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The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

Scholars frequently address the dyadic relationships between leaders and followers without observing the simultaneity of leadership and followership roles, particularly evident in middle managers. Their implicit and explicit challenges are the foci of this paper.

The purpose of our research was to use Day, Harrison, and Halpin’s, (2009) theory of leadership development as a premise to investigate how students’ constructive development is related to their leader identity development and understanding of leadership. Baxter Magolda’s Model of Epistemological Reflection (MER, 1988, 2001) was used to understand constructive development, Komives, Owen, Longerbeam, Mainella, & Osteen’s Leadership Identity Development (2005) to determine leader identity, and Drath’s principles of leadership (2001) to determine understanding of leadership. Fifty junior and senior college student leaders filled out the MER and participated in an interview about their leadership experiences. Interviews were coded according to the above constructs of leader identity development and leadership understanding. Although there was a relationship between leader identity development and understanding of leadership, no relationship was found between these two constructs and constructive development. Findings suggest that most of the student leaders still depend on others to help them construct reality. Furthermore, many believe that because they are in a leadership role, they are leaders while others are not.

Dynamic advertising, including television and online video ads, demands new theory and tools developed to understand attention to moving stimuli. The purpose of this study is to empirically test the predictions of a new dynamic attention theory, Dynamic Human-Centred Communication Systems Theory, versus the predictions of salience theory.

An eye-tracking study used a sample of consumers to measure visual attention to potential areas of interest (AOIs) in a random selection of unfamiliar video ads. An eye-tracking software feature called intelligent bounding boxes (IBBs) was used to track attention to moving AOIs. AOIs were coded for the presence of static salience variables (size, brightness, colour and clutter) and dynamic attention theory dimensions (imminence, motivational relevance, task relevance and stability).

Static salience variables contributed 90% of explained variance in fixation and 57% in fixation duration. However, the data further supported the three-way interaction uniquely predicted by dynamic attention theory: between imminence (central vs peripheral), relevance (motivational or task relevant vs not) and stability (fleeting vs stable). The findings of this study indicate that viewers treat dynamic stimuli like real life, paying less attention to central, relevant and stable AOIs, which are available across time and space in the environment and so do not need to be memorised.

Despite the limitations of small samples of consumers and video ads, the results of this study demonstrate the potential of two relatively recent innovations, which have received limited emphasis in the marketing literature: dynamic attention theory and IBBs.

This study documents what does and does not attract attention to video advertising. What gets attention according to salience theory (e.g. central location) may not always get attention in dynamic advertising because of the effects of relevance and stability. To better understand how to execute video advertising to direct and retain attention to important AOIs, advertisers and advertising researchers are encouraged to use IBBs.

This study makes two original contributions: to marketing theory, by showing how dynamic attention theory can predict attention to video advertising better than salience theory, and to marketing research, showing the utility of tracking visual attention to moving objects in video advertising with IBBs, which appear underutilised in advertising research.

Leadership education must evolve to keep pace with the growing recognition that effective leadership happens in a complex environment and is as much a systemic variable as a personal one. As part of a program review process, a graduate leadership program at a private Midwestern university conducted a qualitative review of 18 online graduate programs in leadership education. In the absence of a discipline or accrediting body to govern leadership degree programs, we utilized the integrating framework of complexity leadership theory (CLT), as well as two professional societies, to understand how the curricula and competencies of online graduate education align and diverge to meet the changing assumptions and challenges of leadership.

Using an exploratory multi-case study approach, we examined student perceptions of leadership through analysis of introductory discussion board forums in online undergraduate and graduate leadership courses to formulate leadership student personas. A review of related literature reveals that leadership’s broad application results in a vast array of interests and motivations related to pursuit of a leadership degree. To that end, development of student personas provides leadership program administrators and faculty with a better understanding of their needs and characteristics. In this application paper, we will share qualitative data compiled from four online leadership courses. Our preliminary findings identified data-driven personas that showcase how leadership students with varying backgrounds and aspirations envision knowing our leadership students, as well as recommending future research that can help advance the field of leadership education.

Several factors may play critical roles in alterations to product quality during storage of hog plum juice. This study aims to evaluate variations to physicochemical, antioxidant, anti-nutritional properties and microbial stability of hog plum juice during storage.

