Marketing special academic events to college professors and students

The study examined the communication channels that professors, graduate students, and undergraduates use to learn and tell others about special academic events on college campuses, as well as individuals\u27 motivations for attending academic events and mentioning them to others. Broad similarities emerged among the groups. Email announcement was the most common way to learn about academic events, and face-to-face communication was the most common means of telling others. Beyond the similarities, significant differences emerged. Overall, students showed more diversity in channels of communication for learning and sharing information about academic events, as well as in motivations for attending events and mentioning them to others. The study offers recommendations for marketing special academic events to professors and students

Undone

My art has become rooted in a process of layering. I layer materials to explore technique and to express the concept of inside versus outside. The evidence of multiple layers of materials is symbolically connected to what is happening within my own life. I want the viewer to see an indication of deeper layers of process and materials rather than just the polished surface of an artwork. This layering process can also be seen as a metaphor for human nature, what we see on the outside is not always what is on the inside

Effect of Mindfulness Training on Interpretation Exam Performance in Graduate Students in Interpreting

Many graduate interpreting students struggle because the real-time, interactive nature of interpreting dictates that they be able to regulate their attention across different parallel cognitive activities and manage the inherent stress and unpredictability of the task. Within the framework of Cognitive Load Theory, this mixed-methods study explored the effect of short-term mindfulness training on consecutive interpreting exam performance using a quasi-experimental repeated-measures design. It also examined the relationships among mindfulness, stress, aspects of attention, and interpreting exam performance. The sample included 67 students (age M = 26.9 years; 82% female) across seven language programs (Chinese, French, German, Japanese, Korean, Russian, and Spanish). The mindfulness (treatment) group (n = 20) included all students enrolled in Introduction to Interpreting into English who also enrolled in the specially developed Mindfulness for Interpreters elective course. The control group (n = 47) included all other students enrolled in the same introductory interpreting course for each language. The mindfulness group underwent a 4-week (12 hour) mindfulness training. All participants were administered pretests and posttests for consecutive interpreting exam performance (midterm and final), mindfulness (CAMS-R), perceived stress (PSS-10), and aspects of attention (d2 Test of Attention). Qualitative data was collected from the treatment group via online weekly logs, a final written reflection, and a focus group. On average, students in the mindfulness group scored higher on the final interpreting exam than on the midterm, while students in the control group scored lower, there being a small effect size difference in favor of the mindfulness group both for Accuracy (d = .24) and Delivery (d = .33). The qualitative data suggest that this difference may be attributable to the greater present-focus awareness, self-compassion, acceptance, and self-regulation of attention and emotion that mindfulness-group participants had developed. Mindfulness training appears to help interpreting students optimize their learning and performance by strengthening their self-regulation of attention and emotion and thereby reducing the extraneous load of internal distractors such as mind-wandering, self-criticism, and nerves

Identifying Precursors To Student Defection

Recently, student retention has surfaced as a priority for many academic institutions.  While institutions regard retaining students as important, little has been done to create a system that helps institutions “flag potential defectors” prior to leaving.  By identifying “at risk” students, intervention steps can be taken to reduce the likelihood of defecting.  The author proposes that institutions develop data mining procedures, similar to those used in business, to identify potential defectors.  This data should include both “hard” and “soft” predictors of student defection.  An added benefit of this data is that it can be used by institutional advancement, once students become alumni, to improve fundraising efforts by enabling the development of “one-to-one” fundraising/marketing programs.&nbsp

SSRI Saftey During Pregnancy

Depression is one of the most common disorders in our country today. The most frequently used treatment for depression is the antidepressant drug class, selective serotonin reuptake inhibitors (SSRis). Due to a higher incidence of depression during pregnancy, researchers have been meticulously trying to detennine the risks and benefits of SSRI use and risks of depression to the mother and her fetus. The purpose of this project is to provide healthcare providers with current evidence about SSRI use during pregnancy. A brochure was presented to healthcare providers which addressed the risks and benefits of SSRI use and the risks of depression during pregnancy. The knowledge of current data on SSRis safety during pregnancy will allow providers to be able to make an informed decision and provide education to their patients on the use of antidepressants dming pregnanc

Museums, Leadership, and Transfer: An Inquiry into Organizational Supports for Learning Leadership

Given the rapid changes that 21st century museums must manage, flexible thinking about leadership forms and purposes is needed. Today\u27s complex leadership landscape necessitates that staff engage in enacting leadership with positional leaders. Limited empirical literature exists that describes how the next generation of museum leaders is being nurtured and developed. The purpose of this study was to: describe museum professionals\u27 perceptions of leadership practices; investigate museums as sites of organizational and leadership learning; and consider the experiences of museum professionals who have participated in leader development programs. The study involved an on-line survey with 310 professionals working in U.S. museums and follow-up interviews with a subset of 13 survey participants. Bolman and Deal\u27s (1990) Leadership Orientations Inventory (BDLO) was used to assess museum leadership practices; Marsick and Watkins (1999) 21-item version Dimensions of a Learning Organization Questionnaire (DLOQ-A) was used to assess supports for learning in the museum. Findings based on bivariate correlation and multiple regression analysis show a significant relationship between ratings for leadership effectiveness at the department and organization levels and scores on the BDLO and the DLOQ-A. While leadership effectiveness at both levels tended to be positive, over 60% of middle and non-managers did not perceive their museum’s leadership as mastering any of the BDLO Leadership Orientations Inventory frames. Statistically significant differences in the perception of museums as learning organizations were found with decreasing support from senior managers to middle managers to non-managers. With regard to learning leadership, findings indicate that the DLOQ-A Strategic Leadership for Learning dimension, Organization Support, and Peer Support are important for facilitating continued learning and application of new knowledge and skills derived from leader development programs. Finally, most leader development program participants indicated that they were immediately able to apply some skills learned; however sustaining incorporation of new knowledge was difficult. Implications for museum professionals, leader development program providers, museum studies programs, leadership and change, and future research are discussed. A digital introduction accompanies this dissertation. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd