3,626 research outputs found
Interview with Eric Bentley, author, drama critic, and playwright
No full textDistinguished drama critic and Bertolt Brecht scholar, Eric Bentley is interviewed by WTMJ-TV host Jim Peck and John B. Fuegi, associate professor of Comparative Literature. Bentley recalls his association with Brecht, the critical and creative aspects of literature, and his interest in writing plays for the theater.GrayscaleSoun
What's the "Take Home" from Research on Dementia Trends?
No full textEric Larson and Kenneth Langa discuss whether the risk of dementia is increasing or decreasing over time
Mindfulness: A practice for improved middle manager decision making
No full textThe field of management’s growing interest in mindfulness appears to stem from the increasing need for new ways to deal with the complexities of ambiguous and uncertain environments. This dissertation examined the context of middle managers faced with the heavy burden of making an increasing number of decisions under difficult conditions and the intervention of mindfulness for improved decision outcomes. By means of a systematic review, with a realist synthesis approach, evidence-based research was carried out to address the research question: How does mindfulness affect middle managers for improved decision making? The findings identified the middle manager context as one characterized by a lack of knowledge, involvement, and understanding of the firm strategy. They are expected to act with strategic agency without awareness of strategic plans. This leads not only to frustration but a reliance on intuition rather than reasoning for decision making. The mindfulness findings showed increased cognitive [mindful] awareness and increased cognitive flexibility enabling a highbred mindful rationality, where increased strategic awareness and reduced negative affect improved decision making. The implications from this research suggest mindfulness may provide both the cognitive and emotional states necessary for middle managers to improve their decision making.Running head: MINDFULNESS AND DECISION MAKING 1
Mindfulness:
A Practice for Improved Middle Manager Decision Making Carolynn Larson-Garcia
A Thesis Submitted to the Graduate Faculty
University of Maryland University College In Partial Fulfillment of
The Requirement for the Degree of
Doctorate of Management Eric B. Dent Ph.D. Deborah M. Wharff DM. MINDFULNESS AND DECISION MAKING 2
Abstract
The field of management’s growing interest in mindfulness appears to stem from the increasing need for new ways to deal with the complexities of ambiguous and uncertain environments. This dissertation examined the context of middle managers faced with the heavy burden of making an increasing number of decisions under difficult conditions and the intervention of mindfulness for improved decision outcomes. By means of a systematic review, with a realist synthesis approach, evidence-based research was carried out to address the research question: How does mindfulness affect middle managers for improved decision making? The findings identified the middle manager context as one characterized by a lack of knowledge, involvement, and understanding of the firm strategy. They are expected to act with strategic agency without awareness of strategic plans. This leads not only to frustration but a reliance on intuition rather than reasoning for decision making. The mindfulness findings showed increased cognitive [mindful] awareness and increased cognitive flexibility enabling a highbred mindful rationality, where increased strategic awareness and reduced negative affect improved decision making. The implications from this research suggest mindfulness may provide both the cognitive and emotional states necessary for middle managers to improve their decision making.
Keywords: cognitive flexibility, decision making, middle managers, mindful awareness, mindfulness, systematic review MINDFULNESS AND DECISION MAKING 3
Acknowledgements
I would like to thank: G-d, my wife (Helen), my sisters (Cindy and Gina), my family, my dissertation advisors (Dr. Dent and Dr. Wharff) and academic advisor Marina Caminis. Additionally, I would like to thank my friends for their support: Liz, Sonja and Meg. Finally, a special note of gratitude to Dr. Jessica Evers Killebrew for her support in my mindfulness inquiry. MINDFULNESS AND DECISION MAKING 4
Table of Contents
Abstract .......................................................................................................................................... 2
Acknowledgements ......................................................................................................................... 3
List of Tables .................................................................................................................................. 7
List of Figures ................................................................................................................................ 8
Chapter 1: Introduction and Overview of Relevant Literature ................................................. 9
Significance of the Problem .................................................................................................... 11
Importance to Management .................................................................................................... 11
Study Purpose .......................................................................................................................... 13
Research Question ................................................................................................................... 13
Study Scope .............................................................................................................................. 13
Discussion of Terms and Theories .......................................................................................... 13
Middle manager ..................................................................................................................... 13
Decision making .................................................................................................................... 14
Mindfulness ........................................................................................................................... 16
Chapter Summary and Dissertation Structure ..................................................................... 18
Chapter 2: Literature Review .................................................................................................... 20
Review of Study Background .................................................................................................. 21
Discussion of Theoretical Framework .................................................................................... 21
Bounded rationality theory .................................................................................................... 22
Dual processing theory .......................................................................................................... 23
Literature Review .................................................................................................................... 24
Middle Managers and Decision Making ................................................................................ 25
Wooldridge and Floyd (1990)................................................................................................ 25
Torres, Drago, and Aqueveque (2015) .................................................................................. 28
Jaaskelainen and Luukkanen (2016) ...................................................................................... 29
Mantere (2008) ...................................................................................................................... 31
Glaser, Stam, and Takeuchi (2016) ....................................................................................... 33
Nooraie (2008) ....................................................................................................................... 34
Caza (2008) ........................................................................................................................... 36
Osterman (2009) .................................................................................................................... 37
McKenzie, Woolf, van Winkelen, and Morgan (2008) ......................................................... 38
Curseu and Schruijer (2012) .................................................................................................. 39
Reeves, Walsh, Tuller, and Magley (2012) ........................................................................... 40
Konito, Lundgren-Laine, Kontio, Korvenranta, and Salantera (2013) .................................. 41
Al Saifi, Dillion, and McQueen (2016) ................................................................................. 42
Middle Managers and Mindfulness ........................................................................................ 43
Roche, Haar, and Luthans (2014) .......................................................................................... 43