Juice was produced from hog plum fruits and stored for eight weeks at refrigerated and ambient conditions. Physicochemical, antioxidant properties, antinutritional factors and microbial properties of juices were determined using standard procedures

Degradation of ascorbic acid was higher in juices stored at ambient conditions (64.4%) compared to those stored by refrigeration (44.4%). Trends were similar for total phenolic, total flavonoid and total carotenoid contents. Total phenolic, total carotenoid and lycopene contents of fresh juice were 3.9 mg GAE/mL, 4.0 mg/mL and 1.3 mg/mL, which were not significantly different (at p = 0.08, 0.07 and 0.08, respectively) from the values at two weeks of storage at refrigerated conditions (3.9 mg GAE/mL, 3.9 mg/mL and 1.3 mg/mL). A sharp decrease of more than 40% (p = 0.02) in lycopene was recorded after four weeks, irrespective of storage temperature. Pasteurized hog plum juice showed no microbial growth until after four weeks of refrigerated storage when 1 CFU/mL each of bacterial and fungal growth were recorded. The juices, however, showed higher susceptibility to fungal growth as storage period increased.

Other variables not considered in this study such as nature of packaging materials may have significantly contributed to the observed data set. Further studies may, therefore, widen the scope of discussion to evaluate the associated relationship of these variables. Hog plum juice retained a considerable amount of bioactive components during refrigerated storage, which makes it a viable nutraceutical drink with industrial potentials and possible positive health implications for consumers.

This study provides new information that support the possible classification and use of hog plum juice as a safe functional beverage for human consumption.

Although the effect of storage temperature was significant in most of the properties studied, storage duration seems to have a greater influence on the stability of quality parameters during the storage of hog plum juice.

Leadership is a concept that has always been a major component of Colleges of Agriculture. Undergraduate student have numerous opportunities to develop their leadership skills and abilities though formal coursework, collegiate organizations, and personal leadership activities. This ethnographic qualitative research study investigated the leadership characteristics of outstanding seniors in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The study utilized a semi-structured interview methodology. The objectives of the study were to 1) Determine the leadership development experiences of the outstanding seniors prior to their enrolling in college, 2) Identify the leadership development activities in which they participated during their undergraduate studies, 3) Identify their self-perceived strengths, weaknesses, and leadership influences, 4) Identify the personal and professional leadership goals. Results indicate that the outstanding seniors had significant leadership development experiences in FFA and 4-H while in high school. They continued to participate in leadership activities in dozens of different collegiate organizations, both within and outside of the College of Food, Agricultural, and Environmental Sciences. The outstanding seniors had a passionate belief in their own leadership ability, believed strongly in servant leadership, and used their leadership to the benefit of the organizations in which they were members.

Limited research exists that assesses the transfer of leadership learning from an undergraduate leadership program into alumni work environments. This study explored alumni’ valuation of an undergraduate leadership program by gaining an understanding of what leadership learning and leadership behaviors transferred into work environments. The participants were alumni that graduated from the same university in the southeastern United States, and while enrolled completed a four-year, co-curricular leadership program. Eight participant alumni engaged in semi-structured interviews as well as completed the Leadership Practices Inventory. The findings indicated that specific leadership learning did effectively transfer to work environments, and program alumni were frequently engaged in the Five Practices of Exemplary Leadership at work to some degree. When developing leadership programs, practitioners may consider incorporating similar programmatic attributes and leadership learning deemed valuable by program alumni.

Modern meat processing requires automation and robotisation to remain sustainable and adapt to future challenges, including those brought by global infection events. Automation of all or many processes is seen as the way forward, with robots performing various tasks instead of people. Meat cutting is one of these tasks. Smart novel solutions, including smart knives, are required, with the smart knife being able to analyse and predict the meat it cuts. This paper aims to review technologies with the potential to be used as a so-called “smart knife” The criteria for a smart knife are also defined.

This paper reviews various technologies that can be used, either alone or in combination, for developing a future smart knife for robotic meat cutting, with possibilities for their integration into automatic meat processing. Optical methods, Near Infra-Red spectroscopy, electrical impedance spectroscopy, force sensing and electromagnetic wave-based sensing approaches are assessed against the defined criteria for a smart knife.

Optical methods are well established for meat quality and composition characterisation but lack speed and robustness for real-time use as part of a cutting tool. Combining these methods with artificial intelligence (AI) could improve the performance. Methods, such as electrical impedance measurements and rapid evaporative ionisation mass spectrometry, are invasive and not suitable in meat processing since they damage the meat. One attractive option is using athermal electromagnetic waves, although no commercially developed solutions exist that are readily adaptable to produce a smart knife with proven functionality, robustness or reliability.

This paper critically reviews and assesses a range of sensing technologies with very specific requirements: to be compatible with robotic assisted cutting in the meat industry. The concept of a smart knife that can benefit from these technologies to provide a real-time “feeling feedback” to the robot is at the centre of the discussion.