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Exploring the potential role of courage in promoting approach toward feared stimuli.
No full textBehavioral approach toward feared stimuli is an important component of exposure therapy for anxiety and related disorders. Methods that increase approach behaviors may improve exposure therapy outcomes, yet few studies have investigated this possibility. The current study sought to examine the effect of recalling an act of personal courage on levels of behavioral approach in a behavioral approach task (BAT) that consisted of viewing pictures related to dental treatment. Sixty-one undergraduate students were randomly assigned to respond to one of three writing prompts before completing the BAT. The “courage included” (CI) prompt instructed participants to write about a time when they engaged in an act of personal courage. The control prompt instructed participants to write about something that causes them to experience fear or anxiety. The “courage omitted” (CO) prompt instructed participants to write about an action they engaged in that met the criteria for personal courage, but it did not label this action “personally courageous.” There were no significant differences in behavioral approach levels (i.e., number of pictures viewed) across conditions, and the effect sizes were small (CI-control Cliff’s δ = 0.22; CI-control Cohen’s d = 0.25; CI-CO Cliff’s δ = 0.28; CI-CO Cohen’s d = 0.31). An exploratory analysis showed that participants in the CI condition completed the BAT at a significantly higher rate (45.00%) than did participants in both the control (14.29%) and CO (10.00%) conditions. While the BAT evoked low levels of fear and the main hypothesis was not supported, the results suggest that recalling an act of personal courage may increase the probability of subsequent task completion. Additional research is needed to determine whether this effect holds true when the task involves behavioral approach toward feared stimuli
The impact of the joy in practicum education module series : a mixed-methods pilot study in identifying and cultivating joy as a social work practicum instructor.
No full textThis pilot study explores how social work practicum instructors can cultivate joy within their roles in the professional development of student interns. Expanding on previous research of joy in various professions, the study examines both quantitative and qualitative aspects of joy in social work practicum education. The quantitative component address three key research questions: 1) How are practicum instructors’ levels of joy impacted following completion of the Joy in Practicum Education module series? 2) How are practicum instructors’ levels of state joy impacted during the Joy in Practicum Education module series? 3) How are practicum instructors’ levels of gratitude impacted throughout the duration of the Joy in Practicum Education module series? Seventeen practicum instructors participated in the researcher-developed module series, completing pre- and post-tests using the Meaning and Joy in Work Questionnaire (MJWQ), State Joy Scale (SJS), and Gratitude Questionnaire (GQ-6). Descriptive statistics suggest that participants’ levels of meaning and joy in work, state joy, and gratitude increased after completing the modules. The qualitative portion of the study explored three main questions: 1) What does the word joy mean to practicum instructors? 2) How is the phenomenon of joy experienced by practicum instructors? 3) How does the Joy in Practicum Education module series impact practicum instructors’ ability to cultivate joy within their work? Seven participants participated in semi-structured interviews, which were analyzed using a phenomenological approach. The findings identified three clusters, four subclusters, and 22 codes offering deeper insights into how joy is experienced and cultivated within the social work practicum context. Study limitations include small sample size and homogenous participant demographics which impacts the ability to conduct statistical analysis with sufficient power and generalizability. Overall, this study highlights the positive impact of the Joy in Practicum Education module series on practicum instructors’ experiences of joy and gratitude, with significant implications for social work education and practice in agencies, organizations, and educational institutions
A quantitative correlational investigation examining the nexus : West Texas secondary teachers' perspectives on administrator emotional intelligence and Its influence on job stress, job satisfaction, and turnover intentions.
No full textAs an educator, I was concerned about the rising teacher attrition rates, particularly in high-poverty and high-minority areas, as outlined in DeMatthews et al. (2022) and Sutcher et al. (2016). The existing literature, including the works of Ingersoll and Merrill (2012) and Understanding Teacher Shortages (2018), highlighted the alarming teacher turnover rates even before the COVID-19 pandemic, which further exacerbated the situation (Goldhaber & Theobald, 2023). The purpose of this study is to examine if secondary school teachers' perceptions of administrators' emotional intelligence (EI) predict teachers' job stress, turnover intention, or job satisfaction as mediated by their administrator's transformational leadership style based on the conceptual framework by San Lam and O'Higgins (2012). The study used a quantitative cross-sectional correlational methodology and collected data from 102 secondary teachers in one West Texas Independent School District. The results revealed a statistically significant moderate positive relationship between assistant principal emotional intelligence (EI) and teacher job satisfaction ratings. It also demonstrated statistically significant moderate negative relationships between assistant principal EI and job stress, and assistant principal EI and intention to leave. Also, the independent variable, EI, statistically significantly predicted teacher job stress and turnover intention. However, the study did not find evidence that assistant principal transformational leadership mediated the relationship between assistant principal emotional intelligence and teacher satisfaction. In conclusion, the study highlights the role of assistant principals' EI in positively influencing teacher retention. The findings have implications for educational leaders, suggesting the importance of prioritizing the development of EI in assistant principals to foster a supportive school culture and improve teacher job satisfaction. By understanding and implementing these suggestions, assistant principals and district leaders can contribute to a more positive school leadership culture. Additionally, the study encourages future researchers to continue researching assistant principal emotional intelligence on teacher outcomes and contribute toward a comprehensive understanding of the role of EI in educational leadership
Exploring the alignment between Generation Z learning experiences and andragogical assumptions : a qualitative single case study of United States Air Force contracting specialists.
