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In this article, we discuss an innovative audience research methodology developed for the AHRC-funded “Beyond the Multiplex: Audiences for Specialised Film in English Regions” project (BtM). The project combines a computational ontology with a mixed-methods approach drawn from both the social sciences and the humanities, enabling research to be conducted both at scale and in depth, producing complex relational analyses of audiences. BtM aims to understand how we might enable a wide range of audiences to participate in a more diverse film culture, and embrace the wealth of films beyond the mainstream in order to optimise the cultural value of engaging with less familiar films. BtM collects data through a three-wave survey of film audience members’ practices, semi-structured interviews and film-elicitation groups with audience members alongside interviews with policy and industry experts, and analyses of key policy and industry documents. Bringing each of these datasets together within our ontology enables us to map relationships between them across a variety of different concerns. For instance, how cultural engagement in general relates to engagement with specialised films; how different audiences access and/or share films across different platforms and venues; how their engagement with those films enables them to make meaning and generate value; and how all of this is shaped by national and regional policy, film industry practices, and the decisions of cultural intermediaries across the fields of film production, distribution and exhibition. Alongside our analyses, the ontology enables us to produce data visualisations and a suite of analytical tools for audience development studies that stakeholders can use, ensuring the research has impact beyond the academy. This paper sets out our methodology for developing the BtM ontology, so that others may adapt it and develop their own ontologies from mixed-methods empirical data in their studies of other knowledge domains.

The increased use cases for laser powder bed fusion (LPBF) in the research and commercial domains necessitate a better understanding of the inputs and the processing parameters. Porosity in parts manufactured by LPBF could lead to premature failure and increased cost. The powder bed, which is selectively laser melted, must be as densely packed as possible to ensure high-density parts. This paper aims to identify and qualify the variables that affect the packing density of the powder bed.

Six different independent variables that affect the packing density of the powder were identified and quantified. The chemical composition, true powder density, powder size distribution, powder circularity and convexity and powder morphology were studied. A powder bed density capsule was printed in place to determine the actual powder bed density in the LPBF unit.

Particle size destitution is the most critical aspect of the packing density in the LPBF unit. Powder with better circularity, convexity and higher powder density has proven to pack less densely than powder with many smaller particles. A more significant number of fine particles will ensure the voids between larger particles are filled, and a denser item, with less porosity, can be manufactured.

The independent variables quantified in this study to determine their effect on the packing densities are discussed. Adherence to the ASTM standard applicable to this industry is discussed, and the quantification method is evaluated. This work’s original contribution is identifying the effect of the ratio of D₉₀ to D₁₀ values based on particle diameter and its interaction within the LPBF unit to result in the highest possible packing density.

The purpose of this study is to examine the effects of nitrogen (N) deposition on clonal growth in a rhizome clonal plant, Leymus chinensis (Trin.) Tzvel.

The study established seven N concentration gradients (0, 2, 4, 8, 16, 32 and 64 g N m⁻²) to simulate the continuous increase in N deposition for the cultivation of L. chinensis seedlings and assess the response mechanism of the cloned L. chinensis plant at different N levels by analyzing the aboveground and belowground plant appearance traits, parent ramets and daughter ramets of resource allocation and biomass allocation.

The results of this study showed that the different N treatment levels could promote clonal growth and had certain regularity under the seven treatments. The addition of N could significantly increase the ramet number, rhizome length, rhizome spacer length, biomass of mother ramets, daughter ramets and belowground L. chinensis population when the N addition was greater than 4 g m⁻²; however, the clonal growth ability of L. chinensis decreased and the rhizome length, ramet number, stem and leaf biomass of daughter ramets and stem biomass of mother ramets significantly decreased when the N addition was greater than 32 g N m⁻².

With global warming, atmospheric N deposition is increasing and it is of great significance to explore the response mechanism of different N levels for the growth of clone plants. This study provides basic data and a theoretical basis for the survival prediction of cloned plants under the background of a global climate change strategy and has important theoretical and practical significance for the scientific management of grasslands in the future.

Youth leadership life skills are the “development of life skills necessary to perform leadership functions in real life” (Miller, 1976, p.2). A model developed by Kapostasy indicates life skills should be taught through FFA (Staller, 2001). Thus, it is important to evaluate youth leadership life skills developed to determine the effectiveness of leadership curriculum and its quality and impact. This research study surveyed Arkansas FFA members after attending the 2012 Arkansas Leadership Conference to determine the leadership life skills developed while at the conference. Furthermore, this study looked at relationships between FFA participants and FFA participation with youth leadership life skills and provides recommendations for future research and for practitioners.

