers may also wish to reconsider the age for resolution of integrity, because of the changes in lifestyle, medical innovations, and venues of employment, persons of 55 years of age may be too young to relate to the eighth stage of Erikson's stage theory. Future researchers may also want to consider the need for control measure predicting isolation, loneliness, loss of purpose and depression often associated with the aging.

This research reviews theoretical and operational concepts of integrity. After this review, an alternative theoretical and operational definition of integrity is proposed. This alternative is one that conceives of integrity in terms of high ethical concern and positive ethical consistency among thoughts, feelings, and behavioral intentions, and which conceives of integrity as more attitude-like than trait- or state-like. Utilizing this alternative conceptualization of integrity, a new label was applied (i.e. ethical integrity) and a new psychometric instrument was developed (i.e. the Ethical Integrity Scale). This dissertation reports on the initial development of the Ethical Integrity Scale and two studies aimed at validation of this instrument. Strengths, limitations, and future directions of this approach to integrity research are then discussed.

Treatment integrity has always had a presence in research, but now more than ever must become a priority owing to the changes in Special Education Law. The present study intends to explore the relationship between factors of implementation, treatment integrity of intervention implementation, and reading fluency. Participants included students in grades 2 through 5 and their teachers enrolled in an urban elementary school in the southwest area of the United States. Participants were chosen for possible inclusion on the basis of their fall performance relative to oral reading fluency on a universal screening measure used as part of the district's Response to Intervention (RTI) plan. Classroom teachers were observed implementing reading interventions and asked to respond to surveys aimed at summarizing their opinions regarding factors related to choice of intervention and implementation. Path analysis was conducted to explore the relationship between two factors of implementation (intervention complexity and acceptability), treatment integrity (adherence to intervention protocol) and student outcomes (oral reading fluency scores). It was hypothesized that low scores for intervention complexity would be inversely related to levels of treatment integrity, which would subsequently be positively related to reading fluency. Moreover, it was hypothesized that intervention acceptability and treatment integrity would be positively related, which would subsequently be positively related to reading fluency. Lastly, it was hypothesized that there would be an inverse relationship between intervention complexity and reading fluency, and a positive relationship between intervention acceptability and reading fluency. Results indicated an inverse relationship between intervention complexity and treatment integrity, suggesting that when complexity was low, treatment integrity was high. A positive relationship was found between intervention acceptability and treatment integrity, suggesting that when acceptability was high, treatment integrity was high. Furthermore, when treatment integrity was high, reading fluency scores were found to be high. An inverse relationship was found between complexity and reading fluency, suggesting that when complexity was low, reading fluency scores were high. Lastly, a positive relationship was found between acceptability and reading fluency, suggesting that when acceptability was high, reading fluency scores were high.