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Reading about Nymphs and Roman Soldiers with and without Frazer
No full text1 video file. ms150-40-017_koster-isabel_nymphs_2023-02-11.mp4 .mp4 314.51 MB 329,786,684This talk explores the usefulness and pitfalls of using Frazer’s theories to interpret inscriptions that refer to dedications made by (or on behalf of) Roman soldiers to nymphs. Starting with an overview in The Golden Bough, Frazer's descriptions of water and woodland spirits, collectively known as nymphs, are explored. Four inscriptions are discussed from Roman Britain that are representative of these texts: an altar for the nymphs dedicated by a group of soldiers (RIB 460= CIL 7.171); a dedication to the nymph Brigantia and the emperors made by a high ranking officer (RIB 2066=CIL 7.875); a dedication to the nymph Coventina made by a soldier for himself and his family (RIB 1526); a dedication made on behalf of a soldier by his wife (RIB 1228= CIL 7.998).
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne
"Hypothesis as Theory: The Obstinate Nostrums in Biblical Studies and the Humanities." Paper presented at the Shaking the Tree, Breaking the Bough: Frazer’s Golden Bough at 100, Melbourne, Australia, February 11, 2023.
No full text1 video file. ms150-40-011_chester-ryan_hypothosis_2023-02-11.mp4 .mp4 1.44 GB 1,547,598,807The idea of religious studies and religion convenes at the intersection of anachronism, pragmatism, and the non sequitur. The religious concept itself, although sanctioned with formal authority, is nonetheless premised on a problematic dialectic. This paper investigates the dilemma and its ongoing impact on biblical studies and the humanities. In particular, the study will interact with Frazer’s monograph, The Golden Bough, and its retentive legacy on the idea of religion, the supposed nature of religion, the origin of law, and the notion of the sacred and profane. The first section explores a selection of possible latent roots behind Frazer’s assertions, including: dialectics in philosophy; law and scholarship as the domain of ontological superiority; and the rift between the divine and mortal. These apprehensions amalgamate into an intellectualized worldview uncoupled from the world or the text it alleges to explain. The second section explores religion, biblical studies, and the humanities within this epistemological milieu by briefly highlighting three suppositions: law (justice and legislation), holy and profane (states of being), and theodicy (good and evil). Far from a full treatment, this paper suggests such constructs are questionable hypotheses treated as conclusive theories. The paper closes by discussing the continuing impression Fraser (and others like Durkheim and Eliade) have left on the field of biblical studies and the humanities, and the need to critically reevaluate such hypotheses based on the arguments provided
Micro-credential’s Effect on Student Achievement and Engagement
Full text linkEducation administrators expect teachers to participate in professional learning. Traditional professional learning for teachers comes in workshops, professional learning communities, meetings, conferences, self-guided professional development, coaching, and courses (Bill & Melinda Gates Foundation, 2014). Teachers are dissatisfied with this model and are moving towards innovative professional learning that is job-embedded, collaborative, authentic, supportive, highly contextualized, and allows for choice. Micro-credentials are one avenue that teachers are choosing to meet this growing demand. This study aimed to identify the strategies used by teachers with micro-credentials resulting in students improving achievement and engagement. Student achievement refers to the students’ Measure of Academic Progress (MAP) test results. After interviews were recorded, transcribed, and coded, four major themes emerged: motivation, rigor, lifelong learner, and application to the classroom. The study's major findings revealed that micro-credential-based strategies positively increased student achievement and engagement. This study may contribute to the body of research that could help educators and policymakers better understand how to personalize learning for teachers, maximize professional development offerings, and increase student achievement and engagement.Hsiao, E-LingTsemunhu, RudoJung, JiyoonLairsey, JohnEd.D.Educational leadershi
Representative Bureaucracy Among Law Enforcement Agencies: An Analysis of Police Hiring Processes
No full textPublic distrust and a reduction in police legitimacy have eroded the public’s perception of police officers, thus creating a sparse applicant pool. Representative bureaucracy theory posits that a public organization should reflect the community the organization serves. Traditionally, the steps a police agency takes to select an applicant for hire can be many, often including difficult obstacles which are used to predict the applicant’s competency and success in law enforcement as a career. These steps test the applicant’s mental and physical ability but can also involve an in-depth investigation into the applicant’s past behaviors and interviews with current police personnel. Each of these steps can vary among police agencies and have various benchmarks and minimum standards that an applicant must achieve before moving on to the next step, which is to ultimately attain employment at the agency. The varied nature of these tests is believed to be rife with subjectivity and highly susceptible to bias. Therefore, an agency may be unfairly eliminating applicants who could perform satisfactorily as an officer (false negative) or could select an applicant who cannot succeed as an officer but only got hired by passing the tests (false positive). This research sought to determine if the steps in a typical hiring process, including written examinations, physical agility examinations, background investigations, and applicant interviews, are contributing to the agency’s hiring of minorities to satisfy the requirements of representative bureaucracy. Through interviewing members of police departments in the southern United States about the hiring process the agency utilizes, these processes were analyzed against standards designed to reduce bias and be effective measures for selecting qualified applicants as police officers.Beach, ButchBogart, DeniseKroutter, PaulD.P.A.Public Administratio
Old Berrien Newsletters Vol 5. No.4.
No full textThis item contains 1 PDF with 4 pages in addition to 4 JP2 filesThis document illustrates the pervasive and often terrifying presence of snakes in Berrien County from the time of early settlement to the mid-20th century. It compiles numerous anecdotes from local newspapers, highlighting both the common fear and the remarkable stories associated with encounters with species like rattlesnakes and water moccasins, often emphasizing their size or surprising locations like homes, cars, and even a church piano. Beyond mere fright, the document chronicles tragic fatalities from snakebites, including a young child and adults, and even one instance of death from extreme fright. Most strikingly, it details the notorious "Cook County Snake Case" where a woman died after intentionally allowing herself to be bitten by snakes during a religious ceremony as a proof of faith, leading to murder charges against her preacher and another follower. The document concludes by mentioning a folk remedy of hot fried eggs for snakebites, underscoring the community's historical struggle with this persistent threat
Power to the Sisters: Qualitative Study Featuring the Barriers of African American Women Working in Higher Education
Full text linkThroughout the years, Black women have worked to advance their quality of life. Black women have been obtaining additional degrees and certifications. Despite the degrees, years of experience, and qualifications, Black women are still unable to secure positions of administration in higher education institutions. Studies have shown that there are low faculty numbers of African American women being full-time professors in higher education institutions.
This study revealed themes related to Black women in higher education as they shared their challenges to career advancement. To prevent some of these threats, only participants who were truly interested in the study and who would like to see change occur were asked to participate. Collecting as much data as possible during this study was pivotal. Interviews consisted of open-ended questions. It was important for a researcher to understand and interpret what the participant said. Initial coding and In Vivo Coding were for data analysis.
Interviews were conducted with eight Black women in various positions in multiple higher education institutions. Based on the data collected, six major themes arouse: 1) income and salary, 2) work-life balance, 3) career trajectory, 4) lack of mentorship, 5) PWI versus HBCU, and 6) racism and sexism. Findings indicated that Black women often feel undervalued and less supported in their work as compared to their counterparts. The researcher recommends that this new information can be used to further develop targeted administrative development programs for Black women working in higher education institutions.Chapter I: INTRODUCTION 2 -- Statement of the Problem 4 -- Conceptual Framework 5 -- Purpose of the Study 7 -- Research Questions 7 -- Research Design 8 -- Data Collection 9 -- Significance of the Study 10 -- Limitations 10 -- Definition of Terms 11 -- Organization of Study 12 -- Chapter II: REVIEW OF LITERATURE 13 -- Introduction 13 -- Historical Context 15 -- HBCUs versus PWIs 16 -- Conceptual Framework: Critical Race Theory (CRT) 19 -- Affirmative Action 25 -- Hiring and Barriers to Promotion 27 -- Attitudes of Promotion of Administrators 31 -- Glass Ceiling 33 -- Balancing Career, Family, and Community 35 -- Underrepresentation 37 -- Sexism and Racism 41 -- Mentoring 44 -- Summary 47 -- Chapter III: METHODOLOGY 48 -- Introduction 48 -- Research Design 49 -- Site Selection 50 -- Participant Selection 52 -- Sample Size 54 -- Data Collection/Procedures 56 -- Data Analysis 58 -- Trustworthiness 62 -- Summary 65 -- Chapter IV: RESULTS 66 -- Introduction 66 -- Participant’s Narrative Stories 68 -- Rose 68 -- Daisy 71 -- Lily 76 -- Dahlia 80 -- Iris 83 -- Jasmine 87 -- Laurel 89 -- Coral 92 -- Findings 96 -- Income and Salary 96 -- Work-Life Balance 97 -- Career Trajectory 99 -- Lack of Mentorship 100 -- PWI versus HBCU 101 -- Racism and Sexism 102 -- Conclusion 103 -- CHAPTER V: CONCLUSION 106 -- Introduction 106 -- Discussion 107 -- Themes 108 -- Income and Salary 108 -- Work-Life Balance 109 -- Career Trajectory 110 -- Lack of mentorship 111 -- PWI versus HBCU 112 -- Racism and Sexism 113 -- Research Questions 114 -- Limitations 115 -- Implications for Future Research 116 -- Implications for Practice 117 -- Conclusion 118 -- References 121 -- Appendix A: Interview Protocol 142 -- Appendix B: IRB APPROVAL 145.Workman, JamieGunn, NicoleEd.D.Educatio
