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Impact of exposure on the willingness to work with dog breeds
Get PDFIn 1961, Dr. Boris Levinson’s therapeutic animal work was presented to the American Psychological Association (APA), later serving as the catalysis for what is now known as animal assisted interventions (AAI) (Altschiller, 2011). However, animals were long before assisting humans physically and emotionally. Since 1961, many animals have been introduced into therapeutic settings, hospitals, schools, nursing homes, rehabilitation facilities, prisons, and more (Granger & Kogan, 2006), with dogs being the most commonly integrated animal. Addonisio (2020) found that “bad” (e.g., Pit Bull Terriers, Rottweilers, Mastiffs) and “neutral” (e.g., German Shepherd, Dalmatian) reputation dog breeds were rated significantly lower on therapeutic qualities (e.g., nonjudgmental, approachable, engaging) than “good” reputation dogs (e.g., Golden Retrievers, Labrador Retrievers). Based on the parasocial contact hypothesis (Schiappa et al., 2005), it was hypothesized that an individual’s perception of a specific dog breed would become more positive with parasocial contact (i.e., indirect contact via media). To date, no study has examined the impact of a breed specific exposure on the perception of bad reputation dog breeds. A two-way multivariate analysis of variance (MANOVA) was performed to examine the interaction effect of the dog breeds and exposure (IVs) on perceived therapeutic qualities and likelihood of working with a dog (DVs). An exploratory Pearson correlation coefficient matrix was conducted to evaluate the relationship between therapeutic qualities ratings and the five M5-120 personality domains. No significant interaction effect between exposure groups or breed of the dog on the combined dependent variables was found. There was a significant positive correlation between two personality domains (Openness to experiences and Agreeableness) and therapeutic qualities ratings. Further research is needed to explore potential modifications that may combat the negative perceptions of dog breeds that are often utilized in AAI
From acceptance to enrollment: An approach to enrolling Black/African-American students at a rural PWI
Get PDFIn the competitive landscape of higher education, institutions grapple with the challenge of fostering racial diversity and a sense of belonging among students, particularly at Predominantly White Institutions (PWIs). This disquisition presents a comprehensive improvement initiative implemented at Western Carolina University (WCU) aimed at increasing Black student enrollment. Drawing on Improvement Science methods, the study assesses the effectiveness of the introduced changes during the 2023 enrollment year.This study underscores the critical role of students' belief they will belong at WCU after their acceptance thus easing their decision to enroll. The study highlights recent positive shifts in WCU admissions practices, primarily hiring current students, which have improved applicants’ communication and connection with the university. Examining the potential impact of the Supreme Court's 2023 case on affirmative action, the author discusses anticipated challenges to maintaining racial diversity at the institution. Moreover, the paper addresses the historical context of racial exclusion in higher education and emphasizes the need for a diverse perspective in decision-making processes. Finally, this study offers insights into the complexities of admissions processes, suggesting that fostering diversity and belonging requires a multifaceted approach. The findings contribute to ongoing discussions in higher education on creating more inclusive environments and underscore the importance of addressing systemic barriers that prospective students may encounter during the admissions process while determining their college choice
Quantum phase transition in a modified Jaynes-Cummings model
Get PDFWe introduce a modified Jaynes-Cummings model with single-photon cavity radiationfield but with the atomic system instead of exchanging a single photon as in the Jaynes-Cummingsmodel, it exchanges instead a squeezed photon with squeezing parameter r. This allows us tointerpolate between the Rabi model (r = 8) and the Jaynes-Cummings model (r = 0) by varying r.The model exhibits a quantum phase transition. Accordingly, the quantum phase transitionrealized in the Rabi model, giving rise to superradiance, also occurs in the Jaynes-Cummingsmodel
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Get PDFFor my thesis, I wrote a play. This play follows a world-famous genius detective in a similar vein to characters such as Poirot or Sherlock Holmes, being forced to team up with a hard-boiled noir detective in the same vein as Sam Spade in The Maltese Falcon or Jake Gittes in Chinatown. The story has the two of them being brought in to try and solve a murder case that has baffled the authorities. The plot sees the two of them butting heads, and eventually starting to reluctantly work together, but at a point in the play the two of them start to suspect that the other person may be somehow wrapped up in this murder case and things devolve from there. This play is a comedy-drama that has elements that you would expect in the sorts of stories that these archetypes are typically found in, but I tried to write fresh situations for these characters to interact in. This play is very tongue in cheek and relies on the audience's expectations of what these sorts of characters would do but I also find opportunities to playfully subvert those expectations. I aimed to find ways to commentate on the existence of “the detective solving a mystery story” by using the vast differences of tone that can be seen in these two archetypes, and by using several meta-narrative elements. Another element I heavily incorporate in this play is the use of projection to be able to have multiple locations, to sell the genres these characters come from by incorporating pre-filmed scenes, and to visually convey some of these meta-narrative elements such as narrators that clearly indicate their respective genres
Does size matter? A comparison of self-reports of mental health concerns of student-athletes in a large and medium-sized university
