Central Methodist University

This chapter will describe a proactive, collaborative student success plan that can be used as a trauma-informed gatekeeping strategy with counseling students. Its purpose is to guide students onto a path to success during their program, to avoid unanticipated interference with success as they progress through the program, and to informally address student issues prior to formal remediation procedures. The student success plan builds upon student strengths and identifies support resources prior to a student issue becoming a problem that could lead to formal remediation or program dismissal.

Abstract The rapid pace of technological change is revolutionizing every sector of the economy, transforming how value is created and delivered to consumers through technologies like robotics, virtual reality, artificial intelligence, and the Internet of Things. This transformation underscores the need for a diverse workforce as the new skills valued and essential to employers are changing. In this context, community colleges are thrust into the national debate around the best options for educating skilled employees, given their historical role in preparing a significant portion of the national workforce and employers’ reliance on them as primary providers of middle‐skills training. A vital aspect behind this debate is elevating accountability calls from policymakers, parents, and students who question the value of a college degree and expect a return on investment in employment outcomes. Another aspect of this debate is the growing employers’ concerns about the readiness of graduates, which affects the ability of companies to implement new products, services, or business technologies. For many, there is a gap between the supply and demand of skilled workers and community colleges are not serving the needs of their students, employers, and communities. The article suggests two strategies to address the challenges associated with a skilled‐first economy and employee skills mismatch: (1) developing different approaches to credentialing by embracing lifelong learning, and (2) strengthening the collaboration between career services and employers to effectively support lifelong learning.

Suicide is a leading cause of veteran deaths in the United States. Importantly, student veterans with more favorable perceptions of suicide prevention may be more likely to engage in such efforts. Social justice identity includes a commitment to action. Therefore, social justice-oriented student veterans may be more likely to commit to the mission of suicide prevention to protect themselves and others. This study sought to examine how social justice identity predicts student veterans’ perceptions of suicide prevention. Cross-sectional survey data collected from 85 student veterans explored how their social justice identity predicted their perceptions of suicide prevention. A canonical correlation analysis revealed that social justice identity (most notably, self-efficacy and perceived supports or barriers) was a significant predictor of student veterans’ perceptions of suicide prevention (most notably, perceived behavioral control and intent). Mental health professionals and university administration should consider ways to enhance or establish veteran-specific resources, including student veteran peer supports with a social justice identity.

American EthnologistVolume 47, Issue 3 p. 339-340 Book Review Nightmarch: Among India's Revolutionary Guerrillas. Alpa Shah. Chicago: University of Chicago Press, 2019. 348 pp. CYNTHIA MAHMOOD, CYNTHIA MAHMOOD Central CollegeSearch for more papers by this author CYNTHIA MAHMOOD, CYNTHIA MAHMOOD Central CollegeSearch for more papers by this author First published: 04 August 2020 https://doi.org/10.1111/amet.12942Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume47, Issue3August 2020Pages 339-340 RelatedInformation

We report the synthesis of a novel macrocyclic host molecule that forms in a single step from commercially available starting materials. The core of the macrocycle backbone possesses two quinone rings and, thus, is redox-active. Host-guest binding involving the clip-shaped cavity indicates selective binding of pyridine N-oxides based of the electron density of and steric bulk of the anionic oxygen.

Introduction. As students and faculty are increasingly becoming more comfortable with technology, physical therapy programs are using the flipped classroom (FC) to provide an environment more conducive to active and problem-based learning. Most literature on students in graduate level health care professional programs rely on subjective student report. To our knowledge, no studies have compared objective actual student consumption of online content to subjective student perception of online content consumption. Nor have studies explored the relationship between actual online content consumption and classroom performance. In this study, we compared estimated and actual online content consumption as well as its relationship to student performance. We hypothesized that students would inaccurately estimate online content viewing amounts and that a positive correlation would exist between online content consumption and student performance. Methods. Upon completion of a patient mobility training course, 46 year-one physical therapist students estimated their weekly online content consumption. In this cross-sectional study design, we compared these estimations with student usage data provided by an online learning management system. Additionally, we compared examination grades and overall course grades to average weekly viewing times. A Pearson's product moment correlation assessed the relationship between weekly viewing time and student performance. Discriminant ability of weekly viewing time was assessed with receiver operating characteristic curve analyses. Results. At least 40% of the students overestimated their online consumption. Students overestimated their weekly viewing by 63.2%. Weekly viewing time was correlated with percentile class ranks. Discussion and Conclusion. Students chronically overestimated online content consumption. Physical therapy faculty should be aware of discrepancies between objective actual and subjective perceived consumption of online content and may consider implementing an open feedback loop relative to actual preparation for the FC since this study also found a positive relationship between weekly viewing time and student performance.

Abstract The success of the early music movement raises questions about performing historical works: Should musicians perform on period instruments and try to reconstruct the original style? If a historically “authentic” performance is impossible or undesirable, what should be the goal of the early music movement? I turn to Gadamer to answer these questions by constructing the outlines of a hermeneutics of early music performance. In the first half of the paper, I examine Gadamer’s critique of historical reconstruction and argue that this critique sheds light on mistaken tendencies and misunderstandings within the early music movement, but it does not discredit the movement as such. In the second half of the paper, I attempt to show how Gadamer’s dialogical account of historical consciousness provides a framework for understanding what historically informed performance is seeking to accomplish, as well as its advantage over a Nietzschean approach.

An unprecedented and expeditious synthetic strategy for rapid access to a diversity-oriented library of novel functionalized pyridyl piperazine derivatives is reported.