Longwood University
  • Farmville, United States
Recent publications
This conceptual paper puts forth sources of secondary and primary data that can assist destinations in developed countries track and ultimately improve their communities' tourism performance and resilience across four pillars of tourism sustainability: visitor economy, resident support, workforce satisfaction, and environmental health. Such data sources can be used by community leaders to formulate key performance indicators (KPIs) critical in building resilience. The impetus behind these proposed solutions is based on the assumption that the high cost and complexity of collecting and analyzing data on an ongoing basis have plagued the broad adoption of communities engaging in sustainable initiatives. We contend that given access to suitable data, destinations can be better managed as ecosystems in line with sustainable community objectives.
Clinical studies suggest that chemotherapy is associated with long-term cognitive impairment in some patients. Several underlying mechanisms have been proposed; however, the etiology of chemotherapy-related cognitive dysfunction remains relatively unknown. There is evidence that oligodendrocytes and white matter tracts within the CNS may be particularly vulnerable to chemotherapy-related damage and dysfunction. Auditory brainstem responses (ABRs) have been used to detect and measure functional integrity of myelin in a variety of animal models of autoimmune disorders and demyelinating diseases. Limited evidence suggests that increases in interpeak latencies, associated with disrupted impulse conduction, can be detected in ABRs following 5-fluorouracil administration in mice. It is unknown if similar functional disruptions can be detected following treatment with other chemotherapeutic compounds and the extent to which alterations in ABR signals represent robust and long-lasting impairments associated with chemotherapy-related cognitive impairment. Thus, C57BL/6 J mice were treated every 3rd day for a total of 3 injections with low or high dose cyclophosphamide, or doxorubicin. ABRs of mice were assessed on days 1, 7, 14, 56 and 6 months following completion of chemotherapy administration. There were timing and amplitude differences in the ABRs of the doxorubicin and the high dose cyclophosphamide groups relative to the control animals. However, despite significant toxic effects as assessed by weight loss, the changes in the ABR were transient.
Objective As a result of the SARS-COVID-2 pandemic, many students had to leave highly interactive face-to-face learning environments in classrooms and join online learning environments. By autumn 2020, some large numbers of US institutions had opted for face-to-face, hybrid and fully online teaching formats. For many of them, the challenge lay in developing teaching models that enabled parties to experience success, particularly in the field of human sexuality education, which can be effective in either format, online or face-to-face. This study explored students’ perspectives regarding a differentiated proficiency-based online education model for delivery in two course formats: modified face-to-face and fully online. Design Mid-course and end-of-course surveys were conducted to examine students’ experiences and perspectives regarding course structure. Survey questions were coded using self-determination theory constructs. Setting Surveys were completed in the Canvas Learning Management System at the mid-point and end of each course. Participation was voluntary, and surveys were completed asynchronously outside of the classroom. Results Students were overwhelmingly appreciative of the support for autonomy provided in both formats, but each cohort had unique criteria for success. The face-to-face cohort evaluated the course in terms of relatedness and competence. The winter online cohort evaluated the course based on perceived competence. Conclusion Students were overwhelmingly supportive of course policies designed to increase flexibility and scaffold learning so long as the burden was minimal and they recognised the benefit. Students were ambivalent regarding the due dates of assignments, appreciating flexibility but recognising their role as extrinsic motivators.
In 1141, Queen Matilda III of England and the Empress Matilda were active military commanders in the field against one another, often facing the same risks as their armies. Besides being worthy of attention as one of the rare moments when two women campaigned directly against each another, the conflict also has the advantage of having left enough documents from the women themselves to allow their voices to be heard alongside the gendered narrative of medieval chroniclers. What emerges here is a campaign history that confirms how both medieval men and women accepted the generalship of women, that shows how each woman was prepared by prior experience to manage complex administrations, and how, in the crisis moments of war, they navigated the pressures of medieval warfare.
Real‐time tracking of tool and equipment inventories is a critical function of many organizations and sectors. For prisons and correctional facilities, tracking and monitoring of assets such as cookware, hardware, keys, janitorial equipment, vocational/technical specialty tools, etc., is essential for safety, security, trust, efficiency, education, etc. The performance of automated systems for this purpose can be diminished by a variety of emergent and future sociotechnical factors alone and in combination. This article introduces a methodology for contractor evaluation and selection in acquisition of innovative asset management systems, with an emphasis on evolving system requirements under uncertainty. The methodology features a scenario‐based preferences analysis of emergent and future conditions that are disruptive to the performance of the asset‐control system. The conditions are across technologies, operating environments, regulations, workforce behaviors, offender behaviors, prices and markets, organizations, cyber threats, etc. The methodology addresses the influence and interaction of the conditions to disrupt system priorities. Examples include: (i) infectious disease disrupting priorities among requirements and (ii) radio‐frequency identification (RFID) and wireless‐technology innovations disrupting priorities among stakeholders. The combinations of conditions that most and least matter for the system acquisition are characterized. The methodology constitutes a risk register for monitoring sources of risk to project performance, schedule, and cost throughout the system lifecycle. The results will be of interest to both practitioners and scholars engaged in systems acquisition as the pandemic interacts with other factors to affect risk, uncertainty, and resilience of organizational missions and operations.
