The effects of multiple sclerosis (MS) on the central nervous system often manifest as abnormalities in gait kinematics. Clinically practical, valid, and reliable measures of gait kinematics are necessary to address research and clinical questions about MS. Wireless flexible electrogoniometry (EG) is a clinically practical measure of joint angles. The GAITRite walkway system is a clinically practical, valid and reliable measure of temporal and spatial gait characteristics. The overall objective of this two-study research project was to explore whether these clinically practical measures of gait kinematics can be used to accurately detect gait abnormalities in people with multiple sclerosis. Study 1 examined the reliability and validity of EG and Study 2 examined the gait kinematics of people with MS (PWMS) using EG and GAITRite. For Study 1, angle at initial contact and total joint excursion were measured by EG at both the knee and ankle while ten healthy adults walked at a self-selected comfortable speed. Measurements were repeated for two testers and two visits to assess reliability. The same variables were measured concurrently with three-dimensional motion analysis (3D) to assess validity. For all variables, reliability was good as indicated by low measurement error and validity was good as indicated by association and agreement of EG with 3D. For Study 2, the same joint angles, along with speed, cadence, step length, stride length, stance duration and double support duration were assessed for six PWMS and six controls without MS. PWMS showed significantly reduced speed, cadence, and ankle excursion and increased stance and double support duration as previously shown with 3D. Spasticity and/or instability may lead to these kinematic gait abnormalities in PWMS; however, reduced velocity may confound this interpretation by affecting the other observed gait abnormalities. Further research about the determinants of gait dysfunction in PWMS is required. EG and GAITRite are clinically practical, valid and reliable measures of gait kinematics and should be included in further clinic-based research to determine which kinematic gait abnormalities are causes and which are effects of the observed decrease in gait speed in PWMS.

The effects of multiple sclerosis (MS) on the central nervous system often manifest as abnormalities in gait kinematics. Clinically practical, valid, and reliable measures of gait kinematics are necessary to address research and clinical questions about MS. Wireless flexible electrogoniometry (EG) is a clinically practical measure of joint angles. The GAITRite walkway system is a clinically practical, valid and reliable measure of temporal and spatial gait characteristics. The overall objective of this two-study research project was to explore whether these clinically practical measures of gait kinematics can be used to accurately detect gait abnormalities in people with multiple sclerosis. Study 1 examined the reliability and validity of EG and Study 2 examined the gait kinematics of people with MS (PWMS) using EG and GAITRite. For Study 1, angle at initial contact and total joint excursion were measured by EG at both the knee and ankle while ten healthy adults walked at a self-selected comfortable speed. Measurements were repeated for two testers and two visits to assess reliability. The same variables were measured concurrently with three-dimensional motion analysis (3D) to assess validity. For all variables, reliability was good as indicated by low measurement error and validity was good as indicated by association and agreement of EG with 3D. For Study 2, the same joint angles, along with speed, cadence, step length, stride length, stance duration and double support duration were assessed for six PWMS and six controls without MS. PWMS showed significantly reduced speed, cadence, and ankle excursion and increased stance and double support duration as previously shown with 3D. Spasticity and/or instability may lead to these kinematic gait abnormalities in PWMS; however, reduced velocity may confound this interpretation by affecting the other observed gait abnormalities. Further research about the determinants of gait dysfunction in PWMS is required. EG and GAITRite are clinically practical, valid and reliable measures of gait kinematics and should be included in further clinic-based research to determine which kinematic gait abnormalities are causes and which are effects of the observed decrease in gait speed in PWMS.

Emotional intelligence is defined as the ability to perceive emotion, understand emotion, facilitate thought with emotion, and regulate emotion. Considerable debate exists as to whether emotional intelligence adds incremental validity above more wellknown predictors of performance, namely the Big Five personality traits and cognitive ability. Furthermore, no theory directly specifies the roles of separate emotional intelligence (EI) dimensions in relationship to job performance. This paper offers several contributions: (a) a summary of theoretical links between EI and job performance, (b) meta-analytic incremental validity estimation for two different conceptualizations of emotional intelligence – labeled ability EI and mixed EI – over and above cognitive ability and Big Five personality composites, (c) estimation of Black-White and femalemale adverse impact attributable to the use of EI for selection purposes, and (d) a theoretical model of EI subdimensions, demonstrating that emotion regulation mediates the effects of emotion perception and emotion understanding on job performance, and that emotional competencies serve as partial mechanisms for the effects of Conscientiousness and cognitive ability on performance.

