Assessing the effects of exposure to multicultural learning on a school population with limited diversity

This Master\u27s project was designed to assess the effects of infusing various multicultural activities in a rural school with limited diversity. It focused on integrating monthly multicultural activities into the curriculum of first grade students to increase their sensitivity and appreciation of diversity. The study utilized qualitative data gathered through surveys, interviews and observations completed at Dennis Township Elementary School. The first grade students were exposed to a series of multicultural activities which included storytelling, mini-lessons and cultural presentation throughout a six month time span. Students\u27 attitudes toward diversity were measured by pre-test and post-test surveys preceding and subsequent to the multicultural activities. Results showed that the first grade students were more receptive to accepting minority children as friends, teaming with them for class activities and learning about their cultures after being exposed to multicultural programs. Conclusions drawn from the survey responses and other informal evaluation suggested that the exposure to the cultural activities contributed to the awareness and appreciation of diversity in the first grade students. Future direction regarding diversity in Dennis Township Elementary School should address creating opportunities to connect with the high school\u27s ethnic clubs for multicultural activities, contacting local organizations for minority role models and concentrating efforts upon hiring minority educators within the school district

Technology adoption in a hybrid learning environment:An action research study among university faculty in the UAE

While much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development

Euphonia:reflecting on the design of an AI-powered voice-controlled narrative game

This paper reflects on the design process for a work-in-progress AI-powered voice-controlled narrative game created by Innovation for Games and Media Enterprise (InGAME). This paper describes the steps which led to the final design decisions, and how the background research, research questions and initial prototyping may be traced through to the work-in-progress game. The design process is then reviewed for its suitability as a practice-based research and development workflow, before finally suggesting next steps the project will take

Participation in a Diabetes Education and Care Program: Experience from the Diabetes Care for Older Adults Project

There is very little reported information concerning the participation of older adults in diabetes education and care programs, factors related to their attendance, and the influence of attendance on program outcomes. In this study, which was part of a larger study of insulin therapy, subjects (≥65 years old) assigned to the intensive management group (n=53) were provided with educational sessions during the 18-month study period. Data for this group were examined to determine factors that influenced enrollment and attendance. Attendance rates for individual participants averaged 72% during the first 6 months months and 68% during the subsequent 12 months. Demographic factors. baseline knowledge test scores, and baseline glycosylated hemoglobin levels did not significantly influence participation. Greater distance from the clinic and shorter time using insulin were significantly related (P=.05) to attendance. Perceived benefits of the program included diabetes education (45%), glucose control (23%), and interacting with others who have diabetes (23%).Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68301/2/10.1177_014572179802400205.pd

The State of the Science of Health and Wellness for Adults With Intellectual and Developmental Disabilities

Historically, people with intellectual and developmental disabilities (IDD) have experienced health disparities related to several factors including: a lack of access to high quality medical care, inadequate preparation of health care providers to meet their needs, the social determinants of health (e.g., poverty, race and gender), and the failure to include people with IDD in public health efforts and other prevention activities. Over the past decade, a greater effort has been made to both identify and begin to address myriad health disparities experienced by people with IDD through a variety of activities including programs that address health lifestyles and greater attention to the training of health care providers. Gaps in the literature include the lack of intervention trials, replications of successful approaches, and data that allow for better comparisons between people with IDD and without IDD living in the same communities. Implications for future research needed to reduce health disparities for people with IDD include: better monitoring and treatment for chronic conditions common in the general population that are also experienced by people with IDD, an enhanced understanding of how to promote health among those in the IDD population who are aging, addressing the health needs of people with IDD who are not part of the disability service system, developing a better understanding of how to include people with IDD in health and wellness programs, and improving methods for addressing the health care needs of members of this group in an efficient and cost-effective manner, either through better access to general medical care or specialized programs

Patient and physician perceptions of their relationship and patient satisfaction: A study of chronic disease management

This study investigated patient and physician perceptions of their relationship and examined how their perceptions related to patient satisfaction. Data are based on 134 patient physician interactions. Study participants included 12 physicians (five women and seven men) and 134 male patients with a diagnosis of diabetes mellitus being seen on an outpatient basis. Information on patient and physician demographics, patient's metabolic control and functional status and time spent in the interaction were also collected. Results revealed that patients with lower levels of education were most satisfied and that physicians who viewed the relationship as a patient physician partnership had more satisfied patients than those who viewed the relationship as physician controlled. Findings also indicated that physicians' gender and number of years in practice were not related to patient satisfaction. Practical implications include: (1) increasing attention to physician's perceptions of his or her relationship with individual patients and (2) exposing newly trained physicians to partnership types of relationships, if future research confirms these findings in chronic disease management.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/31021/1/0000697.pd

Coastal Marine Science for Law and Business Students: Preparing Law and Business Professionals to Make Informed Decisions About Coastal Issues

The rigors of employment-directed undergraduate education. and decreased emphasis on Liberal Arts studies occurring at some colleges and universities has left many graduates with a level of scientific understanding which is inadequate to make infonned choices about issues which effect the environment. To address this lack of scientific understanding. the Chesapeake Bay National Estuarine Research Reserve (Virginia) and the Virginia Institute of Marine Science, with the Marshall-Wythe School of Law and the School of Business Administration of the College of William and Mary are developing a Coastal Ecosystem Science Program to teach future law and business professionals the basics of coastal marine science. The Program is being developed after front-end evaluation (telephone survey of law/business faculty members from schools, law and business graduate students and industry professionals from around the United States) which explored the need, successful format, length and other essential or logistical elements of program design. Formative evaluation will continue through student pre-, and post-, testing to evaluate content, information transfer and retention. This program teaches the basic principles of coastal. environmental science to all law and business students (not just those students with experience in environmental science). The goal of this program is to ensure that future lawyers and business leaders will be able to make informed decisions about issues which effect the coastal environment. The development of the program, initial survey and focus group results, essential elements of the program design, evaluation of pilot presentations and plans for pilot-year testing in schools across the country will be discussed