Mental health concerns are on the rise among youth, contributing to a growing need for school-based mental health services. However, challenges to service provision arise due, in part, to workforce shortages, service fragmentation, and inefficient allocation of staff time. The current study describes the professional competencies and time allocation of four school-based mental health professions (i.e., school counselors, school psychologists, school social workers, and school nurses) in order to demonstrate how schools can leverage the skills of their existing staff to coordinate a comprehensive approach to support student mental health. First, we identified the core clinical competencies needed to implement the key features of comprehensive school mental health systems. Then, we crosswalked these clinical competencies with the training standards of the four professions. Finally, we conducted a systematic review of the literature to understand how these professionals' time is allocated, as well as their responsibilities related to the provision of mental health services. Results demonstrated that, although all four professions receive training in most of the core competencies needed to implement comprehensive school mental health services, their skillsets are often underutilized in day-to-day practice. Thus, we concluded that there are at least two untapped opportunities for school leaders to support student mental health-first, maximize the use of school mental health professionals through task-shifting (i.e., reassigning tasks less central to mental health service delivery to other staff), and second, implement an integrated model of school mental health services to efficiently leverage the mental health training of professionals. Supplementary information: The online version contains supplementary material available at 10.1007/s12310-022-09535-0.
A Correction to this paper has been published: https://doi.org/10.1007/s11146-021-09835-3
Despite a tremendous amount of research on the topic, we still have little evidence regarding the extent to which transformational leader behaviors (TLBs) cause a number of outcomes. The primary inhibitors include a lack of theoretical precision, the conflation of leader (follower) behaviors with evaluations, as well as measurement and design issues which prevent causal inferences. To address such concerns, we reframe the transformational leadership literature from a signaling theory perspective. Study 1 reviewed existing definitions of transformational leadership. Building on this, we introduce a new definition of TLB: Leader signaling through developmental and prosocial behaviors tailored for each unique stakeholder (e.g., person, dyad, group, organization). Leveraging topic modeling, Study 2 involved the analysis of open-ended survey responses. Using a constant comparative approach, six TLBs were identified: 1. teaching life lessons, 2. introduction to developmental opportunities, 3. providing different perspectives, 4. seeking different perspectives, 5. questioning critical assumptions, and 6. speaking words of affirmation. Studies 3 and 4 were preregistered experiments that showed TLBs cause variation in follower evaluations of the leader as transformational (n = 416; Cohen’s d = .50) and contributions to a public good (n = 320; Cohen’s d = .36), respectively. We conclude with recommendations for theory and practice.
We report high-precision measurements of the deeply virtual Compton scattering (DVCS) cross section at high values of the Bjorken variable x_{B}. DVCS is sensitive to the generalized parton distributions of the nucleon, which provide a three-dimensional description of its internal constituents. Using the exact analytic expression of the DVCS cross section for all possible polarization states of the initial and final electron and nucleon, and final state photon, we present the first experimental extraction of all four helicity-conserving Compton form factors (CFFs) of the nucleon as a function of x_{B}, while systematically including helicity flip amplitudes. In particular, the high accuracy of the present data demonstrates sensitivity to some very poorly known CFFs.
Emerging from faculty collaboration across disciplines, the four-stage Field Immersion Framework (FIF) marries place-based experiential learning with civic engagement to promote important transformative learning outcomes such as shifts in Worldview, Self, Epistemology, Ontology, Behavior, and Capacity. To support those outcomes, we developed this adaptable pedagogical framework for immersive courses that cultivate shared inquiry by faculty and students while fostering civic agency. The FIF positions students as explorers in communities grappling with important, unresolved issues and facilitates deep learning in the affective domain. Immersing students in the field as they experience civic issues is an emancipatory opportunity for many students, particularly those bound by geography or digital screens. We detail the FIF’s grounding in learning theory and provide examples of its implementation in varied courses and geographic settings.
Dramatic increases in public Wi-Fi™ (hereafter referred to as Wi-Fi) availability have occurred over the last decade. Although Wi-Fi provides convenient network connectivity, it has significant security vulnerabilities. Despite widespread knowledge of potential vulnerabilities of public Wi-Fi, most people simply connect to it in public places. We investigated the individual calculus behind risk-taking behavior based on the theoretical foundations of risk taking behavior, technology threat avoidance theory, prospect theory, and self-determination theory. Using survey data collected from 1313 respondents in the United States, this study found that avoidance motivation, risk averting propensity, and intrinsic and extrinsic motivations affect intention to use public Wi-Fi. In addition, our results indicate that avoidance motivation is related to safeguard effectiveness, safeguard cost, and perceived threat, while risk averting propensity is associated with positive outcome history, age, gender, and education attainment.
This chapter discusses the use of light by aquatic organisms for visual and non-visual tasks that often enhance fitness. Variations in underwater light among inland waters as well as mechanisms of photoreception (i.e., light capture) are first described. The adaptive significance of photoreception, and possible tradeoffs, are then discussed for a diversity of aquatic taxa, from bacteria to fishes. We also briefly describe how environmental stressors, including eutrophication, brownification, and artificial lighting, have altered the underwater light field and discuss possible ecological consequences at the organismal to ecosystem level. The chapter concludes with knowledge gaps for future research.
ABSTRACT The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student’s epistemic beliefs to achieving positive learning outcomes.
This paper uses a search model with Nash bargaining to identify various channels through which agent gender affects selling price and selling time in the resale market for houses. The theory is used in conjunction with the empirical model to infer agent bargaining power when dealing with the same or opposite sex agents on the other side of the transaction. The results reveal that sellers set higher listing prices when working with male agents, a pattern consistent with sellers’ ex ante beliefs that male agents enjoy greater expected bargaining power. Ex post agent bargaining power varies by sex and their role in the transaction. Female agents assisting buyers have stronger bargaining power when facing male listing agents than when facing female agents in rising or falling markets. The ex post bargaining power of male selling agents assisting buyers appears to be generally weaker than that of female listing agents.
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963 members
Sujan Henkanaththegedara
  • Department of Biological and Environmental Sciences
Dina Leech
  • Department of Biological and Environmental Sciences
Erin Shanle
  • Department of Biological and Environmental Sciences
Frank Bacon
  • College of Business and Economics
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