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Identifying Current and Future Issues for Outdoor Recreation in Arkansas: Outcomes of the 2022 Regional Outdoor Recreation Leadership Forums
No full textUnderstanding the Perceptions of African American High School Students on the Development of Student-Teacher Relationships
Get PDFStudies have shown the positive associations between academic achievement, student engagement, and student-teacher relationships (Willms, 2003; Roorda et al., 2011). However, limited research exists on the subject of student-teacher relationships from the student perspective, and virtually no literature focuses on student-teacher relationships from the student perspective in the southern United States. This qualitative study was designed to collect and examine the perceptions of African American high school students in Arkansas on the development of student-teacher relationships. Data was collected through focus group meetings held with African American students in two diverse high schools. The constant comparative method of data analysis was applied to the transcripts of focus group meetings in an iterative process of developing codes, identifying patterns, and establishing themes (Glaser, 1965). While there were several valuable pieces of learning identified in this study, there were four key findings: everyday, meaningful experiences are important in building relationships between students and teachers; teachers should be proactive in understanding students individually and culturally; racism, discrimination, and stereotyping continue to be common experiences for African American high school students; and Self-Determination Theory (Ryan & Deci, 2019) serves as an adequate framework from which to examine student-teacher relationships. The findings of this study have implications for teachers, school leaders, and educator preparation programs, and future research can benefit from the conclusions of this study
Implications of Flipped Teaching Strategy on Preservice Teachers’ Self-efficacy and Intention to Integrate Technology in Future Classroom
No full textThis study investigates the implications of flipped teaching strategy on preservice teachers’ self-efficacy and intention to integrate technology in future classroom. The researchers used the theory of planned behavior (TPB) as theoretical framework. Participants were 71 preservice teachers enrolled in graduate and undergraduate technology integration course. Multiple linear regression analysis and paired sample t-test were conducted to examine the preservice teachers’ intention to use of technology in future classrooms and the change in their self-efficacy level. The results of the predictor model were able to account for 41% of the variance in students’ intention to use technology and was statistically significant. The results also found that self-efficacy and perceived behavioral control are significant predictors of preservice teachers’ use of technology in future classroom. Furthermore, the results show that the mean of all three variables at the end of the course did not differ significantly compared to prior attending the course with flipped teaching method. Implications of these findings were also discussed
A Clubbable Man Essays on Eighteenth-Century Literature and Culture in Honor of Greg Clingham
No full textSamuel Johnson famously referred to his future biographer, the unsociable magistrate Sir John Hawkins, as “a most unclubbable man. Conversely, this celebratory volume gathers distinguished eighteenth-century studies scholars to honor the achievements, professional generosity, and sociability of Greg Clingham, taking as its theme textual and social group formations. Here, Philip Smallwood examines the “mirrored minds” of Johnson and Shakespeare, while David Hopkins parses intersections of the general and particular in three key eighteenth-century figures. Aaron Hanlon draws parallels between instances of physical rambling and rhetorical strategies in Johnson’s Rambler, while Cedric D. Reverand dissects the intertextual strands uniting Dryden and Pope. Contributors take up other topics significant to the field, including post-feminism, travel, and seismology. Whether discussing cultural exchange or textual reciprocities, each piece extends the theme, building on the trope of relationship to organize and express its findings. Rounding out this collection are tributes from Clingham’s former students and colleagues, including original poetry.https://orc.library.atu.edu/atu_faculty_books/1060/thumbnail.jp
Fake Profile Detection on social media using Generative Adversarial Networks (GANs)
Get PDFGenerative Adversarial Networks (GANs) is an artificial intelligence framework used to make computers inventive. This has been applied in several areas of security such as intrusion detection systems. With the wave of globalization and increased social media presence, security has become a thing of concern. For instance, social media security breaches and faking has become one of the many things people are subjected to ranging from impersonation, cyberbullying, stalking, fraud, fleecing of personal assets, and issuing online threats behind fake profiles, these fake profiles are created either by hacking an existing account or by copying the lifestyle and events shared to create a duplicate in other to perpetuate their crimes. People of all backgrounds and genders are creating and making updates on social networks in growing numbers. Millions of individuals follow them across several profiles. However, the use of fake profiles to pollute online channels is becoming more prevalent. Fake profiles often spam regular users with offensive or illegal content. Several indicators might help you know a social media impersonator who is attempting to mislead you. It is no longer news that social media accounts of users can be accessed and used without the authority of the owner. These are done on users who use guessable passwords like date of birth, middle name, or the names of their pet. However, others go the length of using applications to develop a prototype of your account but for negative intentions by using the APP called FAKED. Common cybercrime attacks used include Service interruption, Ransomware, Malware, and Phishing. Leaked data most of the time end up in the dark web. This is where it is used for criminal purposes such as password cracking, credential stuffing, and phishing. Hackers cause data breaches on social media to set up mirror profiles of unsuspecting victims to launch targeted phishing attacks. This information is also used by cybercriminals to send spam to email addresses and phone numbers, as well as brute-force credentials for social media accounts and email addresses. Identity fraud and theft occur because of a data breach that accumulates enough personally identifiable information (PII). Due to the increase in data breaches, these threats are becoming more prevalent online. This research applies GANs to detect fake profiles and combat the menace of social media crimes in the long run. The generator and discriminator models are used by GANs to train themselves using fake profiles. It will learn the algorithm of these fake profiles and the relationship that exists between the bio information, profile picture, messages sent out, and followers by repeatedly training generative models with replicated examples of the original counterfeit profiles. After generating these fake profiles, it then uses the technique to detect and classify profiles. The generator and discriminator models will be subjected to the performance of a system to determine the for accuracy detecting fake profiles
Examining Teacher Self-Efficacy of General Educators in Inclusive Settings in Northwest Arkansas Secondary Schools
Get PDFThe purpose of this mixed methods study was to examine teacher self-efficacy among general education teachers in inclusive settings in the Northwest region of Arkansas. The study further explored factors that contribute to the perceived level of efficacy, and the role of teacher education programs and professional development sessions in the level of self-efficacy. For the quantitative portion of this study, 101 general education teachers from six districts in Northwest Arkansas completed a survey with Likert-style questions. Qualitative data were provided through six follow-up interviews among participants that participated in the survey. Results from the study indicate that the overall level of self-efficacy in teaching students with disabilities is fairly high, especially efficacy in instruction. However, qualitative data indicated the teachers’ ability to consistently implement instructional strategies, behavioral strategies, and student IEPs in the classroom is low, indicating a disconnect between knowledge of strategies and consistent implementation in the classroom. This study also revealed that general education teachers feel the least amount of confidence in collaborating with parents of students with disabilities. Furthermore, findings revealed that general education teachers feel their teacher preparation program did not prepare them to meet the needs of students with disabilities and that more experienced-based training would have better prepared them. Lastly, among the teachers studied, they indicated they would like more relevant professional development sessions regarding teaching students with disabilities and v meeting the diverse needs of the classroom. Using data from this study, school and district leaders and teacher education programs should reflect on their current practices for supporting general education teachers in teaching students with disabilities, and implement positive systematic changes that address the needs of their current teachers in Northwest Arkansas.
