Perceived Gains of Peer Educators in Campus Learning Centers: Academic Performance and Learning, Non-Academic Skillsets, and Self-Confidence and Fulfillment

This study explored the peer tutor and Supplemental Instruction (SI) Leader experiences in campus learning centers as seen through the perceived gains in three subcategories: 1) academic performance and learning, 2) non-academic skillsets, and 3) self-confidence and fulfillment. The peer tutors and SI Leaders surveyed in this study had experience in one or both of these roles and came from institutions across the nation and from several international institutions. In this quantitative study, participants completed a researcher-created survey. The major findings showed a significant difference in the peer educators’ perceived gains based on their roles, with tutors reporting greater perceived gains. Additionally, the study found that these peer educators perceived the most gains in non-academic skillsets, specifically related to increases in their communication and listening skills as well as skills for future careers. When examining the perceived gains in relation to the role and the length of time in that role, the peer tutor role was found to be significant in all three subcategories, whereas the length of time in that role did not present significant differences. Implications for practice support the need for increased resource allocation, showing that learning centers impact more than the students the peer educators serve

Role of indicators in supporting environmental efforts in the Boston metropolitan region

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2006.Includes bibliographical references (p. 61-63).Community indicators projects are an increasingly popular way to measure, track, and, advocates claim, make progress. The commonly held belief is that indicators provide residents, governments, private entities, and community groups with the information they need to make "wise choices." Many studies have documented the benefits that can arise from indicators projects as a function of community members coming together to choose indicators and discuss ideas of "sustainability" or "quality of life." However, it is unclear whether the information contained in the indicators influences decisions, actions, or policy in ways that improve performance on the indicator. This thesis examines the environmental sector of the Boston Indicators Project, in Boston, Massachusetts. First, I examine previous studies of indicators project outcomes, two competing theories of information use in behavior change and decision-making, and emerging strategies for fostering pro-environmental behavior.(cont.) Then, through interviews with participants in and coordinators of the Boston Indicators Project as well as decision/policy-makers in local organizations who could be influenced by the project, I investigate whether and how the information contained in the indicators has prompted them to change their perceptions, behavior or policy. I argue that people are not necessarily learning from or becoming informed by the indicators, but rather use the indicators to tell stories to bolster their existing claims or desired policy interventions.by Anna K. Wells.M.C.P

School Leadership Support: Understanding the Experiences of Elementary-Level Teachers During a Global Health Pandemic

The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all educators to better understand how they are experiencing this health pandemic including the school leaders themselves

Parameterizing animal sounds and motion with animal-attached tags to study acoustic communication

Funding: Dolphin Quest, Inc.; School of Biology, University of St Andrews; Scottish Universities Life Sciences Alliance; Office of Naval Research; Marine Alliance for Science and Technology for Scotland; Horizon H2020.Stemming from the traditional use of field observers to score states and events, the study of animal behaviour often relies on analyses of discrete behavioural categories. Many studies of acoustic communication record sequences of animal sounds, classify vocalizations, and then examine how call categories are used relative to behavioural states and events. However, acoustic parameters can also convey information independent of call type, offering complementary study approaches to call classifications. Animal-attached tags can continuously sample high-resolution behavioural data on sounds and movements, which enables testing how acoustic parameters of signals relate to parameters of animal motion. Here, we present this approach through case studies on wild common bottlenose dolphins (Tursiops truncatus). Using data from sound-and-movement recording tags deployed in Sarasota (FL), we parameterized dolphin vocalizations and motion to investigate how senders and receivers modified movement parameters (including vectorial dynamic body acceleration, “VeDBA”, a proxy for activity intensity) as a function of signal parameters. We show that (1) VeDBA of one female during consortships had a negative relationship with centroid frequency of male calls, matching predictions about agonistic interactions based on motivation-structural rules; (2) VeDBA of four males had a positive relationship with modulation rate of their pulsed vocalizations, confirming predictions that click-repetition rate of these calls increases with agonism intensity. Tags offer opportunities to study animal behaviour through analyses of continuously sampled quantitative parameters, which can complement traditional methods and facilitate research replication. Our case studies illustrate the value of this approach to investigate communicative roles of acoustic parameter changes.Publisher PDFPeer reviewe

