A Technology Assessment Survey for Web Based Higher Education Programs

Advances in communications and computer technology, as well as in human-computer interfaces, have enabled concurrent advances in Web-based education. A number of case studies concerning applications of Web-based education for both distance learning and on-campus programs have been published. Primarily, these studies have focused on individual assessments of the web-based technologies. In contrast, this paper will provide a broad based assessment of applied web-based technology for higher education. This research was conducted via a survey completed by university and college faculty from numerous 4-year institutions. To gain an effective assessment, eleven categories of web-based course delivery tools, such as chatrooms and digitized lectures, were included in this survey. In addition, for each course delivery tool category, course instructors were asked for the frequency of application of the particular tool and their perceptions of importance, efficiency of use, and instructor satisfaction for each tool. Accordingly, this paper presents the findings of this recent survey

Do the Current Health Behaviors of Third-Year Medical Students Have Correlations with Their Frequency and Confidence in Counseling of Patients on Preventive Health Behaviors?

https://digitalcommons.unmc.edu/emet_posters/1016/thumbnail.jp

Reproductive justice and black lives: A concept analysis for public health nursing

Inequities in maternal mortality in the US are a form of structural violence against Black women. The concept of reproductive justice has been employed in the social sciences for almost thirty years, yet nursing has been slow to adopt this concept in promoting maternal-child health. Objective: to analyze the concept of reproductive justice as used in peer-reviewed publications with the aim of reframing black maternal health in public health nursing scholarship, research, practice, and advocacy. Design: We conducted a systematic review of the social science literature. We analyzed selected articles though a principle-based concept analysis focusing on epistemological, pragmatic, linguistic, and logical principles. Sample: 8 articles were selected from a pool of 377. Results: Race was identified as a source of power for understanding reproductive justice through individual knowledge, collective knowledge, and praxis. Pragmatically, reproductive justice is a social justice-oriented platform that bridges the pro-choice/pro-life divide; aids coalition building; and promotes inclusion. Linguistically, the concept is distinct from both reproductive health and reproductive rights. Reproductive justice is logically situated within intersectionality theory and the cumulative embodiment of oppressions Black women experience based on race, class, and gender. Conclusion: Reproductive justice reframes public health nursing actions for Black women by focusing on uncovering systems of oppression, recognizing past historical injustices, and advancing cultural safety in health promotion. Multilevel interventions are needed to simultaneously address these injustices particularly in the areas of preconception health, maternal health, infant and child health, and Black family well-being across the reproductive lifespan

The Effectiveness of an On-Line Graduate Engineering Management Course

In the summer of 1997, the Engineering Management Department of the University of Missouri-Rolla\u27s (UMR) began offering its first Internet-based graduate level course. This course, Advanced Production Management, was designed to utilize a combination of Internet-based tools, such as EMail and Chat rooms to create a alternative means for the delivery of course material. This paper will draw these following conclusions from more than a year of research, which included over 100 students in six different course offerings. First, the Internet-based students performed equally as well as the control group students. Second, students tend to have exaggerated time requirement expectations for Internet-based classes. Third, students tend to have positive course effectiveness experiences. Fourth, students tend to be very skeptical of electronic lectures but their experiences are positive. Fifth, learning styles play a role influencing student expectations regarding Internet-based education. This influence is especially strong in student course time expectations and both the effectiveness and satisfaction of the use of EMail and Chat rooms

Similarity Attraction and Old School Values: African American Led Nonprofits and African American Youth

This article examines the role of similarity-attraction between African American-led nonprofits and the predominately African American youth they serve. Informed by interview data with executive directors, board members, volunteers, and students, this research captures how similarity-attraction operates in the context of three, well-established African American-led nonprofit organizations by utilizing an old-school values approach. The findings suggest that each of these programs provides a direct focus on African American history and positive role models. Further, these programs teach African American youth how to excel while being black, from people who know first-hand what that experience entails. Nonprofit program leaders become trusted sources of advice and, ultimately, build self-confidence in the youth they serve. Given the limited research that focuses on African American-led nonprofits, this research illuminates an important, understudied area in nonprofit studies

Achieving the Dream and Four-Year Institutions: Perspectives from Three Houston Colleges

This report examines the experiences of three Houston area four-year universities that are participating in Achieving the Dream, a national initiative designed to use data-driven decision making to promote student success, especially among low-income students and students of color. Each of these universities is a minority-serving institution, two are Historically Black Colleges or Universities and one is a Hispanic Serving Institution

Technical Assistance: Coach and Data Facilitator Support Among Texas Colleges

The goal of this research brief is to provide an assessment of the relationship among Achieving the Dream colleges, coaches and data facilitators. This brief places emphasis on the coach and data facilitator relationship to the college and how it affects the work being done related to Achieving the Dream initiative

Interrelationship between insistence on sameness, effortful control and anxiety in adolescents and young adults with autism spectrum disorder (ASD)

Background Both self-regulation and insistence on sameness (IS) are related to anxiety, which is a common feature of individuals with autism spectrum disorder (ASD). Here, we aimed to characterise the IS-self-regulation-anxiety interrelationship by investigating the potential contribution made by self-regulation, assessed via effortful control (EC), to the IS-anxiety relationship in a sample of adolescents and young adults with ASD. Method Seventy-one older adolescents and younger adults with ASD (49 males, 22 females; M age = 18.71 years, SD = 2.51, range 14.42–24.81) completed the Adult Repetitive Behaviour Questionnaire-2, Effortful Control Scale of the Adult Temperament Questionnaire and the DSM-5 Dimensional Anxiety Scales. Results IS was associated with both EC (r = −.39, p = .001) and anxiety (r = .45, p < .001), and anxiety was in turn associated with EC (r = −.44, p < .001). To characterise the nature of this interrelationship, two mediation analyses were performed using the serial mediation model in PROCESS with 5000 resamples in bootstrapping. There was a significant indirect effect of EC on anxiety, through IS (b = −.06; BCa 95% CI [−.13, −.02]), and indirect effect on anxiety through EC (b = 1.62; BCa 95% CI [.59, 3.24]) with the mediators accounting for 29.07 and 26.04% of the total effect, respectively. Conclusions Our study provides the first exploration of the IS-anxiety-self-regulation link in ASD. The finding that lower levels of self-regulation are related both to anxiety and IS behaviours points to self-regulation as a viable intervention target for both anxiety and IS behaviours