bluuebunny/crossref_metadata_2025_split huggingface dataset:
DOES JOB ROTATION AND JOB SATISFACTION AFFECT THE PERFORMANCE?
Authors: Muazza Muazza , Syarifuddin H Bonar 
Published: December 2022

The purpose of this research: (1) To know the description of job rotation, job satisfaction and employee performance at the Jambi Provincial Transportation Department. (2) To know the effect of job rotation on employee performance at the Jambi Provincial Transportation Department. (3) To know the effect of job satisfaction on employee performance at the Department of Transportation of Jambi Province. (4) To know the influence between job rotation and job satisfaction on employee performance at the Department of Transportation of Jambi Province.The method of this research is descriptive and quantitative and using regresion method. The population in the study were the employees of the Jambi Provincial Transportation Department. Technique of sampling research using of stratified sampling. The total sample in this study was 123 respondents.The result of the research shows that the average level of the respondent's answer for job rotation (X1) is 74.46% and the average level of the respondent answer for job satisfaction variable (X2) is 68.52, it shows highest average respondent There is in position variable rotation (X1). The magnitude of the effect of rotation variables on the performance of employees at the Department of Transportation Jambi Province is amounted to 2,427. The amount of influence of job satisfaction on employee performance variables at the Jambi Provincial Transportation Department is 4.452. Based on the analysis that together into two independent variables of job rotation and job satisfaction have a significant effect amounted to 2.201 (X1) dan 3.308(X2) on the performance of employees at the Transportation Agency of Jambi Province.
Keywords: Job Rotation, Job Satisfaction, Employee Performance
EFFECT OF CONTENT REVIEW AND PROMOTION ON BUYING INTEREST WITH PRODUCT INVOLVEMENT AS AN INTERVENING
Authors: Risyafani Sonia , Johannes Johannes , Khalik Idham 
Published: December 2022

This research aims to explain the influence of product review content and promotions through social media on buying interest through product involvement. Sampling size was determined with the quote technique; 115 respondents were chosen from management students, Faculty of Economics and Business, University of Jambi. The data analysis used PLS (Partial Least Square). The results showed that product review content has a positive and significant effect on buying interest, and promotion positively and significantly impacts buying interest. Product review content has a significant positive effect through product involvement as an intervening variable, and promotion through social media has a positive and significant impact on buying interest through product involvement. Based on the study results, the marketer can suggest social media as a product promotion tool because social media can reach market segments effectively and efficiently and encourage marketers to work with beauty vloggers who have the credibility to attract consumer buying interest.
Viewing Art Museum Visitors Through the Lens of Identity
Authors: Falk John H. 
Published: December 2022

Abstract
Based upon the findings of hundreds of long-term interviews with museum visitors, Falk observes that museum visits generate complex, personally rich meanings for people. He hypothesizes that visitors have a working model of what an art museum affords and self-select to use the museum based on a limited set of identity-related self-aspects—traits, roles, attitudes, and group memberships associated with self-identification. He further hypothesizes that visitors utilize these self-aspects both prospectively in justifying their visit, revealed through self-defined visit motivations, and again retrospectively in order to make sense of their visit, revealed when reflecting upon and describing their visit. Although museum visitors could posses an infinite number of identity-related museum self-aspects, this does not appear to be the case; in general, the ways in which people describe their purpose for visiting museums tend to cluster into five basic categories. The results of numerous studies indicate that a majority of museum visitors can be categorized as possessing a single dominant one of these five identity-related motivations. The meanings made by individuals classified as falling within different motivational categories significantly differ, both in the short and long term. The article describes these five categories of identity-related visit motivations and provides initial thoughts about how these ideas might be used to improve art museum practice.
Mira! Looking, Listening, and Lingering in Research With Children
Authors: Thompson Christine Marmé 
Published: December 2022

Abstract
This article considers the importance of visual art research with children as a means of understanding contemporary cultural practices, particularly the choices children make in representing their cultural experience in drawings and through the dialogues that surround them. The intricacies of relationship between the image of the child held by adults—parents, teachers, and researchers—and the children they hope to educate and understand, and the relationship between child and adult cultures, present tensions between expectations, ideals, and realities, between the lived experiences of contemporary children and the often imperfectly remembered childhoods of the previous generation. A pedagogy of listening is suggested as a way of knowing children within the type of "third pedagogical sites" advocated by Wilson (2005, 2007) as places within classrooms where children’s culture is welcomed and explored.
Visual Culture in Art Education, Circa 2009
Authors: Duncum Paul 
Published: December 2022

