University of Southern Mississippi
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Reality Lost: Markets of Attention, Misinformation and Manipulation
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Information Pollution as Social Harm: Investigating The Digital Drift of Medical Misinformation in a Time of Crisis
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Teachers\u27 Perspectives on Cultivating Students\u27 Problem-Solving Skills in Higher Vocational Colleges: A Qualitative Analysis Based on The 3P Model
Get PDFProblem-solving skills are critical for students in higher vocational colleges as they prepare for future careers and life challenges. However, cultivating problem-solving skills presents significant challenges. This study investigates the development of students’ problem-solving skills from the perspective of teachers in higher vocational colleges. Fifteen teachers participated in semi-structured interviews, and the data were analyzed using thematic analysis based on the 3P model (Presage - Process - Product). Within this framework, the cultivation of problem-solving skills is conceptualized as a dynamic system comprising three interconnected stages. In the Presage stage, cognitive factors affect the effectiveness of skills development, while non-cognitive factors influence the developmental process. Teachers’ understanding and valuation of problem-solving skills are pivotal for their effective implementation. Moreover, environmental conditions also play a crucial role. In the Process stage, instructional design is guided by instructional objectives, and context-specific teaching methods combined with practical courses have been shown to enhance problem-solving skills more effectively. In the Product stage, teachers rated students’ problem-solving skills as ranging from moderate to below moderate, which they attributed to factors such as low student motivation, limited teacher proficiency, time constraints, and insufficient resources. These insights identify key areas for targeted improvements in the cultivation of problem-solving skills in higher vocational colleges
The Bass Clarinet Works of Jonathan Russell and Pedagogical Guide of Extended Techniques Used in His Compositions
Get PDFJonathan Russell is one of the most prolific composers and performers of the twenty-first century and has made significant contributions to the bass clarinet repertoire. An interview was conducted with the composer to yield information on his background, education, compositional process, and his thoughts on the techniques he has written. This dissertation provides a pedagogical guide to extended techniques found within Jonathan Russell’s bass clarinet compositions. This guide is based on the works of Russell, books, videos, blogs, articles, and my own personal experiences regarding the techniques required to properly perform Russell’s works. The study demonstrates written examples and explanations of each technique and addresses the approaches on how to master and employ them when performing Russell’s compositions.
This document is intended to provide a practical approach to extended techniques within Jonathan Russell’s compositions and other contemporary works in the bass clarinet repertoire. By focusing attention on pragmatic practice methods, bass clarinetists will be able to perform these extended techniques required in contemporary literature with greater success
Examining Non-Academic Staff\u27s Perceived Value of Professional Development on Job Satisfaction and Anticipated Turnover in Higher Education
Get PDFOne of the most important assets in an organization is its employees (Chong & Lee, 2017). Developing staff employees is critical in the university setting (Gornitzka & Larsen, 2004), in addition to satisfying and retaining them (Grohnert et al., 2021). Given today\u27s volatile, uncertain, complex, and ambiguous (VUCA) world, staff development is more vital than ever in the workplace (Gibson, 2020). Higher education institutions should be concerned about employee\u27s professional development (Gerken et al., 2016), not only academic staff but also non-academic staff. Additionally, organizations should ensure employees are satisfied by offering learning and development opportunities, which can contribute to employees\u27 likelihood of remaining in an organization (Grohnert et al., 2021; Kaye & Jordan-Evans, 2000).
This study examined the influence of non-academic staff\u27s perceived value of professional development (PD) on job satisfaction (JS) and anticipated turnover (AT) in higher education. The quantitative, non-experimental, correlational study used a cross-sectional design and simple random sampling to select participants from a population of 280 non-academic staff currently employed at a higher education institution. A validated self-administered survey was used to collect data on PD, JS, and AT, which helped to understand employee retention within an organization. Correlational test analysis was used to determine if the three variables were related (Trochim, 2006). Statistical analysis for this study used tests to examine non-academic staff\u27s perceived value of PD on JS and AT in higher education. Multiple linear regression analysis was used to determine the relationship between PD and JS and PD and AT while controlling for individual demographics—race, age group, gender, years of experience, and education. Hence, the study aimed to provide insights into PD practices to enhance non-academic staff’s job satisfaction and retention in higher education.
Findings from the research study revealed a positive relationship between professional development and job satisfaction and a negative relationship between professional development and anticipated turnover. Likewise, demographic differences may have an influence on the relationship between PD and JS and PD and AT. Therefore, providing professional development opportunities for non-academic staff may enhance job satisfaction and minimize anticipated turnover, benefitting the employee and institution
Growing To Normal Size
No full textGrowing To Normal Size is a collection of poems exploring feelings of nostalgia, grief, existential crisis and angst, and feelings of catharsis
Riders on the Storm: American Exceptionalism, Masculinity, and Frontierism in the 28th Division “Over There,” 1917-18
No full textIn 1917-18, the Pennsylvania National Guard forged a unique service career that earned them the nickname, “Pershing’s Men of Iron.” National Guard units from across Pennsylvania were organized into the 28th Division and were sent to Camp Hancock, Georgia to train for fighting “over there.” Training was dismal due to a variety of inadequate equipment including wooden machine guns, small numbers of bayonets, and very few artillery pieces. Camp Hancock’s insufficiencies were by-products of American military doctrine of the time being dominated by General John Pershing’s ideas of open warfare, aspects of American exceptionalism, and tactics of rifleman adaptability that were seen on past frontiers. Upon arrival in France, the 28th was set to train under the British 34th Division for three months, but was moved to the front at Chateau-Thierry after only twenty-seven days. Despite facing these unique circumstances and not knowing what lay before them, the men of the 28th marched onto World War I’s battlefields with unbound eagerness.
This thesis examines the American Expeditionary Force’s supposed inadequacy compared to the British or French armies of 1918, through the scope of the 28th Division’s service. Furthermore, the 28th Division’s training, masculinity, and cultural ideologies provides new information to previously unexplored aspects of the historiography of the United States National Guard in World War I. Likewise, exploring the 28th in WWI highlights a more personal, troop-level look at the doughboys that is contrary to the unprepared, Allied reliant, or overly arrogant beliefs that degrade the AEF in historical narratives
Telling It Like It Wasn\u27t: The Counterfactual Imagination in History and Fiction
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Vaccine Communication Online: Counteracting Misinformation, Rumors and Lies
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