Critical Connections: Meaningful Mentoring Relationships Between Women Doctoral Students and Their Dissertation Chairpersons.

The purpose of this research is to explore meaningful mentoring relationships between women doctoral students and their advisors. Specifically, this study examines how graduate women and their advisors navigate and perceive their mentoring relationships during the doctoral program of study. Although research in higher education has addressed the lived experiences of women doctoral students, few have examined the doctoral student/advisor mentoring dynamic from both the student and advisor perspectives. This study provides an understanding of the mentoring experiences of women doctoral students and advisors through qualitative conversation. The participants in the study are 6 women post-doctoral students and their advisors, 4 female and 2 male, from Louisiana State University, a Research I university located in the South. Through a feminist phenomenological qualitative approach, the following research questions are answered: How do graduate women and their advisors enter into mentoring relationships? What do graduate women and their advisors desire from doctoral advising relationships and how do they perceive each other\u27s needs and roles? And, what do advisors and graduate women perceive to be the benefits and problems that resulted from their mentoring experience? Through analysis of the data, nine themes are identified under three categories of understanding: participants\u27 needs and desires, benefits, and problems. Finally, participant perspectives on age and gender differences are explored. Three themes that emerge from participants\u27 needs and desires are matching of personality, dedication, and support. Each of these themes is important for both women graduates in the study and their advisors. Two themes categorized as benefits, satisfaction and professional growth, are important factors in building the foundation for the mentoring relationships that formed. The third, persistence and completion of the Ph.D., was obviously the ultimate goal for all the participants. Finally, problems addressed within this study are communication/differing perspectives, time, and negotiating friendship. What may come from this study is an understanding of the meanings that women graduate students and their advisors ascribe to the doctoral process and to the mentoring relationships that support that process

“I like to take everything and put it in my own words”: Historical Consciousness, Historical Thinking, and Learning with Community History Museums

This article presents ndings from a recent case study involving seventh-grade students (n = 25) and a group of community history museum adult volunteers (n = 5). Over 14 weeks, participants engaged in a series of scaffolding activities designed around a Material History Framework for Historical Thinking. The purpose of the inquiry was to explore pragmatic applications for historical thinking within a community history museum. Data collection included pre- and post-Canadians and Their Pasts surveys, written assignments, photovoice photography, in-depth interviews, and a nal class- room museum project. Conclusions are discussed within the context of Rüsen’s (1987, 1993, 2004) typology of historical consciousness. This article presents a “call to action” for community history museums in Canada. It points to ways in which students can be empowered to become active members of a museum’s community of inquiry

The Perfect Storm in Higher Education

Higher education has always faced challenges, but what happens when colleges and universities are facing a ‘perfect storm?’ One of the victims of a pandemic, rising tuition costs, and less funding could be the traditional classroom or worse still a dramatic decrease in student enrollment. In this paper, we explore some of the elements that could make it more difficult to fulfill the American dream of attending a university for the campus life and what might lie in the future for students post COVID-19

Success in the Online Classroom: Lessons Learned

In the early 2000s, we embarked on research to study online education. At the time, online courses offered by traditional institutions was in its’ infancy. Through our research, we learned that increasing students’ intrinsic motivation could lead to more successful learning environments. Today’s online learning environments are afforded many more technological advances that were not available 20 years ago. In addition, the Covid19 Pandemic has forced the creation online learning environment. Therefore, we believe that revisiting the elements that lead to successful online learning is timely and necessary. Through this research, we affirm that technological advancements have led to more meaningful ways to enhance online learning environments

Do Word Of Mouth And Advertising Messages On Social Networks Influence The Purchasing Behavior Of College Students?

Many online advertisers are exploring the use of Internet social networking to build brand awareness and loyalty. Social networking is particularly popular among the younger, 15-24 year- old generation, who is more computer savvy and spends more time on the Internet than adults. While this generation has substantial potential, they also represent a challenge to advertisers. This group is notoriously skeptical of being “advertised at.” They expect a more personal, interactive experience. The purpose of this research is to determine which types of social networks are used most by college students and what types of online marketing impact their purchasing choices. In carrying out this research, the following research questions were addressed: which social networks are used most by college students; do factors such as student and/or parent income, student age, classification, gender, marital status, or employment status influence use of social networks; do ads on social networks impact purchasing decisions; does advice from other users of social networks impact purchasing decisions; and do online games, scavenger hunts, and contests influence purchasing decisions? The research provides a better understanding of social network use and provides insight into effective online advertising to college students

Making It To The Top: Have Women And Minorities Attained Equality As Higher Education Leaders?

