Senior Recital - Sarah Gee

This recital is in partial fulfillment of the requirements for the degree of Bachelor of Music in Music Performance.https://digitalcommons.usu.edu/music_programs/1061/thumbnail.jp

Senior Recital - Sarah Gee

This recital is in partial fulfillment of the requirements for the degree of Bachelor of Music in Music Performance.https://digitalcommons.usu.edu/music_programs/1061/thumbnail.jp

The Role of Domain-Specific Non-Cognitive Variables in Postsecondary Academic Success

oai:ojs2.scholarsjournal.net:article/1The Self-Regulated Learner must possess certain non-cognitive beliefs in order to remain sufficiently motivated in the pursuit of academic success. Students who are do not possess such beliefs are more likely to struggle in academics. This problem is especially pronounced in students at public universities and community colleges. Even though these students have the appropriate background knowledge to be awarded a high school diploma, they must still acquire certain non-cognitive beliefs, in particular self-efficacy (a belief in one’s ability to succeed and master the tasks at hand within a given domain), in order to be motivated to apply the knowledge they learned in high school, regulate their study habits, and monitor their progress. This exploratory study surveyed 42 undergraduates enrolled in a psychological statistics course. A hierarchical multiple regression assessed the extent to which self-efficacy predicted final statistics exam grades, while controlling for prior GPA. This analysis showed that prior GPA explained 38.9% of the variability in final exam grades and self-efficacy accounted for another 7.3% of the variance, explaining a total of 46.2% of the variance in final exam performance. These findings indicate that non-cognitive variables play an essential role in the prediction and promotion of academic performance at the college level in public universities. Developing students’ self-efficacy beliefs in specific courses may improve students’ performance. Different methods of employing interventions to alter students’ non-cognitive beliefs are discussed, with particular focus on the use of exam wrappers to promote self-efficacy and improve course grades

Relationship between behaviour patterns, coping and sports injuries

The primary purpose of this study was to determine whether a relationship exists between Type A and Type B behaviour patterns and sports injury. A secondary purpose was to investigate the relationship between behaviour patterns and coping styles of injured athletes. Male athletes (N = 85) who competed in competitive and recreational soccer leagues completed the Jenkins Activity Survey (JAS) to determine their behaviour pattern type. Those athletes who sustained an injury throughout the season (n = 17) completed the Coping with Health and Injury Problems (CHIP) scale to determine their coping strategy. Results showed no significant differences between JAS scale scores of injured and non-injured groups. However, a correlation was found between JAS Hard-driving/Competitive (H/C) sub-scale with Distraction Coping, r = .579 (p = .05). This finding revealed that individuals with high scores on the JAS H/C subscale were more inclined to cope through distraction methods such as concentrating on alternate tasks they wish to accomplish

Examining the Development of a Social Media Strategy for a National Sport Organisation A Case Study of Tennis New Zealand

The application of technology and the rise in social media has not gone unnoticed in sports and has become a vital tool for sport marketers as sport consumers’ media consumption grows. This paper offers an analysis on the development and maintenance of a social media strategy for a National Sport Organisation (NSO) in New Zealand. This initiative, implemented for Tennis New Zealand (TNZ) in 2010, was conducted to provide a minority sport (in terms of mainstream media) with its first online social media presence. This study involved a qualitative and quantitative analysis of Tennis New Zealand’s (TNZ) development and maintenance of a social media strategy through fieldwork, social media metrics data collection and analysis, and evaluation, and highlights a number of issues in the development and effective utilisation of social media for an NSO. In particular applying a ‘one size fits all’ approach to its management despite the uniqueness of the sport product. Creative online strategies using technologies such as Facebook must be employed, monitored and evaluated to ensure they continue to meet the needs and expectations of all stakeholders. Such strategies include the use of promotions, ‘behind-the-scenes’ material, and constant engagement and conversation with fans and followers

Targeting the use of reminders and notifications for uptake by populations (TURNUP): a systematic review and evidence synthesis.