Frizzel, Hoon, and Banner (2016) ......................................................................................... 44
Shonin, Van Gordon, Dunn, Singh, and Griffiths (2014) ...................................................... 46
Ly, Asplund, and Andersson (2014) ...................................................................................... 47
Żołnierczyk-Zreda, Sanderson, and Bedyńska (2016) .......................................................... 48
Han and Zhang (2011) ........................................................................................................... 49
King and Haar (2017) ............................................................................................................ 50
REB, Narayanan, and Chaturvedi (2014) .............................................................................. 52
Hulsheger, Alberts, Feinholdt, and Lang (2012) ................................................................... 53
Mindfulness and Decision Making ......................................................................................... 55
Hafenbrack, Kinias, and Barsade (2014) ............................................................................... 55 MINDFULNESS AND DECISION MAKING 5
Ruedy and Schweitzer (2010)................................................................................................ 59
EnginDeniz, Ari, Akdeniz, and Ozteke (2015) ..................................................................... 61
Greenberg, Reiner, and Meriran (2012) ................................................................................ 63
Donovan, Guss, and Nasland (2015) ..................................................................................... 65
Van Vugt and Jha (2011) ....................................................................................................... 67
Shapiro, Jazaieri, and Goldin (2012) ..................................................................................... 68
Kiken and Shook (2011) ........................................................................................................ 70
Ostafin and Kassman (2012).................................................................................................. 71
Kirk, Gu, Sharp, Hula, Fonagy, and Montague (2011) ......................................................... 73
Kalafatoglu and Turgut (2017) .............................................................................................. 74
Laureiro-Martinez (2014) ...................................................................................................... 75
Jo, Hinterberger, Wittmann, and Schmidt (2015) ................................................................. 76
Middle Manager, Mindfulness and Decision Making........................................................... 77
Wilson, Talsma, and Martyn (2011) ...................................................................................... 78
Wasylkiw, Holton, Azar, and Cook (2015) ........................................................................... 79
Kier, McMullen, and Kuratko (2015) .................................................................................... 80
Marsh (2013) ......................................................................................................................... 82
Raney (2014) ......................................................................................................................... 84
Herring, Roche, and Masters (2016) ..................................................................................... 86
Lewis and Ebbeck (2014) ...................................................................................................... 88
Hutzschenreuter, Kleindienst, and Schmitt (2014) ................................................................ 88
Discussion of Literature Interpretive Model ......................................................................... 90
Summary.................................................................................................................................. 91
Chapter 3: Methodology ............................................................................................................. 93
Rationale for Methodology ..................................................................................................... 93
Evidence-Based Management ................................................................................................. 94
Systematic Review.................................................................................................................... 95
Quality Appraisal of Literature .............................................................................................. 97
Relevance .............................................................................................................................. 98
Quality and Rigor .................................................................................................................. 98
Synthesis Methodology ............................................................................................................ 99
Expert Panel Review .............................................................................................................. 100
Chapter Summary ................................................................................................................. 102
Chapter 4: Findings: Analysis and Discussion ....................................................................... 103
Overview of Purpose and Significance ................................................................................. 103
Finding 1 .............................................................................................................................. 103
Cognitive awareness ............................................................................................................ 103
Cognitive flexibility ............................................................................................................. 104
Discussion........................................................................................................................... 106
Finding 2 .............................................................................................................................. 106
Cognitive awareness ............................................................................................................ 106
Cognitive Flexibility ............................................................................................................ 107
Discussion........................................................................................................................... 108
Finding 3 .............................................................................................................................. 110
Strategic Awareness ............................................................................................................ 110
Negative Affect ................................................................................................................... 111
Discussion........................................................................................................................... 112
Finding 4 .............................................................................................................................. 113
Training ............................................................................................................................... 113
Discussion........................................................................................................................... 114 MINDFULNESS AND DECISION MAKING 6
Conclusion for answering the RQ ....................................................................................... 114
Conceptual Model .................................................................................................................. 115
Synthesis of the Findings ....................................................................................................... 116
Theoretical View .................................................................................................................... 119
Discussion of Conceptual Framework.................................................................................. 120
Summary................................................................................................................................ 121
Chapter 5: Conclusions and Implications ............................................................................... 122
Management Problem ........................................................................................................... 122
Research Question ................................................................................................................. 123
Overall Study Conclusions .................................................................................................... 123
Implications for Management............................................................................................... 124
Innovation ............................................................................................................................ 124
Technology (Technostress).................................................................................................. 125
Mindfulness Training .......................................................................................................... 126
MBSR training ..................................................................................................................... 126
MAPs Classes ...................................................................................................................... 126
Implications for the Future ................................................................................................... 127
Technology .......................................................................................................................... 127
Globalization ....................................................................................................................... 127
Sociocultural ........................................................................................................................ 127
Limitation ............................................................................................................................... 128
Future Research ..................................................................................................................... 129
Summary................................................................................................................................ 130
References .................................................................................................................................. 132
Appendix A ................................................................................................................................ 157
Appendix B ................................................................................................................................. 158
Appendix C ................................................................................................................................ 176
Appendix D ................................................................................................................................ 178
Appendix E................................................................................................................................. 179
Appendix F ................................................................................................................................. 180
Appendix G ................................................................................................................................ 181
Appendix H ................................................................................................................................ 183
Appendix I .................................................................................................................................. 186
Appendix J ................................................................................................................................. 189
Appendix K ................................................................................................................................ 191 MINDFULNESS AND DECISION MAKING 7
List of Tables
Table 1. Database Search Strings ............................................................................97
Table 2. Subject Matter Expert Panel Members ................................................... 101
Table B1. Weight of Evidence/TAPAPUS ..............................................................158
Table B2. Evidence for Synthesis (total of 26) ........................................................ 175
Table C1. Mindfulness and Decision Making ........................................................ 176
Table D1. Rationality and Decision Making ..................................
Eaten up by boredom: consuming food to escape awareness of the bored self
No full textResearch indicates that being bored affectively marks an appraised lack of meaning in the present situation and in life. We propose that state boredom increases eating in an attempt to distract from this experience, especially among people high in objective self-awareness. Three studies were conducted to investigate boredom’s effects on eating, both naturally occurring in a diary study and manipulated in two experiments. In Study 1, a week-long diary study showed that state boredom positively predicted calorie, fat, carbohydrate, and protein consumption. In Study 2, a high (vs. low) boredom task increased the desire to snack as opposed to eating something healthy, especially amongst those participants high in objective self-awareness. In addition, Study 3 demonstrated that among people high in objective self-awareness, high (vs. low) boredom increased the consumption of less healthy foods and the consumption of more exciting, healthy foods. However, this did not extend to unexciting, healthy food. Collectively, these novel findings signify the role of boredom in predicting maladaptive and adaptive eating behaviors as a function of the need to distant from the experience of boredom. Further, our results suggest that more exciting, healthy food serves as alternative to maladaptive consumption following boredom
Textural and Harmonic Density in Selected Choral Works (1992--2003) by Eric Whitacre
No full text127 p.Thesis (D.M.A.)--University of Illinois at Urbana-Champaign, 2004.This document is an objective analysis of thirteen works composed between 1992 and 2003 by Eric Whitacre (b.1970). The author's experience in performing these choral works led him to believe that the composer's process had produced consistent stylistic traits between each composition. Published scholarly resources on this choral repertoire are non-existent; hence, the author developed his own system of analyzing Whitacre's choral music. Traditional, Roman-numeral analysis of this repertoire is only possible in a few segments throughout these works; a linear analysis was much more elucidating. The author created a system for mapping textural density variation on linear graphs. These graphs, combined with the author's explanation of Whitacre's voice-leading process, provide a clear understanding of Whitacre's compositional process. The author has concluded that in the works studied, Whitacre uses traditional melodies and triadic chord structures; he then creates harmonic and motion by adding or removing tones from the choral texture through specific voice leading techniques.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
Textural and Harmonic Density in Selected Choral Works (1992--2003) by Eric Whitacre
No full textThis document is an objective analysis of thirteen works composed between 1992 and 2003 by Eric Whitacre (b.1970). The author's experience in performing these choral works led him to believe that the composer's process had produced consistent stylistic traits between each composition. Published scholarly resources on this choral repertoire are non-existent; hence, the author developed his own system of analyzing Whitacre's choral music. Traditional, Roman-numeral analysis of this repertoire is only possible in a few segments throughout these works; a linear analysis was much more elucidating. The author created a system for mapping textural density variation on linear graphs. These graphs, combined with the author's explanation of Whitacre's voice-leading process, provide a clear understanding of Whitacre's compositional process. The author has concluded that in the works studied, Whitacre uses traditional melodies and triadic chord structures; he then creates harmonic and motion by adding or removing tones from the choral texture through specific voice leading techniques.Made available in DSpace on 2015-09-25T22:53:16Z (GMT). No. of bitstreams: 2
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Previous issue date: 2004Embargo set by: Seth Robbins for item 87020
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Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only127 p.Thesis (D.M.A.)--University of Illinois at Urbana-Champaign, 2004
New insights on the (non-)hardness of circuit minimization and related problems
No full textThe Minimum Circuit Size Problem (MCSP) and a related problem (MKTP) that deals with time-bounded Kolmogorov complexity are prominent candidates for NP-intermediate status. We show that, under very modest cryptographic assumptions (such as the existence of one-way functions), the problem of approximating the minimum circuit size (or time-b^ounded Kolmogorov complexity) within a factor of n^{1−o(1)} is indeed NPintermediate. To the best of our knowledge, these problems are the first natural NP-intermediate problems under the existence of an arbitrary one-way function. Our technique is quite general; we use it also to show that approximating the size of the largest clique in a graph within a factor of n^{1−o(1)} is also NP-intermediate unless NP ⊆ P/poly.
