Klausenmills8306

This review can deepen the field's understanding of factors that contribute to interior wayfinding and can serve as a resource for decision makers and designers.The purpose of this paper is to offer a new framework for understanding action, optimization, and choice when applied to economic theory more generally. By drawing upon the concept known as the variational free energy principle, the paper will explore how this principle can be used to temper rational choice theory by re-formulating how agents optimize. The approach will result in agent behavior that encompasses a wide range of so-called cognitive biases, as seen in the scientific literature of behavioral economics, but instead of using these biases as further indications of market inefficiencies or market failures, the paper will likewise attempt to show the limits to which these biases can inform or critique standard economic theory. The paper therefore offers up a "middle of the road" approach, in which the neoclassical agent is not quite as "rational" as rational choice theory assumes, but at the same time, not quite as irrational as behavioral economics would often have us believe.In the context of economic stagnation and recession, retailers face fierce competition and experience enormous pressure to increase their sales. In this study, we focus on the potential costs of higher store sales for retail workers by examining its effect on work engagement. Drawing on work intensification literature and the job demand-resources model, we study how job variety and workload, two job characteristics, mediate the relationship between store sales and engagement. Store revenue data and survey data of 525 sales employees, embedded in 110 stores of a large Dutch retail organization were used, to perform mixed models analyses. The analyses demonstrate that store sales is negatively related to job variety and positively related to workload. In turn, job variety positively affects work engagement, while workload negatively affects work engagement. Based on multi-source, multilevel data it is thus shown that there are negative effects of store sales in retail. More insight is created into the job characteristics that explain the negative link between store sales and engagement. As it is empirically demonstrated that there are indeed costs associated with improved performance in retail, it is crucial that organizations ensure investments in maintaining resourceful work environments.The purpose of this conceptual article is to introduce the construct of change engagement and a model that also consists of change-related organizational resources, change-related job resources and demands, and change-related personal resources. We propose that change engagement is a construct that is theoretically and practically useful for understanding employee reactions to and adoption of organizational change. Drawing from existing models of employee engagement, we add to the change literature by identifying salient change-related organizational resources, job resources, job demands, and personal resources in a previously validated framework that brings together the literature on both engagement and change. By using the proposed change engagement framework, practitioners and researchers will potentially be able to effectively diagnose, manage, and optimize employee change readiness and enthusiasm for ongoing change. Furthermore, the change engagement model (CEM) provides practitioners and researchers with a comprehensive and practically useful model that will be easy to comprehend and communicate. The model can be applied to the planning, implementation, and evaluation of discrete change initiatives, as well as to ongoing change. The model is therefore well-suited to contemporary organizational contexts where change is widely recognized to be a constant.Psychiatric diagnoses such as Autism Spectrum Disorder (ASD) are primarily attributed on the basis of behavioral criteria. The aim of most of the biomedical research on ASD is to uncover the underlying mechanisms that lead to or even cause pathological behavior. However, in the philosophical and sociological literature, it has been suggested that autism is also to some extent a 'social construct' that cannot merely be reduced to its biological explanation. We show that a one-sided adherence to either a biological or a social explanation leads to a moral dilemma, a Catch-22, for autistics and for those living with them. learn more Such explanations close the space for self-identifying as autistic and at the same time being considered to be in good mental health. They foreclose the possibility of making sense of the lived experience of (and with) autistics. In this paper we argue that such lack of space for moral imagination inherently leads to scientific stalemate. We propose that one can only go beyond this stalemate by taking an ethical stance in theorizing, one that enables better intersubjective understanding. Only on such a view can behavior and biology be linked without either disconnecting them or reducing the one to the other.Research in School-Based Art Therapy has been widely discussed in recent years, and the number of studies that examine staff perceptions and the special characteristics of art therapy within the education system has risen considerably. The current study explored the critical issue of adolescent clients' perceptions of art therapy in school, from their point of view as clients. The methodology and data analysis were conducted according to the principles of Consensual Qualitative Research (CQR). The sample was composed of 12 adolescent clients, aged 14-18 (M = 16), who took part in in-depth semi-structured interviews. The findings were organized into five domains that emerged from the interviews referrals and initial engagement with therapy, the setting within school, the nature of art therapy at school, the relationship with the art therapist, and the impact of art therapy on these clients. The analysis revealed that although some participants initially agreed to art therapy because it got them out of class and let them have fun instead, they realized after a period of time of art therapy that they were engaged in a personal and emotional process focusing on them which allowed them to express their feelings without the fear of judgment. Participants at times used the word "mother" to describe their relationship with the art therapist, and stated that the presence of the art therapist at school made them feel safer and helped them deal with day-to-day problems. School-based art therapy was seen as having specific advantages according to the participants. Having a therapeutic hour during a stressful school day was considered to give these students an opportunity to relax, and the art therapy room was perceived as a shelter. In addition, when the therapist was perceived as a supportive figure, the whole school experience tended to be perceived as supportive or enabling greater acceptance.