Graduate School Professors' Motivation and Teaching Effectiveness: An Ex-Post Facto Analysis

In this research study, the intricate relationship between the motivations of graduate school professors and their effectiveness as educators in the dynamic context of graduate education is explored. Employing an ex-post facto research design, pre-existing data were analyzed to investigate the multifaceted connections between professors' motivations and teaching effectiveness. The study encompassed survey data from a diverse sample of professors representing various academic disciplines, including inquiries regarding motivations for teaching, teaching practices, and institutional demographics. The findings unveiled the coexistence of intrinsic and extrinsic motivations among professors, underscoring the complexity of their commitment to teaching. Intrinsic motivations, grounded in a profound passion for teaching and a genuine desire to positively impact students, emerged as robust predictors of effective teaching. Conversely, extrinsic motivations, such as career advancement and institutional recognition, also played a role but were less influential. Through correlation and regression analyses, the research demonstrated a positive and significant relationship between professors' intrinsic motivations and teaching effectiveness, even after controlling for covariates such as years of teaching experience and academic discipline. The identified discipline-specific variations underscored the necessity for tailored approaches to faculty development and support. These findings carry profound implications for graduate education institutions, administrators, and policymakers. They emphasize the pivotal role of intrinsic motivations in shaping effective teaching practices and highlight the importance of cultivating a teaching-centric culture. The study's implications call for faculty development programs that nurture and cultivate intrinsic motivations, discipline-specific approaches to support professors, and recognition and reward systems that celebrate teaching excellence. This research contributes significantly to our understanding of the vital connection between professors' motivations and teaching effectiveness within the context of graduate education. It underscores the significance of nurturing these motivations to foster a dynamic and responsive educational environment, benefiting both educators and learners in their pursuit of teaching excellence

E-Learning Development as an E-Teaching Innovation in Graduate Education

The rapid evolution of technology has brought about transformative changes in the landscape of higher education, prompting institutions to explore innovative pedagogical approaches. This case study examines the implementation of e-learning as an e-teaching innovation within the graduate education programs at Guimaras State University. The research adopts a mixed-method approach, combining quantitative surveys and qualitative interviews to comprehensively assess the impact of e-learning on graduate students and faculty members. The quantitative phase reveals a positive perception of e-learning, with a significant majority of respondents recognizing its usefulness and ease of use. This favorable attitude translates into a strong intention to use e-learning resources and a notable increase in actual usage. The qualitative phase provides deeper insights, highlighting the enhancement of student engagement, flexibility, and accessibility as key benefits of e-learning. However, it also identifies challenges, including technical issues and the need for faculty training and support. The study's findings underscore the importance of continued investment in technological infrastructure, faculty development, and institutional support. Clear e-learning policies and guidelines are recommended to ensure effective integration, and opportunities for collaboration and networking with other institutions are encouraged. By addressing challenges and capitalizing on the benefits of e-teaching innovations, Guimaras State University can further enhance the quality of graduate education and position itself as a progressive institution responsive to the evolving needs of learners and educators in the digital age. This case study contributes to the broader discourse on e-learning development and adoption in higher education

Graduate School Professor’s Perception Towards Teaching Public Ethics

In the dynamic landscape of higher education, the teaching of public ethics in graduate programs has gained increasing significance. Graduate school professors play a pivotal role in shaping the ethical perspectives and practices of future professionals and leaders. This study delves into the attitudes, beliefs, practices, and challenges encountered by these professors in the domain of public ethics education. A mixed-method research approach was employed, encompassing surveys and in-depth interviews with a diverse group of graduate school professors. The study explored their attitudes towards public ethics education, the perceived relevance of ethics across academic disciplines, pedagogical approaches employed, and challenges faced in integrating ethics into their curriculum. The study employed thematic analysis to uncover nuanced insights from qualitative data and statistical analysis to derive quantitative trends. Quantitative analysis revealed a prevailing positive attitude among graduate school professors towards the importance of teaching public ethics. However, variations in perceived relevance across academic disciplines were observed. Professors reported diverse pedagogical approaches, ranging from case studies to ethical discussions, highlighting a rich educational landscape. Challenges included resource constraints and time limitations. The results underscore the commitment of graduate school professors to ethics education and the need for tailored approaches to address disciplinary variations. Diverse pedagogical approaches enrich the educational experience, while challenges present opportunities for institutional support and resource allocation. Interdisciplinary collaboration is recommended to bridge the gap between ethics education and various academic disciplines. This study illuminates the crucial role of graduate school professors in shaping ethical competencies among graduate students. Their positive attitudes, diverse teaching practices, and commitment to ethics education form a solid foundation for the continued integration of public ethics into graduate programs. Addressing challenges and promoting interdisciplinary collaboration will be instrumental in advancing ethics education and fostering ethically responsible professionals and leaders