We also prove that MKTP is hard for the complexity class DET under non-uniform NC0 reductions. This
is surprising, since prior work on MCSP and MKTP had highlighted weaknesses of “local” reductions such as NC0 reductions . We exploit this local reduction to obtain several new consequences:
—MKTP is not in AC0[p].
—Circuit size lower bounds are equivalent to hardness of a relativized version MKTP^A of MKTP under a class of uniform AC0 reductions, for a significant class of sets A.
—Hardness of MCSP^A implies hardness of MKTP^A for a significant class of sets A. This is the first result directly relating the complexity of MCSP^A and MKTP^A, for any A.Peer reviewed© ACM, 2019. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in ACM Transactions on Computation Theory (TOCT), {Vol.11, Iss.4, (September 2019)} http://doi.acm.org/10.1145/3349616
Inquiry into the interlocution of students engaged with mathematics: appreciating links between research and practice
No full textFor either to be useful, links between research and practice are critical. Just as important are connections between the practice of students engaged in mathematical activity and research that seeks to understand that practice. This research report explores lessons that researchers and practitioners can learn from an inquiry into the interlocution of students working collaboratively in small groups when engaged in talking and listening to each other. We use the term interlocution to denote discursive practices of learners in conversational exchanges. Questions that motivate this research included the following. What discursive practices do interlocutors employ as they work collaboratively to understand and resolve mathematical tasks? How do these practices influence the growth of their mathematical ideas? In what ways do their discursive practices help them move from a contextualized, situated task to generalize the task or their solution? Do students' discursive practices assist them to connect and generalize ideas from a new problem to others on which they have worked?Powell, A. B., & Maher, C. A. (2002). Inquiry into the interlocution of students engaged with mathematics: Appreciating links between research and practice. In D.S. Mewborn, P. Sztajn, D.Y. White, H.G. Wiegel, R.L. Bryant & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Athens, Georgia) (Vol. 1, pp. 317-329). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education
Caulobacter crescentus adapts to phosphate starvation by synthesizing anionic glycoglycerolipids and a novel glycosphingolipid
No full textCaulobacter crescentus adapts to phosphate starvation by elongating its cell body and a polar stalk structure. The stalk is an extension of the Gram-negative envelope containing inner and outer membranes as well as a peptidoglycan cell wall. Cellular elongation requires a 6- to 7-fold increase in membrane synthesis, yet phosphate limitation would preclude the incorporation of additional phospholipids. In the place of phospholipids, C. crescentus can synthesize several glycolipid species, including a novel glycosphingolipid (GSL-2). While glycosphingolipids are ubiquitous in eukaryotes, the presence of GSL-2 in C. crescentus is surprising since GSLs had previously been found only in Sphingomonas species, in which they play a role in outer membrane integrity. In this paper, we identify three proteins required for GSL-2 synthesis: CcbF catalyzes the first step in ceramide synthesis, while Sgt1 and Sgt2 sequentially glycosylate ceramides to produce GSL-2. Unlike in Sphingomonas, GSLs are nonessential in C. crescentus; however, the presence of ceramides does contribute to phage resistance and susceptibility to the cationic antimicrobial peptide polymyxin B. The identification of a novel lipid species specifically produced upon phosphate starvation suggests that bacteria may be able to synthesize a wider variety of lipids in response to stresses than previously observed. Uncovering these lipids and their functional relevance will provide greater insight into microbial physiology and environmental adaptation.Peer reviewe
Perceptions college-bound seniors at Campbellsport high school have of technology education classes and factors influencing participation in those classes
No full textIncludes bibliographical references
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