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Review of Clampitt, Bradley R., Lost causes: Confederate demobilization and the making of veteran identity (Conflicting worlds: New dimensions of the American Civil War)
No full textBradley R. Clampitt’s Lost Causes: Confederate Demobilization and the Making of Veteran Identity joins a host of recent scholarly works concerned not with what happens during major wars, but rather with what happens when such conflicts come to an end. Drawing on sources written by some 400 former Confederate soldiers, and survey answers from an additional 700 Confederate veterans, Clampitt interprets a chorus of more than 1,100 voices to understand how Confederate identity evolved after the guns fell silent in 1865. Through careful analysis and research, Clampitt demonstrates that process of demobilization helped to establish the ideological underpinnings of the Lost Cause
Boosting Efficiency and Data Quality in Batch Editing MARC Records
No full textPresented at the 2023 CTLC ConferenceThis presentation will discuss MarcEdit and OCLC Connexion and illustrate how cataloging librarians or Technical Services librarians can utilize these tools to do more projects with less effort. Massive numbers of MARC records can be edited effectively and efficiently by using these utilities. Vendors send various types of MARC files, but record quality and issues vary. Setting up a customized automatic editing process for each vendor expedites record editing, which eventually accelerates patrons’ resource discovery and access. This presentation will share tips and tricks that the presenters acquired from using these tools for more than 15 years and discuss real world examples. We will also demonstrate creating MARC records for theses and dissertations by editing machine-generated data with MarcEdit and OCLC Constant Data. This session will be beneficial to any librarian who is looking for cost-effective ways to manage MARC records or enhance the quality of vendor-supplied MARC records
A qualitative inquiry of the lived experiences of high school students who qualify for special education under emotional disturbance
No full textStudents who are qualified under the special education category of Emotional Disturbance (ED) have some of the highest academic deficits, behavioral problems, and negative life outcomes compared to other eligibility groups. The heterogeneous nature of students classified as ED makes it difficult for school personnel to understand their needs. Previous research with students in this category has been from other people’s perspectives. This study examined junior and senior high school students labeled ED and their perspectives about school, identity, being labeled ED, and future expectations. Four female students participated in a qualitative interview about their lives. A case-by-case and thematic analysis revealed nine themes. Three themes addressed school experiences. Two themes addressed students’ perceptions of themselves. Two themes inquired about students’ perceptions of the ED label. Two themes were related to students’ expectations of the future. The findings indicated that participants struggled throughout school with the exceptions the last two years. They expressed difficulties with executive functioning, peer relationships, and mental health. The participants reported feeling generally positive feelings towards their teachers and themselves. When it came to the future, the participants expressed excitement and uncertainty about life after high school
Microaggressions and Latina health
No full textThis exploratory study examined racial microaggressions experienced by Latinas and considered the relationship to both physical and mental health outcomes. Using the Racial Microaggression Scale (RMAS; Torres-Harding et al., 2012) 963 self-identified Latinas representing 18 countries and 36 states within the United States, participated in the study. 659 participant’s data were used for analyses. Canonical Correlation Analysis (CCA) was conducted using the six RMAS subscales (Foreigner, Sexualization, Criminality, Low Achieving, Invisibility and Environmental) and three DASS (Depression, Anxiety and Stress) to assess the relationship between microaggressions and mental health. The full model was statistically significant Wilks’s λ = .907 criterion, F (18, 1887.05) = 3.65, p < .001. with the r2 type effect size was .093. Multiple regression analysis was conducted to determine if frequency of racial microaggressions were related to self-esteem using Rosenberg’s Self-Esteem Scale (RSES; 1979). Results of this model also showed statistical significance F(6, 665) = 3.14, p =.005, R2 = .03 with a small to moderate effect size. Another CCA was conducted using the six microaggressions subscales previously mentioned as predictors of physical health outcomes using the Physical Health Questionnaire (Schat et al., 2005) which has four subscales. This model was also statistically significant using the Wilks’s λ = .872 criterion, F(24, 2286.23) = 3.82, p< .001. Studying Ethnic identity (EIS-B; Douglass & Umana-Taylor, 2015) as a moderator between racial microaggressions and mental health outcomes was not supported, neither using RSES nor DASS
