abstract: Abstract   Among Georg Philipp Telemann’s most-performed works is his setting of Psalm 117 (Psalm 116, Vulgate), Laudate Jehovam, TWV 7:25. There are three sources; Telemann’s autograph score (heavily marked and corrected by Telemann’s grandson, Georg Michael), a contemporary set of parts by a copyist, and another set of parts by Georg Michael Telemann based on his corrections to the autograph score. There are currently at least seven editions of this work readily available, none of which fully agrees with the autograph manuscript or original parts. The editions also differ substantially from one another: for example, two of them are in a different key from the others. This clearly points to the need for a new edition. Further, the additions and corrections by Georg Michael Telemann are interesting. These fall into several categories: changes made to correct errors or clarify ambiguities in Georg Philipp Telemann’s original, changes made to reflect performance practice that Georg Philipp might have assumed but that were no longer customary in Georg Michael’s time, adjustments to melody and rhythm that may reflect Georg Michael’s personal taste and preference, and the addition of parts for oboe and viola, along with significant changes to the second violin part that suggest that Georg Michael’s version was intended for performance by a chorus and orchestra, whereas Georg Philipp’s original could be performed as a chamber work, with one singer and instrumentalist per part, or by a larger ensemble. A discussion of the piece, along with scores of both the original version and Georg Michael’s version, provides both scholars and performers with greater insight into this brief but significant work. / Dissertation/Thesis / Doctoral Dissertation Music 2019

The question of the development and content of personal career goals has received little attention and relatively little is known about the factors influencing career goals and when and how career goal setting occurs. Drawing from Ashforth’s (2001) model of role transitions, I propose that professional identification is an important precursor to the development of career goals. The primary research objectives of this dissertation are to explore how identity motives drawn from experiences in graduate school relate to professional identification and how professional identification relates to both short- and long-term career goals for graduate students. I investigated my conceptual model and research hypotheses using a mixed-methods design. The stage 1 qualitative analysis was used to (1) identify measures corresponding to Ashforth’s (2001) four psychological motives (i.e., identity, control, meaning, and belonging) as antecedents of identification and (2) representative measures of career goals for graduate students. Forty-eight graduate students responded to open-ended questions about graduate school experiences, challenges, and career goals. Content analysis revealed measureable constructs for graduate students that align with Ashforth’s control and belonging motives; graduate students elicited support from advisors (i.e., career and psychosocial mentoring), peers (i.e., peer support), and colleagues (i.e., networking) to provide a framework for identification with their new professional roles. In terms of outcome goal variables, graduate students’ goals reflected two major content themes: extrinsic needs and status attainment. The responses from the Stage 1 qualitative survey along with social identity theory (Tajfel & Turner, 1979) and the goal setting literature served as the basis for the development of the Stage 2 quantitative survey assessing both short-term and long-term career goals. Based on a sample of 312 (short-term career goal model) and 243 (long-term career goal model) graduate students from 28 different universities in fields across both hard and social sciences, results show that one individual characteristic (need for identification) and actions of faculty advisors (psychosocial mentoring) are positively related to professional identification. Professional identification was related to goals in two main ways. First, higher professional identification positively related to short-term career goals which were high quality – that is, the goals were specific, difficult, and graduate students were committed to achieving them. Second, professional identification was positively related to both short-and long-term extrinsic goals, suggesting that graduate students who have internalized the goals and objectives of the profession see that a way to solidify their professional standing is to pursue a position that presents opportunities for high wages and external rewards. Overall, the research findings have implications for theory related to identification motives and identification in role transition processes. The study also contributes to the literature on careers and goal setting, especially as it relates to professional workers. From a practical perspective, faculty advisors should emphasize positive psychosocial mentoring experiences such as counseling and friendship to create a sense of professional identity for students, and professional associations and faculty should consider that identification with a profession is primarily related to career goals associated with high financial success.