This study aims to explore the intention to quit and its associations among ambulance personnel and to compare the intention to quit and its associations between paramedic and non-paramedic staff.

A cross-sectional study was conducted on 492 Australian ambulance personnel. Participants were selected by stratified random sampling. Data were collected using phone interview-administered questionnaires. Descriptive analyses, bivariate associations and structural equation modelling were performed for data analysis.

The study found that 70% of ambulance personnel intended to quit their jobs. Intention to quit was similar between paramedics and non-paramedic staff. In both staff groups, supervisors' and colleagues' support was associated with mental health symptoms; job satisfaction was associated with the intention to quit. Supervisors' and colleagues' support was indirectly associated with the intention to quit via increasing job satisfaction and reducing the experience of mental health symptoms among paramedics only. Mental health symptoms were directly associated with the intention to quit and indirectly associated with the intention to quit via reducing job satisfaction among paramedics only.

The study findings provide evidence for resource allocation in human resource management. The findings suggest that interventions to increase job satisfaction may reduce the intention to quit for all ambulance personnel. Interventions to improve supervisors' and colleagues' support and to manage depression, anxiety and stress symptoms may help to reduce the intention to quit for paramedics only.

This is the first study to model and compare the direct and indirect associations of intention to quit between paramedics and non-paramedic staff in ambulance personnel.

The relationship of leadership to culture is explored in this study. The study was designed to determine if significant relationships existed between specific leadership practices and different cultural profiles. The treatment for this correlational study consisted of 15 teams with an assigned formal leader for each team. Significant relationships were found between the variables in 14 of the 20 relationships examined. It was concluded that different leadership practices resulted in different cultures.

At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns’ leadership, critical thinking and communication competencies using the University of Florida – Engagement, Cognitive Maturity, and Innovativeness (UF-EMI) and Leadership Skills Inventory (LSI) assessments. For the UF-EMI, the total mean score of the pre-critical thinking disposition of all interns was 104.73; post-critical thinking disposition was 114.46, an increase of 9.73. Results of the LSI indicate just 70% accept who they are and don’t see themselves as good listeners.

The purpose of this paper is to explore differences in the degree of innovation in employment relations (ER) between emerging and established firms,

A large national telephone survey (N=1,416) of both emerging (<5 years) and established firms was conducted.

Emerging firms were more casualised, less unionised, and experiencing higher levels of market expansion and unpredictability. Despite these differences, younger firms showed otherwise remarkable similarity to older firms across a range of ER practices, and both categories showed a reliance on business networks, rather formal training, for ER knowledge. While introducing ER changes more rapidly than older (and larger) firms, they were converging towards a suite of ER practices similar to that adopted by older firms. The results suggest that, if anything, established firms may have been engaged in greater innovation in more unusual ER practices.

Only managers were surveyed. The data are cross-sectional rather than longitudinal. As the study was undertaken in only one country, replication in other settings would be desirable.

The results raise major doubts about the notion that new firms represent the cutting edge of innovation, and highlights the degree to which newer firms match or mimic older firms’ ER architecture.

The primary purpose of this correlational study was to explain the relationship between discipline specific critical thinking skills and leadership training and experiences of selected FFA youth leaders. Researcher-developed measures of critical thinking skills and leadership were used to discover low, but positive relationships between critical thinking skills and each leadership variable of leadership training, leadership experience, and total leadership score. The relationship between leadership training and Evaluation and Total Critical Thinking Skill was significant. Similarly, the relationship between leadership experiences and Analysis and Total Critical Thinking Skill was significant. Finally, the relationship between combined leadership score and Analysis, Evaluation, and Total Critical Thinking Skill was also significant. Recommendations include more student exposure to formal teaching and training in leadership, more research to substantiate the connection between leadership and critical thinking, and more encouragement for students to be more active in non-formal activities.

The purpose of this study was to determine how leadership competencies are remembered and utilized following instruction in a structured collegiate leadership course. The population for this study consisted of experienced collegiate leaders who completed an introductory leadership theory course. The purposive sample included 74 students who completed the course during a semester within a three year period. For this study, a three-part instrument was used. The study focused on the comprehension and use of leadership competencies presented in the course. Comparisons were made between the different classes in regards to self-perceived leadership competency knowledge (retained comprehension) as well as self-perceived leader competency use. Results showed statistically significant differences were found among students and self-perceived knowledge of Task v. Relationship and Blake and Mouton’s Managerial Grid. Findings also showed that there was no statistically significant difference between self-perceived leadership competency use and the number of years post collegiate leadership course.