No full textThe Air Force contracting career field relies heavily on structured training to develop competent professionals capable of managing complex acquisition tasks. However, outdated and traditional approaches to Upgrade Training (UGT) may not fully align with the unique learning preferences of Generation Z (Gen Z) enlisted Airmen. As this new generation enters the workforce with different expectations for autonomy, relevance, and engagement, it is essential to understand how they perceive their learning experiences. This study addressed the gap in understanding how Gen Z contracting specialists experience learning, specifically their progression from 3-level to 5-level qualification. The research was grounded in Knowles’ et al. (2020) theory of andragogy, which emphasizes the need for self-direction, experiential learning, and intrinsic motivation among adult learners. The study examined whether UGT practices align with these principles for Gen Z learners and how improvements could be made to enhance learning effectiveness.
I conducted a qualitative single case study at an Air Force contracting squadron on the East Coast of the United States. Four enlisted Gen Z contracting specialists participated by completing a questionnaire and engaging in semi-structured interviews. The participants were either currently enrolled in or had recently completed UGT from 3-level to 5-level. I coded and analyzed data using thematic analysis, which resulted in five emergent themes: varied levels of autonomy, the influence of prior experiences, intrinsic and extrinsic motivation, the impact of engaged trainers, and a clear preference for hands-on real-world training. The study provided a rich, descriptive account of how these learners perceived their training within andragogical principles.
The findings affect contracting squadron leadership, trainers, learners, and Air Force-level policymakers. Insights from the study suggest that adapting training delivery to better support Gen Z learning preferences may enhance performance, retention, and engagement. Recommendations include developing trainer preparation programs, increasing the use of experiential learning, and aligning training with learner readiness. This research contributes to military education and workforce development by offering evidence-based suggestions for modernizing enlisted upgrade training in alignment with generational learning needs
Stepping into leadership : addressing the transition for new heads of school.
No full textThis study examines the stresses, leadership challenges, insecurities, and areas of growth experienced by newly appointed heads of school with fewer than five years of leadership experience. It also investigates the support systems and structures that can help these leaders succeed. The shortage of qualified school leaders, exacerbated by an aging workforce and the impacts of the COVID-19 pandemic, highlights the need for effective support to prevent burnout and improve retention. Research shows that transitioning into school leadership is often emotionally and professionally challenging, with new leaders facing a fast-paced, fragmented role demanding attention from multiple stakeholders. This study aims to provide insights into the support necessary for emerging school leaders to thrive in their positions
Engaging high school families to support student needs : a qualitative embedded case study investigating perspectives of Louisiana high school teachers and parents towards equitable collaborations.
No full textIn Louisiana High Schools, a growing number of students face challenges that cannot be addressed by schools or families in isolation. Overcoming factors that prevent student success requires a collective effort, yet too few parents and teachers engage in collaboration to support the needs of students at the high school level. A lack of collaboration between parents and teachers can result in missed opportunities to support high school students.
To address this problem, I conducted a qualitative single case study with embedded units of analysis to explore how parents and high school teachers describe the goals, strategies, parent role, and process through which they engage in equitable collaboration. The theoretical framework that guided this study was Ishimaru’s equitable collaboration framework, which contrasts collaboration with traditional deficit-based approaches to parent involvement in four dimensions: goals, strategies, roles, and processes (Ishimaru, 2014). I collected electronic questionnaires and conducted individual semi-structured interviews with three parents and three teachers of students at one high school in Northwestern Louisiana. Within-case analysis revealed four themes to answer the research question. First, parents and high school teachers describe goals of collaboration related to student growth, identifying and preparing the students for future opportunities, and sustaining a shared effort to meet student needs. Second, participants describe strategies supporting equitable collaboration as active communication, accessible information, and authentic relationships. Third, all participants describe the parent role in collaboration as sharing knowledge, while parents also describe the role as providing perspective, and teachers describe the role of parents as remaining open to engagement. Finally, parents and high school teachers describe collaboration as a process that creates community connections, while parents also describe fostering empathy, and teachers describe an increased capacity to serve.