Abstract
The article offers a personal view of the current status of visual culture in art education. The author argues that all the activity suggests that visual culture is now an art educational paradigm, though the great divergence of practice and understanding suggests it is a name only. Evidence suggesting the current paradigmatic nature of visual culture includes the number of publications and conference presentations on visual culture; reports of classroom activity; robust debate among proponents; outside criticism; and a sense that for many it has become naturalized as part of their accepted practice. At the same time the great divergence among this activity includes employing the term as though it continued primarily to mean traditional art forms and practices; only superficially related to popular culture; idea development without any specific content; a dialogic and critical inquiry pedagogy; an exclusive focus on deconstruction; deconstruction of one media and response in another media; and, finally, practices that emulate media education. The author concludes by claiming that visual culture in art education remains a work in progress.
Tapping a Postcolonial Community’s Cultural Capital: Empowering Native Artists to Engage More Fully with Traditional Culture and Their Children’s Art Education
Authors: Bequette James W. 
Published: December 2022

Abstract
Whitemen’s schools historically ignore or marginalize non-European cultures, and fail to recognize the cultural capital that non-White students and families bring to the school setting. This article examines the change in attitudes of a small group of California Indian artists after an off-Reservation school district recognized their nondominant cultural capital. Empowered for 3 years to infuse local cultural knowledge and traditional arts practices into elementary-, middle-, and high-school curriculum, Native artists became key actors in the district’s Native Arts Program. In looking for remnants of a cultural arts curriculum 2 years after this initiative was denied additional state funding, this interpretive research found little evidence of ongoing curricular change. Unplanned, albeit more lasting, side effects of this collaborative school—Indian community arts program were normative changes having more to do with Native artists’ status, artistic agency, and perception of the role dominant culture schools should play in Native cultural continuance.
Ruthe Blalock Jones: Native American Artist and Educator
Authors: Eldridge Laurie A. 
Published: December 2022

Abstract
Native American cultures have persisted despite systematic suppression through government policies, education policies, and the impact of stereotypes and stigmatization. Stereotypes interfere with art educators’ instruction of Native American learners and effective teaching about Native American art. This study focused on the life stories of Ruthe Blalock Jones, a Native American woman who is an artist and educator, to inquire into how she understood these experiences, the value she placed on them, and how she negotiated two or more cultures. A dual methodological framework for the study was developed that combined indigenous research methodology with feminist methodology. Themes that emerged from the data included identity development, strategies for circumventing federal regulatiosn that made practicing Native American religions illegal, and cultural suppression through stereotypes, including race-based mascots. Art educators should be reflexive concerning their dispositions toward Native Americans, develop culturally literacy and culturally responsive instruction, and assist students’ understanding of Native Americans by addressing stereotypes prior to meaningful learning about Native American art.
Moonshine, Mountaineers, and Modernity: Distilling Cultural History in the Southern Appalachian Mountains
Authors: Peine Emelie K. , Schafft Kai A. 
Published: December 2022

Abstract
We would like to thank Dr. James Overholt for his help in contacting interview subjects involved in the moonshine trade. Without his enthusiastic support, and without the generous participation of the people of Cocke County, this project would never have been possible. Appalachia is a region richly mythologized in U.S. culture, and in many ways, the moonshiner represents the pinnacle of this imaginary Appalachia. Using Cocke County, Tennessee, as a case study, we explore the ways in which moonshine has historically emerged simultaneously both as a significant cultural referent to the "outside world," and as a vehicle for social integration and cultural reproduction within Appalachia. In particular, we examine the ways in which a strategy of economic livelihood becomes a strategy of cultural reproduction and how the criminalization of the former is inextricably linked to the marginalization of the latter. In the process, we suggest the ways in which moonshining has contributed to the creation of Appalachia as a counterpoint to mainstream U.S. and the modernity that it represents.
Finding a Voice: Affirming Religious Coping as a Strength Among Disenfranchised Appalachians
Authors: Houck James 
Published: December 2022

Abstract
Disenfranchised grief is defined as an experience when people incur a loss that is not or cannot be openly acknowledged, socially sanctioned, or publically mourned (Doka 2002). For people living in Appalachia who may already be disenfranchised by prejudice, ridicule, stigmatization, and socio-economic factors, society and some faith communities often force disenfranchised grievers to deal with the death of a loved one in a vacuum of solitude and silence, thus exacerbating their pain. This forced silence is especially true when the disenfranchised grief is the result of a stigmatized death, namely suicide or AIDS-related. Yet, in spite of this harsh treatment, disenfranchised grievers in general are not willing to abandon their religious beliefs and practices, and are finding meaningful ways to voice and assimilate these losses into their lives. This research demonstrates not only how and why religious coping (identified by the Brief Religious Coping Scale, Pargament 1997a) plays a significant role in disenfranchised grief, but also will enable mental-health, clergy, and other healthcare professionals to be part of the healing process among the people of Appalachia.
Orthographic neighborhood size effects and associative recognition
Authors: GLANC GINA A. , GREENE ROBERT L. 
Published: December 2022

