University of Southern Mississippi
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Interview with Cyndee Landrum: USM SLIS Graduate and Acting Director IMLS
Get PDFCyndee Landrum, a 2006 graduate of the School of Library and Information Science (SLIS) at The University of Southern Mississippi was named acting director of the Institute for Museum and Library Services (IMLS), an independent federal agency charged with supporting and empowering the country’s libraries. Dr. Morley interviewed her history and her perception of the future
Investigation of Healthcare Providers\u27 Receptiveness to Aromatherapy as an Adjunctive Intervention for the Postoperative Nausea and Vomiting in Gynecological Procedures
Get PDFThere is a knowledge deficit concerning healthcare providers\u27 understanding of the use of aromatherapy as an intervention for postoperative nausea and vomiting (PONV) in clinical settings. Postoperative nausea and vomiting continues to exist despite using common pharmacological treatments to block receptors that stimulate the vomiting center (DiLustro, 2017). Postoperative nausea and vomiting leads to adverse effects that decrease patient satisfaction and prolong hospital stays. Healthcare providers need an adjunct therapy that minimizes risks and improves outcomes (Weibel et al., 2017). Through this project, provider understanding, and preferences were obtained and educational content delivered to potentially improve patient PONV outcomes. Using Qualtrics®, the authors developed an online survey to evaluate healthcare providers\u27 attitudes toward implementing aromatherapy in the clinical setting. The survey assessed both quantitative and qualitative responses. Analysis revealed that healthcare providers are receptive to using aromatherapy for PONV
The Role of Mentorship in Teachers\u27 Intent to Persist in P-12 Public Education
Get PDFSoaring attrition rates among teachers in public education have led researchers to attempt to obtain more insight into teaching intent to persist in American, public P12 education. Mississippi schools are allowed to join the MDE Division of Educator Effectiveness. This single division focuses on enhancing specific areas: “Mentoring and Induction programs, Mississippi Professional Growth system, Mississippi Teacher Residency, and Recognition Programs.” (Steen, 2024). The purpose of the study was to determine if there exists a statistically significant relationship between Mississippi public education teachers’ mentorship experience, mentorship effectiveness, and intent to persist. Secondly, this study was expected to determine to what magnitude school administrators directly serve as mentors for teachers on their staff. The participants in this study included 77 certified public-school teachers in the state of Mississippi. Of the 77 teachers who responded to the survey 78.4% were female and 21.6% were male. The duration of time in the field of education for the sample was 4.2 years (SD = 1.163). Data were analyzed by reporting the proportion “yes” for all binary, dichotomous data; running a One-Way ANOVA to identify if individual teacher groups, representing educators with various years of experience, showed any statistically significant differences, and conducting a Simple Linear Regression model with mentorship predicting intent to persist to determine the power of the connection amid both constructs. The final results pertaining this study were that (1) 67.2% of participants did report mentorship was practiced in their schools with 17.6% of respondents reporting having more than one mentor and 52.7% reporting having their mentor formally assigned by the school or district; (2) Of the respondents participating in the study (N = 74) 85.1% did not have their principal/assistant principal to serve directly as their mentor; (3) There was no statistically significant differences in teacher groups as it related to perceived effectiveness. The null hypothesis could not be rejected rendering all groups statistically the same, and (4) Mentorship was not a statistically significant predictor of intent to persist. Intent to persist scores increased by .072 points for each point mentorship effectiveness increased. R2 was calculated at 0.124. Participants predicted that the intent to persist was equal to 30.938 + .072. Intent to persist scores increased by .072 points for each point mentorship effectiveness increased
Cognitive Emergency Managment: Managing Human Capital in Virtual Workspaces Utilizing Emotional Intelligence
No full textIn crisis management, an emergency manager’s ability to remain calm under pressure can be the key to either successfully navigating a crisis or failing to manage it effectively (Nierman, 2022). One crucial aspect of crisis management is knowing how to act when the situation becomes difficult and emotions run high (Nierman, 2022). Organizations need emergency managers who can handle crises without becoming overwhelmed by their emotions or the changes that follow a traumatic event. Emotional Intelligence in crisis management involves the skill to manage, control, and direct emotions during a crisis (Nierman, 2022). It involves a cognitive process that helps individuals convert feelings into thoughts, understanding, and reasoning, and to manage both their own emotions and those of others (Cherniss and Goleman, 2001). Someone with high emotional intelligence will respond with greater control, consider the consequences of their actions, find ways to reduce stress, and act constructively (Nierman, 2022). The COVID-19 pandemic highlighted how crucial decision-making, adaptability and innovation are in crisis management. Emergency managers had to pivot quickly to new methods of communication and coordination, leveraging virtual platforms to ensure continuity of operations. The shift to remote leadership not only involved managing teams through digital tools but also addressing the unique challenges that came with it, such as maintaining team morale, validation of information, ensuring cybersecurity, and managing work-life balance. Wittmer and Hopkins (2021) offer valuable insights into these adjustments and the broader implications for future crisis management strategies. The lessons learned during this pandemic will likely influence how organizations prepare for and respond to crises moving forward. Unfortunately, many emergency managers do not receive training or professional development in emotional intelligence, especially in the context of managing crises in virtual environments. This research investigates how emergency managers use emotional intelligence in virtual workspaces during crises, guided by social cognitive theory and human capital theory. The study employs a phenomenological qualitative design and an interpretive phenomenological approach. Interviews were conducted with emergency managers in supervisory or leadership roles responsible for managing human capital. The analysis identified key themes based on feedback from participant interviews. It focused on their experiences and how they apply the four-branch model of emotional intelligence in managing crises virtually. This research aims to spark further discussion on emotional intelligence in virtual settings and its role in crisis management
Uncovering the Causal Configurations of Successful Nonviolent Regime Change Movements: A Systems Thinking and Fuzzy Set Analysis
Get PDFUnder what conditions do nonviolent regime change movements succeed? While the literature on nonviolent resistance has shown several variables to be highly correlative in affecting regime change, little research to date has shown which configuration of conditions leads to regime change in differing polities and repressive environments. In this dissertation, Systems Thinking (ST) and fuzzy set Qualitative Comparative Analysis (fsQCA) are employed to analyze 25 randomly selected cases of nonviolent regime change movements drawn from the NAVCO 2.1 dataset. The principle of equifinality in ST and fsQCA directs the research to explore multiple sets of conditions that can lead to regime change, depending on the situational content.