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Measuring student learning is fundamental to any educational endeavor. A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student learning. However, the field of computing lacks valid and reliable assessment instruments for pedagogical or research purposes. Without such valid assessments, it is difficult to accurately measure student learning or establish a relationship between the instructional setting and learning outcomes. The goal of assessment research in computer science is to have valid ways of measuring student conceptions of fundamental topics, which will enable both research into how understanding of knowledge in the domain develops as well as enable curricular innovation and reform grounded in this knowledge. My dissertation work focused on three questions regarding assessment of introductory concepts in computer science. How can existing test development methods be applied and adapted to create a valid assessment instrument for CS1 conceptual knowledge? To what extent can pseudo-code be used as the mechanism for achieving programming language independence in an assessment instrument? And to what extent does the language independent instrument provide a valid measure of CS1 conceptual knowledge? I developed the Foundational CS1 (FCS1) Assessment instrument, the first assessment instrument for introductory computer science concepts that is applicable across a variety of current pedagogies and programming languages. I applied methods from educational and psychological test development, adapting them as necessary to fit the disciplinary context. I conducted think aloud interviews and a large scale empirical study to demonstrate that pseudo-code was an appropriate mechanism for achieving programming language independence. Student participants were able to read and reason in the pseudo-code syntax without difficulty and were able to transfer conceptual knowledge from their CS1 programming language to pseudo-code. Finally, I established the validity of the assessment using a multi-faceted argument, combining interview data, statistical analysis of results on the assessment, and exam scores. The contributions of this research are: (1) An example of how to bootstrap the process for developing the first assessment instrument for a disciplinary specific design-based field. (2) Identification that although it may not be possible to correlate scores between computer science exams created with different measurement goals, the validity claims of the individual assessments are not diminished. (3) A demonstration that novice computing students, at an appropriate level of development, can transfer their understanding of fundamental concepts to pseudo-code notation. (4) A valid assessment of introductory computing concepts for procedurally-based introductory computing courses taught in Java, Matlab, or Python at the university level.

The recent worldwide shift in focus from goods production to service provision in Western countries has resulted in the expansion of the service sector. The front-line worker has become a central figure in the new workplace, forming an important link between the company and the customer. The nature of the interaction between customer service staff and clients influences the perceived quality of service rendered by the company. Call centre work requires a high degree of personal contact with the public and the performance of emotional labour. Previous research found emotional labour to be a significant predictor of burnout. Given the above scenario, the lack of empirical research that systematically investigates burnout in a customer services environment in South Africa is a source of concern. The objectives of this study were to determine the construct validity and internal consistency of the Maslach Burnout Inventory - General Survey (MBI-GS) (Schaufeli, Leiter, Maslach & Jackson, 1996) in a customer services environment, and to compare the relationship of burnout with various demographic characteristics. A cross-sectional survey design was used. The study population consisted of an accidental sample of customer services personnel (N = 228). The Maslach Burnout Inventory - General Survey (MBI-GS) was used to determine the level of burnout in the participants. A biographical questionnaire was used to gather additional information. Structural equation modelling (SEM) methods as implemented by AMOS were used to test the factorial model for the MBI-GS. Cronbach alpha coefficients and inter-item correlation coefficients were used to assess the internal consistency and construct validity of the MBI-GS. Descriptive statistics were used to analyse the data. T-tests and one-way analysis of variance (ANOVA) were used to determine differences between the sub-groups in the sample. Tukey tests were done to indicate which groups differed significantly when ANOVAS were done. The results confirmed a three-factor model of burnout, consisting of Exhaustion, Cynicism and Professional Efficacy. All three factors showed acceptable internal consistencies. The results also showed that customer service staff who measured high on exhaustion and cynicism (compared with those who measured low) experienced less job satisfaction. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

