Effects of gender composition of target and sender dyads on the tendency to infer lies

Lying is so common in human behavior that some have labeled it a social skill. Despite the ubiquity of lies, humans have consistently been found to be poor lie detectors. Attempts have been made to improve the accuracy of human lie detection. Unfortunately, the most successful training only improves accuracy slightly above the level of chance. Because of its importance to society, considerable effort has been aimed at developing methods to help determine when people are lying. Researching how and why humans infer that another person is lying has the potential to advance the understanding of lie detection. Researchers have found that gender influences subjective judgments of trustworthiness and credibility. Further, gender may also influence behaviors resulting from these judgments. In other words, gender is likely to influence the tendency to infer lies. The goal of this study was to determine if differences exist in the likelihood of inferences that lies are being told due to the sex of the sender of the lies, the target of the lies, and a third-person evaluator of the lies. It was hypothesized that targets (individuals receiving a message) and third person evaluators would infer lies more often when the potential liar was of the opposite sex of the target than when the potential liar was the same sex as the target. Male participants would infer lies more often than female participants in all conditions except when non-verbal cues are unavailable. A scale of femininity would be negatively related to the number of lie inferences. Finally, it was thought that lies would be inferred less often when liars are female than when they are male. The results did not confirm any of the hypotheses. One surprising finding was that, as targets, participants inferred more lies when liars were female. Though the hypotheses were not confirmed, the results are nonetheless important for future research into factors affecting the inference of lies. Such factors have the potential to improve therapy services, marketing, and various aspects of interactions with the legal system

The Interference of Non-Meaningful Learning on Subsequent Meaningful Learning.

The purpose of this study is to develop a framework for the notions of meaningful and non-meaningful and to test for learning interference from a non-meaningful then meaningful instructional sequence. A review of the literature reveals that terminologies differ widely, but similarities in notions emerge. The terms meaningful and non-meaningful are employed here to indicate, respectively, richness in relationships, or a relative absence of relationships both within the knowledge structure, and in relation to previous knowledge. Based on a Piagetian framework of learning involving assimilation/accommodation and consequently disequilibrium, I hypothesize that non-meaningful learning tends to establish constructs that interfere with subsequent meaningful learning. Two processes are possible: the non-meaningful knowledge structure may need to be discarded and a new structure formed; or the meaningful concepts may be rejected due to noncompliance with prior non-meaningful structures. Thus non-meaningful learning may hinder, or even preclude subsequent meaningful learning. To test this hypothesis a two-treatment research design was framed: Treatment 1 has non-meaningful then meaningful instruction; Treatment 2, meaningful-only instruction. Posttests and a retention test provide evidence of learning. Two studies were conducted according to this design: a generic with eighth graders and a mathematics-specific with fifth graders. An analysis of quantitative and qualitative data was conducted. In both studies students receiving only meaningful instruction scored significantly better than those receiving meaningful preceded by non-meaningful instruction. Interviews revealed Treatment 1 students were hindered in transferability and creativity in problem solving, and made errors by over-generalizing their learning. The results of this study suggest that behavioral and constructivist methodologies are inherently incompatible, which has implications for the relations between administrative and professional branches of education

The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students

This dissertation joins a conversation in the special education arena about the academic and vocational agenda for special education high school students. It explores the influence of enrollment in Career Technical Education (CTE) courses on the achievement of high school special education (SPED) students. The purpose of this study was to compare the achievement of special education (SPED) students enrolled in Career Technical Education (CTE) courses with special education (SPED) students who were not enrolled in Career Technical Education (CTE) courses. The study was designed to determine whether or not SPED students enrolled in CTE improved on the academic scores as measured by the Graduate Exit Exam (GEE) standardized test. The target population of this study was special education students enrolled in Louisiana public high schools. The sample for this study was made up of all 10th and 11th grade special education students who had taken part in the state mandated GEE during the 2008-2009 school year. The instrument used to collect data for this study was a computerized recording form. The variables of the investigation were copied directly from the archival data source, developed by the Louisiana State Department of Education’s Division of Student Standards and Assessments, into the study’s recording forms. To determine if relationships existed between CTE participation and achievement scores on standardized testing, ELA and Math scores were used as dependent variables. The other variables were treated as independent variables including the demographics of Age, Gender, Race, Socioeconomic Status (Full, Reduced and Free Lunch) and CTE program participation. The major findings were that the CTE students had significantly higher scores on the overall ELA measures than non-CTE students. All six of the Math standards for which data were available were found significantly higher for the CTE students than for the non-CTE students. Also according to the finding, the majority of SPED students did not participate in a CTE program. This researcher concluded that there was a positive academic outcome for those SPED students who participated in CTE. She recommended that SPED students be enrolled in CTE courses while participating in Louisiana public high school program

