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Finding Aid for the John W. Kiker Papers (HSF-21)
No full textThe John W. Kiker Papers is composed of correspondence, technical notes, technical records, memorandums, reports, studies, meeting minutes, historical information, design documents, concept drawings, charts, mechanical prints, and miscellaneous materials, that were either collected, created, or used by John W. Kiker during his professional career at NASA. Kiker worked at NASA with the Space Task Group and the Manned Spacecraft Center (later Johnson Space Center) from 1960 to 1979, with much of his time as assistant chief or chief of various mechanical and landing systems branches. Most of his work was related to development of emergency escape equipment, descent and deceleration systems, and parachute systems, for spacecraft. He is most known for contributing to the design and development of the Gemini and Apollo spacecraft parachute landing systems; and for developing the landing and docking systems for the lunar and command modules for the Apollo Program. His most well-known contribution was his proposal and design for the Space Shuttle Carrier Aircraft (SCA) to transport the Shuttle orbiter on the back of a modified 747 aircraft. The materials in the collection largely document the operations, development, and history of the systems Kiker worked on for NASA
Finding Aid for the William D. Reeves Papers (HSF-74)
No full textThe William D. Reeves Papers consists of booklets, binders, calendars, correspondence, handbooks, memorandums, operating manuals, publications, schedules, technical drawings, technical manuals, technical reports, presentations, and miscellaneous materials used by William D. Reeves during his time working at NASA Johnson Space Center in Houston, Texas. Reeves worked at NASA from 1967 until 2001. The bulk of the collection is composed of Reeves’ copies of handbooks, presentations, technical manuals, technical reports, and other materials that include his personal notes from 1988 to 2001, that he used while working as a NASA Flight Director and the Manager of the Space Shuttle/Space Station Integration Office. Reeves was an electrical engineer known for his work with the Space Shuttle partnership with Russian Space Station MIR, as well as his help building the International Space Station. Also, within the collection are documents from the Space Station Freedom project. There are general correspondence and presentation slides from the United Space Alliance, and RID Reports are present
Classroom management self-efficacy and burnout of teachers who began their career during the 2020/2021 school year
No full textThe purpose of this mixed methods study was to examine the difference in classroom management self-efficacy (CMSE) of year one taught virtually and year two taught in-person for beginning teachers and if this transition impacted teacher burnout. A purposeful sample of second-year teachers was selected to complete the Efficacy in Classroom Management subscale of the Teacher Sense of Efficacy Scale (TSES) and the Work-related Burnout subscale of the Copenhagen Burnout Inventory (CBI). The survey data were analyzed using a paired t-test and frequencies and percentages while qualitative data were analyzed using an inductive coding process. The quantitative findings indicated that there was a statistically significant mean difference in the CMSE of second-year teachers who taught their first-year virtually and their second year in-person. The findings further indicated that the transition to in-person learning did influence teacher burnout. The quantitative data indicated that elementary and middle school teachers have experienced greater feelings of burnout than high school teachers. The qualitative data supported these findings and identified themes related to the reasons for the significant mean difference in CMSE and the feelings of burnout
Talk Code-y To Me: An analysis of speech to text systems for consideration of use in writing software
Get PDFThis study proposes to create an application to allow ease of Speech to Text (STT) conversion specifically for programmers to make programming more accessible to those with disabilities. Recently there is being a movement of pairing STT with other disciplines now that STT is readily available and reliable. The main questions are how well Apple’s STT performs, is Apple’s STT ready to be integrated with coding, how do programmers interpret and speak code aloud, and how well does a formatting application created for this study to format transcriptions into executable code perform. The study concludes that Apple’s STT transcribes text at an average success rate of 50.1% and in correctly transcribing and interpreting words at an average success rate of 13.12%, whether it is ready to be used in coding is up to the reader, programmers interpret and speak code in wide range of ways, and the application had a success rate of 0% but the data collected will help it to improve in the future
Dialecticism, Collectivism, and Stereotype Change
Get PDFThis study explores the relationship between cultural variables, individualism, collectivism, and dialecticism, with the tendency to modify initial beliefs (i.e., stereotypes) after being presented with contradictory information. Using the Singelis et al. (1995) Individualism and Collectivism Scale and the Spencer-Rodgers et al. (2015) Dialectical Self Scale, as well as a Stereotyping Questionnaire adapted from the research of Spencer-Rodgers et al. (2007), this study explores this relationship in three different racial/ethnic cultures within the United States, as these populations theoretically differ on these cultural variables. It was hypothesized that participants identifying as Asian (a population theoretically relatively high on dialecticism and collectivism) will be more likely to adjust their initial beliefs about a novel social group than participants identifying as Latinx (theoretically high in collectivism, low in dialecticism) or White non-Latinx (theoretically low in both collectivism and dialecticism). I found support for the concept that cultural variables, independent of race or ethnicity, correlate with stereotype change, although I did not find support for the hypothesis that these cultural groups would differ in predictable ways according to the cultural constructs in question. This study attempts to address the lack of research about the influence of cultural variables on stereotyping processes, as well as compensate for the lack of cross-cultural studies which allow for the generalization of findings beyond Westernized, educated, industrialized, rich, and democratic (W.E.I.R.D) settings
Bending barriers: African American women in education leadership
Get PDFABSTRACT
BENDING BARRIERS: AFRICAN AMERICAN WOMEN IN
EDUCATION LEADERSHIP
Barbara A. Ramirez
University of Houston-Clear Lake, 2022
Dissertation Chair: Antonio Corrales, EdD
The purpose of this phenomenological study was to explore the lived experiences of African American women in institutions of higher education in the state of Texas regarding career progression and potential barriers to leadership. Of specific interest is a more in-depth understanding of perceived barriers along the career pathway and strategies suggested by leaders that have reached or exceed beyond what is considered the pinnacle level of achievement in higher education. Oikelome (2017) recognizes what some consider achieving a level of success in higher education by stating, “The college presidency is a benchmark of status and achievement in the academy” (p. 23). A sample of educators at the level of dean or higher was selected to participate in this study to explore their individual perception of barriers that affect the career pathways of African American women pursuing positions in higher education at executive level.
