OSU Journals (Oklahoma State University)
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Situating William Stephenson's Psychoanalysis and Q-Method: A Scientific Model for Psychoanalytic Doctrine
Get PDFThe aim of this brief Introduction is to situate Psychoanalysis and Q-Method in relation to the context in which it was written, assess its potential relevance to the development of Stephenson’s ideas, and note some of the consequences of the fact that it was not published. The Introduction begins by noting that the manuscript was written in the early 1950s during a remarkable period of productivity in the Chicago Department and that the University of Chicago Press had expressed interest in publishing it provided that some additional single case studies could be added to it to strengthen its evidential base. It points out that following Stephenson’s departure from the Chicago Department, an opportunity had arisen for him to take up a research post at the National Institute for Mental Health in Bethesda, a post that would have enabled him to carry out the necessary single case studies. It is further noted that Stephenson turned down this job opportunity and thus had to put the Psychoanalysis and Q-Method manuscript to one side. His failure to get tenure at Chicago meant that he had to interrupt his academic career and find employment beyond the Academy, in market research and advertising. That interruption led, subsequently, to an appointment as Distinguished Research Professor in Advertising at the renowned School of Journalism, University of Missouri-Columbia. There, Stephenson had to re-direct his research efforts in relation to the needs of the J-School – in the fields of advertising and communication. Only in his last decade, following his formal retirement, was Stephenson able to attempt to re-connect with academic psychology
Enteric helminth infections in the red-eared slider turtle (Trachemys scripta elegans) from southern Oklahoma
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Contributing Factors to Aircraft Maintenance Technology Students' Readiness for the Aviation Industry
Get PDFThe aviation sector demands highly skilled professionals, particularly in aircraft maintenance, to ensure safety and efficiency. Understanding the factors that affect the preparedness of the Bachelor of Science in Aircraft Maintenance Technology (BSAMT) students is crucial for academic institutions and industry stakeholders to enhance education and training programs. This study employs a survey research design to investigate the factors that contribute to readiness of BSAMT students for the aviation industry. The findings reveal that students have high confidence in their knowledge across critical areas, with positive feedback on the availability, maintenance, and completeness of training facilities. Additionally, students view the curriculum as well-designed, effectively meeting their educational needs and preparing them for a successful career in aviation. Co-curricular activities, including seminars, workshops, and on-the-job training, are perceived as the most influential in enhancing students' readiness. The study highlights the importance of integrating hands-on experiences with academic programs to ensure comprehensive skill development. The results suggest that a well-rounded curriculum, combined with strong industry engagement, is critical in preparing students for the aviation sector
Prioritizing Tasks in the Cockpit: A Review of Cognitive Processing Models, Methods of Dealing with Cognitive Limitations, and Training Strategies
Get PDFPilots must continuously assess, prioritize, execute, monitor, and terminate tasks to the best of their ability to safely and effectively complete the flight mission, often in time critical situations and in a dynamic environment. Limitations on pilot abilities to multitask are related to many factors described in the literature. To better understand and manage those limitations cognitive processes, such as single channel theory, multiple channel theory, and multiple resource theory are identified and related to cognitive limitations. Methods pilots use to deal with those cognitive limitations, including attention management, workload management, and task management are explored. Results from task prioritization specific training studies indicate multitasking may be trainable. Outcomes from studies reviewed can be used to inform design and implementation of training curricula. Some strategies for design and implementation of task prioritization training are presented