Keywords: teacher self-efficacy, inclusive practice
A Shared Language: An Examination of School Interaction Experiences of Hispanic ELL Students in Northwest Arkansas
Get PDFA SHARED LANGUAGE: AN EXAMINATION OF SCHOOL INTERACTION EXPERIENCES OF HISPANIC ELL STUDENTS IN NORTHWEST ARKANSAS
Tricia Dawn Tice
Arkansas has one of the fastest-growing Latino populations in the country (Garcia Mont, 2015; Brown & Lopez, 2013). The Northwest Arkansas corridor has the largest concentration of Latinos to date due to the area being host to some of the largest companies in the United States (Garcia Mont, 2015; Brown & Lopez, 2013). Hispanic immigration into Arkansas has greatly increased since the late 1980s (Monroe, 1999). As a result of the area growth, public schools have seen tremendous increases in the Latino student population. Considering Northwest Arkansas schools have consisted of mostly Caucasian English speaking staff and students, Latino students moving in to Northwest Arkansas educational institutions have struggled to make verbal, social, and emotional connections which have adversely affected their ability to academically perform and feel a sense of belonging. The data utilized in this qualitative, phenomenological study was collected using the constant comparative method to identify common themes. Findings in the study relate to a) interactions with teachers, peers, and administration; b) teacher support; c) student efficacy; d) impact of the family; e) teacher/student interactions; and f) importance of a connection to school. Findings may inform teacher professional development, hiring practices and recruitment techniques, and purposeful parental involvement plans. The theoretical support for this study was Self-Determination Theory (Ryan & Deci, 2017).
Keywords: Arkansas, Latino, Northwest Arkansas, Hispanic, immigratio
Special Issue: Biofilm Composition and Applications
Get PDFGenerally, EPS may be hydrophobic, although it can be both hydrophilic and hydrophobic [9]. Since EPS is highly hydrated, it helps to prevent desiccation in some natural biofilms [9]. Currently, there is increasing interest in the use of biofilm-forming microorganisms as bioremediation agents, as they convert hazardous environmental substances (pollutants such as oil spills; organic pollutants such as polycyclic aromatic hydrocarbons and polychlorinated biphenyls; and polychlorinated ethenes, heavy metals, dyes, explosives, pesticides, and pharmaceutical products) into less toxic or harmless compounds [20,29]. [...]excess nutrients (nitrogen and phosphorus) in the wastewater also need to be removed to avoid anoxia [32]. [...]the microorganisms used to treat wastewater often include denitrifying ones or those capable of neutralizing phosphorus [33]. BESs are bioreactors in which microorganisms act as biocatalysts and convert the chemical energy present in the organic waste to electrical energy using oxidation–reduction reactions [36]. [...]BESs are referred to as systems that facilitate wastewater treatment, bioremediation, and the production of power, fuels, and chemicals [37]
Gender in the Footnotes
Get PDFThis teaching resource asks students to explore the relationship between unconscious bias and citational mechanics through a critical feminist lens.[i] In the mini-lesson, students create, compare, and discuss citations for a text with ambiguous authorship. The exercise is suitable for any undergraduate classroom in which the instructor aims for students to bring more nuanced intentionality to their citational practices. I have designed the lesson to comply with any academic citation style(s) so that it can be easily adapted either to courses focused on writing within a specific discipline, or to courses with an interdisciplinary writing component
The 53: Rituals, Grief, and a Titan II Missile Disaster
No full textOn August 9, 1965, 53 men died in the impoverished hills of rural Arkansas. Their final breaths came in a government facility deep underground while their loved ones were at home expecting their return. The incident at Launch Complex 373-4 remains the deadliest accident to occur in a U.S. nuclear facility. The 53: Rituals, Grief, and a Titan II Missile Disaster analyzes the event. It looks at causes but more importantly at how the mishap has affected daughters and sons for nearly six decades. It gives new sociological insight on technological disasters and the sorrow following them. The book also details how surviving family members managed themselves and each other while benefiting from the support of friends and strangers. It describes how institutions blame the powerless, and how powerful organizations generate distrust and secondary trauma. With an analysis of the event and post-disaster life, their children share stories on what went wrong and how they keep moving forward.https://orc.library.atu.edu/atu_faculty_books/1061/thumbnail.jp