Ineffective school leadership: Teachers weigh-in
No full textEffective school leaders are essential to the success of the school environment. Teachers have left schools due to poor and ineffective campus leadership, but often do not report the reasons why they left or do not have a safe mechanism in place to support their claims and drive campus change. The purpose of this qualitative study is to understand the perceptions of teachers who work in elementary, middle, and high schools in Texas on the qualities of ineffective principals and how these qualities affect teacher retention. Respondents in an open-ended survey reported that ineffective principals lacked character, professionalism, and ethics; exhibited poor leadership and management skills; did not practice active listening or effective communication; and lacked the capacity to develop and sustain a positive learning climate. From these findings, we offer recommendations for campus principals for improving their leadership and school climate to support and retain teachers
Self-efficacy, barriers, and opportunities: Examining the delivery of asthma education among U.S. primary care physician assistants
No full textThe delivery of asthma education among primary care physician assistants (PAs) has not been well documented in the literature. Although researchers have mentioned PAs in previous studies, the findings were not specific to the profession. This study had a quantitative cross-sectional research design with a convenience sample representative of primary care PAs from across the United States (N = 140). The purpose of the study was to determine what PA practice characteristics (primary care discipline, clinic location, time spent with patient, and years of work experience) were predictive for the delivery of asthma education delivery. The study also sought to determine if clinical experience (years of work experience and number of asthma patients seen weekly) was predictive of asthma education self-efficacy.
The survey deployed in this study was a modified version of the National Ambulatory Medical Care Survey 2012 National Asthma Survey. Survey modifications included adding questions to focus on Component 2 (asthma education) of the National Asthma Education and Prevention Program EPR-3 guidelines and removing questions on asthma treatment and monitoring. The modified 2012 NAS was an 11-item survey to collect data on clinical demographics, clinical experience, measured asthma education resources, components of asthma education delivered, barriers to asthma education, asthma education self-efficacy, and perceived patient knowledge. The participants also completed a personal demographics survey. Multiple regression was conducted to determine the relationship between PA practice characteristics and asthma education and the relationship between clinical experience and asthma education self-efficacy. Further analyses included a binomial logistic regression to examine the relationship between asthma education and barriers, chi-square goodness of fit to examine the relationship between components of asthma education, and Spearman’s Rho to examine the relationship between perceived patient knowledge and asthma education.
Statistical analysis was significant for the relationship between time spent with patient and total asthma education delivered (ß = .19, p = .03), indicating that more time spent with patient increased the delivery of asthma education. Based on the negative regression coefficient, male gender (ß = -.26, p < .01) was associated with higher levels of asthma education. Chi-square goodness of fit was also statistically significant for symptom recognition education (χ2(1) = 124.46, p < .001), risk-factor avoidance education (χ2(1) = 132.11, p < .001), home and work environment (χ2(1) = 37.03, p < .001), and observation of inhaler technique (χ2(1) = 9.26, p = .002), indicating a difference between the components of asthma education delivered by primary care PAs. Asthma action plans was the only asthma education component not statistically significant (χ2(1) = 0.46, p = .499). The statistical tests examining the relationships between clinical experience and asthma education self-efficacy, asthma education and barriers, and perceived patient knowledge and asthma education had no statistically significant results.