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Introduction: Breastfeeding has numerous benefits for babies, mothers, and families. It is well established that mothers perceptions of embarrassment, convenience, and social support related to breastfeeding affect whether they choose to breastfeed and for how long . Tennessee falls well below national statistics and goals for breastfeeding initiation and continuation. Effective and efficient promotional tools that can be incorporated into clinical care are needed. Objectives: This study evaluated the effectiveness of a video intervention to improve perceptions of breastfeeding among pregnant women presenting for a prenatal visit in an obstetrics and gynecology (OB/GYN) clinic in northeast Tennessee. Specifically, the project sought to determine whether watching the video with the babys father, a friend, or family member (supportive others) would be more beneficial than watching it alone, a previously unanswered question. Methods: The investigative team established a relationship with an OB/GYN clinic that serves a high volume of pregnant women. A 15 minute video addressing issues of embarrassment, convenience and support related to breastfeeding was shown in the clinic waiting room. The video had been previously developed and evaluated by the Mississippi Department of Health. Pregnant women visiting the clinic during 8 days in 2009 were invited to complete an anonymous written survey immediately before and after viewing the video. The survey included items on demographics, perceptions of breastfeeding, and intention to breastfeed. Descriptive statistics were calculated. The proportion of women reporting improved perceptions of breastfeeding was compared between subgroups using chi-square testing. Mean breastfeeding perception scores were compared between subgroups and changes in womens intention to breastfeed were evaluated. Results: Of the 77 participants, 38.9% reported previously breastfeeding a child, 51.3% planned to breastfeed, and 25% were undecided. After viewing the video, perceptions of embarrassment, convenience, and social support related to breastfeeding improved in a range of 39-44.2%, 37-40%, 39-63% of women, respectively. Mothers who watched the video with a supportive other were more likely to report improved perceptions of embarrassment than mothers who watched the video alone (chi2 = 12.01, p = .002). Of the mothers who reported being undecided about breastfeeding prior to watching the video, 57.9% reported being more likely to breastfeed after watching the video (chi2=10.22, df=2, p=0.006). Discussion: The findings suggest this video intervention is an effective means of addressing barriers to breastfeeding in the clinical setting. Furthermore, this study addressed previously unanswered questions about the impact of pregnant mothers watching the video with supportive others; results indicate that its efficacy is significantly improved if pregnant women view it with a supportive other.

The current study investigates instructional design factors that can be manipulated to enhance learner motivation. A goal-based approach to enhancing motivation is discussed, along with current theory concerning the goal orientation an individual learner brings to an instructional situation. The efficacy of Prospect Theory as a cognitive mechanism underlying the valuation of effort toward a goal is discussed, and an experiment is presented in which goal messaging is manipulated based on the predictions of Prospect Theory as well as Goal Setting Theory. A Web-based tutorial consisting of ten sections of text, each with a recall test, was used. An ability goal orientation was found to impact section quiz scores. Both goal message framing and goal difficulty level were found to interact with an ability goal orientation to impact performance on section quizzes. A learning goal orientation was found to interact with goal difficulty to impact section quiz scores. The author concludes that while the study supports the use of goal messaging to enhance motivation, such manipulations by educators must be made in light of the goal orientations a learner brings to the instructional setting.

The purpose of the study was to evaluate the effects of goal setting and fitness trackers to increase daily step counts in adolescents with intellectual disability. An A-B-A-B withdrawal research design was implemented to evaluate the effectiveness of the intervention. The results indicated that goal setting and fitness trackers were effective in increasing daily step counts for two out of three participants.