Key characteristics of the refugee journey for Iraqi and Syrian family members who support someone with disability

Refugees with disability and their families are increasingly resettled in Australia but remain an under-researched group. As such, this study aimed to understand experiences of disability for humanitarian migrants who support a family member with a disability. Interviews took place with 10 family members from Iraqi and Syrian refugee backgrounds living in Australia, whose children or siblings had disability. BenEzer and Zetter’s conceptualisation of the refugee journey was used to analyse four themes of these families’ experience: (1) Temporal Characteristics: (2) Drivers and Destinations; (3) Process/Content of the Journey; and (4) Characteristics of People. Supporting a person or persons with disability was a defining feature of the participants’ journeys across all themes, with stigma and difficulties in accessing disability support being consistent throughout. The journeys were multifaceted and ongoing, particularly in response to gaps in Australian disability support, and demonstrated the agency and advocacy that families utilised to support the best lives of those they love. Points of interest Few researchers have tried to understand what the refugee journey is like for families where one or more member has a disability. We interviewed Iraqi and Syrian people who came to Australia as refugees. Each of them supported at least one family member with disability. Disability was very important at every part of their refugee journey. As well as the physical journey of coming to Australia as refugees, participants spoke about how they gained new knowledge and skills in Australia to become better advocates for their family members. The participants highlighted gaps in Australian disability support services, which future research should study

Program Development and Implementation for South Carolina Youth through Expanded Food and Nutrition Education Program (EFNEP)

The Expanded Food Nutrition and Education Program (EFNEP) is a federally-funded program that aims at informing and educating limited-resource children, youth, and families in developing and maintaining a nutritionally sound diet, and a physically active lifestyle. Many of the intervention programs implemented through Youth EFNEP are created to be part of an existing school curriculum or as an after-school program. Currently, few programs exist that allow for easy transferability of these already existing curriculums to a summer camp setting.Therefore, the purpose of our Creative Inquiry was to develop the students\u27 abilities to design and implement a Nutrition Education program for youth audiences in a community setting. Students\u27 responsibilities comprised the analysis of lesson structure for grades K-12, development of lesson materials, implementation of the nutrition education lessons with youth audiences from surrounding community areas, and the application of Youth EFNEP evaluation tools.The 8-lesson curriculum is being pilot-tested during the fall of 2014 and spring of 2015 at Littlejohn Community Center in Clemson. The students have taken a leading role in the implementation of the nutrition education activities at the center, acquired the skills to work with low income audiences and have been actively providing the necessary feedback to improve the quality and content of the curriculum, so that one day it becomes a tool that can be used nationwide in summer camps by Youth EFNEP educators

Feasibility and outcomes of Fibreoptic Endoscopic Evaluation of Swallowing following prophylactic swallowing rehabilitation in head and neck cancer

Objectives Investigate the feasibility and outcomes of fibreoptic endoscopic evaluation of swallowing (FEES) following a programme of prophylactic swallowing exercises in head and neck cancer (HNC) patients treated with radiotherapy. Design Prospective, single cohort, feasibility study. Setting Three head and neck cancer centres in Scotland. Participants Pre‐radiotherapy HNC patients who consented to participate in a prophylactic swallowing intervention. Outcome measures FEES recruitment and retention rates, assessment acceptability and compliance, qualitative process evaluation. Results Higher rates of recruitment and retention were achieved in centres where FEES equipment was available on site. Travel and anticipated discomfort were barriers to recruitment. Data completion was high for all rating scales, with goo d reliability. Following radiotherapy, swallowing safety significantly deteriorated for liquid boluses (p=0.005‐0.03); pharyngeal residue increased for liquid and semi‐solid boluses. Pharyngo‐laryngeal oedema was present pre‐treatment and significantly increased post‐radiotherapy (p=0.001). Patients generally reported positive experience of FEES for their own learning and establishing a baseline. Conclusions FEES is an acceptable method of assessing patients for a prophylactic swallowing intervention and offers some additional information missing from VF. Barriers have been identified and should be taken into account in order to maximise recruitment for future trials