An Assessment of the Relationship Between Workplace Inclusion and Employee Engagement Among State of Michigan Employees
Full text linkWorkplace inclusion and employee engagement are important issues for all organizations. Employers invest significant resources to improve the work environment, yet a considerable number of employees feel excluded or isolated, and the vast majority are disengaged with their work (Gallup, 2022; Hagel et al., 2017; Twaronite, 2019). Studies continue to demonstrate positive individual and organizational outcomes associated with inclusive workplaces and a fully engaged workforce (Harter et al., 2006; Lavigna, 2013; Macey et al., 2009; Pleasant, 2017; U.S. Merit Systems Protection Board, 2008; Vohra et al. 2015). Still, the extent to which workplace inclusion serves as an antecedent of employee engagement is unclear. Based on the analysis of secondary data from six employee engagement surveys conducted among State of Michigan (SOM) employees between 2012 and 2020, this research sought to ascertain whether a positive relationship exists between workplace inclusion and employee engagement. The results indicated a weak relationship (positive and negative) between the two variables with varying levels of statistical significance. These findings failed to provide support that increasing sentiments on the inclusivity of the work environment will lead to higher individual or collective rates of employee engagement. Nevertheless, this research added context to the extant literature on workplace inclusion and employee engagement while offering practical analysis and recommendations concerning public sector efforts to enhance the employee experience and foster an inclusive environment where all employees can thrive. Keywords: workplace inclusion, employee engagement, employee survey, public sector, MichiganChapter I Introduction 1 -- Importance of the Topic 5 -- Contribution 8 -- Problem Statement and Research Questions 9 -- Chapter II Review of Literature 12 -- Workplace Inclusion 12 -- Employee Engagement 16 -- Prior Research on the Topic 21 -- Theoretical Basis for the Research 22 -- Literature Review Summary 26 -- Chapter III Methodology 27 -- Study Site Background 28 -- Data 29 -- Survey Population and Participation Rates 32 -- Dependent Variable 36 -- Independent Variable 37 -- Analytic Strategy 38 -- Limitations 40 -- Contributions to Knowledge 41 -- IRB Exemption, Data Access, and Storage 41 -- Methodology Summary 42 -- Chapter IV Results 43 -- Survey Results and Descriptive Statistics 43 -- Dependent Variable: Employee Engagement 43 -- Independent Variable: Workplace Inclusion 52 -- Correlation Analysis: Survey Questions 60 -- Cronbach’s alpha 62 -- Principal Components Analysis 63 -- Correlation Analyses: Factor Scores 66 -- Hypothesis 1. 66 -- Hypothesis 2. 67 -- Results Summary 69 -- Chapter V Discussion 71 -- Data Analysis 72 -- Research Question and Hypotheses 72 -- Interpretation of the Findings 73 -- Theoretical Implications 74 -- Methodological Implications 76 -- Longitudinal Findings and Practical Implications 79 -- Assumptions and Limitations of the Study 87 -- Assumptions 87 -- Limitations 88 -- Recommendations 90 -- Recommendations for Public Sector Practitioners 91 -- Recommendations for Future Academic Research 92 -- Key Takeaways 95 -- Conclusion 97 -- Afterword 99 -- References 100Lee, Keith E.LaPlant, James T.Banerjee, NeenaD.P.A.Public Administratio
Using the Cognitive, Affective, Linguistic, Motor and Social (CALMS) Assessment for School-Age Children Who Stutter with Males Diagnosed with Autism Spectrum Disorder
Full text linkBreaks or disruptions that occur in the flow of speech are labeled as "disfluencies.” In the school-aged population, students may present with a variety of disfluency types and require assessment by a speech-language pathologist (SLP) to determine if there is a negative impact on communication. Fluency disorders consist of stuttering, cluttering, and other disfluencies, including atypical disfluencies, which are the least studied in the literature. Such fluency disorders can be present alone or concomitant with another diagnosis such as autism spectrum disorder (ASD), which makes the assessment process significantly more complex. Previous studies have examined the types of disfluencies found in the ASD population