An Examination: Using Participatory Action Research in a Marginalized Coastal Community at Risk to Natural Hazards

This extended case study examines the appropriateness of using Participatory Action Research (PAR) in a small, marginalized coastal community at risk to natural hazards. PAR is a method of conducting high-quality research to support the social change goals of diverse cultural and ethnic communities, especially as they relate to community involvement, democracy, emancipation, and liberation (Lindsey and McGuinness (1998). PAR is not the typical research methodology for hazards research. The community\u27s goal was to Save our heritage and our land . They consisted of 75-80 members who primarily make their living by seafood extraction. This community has experienced social oppression and environmental events associated with living in a coastal Louisiana community. Findings suggest that PAR has its limitations, however, it does appear to be a useful research method for residents, researchers and those who want a more respectful, empowering, ground up approach to multi-user learning and social change

High Fedelity Simulation: Its Impact on Self-Confidence and Satisfaction in Learning Among Sophomore and Senior Students

The purpose of this study was to determine the perceptions of selected aspects of high fidelity simulation among students enrolled in a baccalaureate nursing program and the influence of these perceptions on students’ satisfaction and self-confidence in learning. In order to collect the necessary data, the Satisfaction and Self-confidence in Learning and Simulation Design Scale instruments were used. These instruments were completed by both sophomore and senior baccalaureate nursing students following simulation lab experiences. The majority of students surveyed was female of the Millennial Generation and averaged a GPA of 3.14. There were approximately equal numbers of sophomore and senior students, as well as students who had previous healthcare employment and those who did not have previous healthcare employment. The demographics of age, gender, and GPA had few significant relationships. The most significant relationships identified were between sophomore and senior students and those with and without previous healthcare employment. Generally, students perceived they were satisfied and were self-confident in learning through the use of simulation. They also agreed that all simulation design elements were used during their simulation experiences. Using multiple regression analysis, models were found that explained 68.3% of the variance in satisfaction in learning and 60.1% of the variance in self-confidence in learning through the use of simulation. The majority of the factors identified were elements of simulation design that require direct interaction with faculty. Based on these findings, the researcher concluded that simulation is an effective modality to teach the practice of nursing. Also, although most students were generally satisfied and self-confident in learning through the use of simulation, senior students and those with previous healthcare employment were less satisfied and less self-confident. The researcher recommends that schools of nursing expand their use of simulation as a clinical teaching experience, and that administration supports the development of faculty in the implementation of best practices in simulation

Lou Simoneaux

Lou Simoneaux spent twenty years traveling the world with her military family before returning to her home state of Louisiana and beginning a new career in school food service. She spent several years in the Panama Canal Zone and then moved to France. When her husband finally retired they returned to Lou’s hometown of Napoleonville, Louisiana, where she spent the next twenty-nine years providing healthy, nutritious meals to the children of Assumption Parish.https://egrove.olemiss.edu/icn_ohistories/1027/thumbnail.jp

A Comparative Analysis of Worldview Development and Religious Commitment Between Apostolic College Students Attending Apostolic Christian and Secular Colleges

Among young people of college age in the United States a growing number who come from Christian homes are embracing a humanist/socialist worldview. The prominent purpose of a Christian education is to mold students into biblical thinking, or a biblical worldview as part of developing spiritually. The purpose of this quantitative, causal-comparative study was to examine the difference between worldviews and religious commitment of students who attend an Apostolic Christian college and Apostolic students who attend secular college, and to determine if there is a statistically significant difference in the two groups. The PEERS instrument was used to measure biblical worldview, and religious commitment was measured using the Religious Commitment Inventory-10 (RCI-10). Results from an independent samples t-test showed that Apostolic Christian college students and Apostolic students who attend secular college did not significantly differ on biblical worldview. Descriptive analyses showed that scores on the RCI-10 were skewed, with college students having high levels of religious commitment. Due to this skewness, a chi-square test of independence was conducted and determined that the percentage of Apostolic Christian college students with high religious commitment was significantly higher than the percentage of secular college students of Apostolic faith with high religious commitment. Implications of this study are discussed

