We present the results of a search for gravitational waves associated with 223 γ-ray bursts (GRBs) detected by the InterPlanetary Network (IPN) in 2005-2010 during LIGO's fifth and sixth science runs and Virgo's first, second, and third science runs. The IPN satellites provide accurate times of the bursts and sky localizations that vary significantly from degree scale to hundreds of square degrees. We search for both a well-modeled binary coalescence signal, the favored progenitor model for short GRBs, and for generic, unmodeled gravitational wave bursts. Both searches use the event time and sky localization to improve the gravitational wave search sensitivity as compared to corresponding all-time, all-sky searches. We find no evidence of a gravitational wave signal associated with any of the IPN GRBs in the sample, nor do we find evidence for a population of weak gravitational wave signals associated with the GRBs. For all IPN-detected GRBs, for which a sufficient duration of quality gravitational wave data are available, we place lower bounds on the distance to the source in accordance with an optimistic assumption of gravitational wave emission energy of 10(-2)M⊙c(2) at 150 Hz, and find a median of 13 Mpc. For the 27 short-hard GRBs we place 90% confidence exclusion distances to two source models: a binary neutron star coalescence, with a median distance of 12 Mpc, or the coalescence of a neutron star and black hole, with a median distance of 22 Mpc. Finally, we combine this search with previously published results to provide a population statement for GRB searches in first-generation LIGO and Virgo gravitational wave detectors and a resulting examination of prospects for the advanced gravitational wave detectors.;

A test or examination (informally, exam) is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[1] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants.

Byline: Roni Factor, Amalya L. Oliver, Kathleen Montgomery We examine the link between the growing emphasis on corporate social responsibility at the organizational level and beliefs about social responsibility at work (SRW) expressed by individuals. Drawing from theories of professionalism and diffusion of innovations (including practices and beliefs), we advance hypotheses about beliefs of managers and non-managers in 11 countries at two time periods, and use a unique international data set to test our hypotheses. Our general prediction that managers would score higher than non-managers on a measure of SRW was not supported. However, further analysis revealed a more complex relationship moderated by the contextual factors of time frame and country inequality level. We discuss implications and extensions for future research. Author Affiliation:

Reports an error in "Teachers’ stressors and strains: A longitudinal study of their relationships" by Arie Shirom, Amalya Oliver and Esther Stein (International Journal of Stress Management, 2009[Nov], Vol 16[4], 312-332). In the article, the two co-authors’ affiliations were incorrectly listed. The co-authors’ correct affiliations are as follows: Amalya Oliver, Hebrew University of Jerusalem and Esther Stein, Beit Berl Educational College. They appear correctly in this record. (The following abstract of the original article appeared in record 2009-21667-004.) The authors tested the hypothesized unidirectional or bidirectional effects of 5 types of teachers’ work-related stressors on each of the 4 types of psychological strain: somatic complaints, burnout, and intrinsic and extrinsic job dissatisfaction. The authors used structural regression analyses to analyze the responses of a representative sample of 404 high school teachers who had completed both our T1 (beginning of school year) and T2 (end of school year) questionnaires. The authors found support for the expected unidirectional effects of the T1 work-related stressors on the respondents’ T2 somatic complaints (with baseline somatic complaints controlled for), and also for the expected unidirectional effects of T1 intrinsic and extrinsic job dissatisfaction on the T2 values of the five types of stressors (with baseline stressors controlled for). Only partial support was found for the expected bidirectional relationships between the stressors and teachers’ burnout. The authors suggest that the directionality across time of the relationships between stressors and strains may depend on the intrinsic properties of the strain under consideration. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)