but have not yet investigated all five components that are associated with fluency disorders including the cognitive, affective, linguistic, motor, and social areas. The current study aimed to identify the types of disfluencies found in four school-aged males with ASD in addition to obtain quantifiable ratings for the impact of disfluencies on the five components using the CALMS assessment.Chapter 1: INTRODUCTION 1 -- Chapter II: REVIEW OF THE LITERATURE 4 -- Disfluent speech… 4 -- Cluttering 5 -- Stuttering… 6 -- History of Stuttering 7 -- Diagnosing Stuttering… 9 -- Language Skills in Children who Stutter 13 -- Stuttering and the CALMS assessment 14 -- Atypical Disfluencies 18 -- Characterizing Atypical Disfluencies 19 -- Awareness of Atypical Disfluencies 21 -- Autism spectrum disorder 22 -- Working Memory in autism spectrum Disorder and its Impact on Disfluency 24 -- Disfluency in ASD 25 -- Atypical Disfluencies and ASD 28 -- Purpose of the Study… 29 -- Chapter III: METHODOLOGY 31 -- Research Design… 31 -- Recruitment and Informed Consent Procedures 31 -- Participant criteria 31 -- Participant One 31 -- Participant Two… 32 -- Participant Three 33 -- Participant Four 34 -- CALMS Administration 34 -- Cognitive Component 35 -- Affective Component 38 -- Linguistic Component 39 -- Motor Component 41 -- Social Component 43 -- Analysis of CALMS results 44 -- Chapter IV: RESULTS 46 -- Participant One 46 -- Participant Two 48 -- Participant Three 50 -- Participant Four 52 -- Participants as a Group 55 -- Statistical Analyses 55 -- Results of Interrater and Researcher Ratings 56 -- Chapter V: DISCUSSION 57 -- Interpretations 57 -- Implications 61 -- Limitations 62 -- Recommendations for Future Research 62 -- Chapter VI: CONCLUSION 64 -- REFERENCES 65.Gorham-Rowan, MaryLamb, KatherineCarter, MatthewBressette, SandraS.L.P.D.Speech-Language Patholog
The Experiences of African American Female Elementary School Principals in Southwest Georgia
Full text linkThrough the research conducted, the experiences of African American female principals in their efforts to become principals of K-12 schools in rural Southwest Georgia were revealed. The researcher sought to understand African American female principals' life experiences, perceived barriers, and strategies used on their journey to become principals. Qualitative research guided the researcher in capturing the narratives of six African American female educators who advanced to become principals of elementary schools in Southwest Georgia. The literature captured theories, information, and influences that aligned with the race and gender of the six African American female participants of this study.
Some information found in the literature may have impacted or influenced some of the perceived barriers and strategies these African American females encountered on their journey to become elementary school principals in Southwest Georgia. The literature revealed the rationales to support African American females desiring to become principals. The significance of this study supports and encourages African American female educators who desire to become principals. There is a growing need for African American female educational leaders to serve as mentors and work to encourage other African American females to travel the same path they traveled. The study also provided information to school districts’ personnel departments, college and university leadership programs, local RESAs, and the state department of education.Bochenko, Michael J.Truby, William F.Lairsey, John D.Gunn, Nicole P.Ed.D.Educational Leadershi
Biography and photograph of Maurice Stroud
No full textBiography and photograph of Maurice Stroud. 1 electronic record(s) bag with alternative formats and metadata. 2 object files. File size: 92302 bytes. 1 word document with embedded photograph.Biography and photograph of Maurice Stroud. About: Maurice Stroud worked at the Valdosta State College Library from 1973-1976, for almost 4 years. She was Maurice Richardson at that time, and she was the first African American woman to do staff-level professional library work. She was employed in the cataloging department, working with individual book records to make our library's books findable. She and her family are very proud of her ground-breaking time here at VSU. Valdosta State was lucky to have such an employee so devoted to education. The family remembers her, her impact, her work at VSU, and her strength as a woman of her time