The nursing profession in South Africa currently faces a climate of uncertainty and change as governments struggle to contain healthcare while improving access, equity and health outcomes. These factors are placing an extra burden on people in a profession that is already encapsulated by an above-average risk environment for burnout and occupational stress. This research emerges from the need to enhance the work wellness of employees in an already burdened profession. Enhancement of work wellness depends on the successful diagnosis of burnout, work engagement and occupational stress. To be able to measure these constructs, it is important to use reliable and valid instruments, taking into account the cultural diversity in a multicultural setting such as South Africa. No validated instruments in this regard exist for the nursing profession in South Africa. Furthermore, little information is available regarding these constructs and the relationship between them, including sense of coherence and coping strategies. The general aim of this study was to validate the Maslach Burnout Inventory (MBI), the Utrecht Work Engagement Scale (UWES) and the Nursing Stress Indicator (NSI) for the nursing profession in South Africa; to analyse the differences between the levels of burnout and engagement of different biographical groups; to identify the major occupational stressors and to investigate the relationships between occupational stress, sense of coherence, coping, burnout and work engagement. A cross-sectional survey design was used, with stratified random samples (N = 818) taken of registered nurses in South Africa. The Maslach Burnout Inventory-Human Services Survey. the Utrecht Work Engagement Scale, the Nursing Stress Indicator, the Orientation to Life Questionnaire, the Coping Orientation for Problem Experienced Questionnaire, as well as a biographical questionnaire, was administered for the purpose of data collection. Cronbach alpha coefficients, exploratory factor analysis, Pearson product-moment correlations, multivariate analysis of variance (MANOVA), one-way analysis of variance (ANOVA), t-tests, descriptive statistics and multiple regression analysis were employed to analyse the data. Exploratory factor analysis with target rotations resulted in a three-factor model of burnout, consisting of exhaustion, depersonalisation and personal accomplishment, and a one-factor model of work engagement. The scales showed acceptable construct equivalence and internal consistencies for all three language groups, except for one item in the engagement scale, where a significant lower score was noticed for the African language speaking group. Practically significant differences were found in the burnout and engagement levels of registered nurses with regard to their age and rank, and in the case of work engagement, also regarding the years spent in nursing. T-tests revealed that burnout and engagement levels were influenced by the occurrence of a medical condition and a lack of specialised training, and in the case of burnout, also by longer working hours (full-time employment). Registered nurses reported significantly high levels of stress relating to staff shortage, inadequate salaries and excessive administrative duties. Lack of organisational support and job demands were the strongest predictors of burnout (emotional exhaustion and depersonalisation), together with a weak sense of coherence. Focus on and ventilation of emotions as a coping strategy was also related to emotional exhaustion. Low levels of burnout were found to be related to high levels of engagement. Multiple regression analysis revealed that occupational stress, a weak sense of coherence, approach coping, focus on and ventilation of emotions, and low seeking of emotional/social support predicted 33% of the variance in emotional exhaustion. Twenty-seven percent of the variance in depersonalisation was predicted by occupational stress, a weak sense of coherence, avoidance coping, focus on and ventilation of emotions, and a low turning to religion. Occupational stress because of job demands, a weak sense of coherence, approach coping strategies, focus on and ventilation of emotion, in the absence of avoidance as a coping strategy, predicted 17% of the variance in personal accomplishment, while low levels of occupational stress because of job demands, a weak sense of coherence, and approach coping strategies predicted 24% of the variance in engagement. Recommendations for future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Educational programs are typically guided by complex overarching aims that demark broad expectations for program graduates. In practice, these aims tend to become operationalized into specific, measurable learning objectives, which form the basis for assessment of student learning. Research suggests that this practice limits the accuracy and validity of overarching program aims and may result in misrepresentation of student competency. This limitation is in part due to the use of traditional assumptions of measurement that operate on a validity of correspondence that is linear, singular, and value-free. Accordingly, through this research, I construct a framework for understanding the validity of complex program aims by drawing on contemporary validity theory. Specifically, I use an interpretive, argument-based approach to validation to connect, analyse, and evaluate multiple interpretations towards a program’s overarching aims. Methodologically, I draw on hermeneutics to collect validity evidence for the construction of a multiple perspective validity argument. I contend that this framework for validation results in a complex articulation of the quality of program coherence between program users’ interpretations of complex aims and their practices. In this dissertation, I apply this validation framework to one teacher education program and its aim to promote inclusivity as a fundamental pedagogical principle. In doing so, I provide a complex description of the multiple ways inclusivity is interpreted by diverse program users (i.e., senior program administrators, faculty members, and teacher candidates) and through various program structures. Thus in addition to articulating a validity argument for one teacher education program, this work also contributes a framework of inclusivity towards broader educational discourse. / Thesis (Ph.D, Education) -- Queen's University, 2010-08-19 20:41:24.683