The selected literature corroborates the disparity in African American women at the college and university senior executive level. The literature will highlight various challenges related to race and gender. Lastly, the study will review strategies used to overcome barriers to educational leadership. Further research on this topic should include an examination of the career pathways of African American women in two and four-year institutions.
Temporal Effects of Top-Down Emotion Regulation Strategies on Affect, Working Memory Load, and Attentional Deployment
No full textPrior research has elucidated the effectiveness of top-down emotion regulation strategies of cognitive reappraisal (CR) and guided attention (GA) at minimizing negative feelings while also being cognitively demanding. However, the mechanisms underlying these processes are not well understood. The current study uses eye-tracking to explore the temporal effects of two top-down emotion regulation strategies–cognitive regulation and guided attention–on attentional deployment, working memory load, and emotion regulation effectiveness. 54 participants (Mage=25.42±5.01yrs) completed an emotion regulation task while measuring pupillometry and gaze fixations. During the task, participants implemented CR or GA strategies while viewing negative images then rated their feelings. Two-way, repeated-measures ANOVA inferential statistical procedure was used to separately examine effects of strategy (guided attention vs cognitive reappraisal), time (brief, 4s vs sustained, 8s), and strategy by time interactions on emotion regulation effectiveness (self-reported affect), working memory load (inter-trial change in pupil diameter), and attentional deployment (% of total trial fixations on AOI). Analyses revealed sustained duration trials (8s) yielded greater fixations to negative stimuli as compared to brief duration trials (4s), while emotion regulation effectiveness was not significantly changed. CR resulted in higher fixations to negative AOI than GA yet was more effective at regulating emotion. In conclusion, this work suggests that implementing top-down emotion regulation may sustain emotion regulation effectiveness, and CR particularly maintains emotion regulation effectiveness. A better understanding of the temporal effects of top-down emotion regulation strategies on affect, attentional deployment, and working memory could reveal more insight into differences in interpreting and behaviorally responding to emotional stimuli
Finding Aid for the Shelby L. Owens Papers (HSF-10)
No full textThe Shelby L. Owens Papers is composed of personnel records, correspondence, official letters, memorandums, data books, handbooks, photographs, brochures, booklets, promotional information sheets, certificates, awards, poems, collectibles, artifacts, and miscellaneous materials, documenting the career of Shelby L. Owens at NASA Johnson Space Center between 1964 and 1990. The bulk of the collection is composed of 1960s-1970s collectible items, promotional materials, and award or commendation materials, that Owens either received for his work, collected along with other NASA employees related to Apollo and Skylab Program missions, or was kept by Owens as part of his work records
Factors Which Influence Success for Female Veteran Students in Higher Education
No full textWhen female veterans return to college, they bring a different experience to the institution. Administrators must be aware of the challenges that students encounter as they make the transition from the military to higher education. Identifying reoccurring trends amongst female veterans will allow them to build female veteran student programming and support services that will help them address their unique needs. The purpose of this mixed method study was to gain a better understanding of the female student veteran experience as they transition out of the military and into a four year-university. The findings from this study determined that female veterans underutilize support services and are not satisfied with veteran service offered to them. The following findings are presented within thin this study
Stress Effects and Mindfulness-Based Interventions Among Educators in Elementary School Classrooms
No full textIn the United States, work-related stress costs companies over $200 billion each year (European Agency for Safety and Health at Work, 2015). Classroom teachers face a variety of challenges in their scope of work. Due to such challenges, teacher turnover and self-reported job dissatisfaction are at an all-time high, according to new research. Studies from the American Federation of Teachers (2017) show that the majority of American teachers feel over-stressed at work, and the number citing poor mental health has jumped alarmingly in recent years. Absenteeism, low job satisfaction and effectiveness, high attrition, and high burnout are all consequences of high teacher job stress (Skaalvik & Skaalvik, 2007). In fact, research by Pennsylvania State University (2016) suggests resultant costs in human resources and health care spending for teachers could amount to billions of dollars each year.
In a recent study by the American Federation of Teachers 52% of teachers agreed that they do not feel the same enthusiasm as when they started teaching (AFT, 2017), and 46% report high daily stress during the school year (Gallup, 2014). This percentage is tied with nurses for the highest rate among all other occupational groups. Teachers also report instances of experiencing poor physical health aside from their mental health status. In addition, reports of bullying by superiors, colleagues, parents, and even students are evident at rates far higher than any other profession. To add to these health concerns, the vast majority of teachers indicate that they are sleep-deprived (Gallup, 2014).
Policy-based interventions have been implemented in many schools as an attempt to address job-related stress, however, these interventions have been minimally evaluated by research (McIntyre et al., 2017). Additional information is needed regarding occupational stress among teachers. The purpose of this mixed-methods study is to explore existing research regarding the consequential effects of teacher stress in the workplace, identify teacher perceptions of occupational stress, and address the effectiveness of strategies and policy-based interventions, which may contribute to decreased resultant costs of work-related stress, such as turnover rates, negative social conditions, and culture/climate of school campuses. This study is premised on the assumption that enhancing the positive attributes and strengths of educators can have a positive impact not only on their performance and commitment but also on the performance of their students.