Writing Intensive Courses in Theatre

Most professors believe writing matters. Through writing our students are better able to synthesize ideas, communicate those ideas, and make connections across fields. While it can take significant time to grade all the assignments, it can threaten coverage of material, and our students rarely appreciate it, writing assignments can be crafted to reduce grading, add depth to coverage, and spark interest. What follows is an overview of how I incorporate writing into my theatre courses and some ways of crafting engaging writing-intensive courses

Public Relations to the Fore

Dorothy Roost, \u2741, tells of her work in the Public Relations Department of Swift & Compan

An evaluation of the pharmacokinetic safety and efficacy of ticarcillin/clavulanic acid in the treatment of bacterial infections in hospitalized elderly subjects

dissertationThe geriatric population has an increased incidence of infections, which results in appreciable morbidity and mortality. Alterations in host defense mechanisms with aging contribute to the increased risk of infection. In addition to age related changes in host defenses, such as those of the skin and mucous membranes, there are alterations in the immune system. These changes include alterations in T-lymphocyte subset ratios, with less helper T-cells, which can lead to a decrease in cellular immunity as demonstrated by a lack of response to delayed skin test. Chronic, debilitating diseases or conditions such as diabetes mellitus, malignancy, vascular disease or malnutrition, which are more common in the elderly, may increase their susceptibility to infection. The objective of this study was to evlauate the pharamacokinetics of the combination of ticarcillin/clavulanic acid in the treatment of bacterial infections in hosppitalized elderly subjects. Data regarding the dafety and efficacy of ticarcillin/clavulanic acid were also collected

Connecting to Veterans in Public Speaking Courses

While much research has analyzed the role of military veterans’ centers on campus, faculty can also purposefully support veterans, a diverse group that may benefit from some accommodations. Intentional pedagogy that keeps the needs of veterans in mind can help us better support diverse populations regardless of military status. Specific issues professor may better engage include student alienation and connection, anxiety, language and clarity of directions. Professors can address issues of alienation and connection by working to create a welcoming classroom without singling veterans out. Professors should take communication anxiety among veterans very seriously as communication anxiety may be linked to post-traumatic stress disorder (PTSD) and avoidance of stressful situations is a common symptom of PTSD. Faculty should be aware of language retrieval difficulties that PTSD and Traumatic Brain Injury (TBI) can cause. Furthermore, military language focuses on succinct, clear messages that are different from academic rhetoric. Finally faculty may find that very specific directions support veterans as they transition to a less-structured civilian environment. Ultimately, faculty should listen to veterans’ concerns

College Level Career Counseling

This study was designed to examine and evaluate vocational decision making and counseling at Utah State University and to provide a basis for further research. A written questionnaire was given to a random sample of 500 college students on the Utah State University campus. It was found that over 15% of freshmen could not express a vocational choice, and of those who could,their commitment to it was weaker than the other classes. Immediate family, friends and college professors were the most influential people in making a career choice, with the influence of college counselors being almost negligible. Other than influential people, personal interests, previous work experience and a desire to contribute to society were the strongest influences in making a career decision. Two thirds of the students surveyed were not able to list the counseling service as a source of help in career decision-making, and when the counseling service was used, its helpfulness was rated low compared to most other sources of help. There does not seem to be as much shifting of majors and career choices as one might expect; three quarters of the students surveyed had changed their major only once, or not at all. Over two thirds of the students did not have definite plans to seek career counseling, (most of them) because they felt they didn\u27t need it or felt it wouldn\u27t be helpful. The following recommendations were made: In the extension of career counseling services, an emphasis should be placed in reaching freshmen. In labelling the services offered, the term career counseling should be used instead of vocational counseling , to avoid the mistaken connotations often attached to the word vocational . The current methods of informing the students of the career counseling services available to them should be reevaluated and changed to more effectively publicize these services. The present career counseling services need to be further developed using information from the literature and survey that has been reported

Impediments to Presence: Oblivious and Reactive Mindlessness

Mindfulness and mindlessness are often theoretically and psychometrically treated as opposing poles of a single dimension (e.g. Langer, 1989; Kabat-Zinn, 1990; Brown & Ryan, 2003). The present study examines the possibility of two differing styles of mindlessness, an oblivious form based upon defensive avoidance of experience and a reactive form based upon ruminative reaction to experience. These differing styles of mindless are theoretically similar to adult attachment status. The avoidant attachment style is conceptually related to an oblivious style of mindlessness in that both involve a defensive denial of certain aspects of experience, particularly those aspects that evoke feelings of vulnerability or emotional distress. The preoccupied adult attachment style is similar to the reactive style of mindlessness in that both involve a hyper-focus on emotionally distressing experiences and a subsequent affective destabilization. Given these similarities, the present study explored reactive and oblivious mindlessness by examining the interaction of mindfulness and adult attachment status. Adult attachment status is profoundly related to autobiographical narrative (e.g. Main, 1996; Mikulincer & Orbach, 1995). Accordingly, narrative measures were used to explore the relationship of attachment status and mindfulness. Among participants with a preoccupied attachment status, mindfulness predicted decreased emotional articulacy. Among avoidant participants mindfulness predicted decreased emotional articulacy and increased complexity of representations of self and others. In contrast, among secure participants mindfulness had no relationship to narrative measures. These results suggest that mindfulness functions as a protective factor against the distressing rumination associated with emotional articulacy among those with an insecure attachment status. They also provide preliminary support for a theory of reactive and oblivious mindlessness and highlight the value of further research examining the interaction of mindfulness and attachment status