University presidents play a major role in setting and managing the course of higher education in the U.S.  In the past, females and minorities were under-represented in such positions.  However, as the number of females and minorities seeking advanced degrees has increased, the number of female and minority candidates capable of applying for such positions has increased.  The purpose of this investigation was to discern whether women and minorities are proportionately represented in the halls of academic leadership

Source Headwaters Update: Presidential Beginnings

Presidents of higher education institutions are a major source of vision and direction for their respective universities.  Established research has shown that a variety of demographic, psychographic and personal characteristics may impact one’s thoughts and actions.  Undoubtedly, for university presidents, their educational background and the source of their terminal degree play roles in their abilities to lead and in developing their visions.  For this paper, we examined the educational background of public university presidents to determine the degree of homogeneity across institutions.  The question we seek to address is if vision and leadership are overly influenced by a common educational background with little diversity in source and field of terminal degree

Definition and diagnosis of cobalt deficiency in goats

A review of the literature concerning cobalt, vitamin E, and selenium and their effects on immunity in ruminants is included, concentrating particularly on the definition and diagnosis of cobalt deficiency. Five experiments are reported, the first three of which explore the requirement of goats for cobalt to prevent subclinical deficiency. Included in this is the effect of cobalt supplementation on immunity, and also a preliminary investigation of different forms of vitamin E supplementation and their suitability for treating vitamin B deficiency. In each experiment 24 feral cross goats were depleted of cobalt and then assigned to various levels of cobalt supplementation. In experiments 1 and 2 half the goats were supplemented with vitamin E in the last month of the experiment. The symptoms of vitamin B12 deficiency observed included loss of weight, loss of appetite, pale mucous membranes and 'weepy eyes'. Concentrations less than 0.07 mgCo/kgDM in the diet are likely to lead to deficiency and this is between the comparable requirements for cattle (0.04-0.07) and sheep (0.07-0.08). Deficiency is best confirmed by measuring both MMA and vitamin B12 concentrations. Serum MMA concentrations between 15-20 ?mol/1 and serum vitamin B12 concentrations between 50-100 ng/1 were associated with subclinical deficiency, and these differ from the levels associated with subclinical deficiency in sheep (MMA 10-15 mumol/1, Bj2 200-400 ng/1) and cattle (MMA 2-4 mumol/l, B12 150-200 ng/1). Serum succinate was not found to be reliable as an indicator of cobalt status. No effects on immune function were observed. Both oral and injectable vitamin E treatments raised plasma vitamin E concentrations, although the injectable treatment produced a rapid but short lived response, whereas daily oral supplementation produced a more gradual but long term response. Erythrocyte stability appeared to show some promise as a method of detecting vitamin E deficiency, but results were not conclusive. Results of these experiments are discussed and compared with the relevant literature. The fourth experiment investigated different methods of supplementing calves with vitamin E. Twelve calves were depleted of vitamin E and then randomly assigned to three groups, receiving either oral, injectable or no vitamin E supplement. Half the calves on each treatment also received injections of vitamin B12. Again injection of vitamin E was found to produce a rapid, massive but short lived response in plasma vitamin E concentrations; however repeated injections produced an adverse reaction if insufficient time (< 3 weeks) was left between treatments. Oral supplementation produced a more gradual, but sustained response with no adverse reactions. Thus injection is highly suitable for rapid treatment of deficient animals, but oral supplementation is a more long term solution where instant effects are not required. In calves erythrocyte stability was unsuitable as an indicator of vitamin E status. A small increase in % kill of E. coli and C. albicans but not of S. aureus was observed in the vitamin supplemented calves, but no effect of vitamin E status was observed. Results are discussed and compared to other results in this field. The final experiment investigated the effect of cobalt deficiency on appetite preference in sheep, and by means of different treatments, oral cobalt, vitamin B12 injection, and methionine injection, attempted to gain some insight into the metabolic reason behind this phenomenon. Thirteen mature Suffolk cross castrates were maintained on a cobalt deficient diet, until they showed loss of appetite; they were then given one of the three treatments to see if this would restore their appetite. Vitamin B12 injections produced a rapid response, while cobalt treatment was also effective but took longer to work. Methionine treatment failed to improve appetite, suggesting that it is the failure of the propionate to succinate pathway which is responsible for the loss of appetite, and that it is absorbed vitamin which reverses the symptoms and not free cobalt in the rumen. Results are discussed in the light of other work

Sociological tendencies in modern poetry.

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universityhttps://archive.org/details/sociologicaltend00wal