Get PDFThe prevalence of mental health disorders among college students has increased nearly 50% in the last decade, with over 60% of college students meeting the criteria for one or more mental health problems. Student-athletes, in particular, garner significant attention due to their elevated risk for mental health concerns. Research consistently highlights heightened mental health issues among student-athletes compared to their non-athlete peers. Despite this evidence, utilization of mental health services among student-athletes remains disproportionately low, with only 10% of student-athletes seeking help for their mental health concerns compared to 30% of the general student population. School size may also impact access to mental health services, with counseling centers at large institutions often having a higher student-to-counseling staff ratio than medium-sized and smaller schools. However, the average wait time for a student's first appointment is the longest in medium-sized schools. The current study will examine the prevalence of self-reported mental health problems among student-athletes in a medium-sized university, as indicated by the Minnesota Multiphasic Personality Inventory, 3rd Edition (MMPI-3), and compare these findings with the reported prevalence in the same population in a large university. These numbers will then be compared against the normative sample
Charting New Waters with CRAMMTS: A Survey-Driven Cybersecurity Risk Analysis Method for Maritime Stakeholders
Get PDFThis article presents a novel survey-based cybersecurity risk assessment model, CRAMMTS (Cyber Risk Analysis Method for Maritime Transportation Systems), specifically designed for the maritime sector, addressing a critical gap in the literature. Our study contributes significantly in three ways: firstly, through a comprehensive critical literature review of 31 maritime guidelines and 95 scholarly articles, identifying the need for a new cybersecurity risk assessment method; secondly, by developing CRAMMTS, an adaptation of the ISRAM risk analysis method, incorporating the International Maritime Organization’s criteria and enabling participation from maritime professionals, especially policymakers and leaders. The third contribution is a case study, the practical appli- cation of CRAMMTS in surveying 80 maritime professionals, assessing their perception of cybersecurity risks, and identifying varying risk levels, with the highest associated with cyber threat actors. This approach proved effective in assessing risks at both tactical and strategic levels and providing a clear, quantitative risk metric for decision-making. Our research underscores the maritime sector’s need for a holistic, easily implementable cybersecurity risk analysis method that engages leaders and adapts to various Maritime Transportation System scopes, thereby enhancing cybersecurity risk assessment in this crucial domain
Passive acoustic surveys demonstrate high densities of sperm whales off the mid-Atlantic coast of the USA in winter and spring
Get PDFOceans are increasingly crowded by anthropogenic activities yet the impact on Outer Continental Shelf (OCS) marine life remains largely unquantified. The MAPS (Marine Mammal Acoustic and Spatial Ecology) study of 2019 included passive acoustic and visual vessel surveys over the Mid-Atlantic OCS of the USA to address data gaps in winter/spring for deep-diving cetaceans, including sperm whales. Echolocation clicks were used to derive slant ranges to sperm whales for design- and model-based density estimates. Although more survey effort was realised in the spring, high densities of whales were identified in both winter and spring (10.46 and 8.89 per 1000 km2 respectively). The spring model-based abundance estimate of 1587 whales (CI 946–2663) was considered the most representative figure, in part due to lower coefficients of variation. Modelling suggested that high densities of whales were associated with warm core rings, eddies and edges. As OCS waters provide an important foraging habitat for North Atlantic sperm whales, appropriate mitigation is required to ensure commercial pressures to develop offshore energy do not negatively affect this endangered species
The effect of an after-school outdoor adventure education program on high school students’ outdoor recreation perspectives
Get PDFIncreased time in core area classes and traditional physical education approaches may be lacking in providing all high school students with experiences that engage them (Griffin, 2020). Outdoor adventure education (OAE) is a physical education model that exposes students to socially constructive, experiential outdoor activities that carry a certain level of uncertainty and perceived risk (Ewert & Sibthorp, 2014). A movement is drawing more attention toward using outdoor adventure activities and programs to promote the physical and mental health benefits of the outdoors for the next generation (Barfield et al., 2021; Zmudy, 2015). However, a lack of quality OAE programming is common for many public school divisions. This qualitative case study aimed to understand the effects of an OAE after-school program on student perspectives of outdoor adventure activity participation. Observations, informal conversations, exit slip surveys, and a semi-structured focus group discussion were used to collect data from a group of high school students (n=11) from two high schools participating in the after-school OAE program. An open coding method was used to organize data into codes, categories, and themes (Miles et al., 2020). Data analysis revealed three sub-themes and one central theme emerged from the study. The sub-themes consisted of constraints, well-being, and adventure experiences, all centered around the theme of escape. The multiple data sources indicated that students expressed positivity toward the OAE program and outdoor activities, but time and knowledge were significant constraints to their participation. Additionally, students felt outdoor experiences provided mental and physical benefits by offering a means to cope with stress and anxiety. Lastly, students indicated that the novelty and social aspects of the program were motivating factors for participating. Students expressed that the OAE program provided a means to escape their daily routines through these immersive outdoor adventure experiences. This study supports the need to provide OAE experiences throughout the school year to further increase exposure to these lifetime adventure activities