Background: Missed appointments are an avoidable cost and a resource inefficiency that impact on the health of the patient and treatment outcomes. Health-care services are increasingly utilising reminder systems to counter these negative effects. Objectives: This project explores the differential effect of reminder systems for different segments of the population for improving attendance, cancellation and rescheduling of appointments. Design: Three inter-related reviews of quantitative and qualitative evidence relating to theoretical explanations for appointment behaviour (review 1), the effectiveness of different approaches to reminding patients to attend health service appointments (review 2) and factors likely to influence non-attendance (review 3). Data sources: Database searches were conducted on Allied and Complementary Medicine, Cumulative Index to Nursing and Allied Health Literature Plus with Full Text, The Cochrane Library, EMBASE (via NHS Evidence from 1 January 2000 to January/February 2012), Health Management Information Consortium database, Institute of Electrical and Electronics Engineers Xplore, The King’s Fund Library Catalogue, Maternity and Infant Care, MEDLINE, Physiotherapy Evidence Database, PsycINFO, SPORTDiscus and Web of Science from 1 January 2000 to January/February 2012. Supplementary screening of references of included studies was conducted to identify additional potentially relevant studies. Conceptual papers were identified for review 1, randomised controlled trials (RCTs) and systematic reviews for review 2 and a range of quantitative and qualitative research designs for review 3. Methods: We conducted three inter-related reviews of quantitative and qualitative evidence, involving a review of conceptual frameworks of reminder systems and adherence behaviours, a review of the reminder effectiveness literature and a review informed by realist principles to explain the contexts and mechanisms that explain reminder effectiveness. A preliminary conceptual framework was developed to show how reminder systems work, for whom they work and in which circumstances. Six themes emerged that potentially influence the effectiveness of the reminder or whether or not patients would attend their appointment, namely the reminder–patient interaction, reminder accessibility, health-care settings, wider social issues, cancellation and rebookings, and distal/proxy attributes. Standardised review methods were used to investigate the effectiveness of reminders to promote attendance, cancellation or rebooking across all outpatient settings. Finally, a review informed by realist principles was undertaken, using the conceptualframework to explain the context and mechanisms that influence how reminders support attendance, cancellation and rebooking. Results: A total of 466 papers relating to 463 studies were identified for reviews 2 and 3. Findings from 31 RCTs and 11 separate systematic reviews (review 2 only) revealed that reminder systems are consistently effective at reducing non-attendance at appointments, regardless of health-care setting or patient subgroups. Simple reminders that provide details of timing and location of appointments are effective for increasing attendance at appointments. Reminders that provide additional information over and above the date, time and location of the appointment (‘reminder plus’) may be more effective than simple reminders at reducing non-attendance and may be particularly useful for first appointments and screening appointments; simple reminders may be appropriate thereafter for most patients the majority of the time. There was strong evidence that the timing of reminders, between 1 and 7 days prior to the appointment, has no effect on attendance; substantial numbers of patients do not receive their reminder; reminders promote cancellation of appointments; inadequate structural factors prevent patients from cancelling appointments; and few studies investigated factors that influence the effectiveness of reminder systems for population subgroups. Limitations: Generally speaking, the systematic review method seeks to provide a precise answer to a tightly focused question, for which there is a high degree of homogeneity within the studies. A wide range of population types, intervention, comparison and outcomes is included within the RCTs we identified. However, use of this wider approach offers greater analytical capability in terms of understanding contextual and mechanistic factors that would not have been evident in a more narrowly focused review and increases confidence that the findings will have relevance in a wide range of service settings. Conclusions: Simple reminders or ‘reminder plus’ should be sent to all patients in the absence of any clear contraindication. Other reminder alternatives may be relevant for key groups of patients: those from a deprived background, ethnic minorities, substance abusers and those with comorbidities and/or illnesses. We are developing a practice guideline that may help managers to further tailor their reminder systems for their service and client groups. We recommend future research activities in three main areas. First, more studies should routinely consider the potential for differential effects of reminder systems between patient groups in order to identify any inequalities and remedies. Second, ‘reminder plus’ systems appear promising, but there is a need for further research to understand how they influence attendance behaviour. Third, further research is required to identify strategies to ‘optimise’ reminder systems and compare performance with current approaches

Appointment reminder systems are effective but not optimal: results of a systematic review and evidence synthesis employing realist principles

