Miami University

About: Miami University is a education organization based out in Oxford, Ohio, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 9949 authors who have published 19598 publications receiving 568410 citations. The organization is also known as: Miami of Ohio & Miami-Ohio.

Identifying antecedents of information exchange within supply chains

Abstract: Although information exchange among trading partners is consistently mentioned as a key requirement of successful supply chain management implementation, research on information exchange is scarce. This lack of research provides little guidance and support for those managers interested in improving their logistics operations through increased information exchange. The main goal of this paper is to identify potential antecedents of information exchange. Questionnaires were sent to logistics managers at manufacturing firms in several industries. The results of this exploratory study are detailed and the implications for logistics managers discussed.

Additive Partitioning of Species Diversity across Multiple Spatial Scales: Implications for Regional Conservation of Biodiversity

Abstract: Ecologists and conservation biologists are keenly interested in how patterns of species diversity change across spatial scales. We examined how additive partitioning can be used to statistically evaluate spa- tial patterns of species diversity and develop conservation strategies. We applied additive partitioning to data on arboreal beetle diversity (richness, Shannon, Simpson) collected from a nested design consisting of four hi- erarchical levels—trees, forest stands, sites, and ecoregions—that corresponded to increasingly broader spa- tial scales within the eastern deciduous forest of Ohio and Indiana ( U.S.A.). A significant percentage (relative to that of randomization tests) of total species richness and Shannon and Simpson diversity was attributed to beta diversity between ecoregions and, to a lesser extent, among sites (parks and nature preserves) within ecoregions. Hierarchical cluster analysis corroborated these findings. We also found differences between rare species ( � 0.05% of total abundance) and common species ( � 0.5% of total abundance) in the overall per- centage of richness explained by each spatial scale. Rare species accounted for the majority (45%) of the 583 total beetle species in our study and were strongly influenced by broad spatial scales (i.e., ecoregions), whereas the richness of common species was significantly greater than expected across the range of spatial scales ( from trees to ecoregions). Our results suggest that the most effective way to preserve beetle diversity in the eastern deciduous forest of the United States is to acquire and protect multiple sites within different ecoregions. More generally, we advocate the use of diversity partitioning because it complements existing models in conserva- tion biology and provides a unique approach to understanding species diversity across spatial scales.

Responsiveness in psychotherapy.

Abstract: Human interaction, including psychotherapy, is systematically responsive; therapists' and clients' behavior is influenced by emerging context, including perceptions of each other's characteristics and behavior. Feedback and mutual influence occur on a wide range of time scales, including treatment assignment, strategy, and tactics, -and even within the delivery of interventions. Consequently, research that assumes linear relations among psychotherapeutic variables may not be trustworthy. The concept of responsiveness helps show how client characteristics, therapist characteristics, and process components may be important in psychotherapy despite a lack of linear relations to outcomes. Research strategies that incorporate responsiveness include the use of evaluative measures, systems approaches, and qualitative and narrative approaches.

Using the inverted classroom to teach software engineering

Abstract: An inverted classroom is a teaching environment that mixes the use of technology with hands-on activities. In an inverted classroom, typical in-class lecture time is replaced with laboratory and in-class activities. Outside class time, lectures are delivered over some other medium such as video on-demand. In a three credit hour course for instance, contact hours are spent having students actively engaged in learning activities. Outside of class, students are focused on viewing 3-6 hours of lectures per week. Additional time outside of class is spent completing learning activities. In this paper we present the inverted classroom model in the context of a software engineering curriculum. The paper motivates the use of the inverted classroom and suggests how different courses from the Software Engineering 2004 Model Curriculum Volume can incorporate the use of the inverted classroom. In addition, we present the results of a pilot course that utilized the inverted classroom model at Miami University and describe courses that are currently in process of piloting its use.

Development and Validation of a Brief Version of the Difficulties in Emotion Regulation Scale: The DERS-16

Abstract: The Difficulties in Emotion Regulation Scale (DERS) is a widely-used, theoretically-driven, and psychometrically-sound self-report measure of emotion regulation difficulties. However, at 36-items, the DERS may be challenging to administer in some situations or settings (e.g., in the course of patient care or large-scale epidemiological studies). Consequently, there is a need a briefer version of the DERS. The goal of the present studies was to develop and evaluate a 16-item version of the DERS - the DERS-16. The reliability and validity of the DERS-16 were examined in a clinical sample (N = 96) and two large community samples (Ns = 102 and 482). The validity of the DERS-16 was evaluated comparing the relative strength of the association of the two versions of the DERS with measures of emotion regulation and related constructs, psychopathology, and clinically-relevant behaviors theorized to stem from emotion regulation deficits. Results demonstrate that the DERS-16 has retained excellent internal consistency, good test-retest reliability, and good convergent and discriminant validity. Further, the DERS-16 showed minimal differences in its convergent and discriminant validity with relevant measures when compared to the original DERS. In conclusion, the DERS-16 offers a valid and brief method for the assessment of overall emotion regulation difficulties.