This dissertation operationalizes strategic and systems conditions prominent in the scholarly literature: percentage of participation, diversity of participants, extent of nonviolence, extent of resiliency, extent of repression, extent of authoritarianism, and regime type. The fsQCA output identifies three causal configurations leading to regime change: 1) high levels of diversity, nonviolence, and resilience under democratic regimes; 2) high levels of diversity and resilience, and a low-level participation rate under repressive regimes; and 3) high levels of nonviolence, resilience, and diversity under repressive regimes.
This study supports the importance of movement diversity and resilience for regime change. This study challenges the assumption that nonviolent regime change movements do not work well under repressive regimes. Finally, this study challenges the finding in the literature that the relative participation rate of a movement must be large to be successful.
This study proposes significant causal configurations for primarily nonviolent movements under democratic rule and repressive regimes of any polity. It also highlights the importance of a commitment to nonviolence as a means and an end – not simply a means to an end – for successful regime change movements
The Effects of Technology Based Discrete Trial Training on Skill Acquisition
No full textThe current study evaluated the effects of technology-administered discrete trial training (DTT) through the Camp Discovery application on skill acquisition and stimulus generalization across three children diagnosed with autism spectrum disorder. This study utilized a multiple baseline design across skills, replicated across participants, to demonstrate a functional relation between the implementation of a technology based DTT app (Camp Discovery) and skill acquisition (Cooper, Heron, & Heward, 2007) for DTT sessions and generalization. Results of the current study indicated that trials presented via the Camp Discovery application resulted in mastery of three receptive identification skills across all three participants. Additionally, mastered skills taught through the Camp Discovery platform generalized to table-top trials resulting in mastery of the acquired skills beyond the iPad. Maintenance data indicated that skills acquired through the Camp Discovery application maintained over time. Lastly, clinician’s treatment integrity of the implementation of the Camp Discovery app was assessed; clinicians’ integrity maintained at or above 80% throughout this study. These findings support further research to explore the effectiveness of technology-facilitated DTT, aiming to develop more accessible and cost-effective strategies for supporting individuals with ASD. This study adds to the literature base by contributing to the growing literature on technology-mediated interventions
Audiovisual Accessibility
No full textThe prevalence of streaming audio and video (AV) has become a fact-of-life for contemporary teaching and research practices. Streamed AV content is more accessible than ever before in terms of its high availability, but much of it still lacks important accessibility features like captioning that make it usable to large portions of the population. This session will provide an overview of accessibility best practices that any faculty using and disseminating AV instruction and research materials should be aware of, in addition to introducing Whisper AI, a free and open-source speech-to-text transcription tool that can be leveraged to work towards creating high-quality captions and transcripts
Effectiveness of Automated Formative Feedback in an Online Tutorial for Promoting Summarizing
Get PDFWe conducted a study with the aim to investigate the effectiveness of automated formative feedback in improving students’ ability to summarize. One-hundred and thirty-eight undergraduate students in an elementary education program were asked to summarize six scientific texts, with the experimental group (N=87) receiving automated formative feedback in a computer-based learning environment (FALB). FALB provides automated feedback about content coverage, copying words avoidance, redundancy avoidance, relevance, and length. Comparing the experimental group to a control group (N=51), results implied that summarizing skills could be fostered when interacting with FALB. In particular, the automated formative feedback promoted the adherence to the predefined length and the avoidance of copying words while maintaining a high content coverage, fostering cognitive processes essential for constructing a mental model of a text. In addition, students in the experimental group were able to maintain high quality summaries in their final session when not scaffolded. In conclusion, FALB supports the alignment of internal standards with external standards and provides an incentive to revise and engage with texts