Role of Social Media In Business Management Students’ Communication Skills

This study explores the role of social media in business management students' communication skills. Specifically, the study aims to answer ten research questions related to social media use, benefits and challenges, perceptions, improvements, engagement, workplace attitudes, communication patterns and behaviours, training strategies, and academic performance. Quantitative and qualitative methods, such as surveys, interviews, and social media analysis, were utilized to gather data from business management students. The findings suggest that social media is widely used by business management students for communication purposes, with a preference for certain platforms. Business management students recognize the benefits of social media but also acknowledge challenges such as privacy and security concerns. The use of social media in communication positively influences engagement among students, but improvements in multimedia content creation and knowledge of privacy and security settings are needed. The survey findings suggest that business management students can benefit from several recommendations to effectively use social media for professional purposes. They should prioritize engaging in conversations, invest in multimedia content creation and promotions, increase their knowledge of privacy settings, improve their proficiency in social media analytics, participate in online courses, and seek opportunities to collaborate. By following these recommendations, students can leverage social media in their professional lives, enhance their communication skills, and adapt to changes in the business environment

Innovation and Development of Public Fiscal Administration Through E-Learning

In an era characterized by rapid technological advancement and the growing importance of effective public fiscal administration, this study explores the integration of e-learning technologies at the Guimaras State University (GSU) to enhance education and professional development in the field. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to investigate the impact of e-learning on students and professionals engaged in public fiscal administration programs at GSU. Quantitative results reveal that a significant majority of participants perceived e-learning as highly useful and user-friendly. The findings align with the Technology Acceptance Model (TAM), emphasizing the importance of perceived usefulness and ease of use in e-learning adoption. Moreover, participants reported a positive impact on their learning experiences, citing the flexibility of e-learning, multimedia resources, and interactive elements as key contributors to improved knowledge acquisition. Qualitative insights from interviews underscored the convenience of remote access, the ability to self-pace learning, and the interactive nature of e-learning materials. Challenges such as technical issues and the need for effective support services were also identified. This study's conclusions highlight the potential of e-learning to enhance public fiscal administration education and professional development. Recommendations include enhancing technical support services, providing ongoing training for faculty, expanding e-learning content and resources, fostering an online learning community, conducting longitudinal studies on career outcomes, and sharing best practices with other institutions. Guimaras State University's experience in innovating public fiscal administration education through e-learning offers valuable lessons for higher education institutions seeking to harness technology for academic and professional advancement in critical fields. The findings contribute to the broader discourse on the role of e-learning in higher education and professional development, emphasizing the need for continued adaptation and improvement to meet evolving learner needs and challenges

Learning and Teaching Styles in The Graduate School Education: Identifying, Analyzing, and Facilitating