Information and the ethical apparel consumer : an exploration of the connections between knowledge, trust, and purchase behavior
Get PDFThe demand for ethically made apparel has been on the rise in recent years (Hassan et al., 2013; Harrison & Scorse, 2006). Concern over human rights violations and working conditions in apparel factories has become a hot topic for consumers. This increased concern has led to a greater demand for transparency in the apparel supply chain (Bhaduri & Ha-Brookshire, 2011). Increased transparency allows for the consumer to make an informed decision when purchasing ethically produced apparel (Harris, 2015). When making purchase decisions, consumers tend to use information from multiple sources (Peterson & Merino, 2003), evaluating the source and content before making their purchase decisions. While previous studies have explored the connection between knowledge and purchase decisions in regards to sustainable apparel, the connection in regards to ethically-produced apparel has not yet been fully explored. The two-fold purpose of this study was to explore consumers’ knowledge of unethical supply chain practices, and to understand what this knowledge means for their purchasing behavior. Using a qualitative methodology, in-depth interviews were conducted with nineteen individuals who have purchased ethically produced apparel in the last two years. Interviews lasted for approximately thirty minutes to an hour and were recorded with participant consent. The interviews were transcribed verbatim and interpreted thematically. Four conceptual areas emerged: Consumer Knowledge, Preferred Sources, Trust, and Knowledge Impact. Within these conceptual areas, nine themes emerged and were used to structure the interpretation. Based on the interpretation, participants’ level of knowledge and preferred sources were identified. The ways they use the information in their purchase decisions was also explored. Based on these findings, several recommendations were made, including: (a) utilizing online sources, such as social media or online news outlets to connect with consumers, (b) providing consumers with data and testimonials to validate the claims made, (c) using third party certifications that the consumer can recognize, (d) incorporating ethical ideals into the make-up of the company, and (e) providing alternative avenues to connect with the consumer. Because there is a limited amount of research that explores the connection between knowledge, trust, and purchase decisions in regards to ethical apparel, the results of this study provide an in-depth understanding of the role of knowledge in ethical apparel purchasing behaviors. Future empirical research is needed to further investigate the factors affecting preferred source choices and the idea of limited consumption as an ethical consumption choice. Such research would deepen the overall understanding of the role of knowledge in consumers’ decisions to purchase ethically produced apparel
The interplay of feedback literacy, attachment anxiety, and supervisory working alliance in influencing supervisees’ emotional response and likelihood of using supervisory feedback
Get PDFFeedback as an important education intervention is extensively used in clinical supervision (Bernard & Goodyear, 2019). Constructive feedback receives the most attention from researchers (e.g., Borders et al., 2017; Burkard et al., 2014; Rogers et al., 2019) for its functions and related difficulties for supervisees. The dominant focus of existing research is on feedback contents (e.g., Avent et al., 2015; Coleman et al., 2009; McKibben et al., 2019), supervisor’s experiences of providing feedback (e.g., Borders et al., 2017; Burkard et al., 2014), or factors that hinder supervisees’ receptivity of corrective feedback (e.g., Alexander & Hulse-Killacky, 2005; McKibben et al., 2019). Although the existing literature offers insights, most research tends to portray supervisees as recipients of feedback information and simplify their reactions to feedback (e.g., Borders et al., 2017; Hoffman et al., 2005). Recently, there has been a new research trend of focusing more on supervisees’ experiences of dealing with corrective feedback. Researchers developed instruments for examining supervisees’ emotional reactions (Rogers et al., 2020) and the likelihood of using supervisory feedback (Goodyear et al., 2021). Similarly, scholars in higher education have also developed the concept of student feedback literacy (Sutton, 2012), arguing the importance of preparing students with feedback literacy to make the most of feedback. Currently, there is a lack of research that centers on supervisees’ active role in the feedback process, explores the connections between supervisees’ feedback literacy and their responses (e.g., emotional reactions, utilization of feedback) to corrective feedback, and considers other related important variables (e.g., supervisees’ attachment anxiety, supervisory working alliance) in the feedback process. The study aimed to address the gap by assessing relationships among six dimensions of feedback literacy, other factors (i.e., supervisory working alliance, attachment anxiety) that have been evidenced to be important in supervision, and supervisees’ responses to feedback (i.e., emotional response, likelihood of using feedback). The results highlighted the significant role of attachment anxiety in the supervisees’ feedback engagement process, with higher levels of attachment anxiety associated with a lower likelihood of using feedback and more intense negative emotional responses to corrective feedback. Furthermore, the study revealed the moderating effects of supervisees’ appreciation of feedback and attachment anxiety, and readiness to engage with feedback and attachment anxiety on supervisees’ negative emotional responses after receiving feedback. Among the feedback literacy dimensions, commitment to change emerged as a significant predictor of negative emotional responses to corrective feedback. The study provided empirical evidence to better understand supervisees’ experiences of dealing with supervisory corrective feedback. Implications for supervisors, supervisees, and researchers are discussed based on the results of the study