Abstract
Three experiments on the role of orthographic distinctiveness (as measured by neighborhood size [N]) in associative recognition are reported. A mirror effect was obtained, with high-N words receiving more hits and fewer false alarms than low-N words. This pattern was replicated in Experiment 2, where participants carried out a relational orienting task. However, the high-N advantage in hit rates was eliminated in Experiment 3 when subjects carried out an item-processing orienting task. The high-N advantage in associative recognition contrasts with the low-N advantage found in item recognition. This reversal of mirror effects between item and associative recognition is empirically similar to patterns found in studies of normative word frequency.
Transfer of high domain knowledge to a similar domain
Authors: JESSUP RYAN K. 
Published: December 2022

Abstract
Researchers have widely examined domain knowledge yet rarely investigate the transfer of knowledge from one domain to another. This study sought to fill in the literature gap concerning the impact of domain knowledge on memory in a similar situation. Specifically, this study examined whether high knowledge of baseball could enhance memory for the similar yet unknown domain of cricket, using a 2 (knowledge) × 2 (prime) design. An interaction occurred, indicating that when primed, baseball knowledge improves memory for cricket events in participants with high baseball knowledge but reduces memory in their low-knowledge counterparts. These results suggest that extensive knowledge in one domain allows it to serve as an organizational framework for incoming information in a similar domain; conversely, priming poorly understood domain knowledge results in negative transfer.
The valence of event-based prospective memory cues or the context in which they occur affects their detection
Authors: CLARK-FOOS ARLO , BREWER GENE A. , MARSH RICHARD L. , MEEKS J. THADEUS , COOK GABRIEL I. 
Published: December 2022

Abstract
Event-based prospective memory tasks entail detecting cues or reminders in our environment related to previously established intentions. If they are detected at an opportune time, then the intention can be fulfilled. In Experiments 1a–1c, we gave people 3 different nonfocal intentions (e.g., respond to words denoting animals) and discovered that negatively valenced cues delivered the intention to mind less frequently than positively valenced cues. In Experiment 2, this effect was extended to valenced and neutral sentential contexts with convergent results that cues embedded in negatively valenced sentences evoked remembering the intention less often than in positive contexts. In addition, both classes of valence caused the intention to be forgotten more often than a more neutral context. We propose that valence has the ability to usurp attentional resources that otherwise would have supported successful prospective memory performance.
Involuntary conscious memory facilitates cued recall performance: Further evidence that chaining occurs during voluntary recall
Authors: MACE JOHN H. 
Published: December 2022

Abstract
Recent studies have shown that conscious recollection of the past occurs spontaneously when subjects voluntarily recall their own past experiences or a list of previously studied words. Naturalistic diary studies and laboratory studies of this phenomenon, often called involuntary conscious memory (ICM), show that it occurs in 2 ways. One is direct ICM retrieval, which occurs when a cue spontaneously triggers a conscious memory; the other is chained ICM retrieval, which occurs when a retrieved conscious memory spontaneously triggers another. Laboratory studies investigating ICM show that chained ICM retrieval occurs on voluntary autobiographical memory tasks. The present results show that chained ICM retrieval also occurs on a voluntary word list memory task (cued recall). These results are among a handful suggesting that ICM retrieval routinely occurs during voluntary recall.
The solution effects of initial fragments on perceptual interference in Chinese characters
Authors: WANG QUANHONG , WANG YUANYUAN 
Published: December 2022

Abstract
A large word fragment (e.g., "r—i—rop") is harder to solve when disclosed piecemeal from a smaller fragment (e.g., "r—p") than when shown all at once. This perceptual interference has been found to decrease with the number of solutions to the initial fragments. In the present study, 2 experiments manipulated the number of solutions (1 vs. at least 3) to examine this solution effect using a fragment completion task with Chinese characters. The results revealed a solution effect and showed for the first time no interference in the multiple-solution condition. These findings provide evidence against a competition explanation, which attributes interference to activations of incorrect hypotheses in an early presentation, and in favor of a mismatch explanation, which attributes interference to an enduring inhibition of the correct hypothesis regarding stimulus identity after a mismatch is detected between the hypothesis and the stimulus early in the presentation sequence.
The Effects of Different Amounts and Types of Music Training on Music Style Preference
Authors: Ginocchio John 
Published: December 2022