Missed appointments are an avoidable cost and resource inefficiency which impact upon the health of the patient and treatment outcomes. Healthcare services are increasingly utilizing reminder systems to manage these negative effects. This study explores the effectiveness of reminder systems for promoting attendance, cancellations and rescheduling of appointments across all healthcare settings and for particular patient groups and the contextual factors which indicate that reminders are being employed sub-optimally. We used three inter-related reviews of quantitative and qualitative evidence. Firstly, using pre-existing models and theories, we developed a conceptual framework to inform our understanding of the Contexts and Mechanisms which influence reminder effectiveness. Secondly, we performed a review following Centre for Reviews & Dissemination (CRD) guidelines to investigate the effectiveness of different methods of reminding patients to attend health service appointments. Finally, to supplement the effectiveness information, we completed a review informed by realist principles to identify factors likely to influence non-attendance behaviors and the effectiveness of reminders. We found consistent evidence that all types of reminder systems are effective at improving appointment attendance across a range of health care settings and patient populations. Reminder systems may also increase cancellation and rescheduling of unwanted appointments. “Reminders plus”, which provide additional information beyond the reminder function, may be more effective than simple reminders at reducing non-attendance at appointments in particular circumstances. We identified six areas of inefficiency which indicate that reminder systems are being used sub-optimally. Unless otherwise indicated, all patients should receive a reminder to facilitate attendance at their healthcare appointment. The choice of reminder system should be tailored to the individual service. To optimize appointment and reminder systems, healthcare services need supportive administrative processes to enhance attendance, cancellation, rescheduling and re-allocation of appointments to other patients

Interprofessional Education in Occupational Therapy: The Idaho State University Model

Interprofessional education (IPE) is becoming a common practice among most allied health professions as a part of entry level training. IPE is intended to promote greater professional collaboration in routine clinical practice. The prerequisites for this type of educational process include gaining an understanding of one’s own and other professions while developing mutual respect, trust, and communication skills. The Idaho State University (ISU) Interdisciplinary Evaluation Team (IET) course delivery model is one such vehicle which fosters IPE across numerous disciplines while providing significant clinical support to the local community. This study presents the ISU IET course process, which combines clinical care of community pediatric clients via student/clinician partnership, which reflect on the process of interprofessional care. Occupational therapy student perceptions of the IET course consistently trended in favorable directions. All participants desired more opportunities for IPE combined with direct client interaction as a part of their other course work. Occupational therapy educational programs are well suited and positioned to host and/or to establish key roles in IPE to support student clinical training and meet the health and needs of their local communities

The effect of a youth mental health service model on access to secondary mental healthcare for young people aged 14–25 years

Aims and method: The Norfolk Youth Service was created in 2012 in response to calls to redesign mental health services to better meet the needs of young people. The new service model transcends traditional boundaries by creating a single, ‘youth friendly’ service for young people aged 14–25 years. The aim of this study was to investigate the effect of the transition to this new model on patterns of referral, acceptance and service use. We analysed routinely collected data on young people aged 14–25 years referred for secondary mental healthcare in Norfolk before and after implementation of the youth mental health service. The number of referrals, their age and gender, proportion of referrals accepted and average number of service contacts per referral by age pre- and post-implementation were compared. Results: Referrals increased by 68% following implementation of the new service model, but the proportion of referrals accepted fell by 27 percentage points. Before implementation of the youth service, there was a clear discrepancy between the peak age of referral and the age of those seen by services. Following implementation, service contacts were more equitable across ages, with no marked discontinuity at age 18 years. Clinical implications: Our findings suggest that the transformation of services may have succeeded in reducing the ‘cliff edge’ in access to mental health services at the transition to adulthood. However, the sharp rise in referrals and reduction in the proportion of referrals accepted highlights the importance of considering possible unintended consequences of new service models. Declaration of interests: None

Parental cultural models and resources for understanding mathematical achievement in culturally diverse school settings

This paper proposes that the theoretical concept of cultural models can offer useful insights into parental involvement in their child’s mathematical achievement and the resources they use to go about gaining information in culturally diverse learning settings. This examination takes place within a cultural-developmental framework and draws on the notion of cultural models to explicate parental understandings of their child’s mathematics achievement and what resources are used to make sense of this. Three parental resources are scrutinized: (a) the teacher, (b) examination test results, and (c) constructions of child development. The interviews with 22 parents revealed some ambiguity around the interpretation of these resources by the parent, which was often the result of incongruent cultural models held between the home and the school. The resources mentioned are often perceived as being unambiguous but show themselves instead to be highly interpretive because of the diversity of cultural models in existence in culturally diverse settings. Parents who are in minority or marginalized positions tend to have difficulties in interpreting cultural models held by school, thereby disempowering them to be parentally involved in the way the school would like