This research study, conducted within the past year, delved into the intricate interplay between learning and teaching styles in the context of graduate school education. Employing a mixed-methods approach, the study sought to identify, analyze, and facilitate the alignment of these styles to enhance the quality of graduate education. The investigation began with an exploration of the predominant learning styles among graduate students, revealing a diverse spectrum including diverging, assimilating, converging, and accommodating preferences. This diversity highlighted the importance of recognizing individual differences in learning styles within this student cohort. Educators in graduate schools employed a range of teaching styles and pedagogical approaches, including lectures, case studies, group discussions, and hands-on experiments. The diversity of teaching methods demonstrated a willingness among educators to adapt to varying learning needs and promote student engagement. However, the study unveiled a significant finding: there was not always perfect alignment between students' learning styles and educators' teaching styles. This misalignment emphasized the need for greater awareness and adaptation to cater to the diverse learning preferences of graduate students. The impact of this alignment, or lack thereof, was evident in student engagement and academic performance. When there was congruence between learning and teaching styles, students reported higher levels of engagement and satisfaction. Diverse teaching methods challenged students and prepared them to adapt to varying educational environments. Academic performance was notably influenced by the degree of alignment between learning and teaching styles, emphasizing the significance of tailored teaching approaches. The study concludes with a set of recommendations aimed at optimizing the alignment between learning and teaching styles in graduate school education. These recommendations encompass faculty pedagogical training, flexible curriculum design, student-centered learning, regular assessment and feedback mechanisms, faculty collaboration, technology integration, awareness campaigns, mentorship programs, research and assessment initiatives, and the promotion of inclusive learning environments. In summary, this research underscores the complex and dynamic relationship between learning and teaching styles in graduate education. Recognizing the diversity of learning preferences among graduate students and promoting adaptability in teaching methods are critical steps toward optimizing the graduate education experience. The findings contribute to ongoing discussions on pedagogical practices and their impact on student success in graduate school education, offering valuable insights for educators, administrators, and policymakers

The Biodiversity of the Mediterranean Sea: Estimates, Patterns, and Threats

The Mediterranean Sea is a marine biodiversity hot spot. Here we combined an extensive literature analysis with expert opinions to update publicly available estimates of major taxa in this marine ecosystem and to revise and update several species lists. We also assessed overall spatial and temporal patterns of species diversity and identified major changes and threats. Our results listed approximately 17,000 marine species occurring in the Mediterranean Sea. However, our estimates of marine diversity are still incomplete as yet—undescribed species will be added in the future. Diversity for microbes is substantially underestimated, and the deep-sea areas and portions of the southern and eastern region are still poorly known. In addition, the invasion of alien species is a crucial factor that will continue to change the biodiversity of the Mediterranean, mainly in its eastern basin that can spread rapidly northwards and westwards due to the warming of the Mediterranean Sea. Spatial patterns showed a general decrease in biodiversity from northwestern to southeastern regions following a gradient of production, with some exceptions and caution due to gaps in our knowledge of the biota along the southern and eastern rims. Biodiversity was also generally higher in coastal areas and continental shelves, and decreases with depth. Temporal trends indicated that overexploitation and habitat loss have been the main human drivers of historical changes in biodiversity. At present, habitat loss and degradation, followed by fishing impacts, pollution, climate change, eutrophication, and the establishment of alien species are the most important threats and affect the greatest number of taxonomic groups. All these impacts are expected to grow in importance in the future, especially climate change and habitat degradation. The spatial identification of hot spots highlighted the ecological importance of most of the western Mediterranean shelves (and in particular, the Strait of Gibraltar and the adjacent Alboran Sea), western African coast, the Adriatic, and the Aegean Sea, which show high concentrations of endangered, threatened, or vulnerable species. The Levantine Basin, severely impacted by the invasion of species, is endangered as well

Mitochondrial physiology

As the knowledge base and importance of mitochondrial physiology to evolution, health and disease expands, the necessity for harmonizing the terminology concerning mitochondrial respiratory states and rates has become increasingly apparent. The chemiosmotic theory establishes the mechanism of energy transformation and coupling in oxidative phosphorylation. The unifying concept of the protonmotive force provides the framework for developing a consistent theoretical foundation of mitochondrial physiology and bioenergetics. We follow the latest SI guidelines and those of the International Union of Pure and Applied Chemistry (IUPAC) on terminology in physical chemistry, extended by considerations of open systems and thermodynamics of irreversible processes. The concept-driven constructive terminology incorporates the meaning of each quantity and aligns concepts and symbols with the nomenclature of classical bioenergetics. We endeavour to provide a balanced view of mitochondrial respiratory control and a critical discussion on reporting data of mitochondrial respiration in terms of metabolic flows and fluxes. Uniform standards for evaluation of respiratory states and rates will ultimately contribute to reproducibility between laboratories and thus support the development of data repositories of mitochondrial respiratory function in species, tissues, and cells. Clarity of concept and consistency of nomenclature facilitate effective transdisciplinary communication, education, and ultimately further discovery