Abstract
The purpose of this study was to determine the influence of three different amounts of music training and specific types of music training on the style preferences of college non-music majors. 176 college non-music majors recorded their preference for 19 musical examples in varying popular and non-popular styles. Subjects completed a Personal Information Form to determine their years of music training and specific types of music training. Results showed that subjects with five years or more of music training gave significantly greater overall music preference ratings than subjects with fewer years of training. Differences were also found between subjects with three differing amounts of training for instrumental jazz, orchestral classical, vocal classical, and classical piano music. Responses showed differences in preference ratings between subjects who had been in choir, band, and piano lessons. Participation in band appeared to have the greatest impact on preference for non-popular styles of music.
Talking to Myself: Re-Framing Music Classroom Discourse
Authors: Dobbs Teryl 
Published: December 2022

Abstract
What follows is a reflexive interrogation, grounded in my dissertation work on classroom discourse within an instrumental music setting. It is a narrative of my growing disaffection with an analytical method and its philosophical underpinnings that, once settled upon, employed, and interpreted, became limited by what had attracted me in the first place: its structure and utility. What I hope to accomplish here is not so much the telling of a cautionary tale, but rather the articulation of my evolving understanding of ideological issues, subsequent to seeking out that magical methodological dissertation bullet. Within this article, I summarize my dissertation study and its findings, and conclude with a critique of the study and its results. This post hoc analysis addresses the study’s limitations as a consequence of my choosing a structuralist investigative method and explores what my critical narrative implies for future research in the field of music education.
The Role of Graduate and Undergraduate Interactions in the Development of Preservice Music Teachers and Music Teacher Educators: A Self-Study in Music Teacher Education
Authors: Conway Colleen , Eros John , Pellegrino Kristen , West Chad 
Published: December 2022

Abstract
This teacher education self-study examined music teacher and music teacher educator development through the formal and informal interactions of undergraduate and doctoral students designed to facilitate community. Research questions included: (a) how do undergraduate students describe their interactions with music education PhD students; (b) how do music education PhD students describe their interactions with music education undergraduate students; and (c) how can the researchers change their practices to better meet the needs of the undergraduate students? Data included: a questionnaire from sophomore, junior and senior undergraduate students (N = 34); PhD student journals; a teacher education faculty journal; 12 undergraduate student interviews; an undergraduate student focus group; and six "self study" team focus group meetings. Findings suggest that: (a) interactions were positive but it was sometimes difficult to navigate the interactions; (b) undergraduates specifically value the stories of recent teaching experience that the PhD students can provide; and (c) undergraduates seem to change their views of the PhD students as they (the undergraduates) mature as teachers. Other findings address development of the PhD students as teacher educators. Suggestions for teacher education and research conclude the paper.
The Relationship of Compositional Experiences of High School Instrumentalists to Music Self-Concept
Authors: Randles Clint 
Published: December 2022

Abstract
The purpose of this study was to examine the relationship of factors relating to high school instrumentalists’ involvement with music including compositional experiences to music self-concept. Subjects (N = 77) were high school band students in a moderate-sized suburban school district in Midwestern United States. Over a period of 12 weeks, students were given the opportunity to compose using the software sequencing program Garageband during the regularly scheduled band class. Measurement instruments were given prior to student compositional experiences and immediately following student compositional experiences. Measurement instruments included the Self-Esteem of Music Assessment (SEMA) and a researcher-devised questionnaire. Music self-concept as measured by SEMA was found to be significantly related to compositional experience (p &lt; .001). Music self-concept was found to be a relatively stable characteristic over the 12-week treatment period (p &lt; .001). Although music self-concept was found to be stable, an analysis of the change between pretreatment SEMA scores and post-treatment SEMA scores and change in compositional experience over the 12-week treatment period suggests that compositional experience had a significant affect on SEMA 1 (Self-Perception of Music Ability). The strongest predictor of music self-concept of the factors utilized in this study was compositional experiences.
The Nature of Memory Errors for Verbally Quantified Information
Authors: Sailor Kevin M. , Abreu Yanire 
Published: December 2022

Abstract
A variety of theoretical proposals claim that memory is not a faithful reproduction of what was encountered but a blend of what was encountered and knowledge from other sources (Huttenlocher, Hedges, & Vevea, 2000; Loftus, 1975). We showed participants simple pairings of a person’s name and a height or weight or a food name and a calorie count at study. Once veridical responses were removed, there was little evidence that the remaining responses were influenced by the specific value of the studied stimulus. These results suggest that the appearance of memory blends for verbally quantified information may be induced by averaging over different knowledge states.