The primary goal of this dissertation was to gain a better understanding of individuals’ membership benefits preferences and attitudes toward donation programs in the context of urban zoo settings. The first objective of this dissertation was to provide a background on membership and donation related research in the context of zoos and other relevant organizations. Based on the review of literature, the second objective was to empirically examine, through two independent studies, zoo membership benefit preferences and attitudes toward a donation program. <div><br></div><div>Despite a wealth of knowledge in the literature with respect to zoo visitors, animals, exhibits, and related programs, little research has been conducted on individuals’ preferences for zoo membership benefit packages and attitudes toward donation programs. To fill the gaps in these areas, the first empirical study examined factors that influence current and prospective members’ decision-making when choosing a membership package at an urban zoo. More specifically, the study explored preferences for selected membership program benefits and benefit levels, as well as how these preferences varied among visitors grouped by key segmentation variables. The study findings suggested that price of membership package was the most important factor, followed by the discount on food and beverage and the proportion of membership fees devoted to animal conservation. As expected, the visitors who scored high on place attachment to the zoo were more supportive of the zoo and less sensitive to variations in the specific options included in the zoo’s membership package. <br></div><div><br></div><div>In the second study, attitudes toward a donation program at an urban zoo were examined. In particular, this study investigated subgroups’ differences segmented by their membership status, place attachment levels, and attitudinal positions. A two-dimensional/bivariate attitude approach was employed to explore potential differences among attitudinal position groups. The study findings indicated while most respondents held positive attitudes toward the donation program, zoo members and nonmembers did not differ significantly. The likelihood of joining the donation program was significantly higher for those in the positive dominant attitude group compared to those in the negative dominant and equally ambivalent groups. Additionally, a qualitative analysis revealed that many respondents were concerned about the cost or affordability of the donation program; and perceived the benefits of the program as a poor value.<br></div><div><br></div><div>Collectively, the two empirical studies provide useful insight for managers and professionals charged with developing membership and donation programs in zoological parks and other relevant organizations. The study results also suggest a number of potentially productive directions for future research in these areas.<br></div><div><br></div>

Managers and researchers alike have long yearned for a solution to garner peak performance from employees. With the use Locke and Latham’s goal setting theory as a motivational foundational principle, goal commitment was predicted from four primary personality traits commonly found in scientific literature: general self-efficacy, conscientiousness, honesty/humility, and learning goal orientation. The possible moderation effect of goal difficulty on these relationships was also explored. 248 undergraduate students at California State University, San Bernardino were presented personality inventories, followed by an anagram word task, and were assigned to either an easy or hard goal condition. Goal commitment was measured at two phases during the assigned task. The results revealed that only self-efficacy and honesty/humility were significantly positively correlated with goal commitment; however, none of the relationships were moderated by goal difficulty. The results highlight the notion that goal-setting theory is more intricate and dynamic than previously assumed. Additionally, the results of the present study provide insight into the malleable nature of motivation, as well as the highlighting specific traits that may be beneficial in the selection for difficult occupations.

ABSTRACT The Development of an Online Interactive Resource for Enhancing Motivation in Swimmers Richard Judson Clark Research pertaining to motivation in athletics and the link that it has to continued participation in sport is widespread. Despite the resources available, adolescents continue to drop out of sports at alarming rates. The purpose of this project was to create an online tool and resource center to enhance motivation in swimmers that participate in a year-round swim program in San Luis Obispo, California. The development of the site http://athletenet.net was created based on research linked to the Self-Determination, Cognitive Evaluation, Reversal, and Achievement Goal Theories. Swimmers can login to the website to set a variety of goals including practice/technique goals, short-term goals, long-term goals, and dream goals. More importantly, swimmers have the option to share these goals with their coaches via the website. Additional features for swimmers include daily practice ratings, daily journals, team blog, and performance charts for practice and meet results. The tools that have been created for the swimmers on the website are based on research that supports an athlete-directed environment in which coaches empower their athletes to define their own success. Future research could include empirical studies in which researchers examine the extent to which these interactive tools enhance intrinsic motivation and decrease dropouts among swimmers.

Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) based on the number of PD workshops taken. All 150 general and special education teachers at the study site were invited to participate and the sample included 74 teachers who completed the STATIC. Analysis of variance results indicated that teachers who completed 3 or more PD courses had significantly more positive attitudes toward teaching in inclusive classrooms than teachers who took fewer than 3 courses. As an outcome of the study, a PD workshop was created that provided teachers with strategies to operate within an inclusive classroom. Informing administrators about the necessity to expose teachers to PD if they teach inclusion classes is essential to improving teacher attitudes, which creates an environment that promotes student success.