The results of this study indicate that time is a primary barrier to the delivery of asthma education among PAs. Additionally, while the results do not indicate that PAs perform asthma education at significant lower rates than other PCCs, overall self-efficacy and rates of delivery need improvement
Okay, Zoomer! Making Space for Generation Z in the Library Workforce
No full textPresented at the 2023 CTLC ConferenceContrary to the caricature of the old and crabby librarian, the library workforce is as age-diverse as any other industry. Young library workers, generation z in particular, face unique challenges in career advancement compared to their peers in the private sector. Wages are non-negotiable, entry-level jobs require multiple years of experience, managers rarely express interest in innovation, rarely are direct paths to promotion available, and skyrocketing costs of living make choosing a career in librarianship and the broader public sector difficult. This poster will seek to answer these two questions: How can young library workers steer the trajectory of their own work? How can library administration best support young library workers while also managing budgetary crises due to inflation
The relationships among imposter phenomenon, burnout, and covitality
No full textThe mental health functioning of graduate students is subpar when compared with the general population (Evans et al., 2018). One issue that plagues graduate students’ mental health is burnout. A contributor to graduate student burnout is the experience of imposter phenomenon. Imposter phenomenon is an intraindividual phenomenon where individuals experience inadequacy (Clance and Imes, 1978). In terms of solutions, research has shown that positive psychological traits can foster overall wellness (Randolph, 2018). Covitality is defined as the “synergistic effect of positive mental health resulting from the interplay among multiple positive-psychological building blocks” (Furlong et al., 2013, p.3). In essence, covitality purports that the sum of positive psychological traits is greater than a single positive psychological trait.
The purpose of the study was to determine whether covitality could moderate the relationship between imposter phenomenon and burnout. This study aimed to address the prevalence rates of imposter phenomenon, burnout, and covitality within the school psychology graduate student population and whether those experiences differed for individuals with marginalized racial identities.
The results showed that school psychology graduate students indeed experience symptoms of burnout and imposter phenomenon. Further, the findings suggest that school psychology graduate students with marginalized racial identities experience more symptoms of imposter phenomenon than school psychology graduate students without marginalized identities, which is consistent with the research literature (e.g., Bernard et al., 2017; Cokley et al., 2013; Peteet et al., 2015). Although it does not appear that increasing levels of covitality is an effective means of intervention, researchers should continue to examine the interrelations among covitality, imposter phenomenon, and burnout in an effort to develop solutions that could be implemented in school psychology training programs
A systematic review of melodic intonation therapy that involved music therapists
No full textThe purpose of this systematic review was to evaluate Melodic Intonation Therapy research (MIT) that included music therapists. The researcher sought to identify the number of studies that included at least one music therapist, their role in research, and their contributions. This study was designed according to Cooper’s (1998) stepwise process for synthesizing research. A literature search was conducted of MIT studies that included music therapists published between January 1973 to July 2022. The data was collected in accordance with a two-phase evaluation of inclusion and exclusion criteria and a PRISMA flow diagram. The data was rated on risks of bias, level of evidence, and strength of evidence. Based on the results, only 14 studies (N = 14) involved at least one music therapist. Music therapists most frequently had the role of author and practitioner (n = 4) and practitioner only (n = 4). Music therapists were less involved as co-practitioners with paraprofessionals (n = 3). The ratings for level of evidence were lower, with the majority of studies rated at 2B (n= 5), because of the low number of participants in all studies. Nevertheless, music therapists contributed to research by testing modified versions of MIT for a wide range of diagnoses. Notable diagnoses were developmental apraxia of speech (DAS) and children with Down syndrome since a version of MIT did not exist for children. Furthermore, music therapists used their professional competencies to make music-based modifications. The results of each study indicated that modified versions of MIT were effective in improving speech output and levels of participation, among other benefits. While a limited amount of research included music therapists, their involvement contributed to the growth of MIT practic
The Lions of Antietam and Verdun
No full textIn June 2023 I had the privilege of a historian’s lifetime to be included on a trip to view and explore the campaigns of the First World War in Belgium and France. So often, as our tour bus rolled along the lines of the Allied and Central powers, my mind wandered to the war I have spent much of my life studying. Civil War historians can be insufferable this way and I am grateful to my companions on this excursion for their forbearance as I commented on the similarities and differences between the two great conflicts; which were, though we might not often think of it this way today, separated by a mere half century of human history