This study has implications for parents, high school teachers, and educational leaders. Parents and high school teachers benefit from connecting, sharing knowledge, and remaining open and honest in relationships. I recommend educational leaders consider actions that support collaborative relationships between parents and high school teachers. Additional research is needed to explore the experiences of nondominant parents and the impact of community leaders on collaboration at the high school level
Development of nondestructive evaluation methodologies for polymer composite components prepared via additive manufacturing.
No full textThe work presented in this thesis seeks to utilize nondestructive testing techniques to investigate fiber reinforced additive manufactured components and assess the effectiveness of these methods on quantifying features of interest, in order to further enable the use of additive manufacturing in structural applications. One study contributes by comparing fiber reinforced and neat polymer additively manufactured components, visualizing post impact internal damage with ultrasonic testing and X-Ray computed tomography and investigating the subsequent decrease in mechanical performance. The objective of the second study is to determine the effectiveness of rotational eddy current testing in evaluating common manufacturing features of interest carbon fiber reinforced additively manufactured polymer components, such as porosity, fiber content, and fiber directionality
The influence of contact line dynamics on drop deposition, repellency, and condensation.
No full textFor many years, solid-liquid and liquid-liquid interfacial dynamics have attracted attention in a variety of natural and industrial applications, including inkjet printing, water harvesting, and spray coating technologies. In a solid-liquid interface, when a droplet is placed on a solid substrate, the boundary between the solid, the liquid, and the corresponding equilibrium vapor is referred to as the "contact line," which play a crucial role in droplet's mobility on the surface. Various studies investigated the "contact line" problem and un- covered many unique physics that showed the relationship of wettability of the surface and liquid movement after impacting. However, the "contact line" dynamics on the droplet con- densation and stress at contact point remain unclear until this day. This work explores the complex dynamics of droplet behavior on surfaces with varying wettabilities and viscosities, focusing on contact line phenomena, droplet oscillation, and condensation mechanisms. It examines how external forces, such as drop oscillation, influence the movement of the contact line, revealing that increased viscosity can restrain contact line mobility, thereby extending oscillation duration and altering the droplet's natural frequency. The study also investigates how surface wettability and patterning affect dropwise condensation (DWC), demonstrating that strategic wettability contrasts and surface patterns can optimize droplet shedding mechanisms and improve water collection efficiency. Additionally, the research explores the formation of large-area microbubbles (LAMs) due to air entrainment during droplet impacts on liquid films. Using high-speed imaging, we investigate the conditions and instabilities responsible for the formation of LAMs, focusing on intermolecular instability, contact line instability, and Rayleigh instability, and their dependence on drop inertia and fluid dynamics. The findings provide valuable insights into optimizing surface properties for enhanced condensation and water collection and contribute to the understanding of microbubble generation in dynamic fluid systems
The interactions of Stillhouse Hollow and Belton Reservoirs with the Trinity and Edwards aquifers of central Texas.
No full textBell County is situated 63 miles north of Austin, Texas, and is experiencing exponential growth due to continuing development along the I-35 corridor. Stillhouse Hollow and Belton Reservoirs were constructed to provide water for Bell County and to mitigate flooding from the Leon and Lampasas Rivers. While reservoirs are sustaining the present generation, ongoing growth in Central Texas will strain water resources for the following generations. Increasing dependance on groundwater sources calls attention to possible interactions between the reservoirs and groundwater systems. This study investigated the impacts on the underlying Trinity aquifer from increased head resulting from the reservoir impoundment and surface-water interactions with the Edwards aquifer during flood pool levels. Changes in ionic chemistry, isotopes, along with carbon dating and eDNA evidence from lake organisms were examined in the Edwards aquifer. Head changes and water chemistry may have occurred in the Trinity aquifer, but these connections are not yet documented
The effects of exercise with nasal breathing on cell viability and concentration following oxidative stress.
No full textNasal breathing during exercise induces hypercapnic conditions, which may improve exercise performance. However, the impact of nasal breathing on cell viability (CV) and concentration remains underexplored. This study investigated the effects of a 4-week exercise intervention with nasal breathing on CV and concentration following lipopolysaccharide (LPS)-induced oxidative stress in peripheral blood mononuclear cells (PBMCs). The primary aim was to gain insight into the cellular protective mechanisms that combat physiological stress induced through exercise. Nine healthy males were recruited to examine the effects of moderate-intensity exercise training on CV and the concentration of PBMCs. Blood samples were collected before and immediately after exercise at the start and end of a 4-week exercise intervention. Results showed a significant decrease in CV after the 4-week training period. However, cell concentration showed significant effects within the use of LPS and incubation times (3and 12-hours). Further research is needed to measure these effects on larger and longer scales