Response of Hard Red Winter Wheat (Triticum aestivum L.) to Photoperiod and Vernilization in South Texas

The effects of vernalization and photoperiod on hard red winter wheat (Triticum aestivum L.; HRW) adaptation in the U.S. Great Plains is not well understood. The main objectives of this study were to 1) characterize U.S. Great Plains HRW for vernalization requirement and photoperiod response and to 2) discern the association between the main effects of photoperiod (ΔP) and vernalization (ΔV) with yielding ability, plant height, days to heading, and vernalization and photoperiod marker data generated by the USDA-ARS Genotyping Laboratory in Manhattan, KS in 2010. The Southern Regional Performance Nursery (SRPN) is a collection of experimental HRW lines from the Southern Region of the U.S. Great Plains. Of the 48 lines in the 2010 SRPN, 20 were selected for evaluation under growth chamber conditions at Texas A&M University in 2010, 2011, and 2012. Three photoperiod regimes were utilized to mimic short, optimum, and long day conditions (12 and 16 h of light in 2010 and 2011; 10, 14, and 16 h of light in 2012). Vernalized (6 wk; V; 2010, 2011, and 2012), moderately vernalized (3 wk; MV; 2012) and non-vernalized (0 wk, NV; 2010, 2011, and 2012) seedlings were transplanted into the different photoperiod regimes described above. Data was taken on days to head emergence and days to anthesis. Data compiled by the USDA-ARS at 30 field locations across the U.S. Great Plains was also utilized, including grain yield (ton ha^(-1)), yield stability (Eberthart and Russell stability parameters; β and δ^(2)), days to head emergence (d), and plant height (inch). Genotyping was done at the USDA-ARS genotyping lab in Manhattan, KS in 2010, using a K-Biosciences SNP pipeline and utilizing KASP chemistry. The Markers considered for this experiment were photoperiod marker PPD-D1 LD and markers for the three vernalization genes, Vrn-A1, Vrn-A1b and Vrn-D3. Basal vegetative period (BVP), a.k.a. intrinsic earliness, was measured as time for vernalized seedling to grow to anthesis in the long day photoperiod regime based on 2010 and 2011 evaluations. Furthermore, ΔV was measured as the difference in anthesis date between V and MV vernalization regimes under long day conditions, based on 2012 evaluation. Moreover, ΔP was measured as difference in days to anthesis between 16 and 12 h regimes in the vernalized seedlings based on 2010 and 2011 evaluations. There was a significant and positive correlation between ΔP and ΔV (r=0.55, P < 0.05). Our results also showed that taller and late-maturing HRW lines had larger ΔP and ΔV and were generally poor-yielding and less stable across environments. This was consistent in older HRW cultivars such ‘Kharkof’, ‘Scout 66’ and ‘TAM 107’. Our study confirmed that HRW lines that yielded well across a broad geographic area were generally photoperiod-insensitive and had lower vernalization requirements. This combination also appeared to be vital for HRW lines adapted to South Texas climates

‘FLLA09015-U1’: A broadly adapted dual-purpose oat cultivar for southern USA

‘FLLA09015-U1’ (Reg. no. CV-387, PI 699117) is a new facultative oat (Avena sativa L.) cultivar that was co-developed by the University of Florida and Louisiana State University Agricultural Center and was released in 2019. This line was derived from a single cross of FL0210-J1/MN06203. FLLA09015-U1 has considerable potential for grain and forage yield and for conservation tillage purposes in the southern United States. Exclusive marketing rights for FLLA09015-U1 has been granted to JoMar Seeds and is currently commercialized under the name of Juggernaut. FLLA09015-U1 was developed using selected bulk breeding method and was selected as an F5:6 head row. The line was evaluated in advanced, regional, and state grain and forage yield trials from 2015 to 2021. FLLA09015-U1 was observed to be uniform and stable across environments in the southern United States from 2015 to present. The line possesses a semi-prostrate growth habit and has large leaves that are dark green in color. It is a mid-maturing, medium to mid-tall height with excellent grain yield and good forage yield and test weight. It has excellent crown rust resistance and very good resistance to Barley yellow dwarf virus and stem rust and demonstrated moderate lodging resistance. It has performed very well in both grain and forage trials. FLLA09015-U1 has broad environmental adaptation and has performed well in Louisiana, Florida, Georgia, Texas, Alabama, and South Carolina. We consider FLLA09015-U1 to be a good dual-purpose type of oat because of its high grain yield potential and vigorous growth and high tillering capacity