Academic Motivation: A Comparative Study of Entry Level Baccaslaureate Nursing Students

Purpose: To examine academic motivation of students enrolled in an accelerated and a traditional baccalaureate nursing programs. Design: A convenience sample of30 (100%) respondents in an accelerated group and 37 (54%) respondents in a traditional group (54%) provided the data. A demographic survey and the Academic Motivation Scale (AMS C-28) were administered to both groups. Methods: This was a quantitative, correlational study. Analysis quantified item frequencies within the AMS C-28, and at-test was employed to evaluate the differences in intrinsic and extrinsic motivation and amotivation between the groups. Findings: There was no statistical difference in any of the motivation results demonstrated by either group. Further, there was no correlation between either group\u27s first semester grade point average (GPA) and the level of intrinsic motivation demonstrated on the AMS C-28. Conclusion: Further study is recommended. As accelerated nursing programs proliferate, the composition of the groups and the differences in the academic motivation between participants in accelerated and traditional programs may become evident

Moral reasoning in sport:validation of the Portuguese version of the RSBH value-judgement inventory in adolescents

The purpose of this study was to examine the validity and reliability of the Portuguese version of the Rudd Stoll Beller Hahm Value-judgement Inventory (RSBHVI) in a sample of adolescents. The RSBHVI, which measures moral and social reasoning, was translated using a back translation method. A sample of 238 10th to 12th grade high school students (age mean value 16.93 years, s = 1.34) completed the Portuguese versions of RSBH, and the Task and Ego-orientation Questionnaire. Partial support for the original structure of the moral reasoning scale, but not the social reasoning scale, was found. Females, and non-athletes and individual sport athletes scored significantly higher than males and team sport athletes in moral reasoning, respectively. Moral reasoning was negatively correlated with ego-orientation (r = −30; p <. 001) and uncorrelated with task-orientation (r = .10, p > .05). Participants who were low-ego scored higher in moral reasoning than those who were high-ego. It is suggested that decreasing levels of ego-orientation may be necessary to improve athletes’ moral reasoning

Female Operated Businesses and Rural Development

Today\u27s economy demands a constant infusion of new enterprise, new ideals, and new jobs. Entrepreneurship plays a vital role in the development of the American economy, and women are rapidly being acknowledged as the next great group of entrepreneurs. Not only is the number of women entrepreneurs rising, but their operating styles are changing dramatically

Oral History Interview: Sharon Davis

This interview is one of a series conducted concerning the Marshall University Society of Yeager Scholars. Sharon Davis was one of the first Yeager Scholars at Marshall University. She discusses: her personal history; detailed information about her education (before and during college); why she applied for the Yeager Scholars program; her experiences in the Yeager Program; individuals such as Joe Engle, Chuck Yeager, Dr. Denman, Joe Hunnicutt, & Dale Nitzschke; a brief section on Yeager Scholar\u27 interactions and relationships with other students; and other topics.https://mds.marshall.edu/oral_history/1378/thumbnail.jp

Pre-service Teachers’ Perspectives on Teaching Scripture in Primary Religious Education

One of the challenges for pre-service teachers in Catholic primary schools is the teaching of scripture stories within Religious Education. Research states that Catholic teachers in the 21st century require tertiary training in teaching the Religious Education curriculum and they need to learn effective strategies to teach specific content in this learning area, including scripture. Godly Play includes an approach to teaching scripture that was intended for use in parish and hospital settings. Godly Play is now promoted by Catholic Education Western Australia as a meaningful approach for influencing the teaching of scripture in RE in early childhood and primary classrooms. This paper reports on a research project that sought to ascertain pre-service teachers’ perspectives about Godly Play as a strategy for teaching scripture stories in RE in primary schools. Qualitative surveys were employed to collect pre-service teachers’ perspectives of Godly Play prior to and again after learning about Godly Play as one strategy for teaching scripture. Survey data were analysed by question through a process of thematic coding. The results from these surveys provide insight into pre-service teachers’ confidence and pedagogical perspectives with regards to the teaching of scripture. Specifically, findings provide insight into pre-service teachers’ perspectives of the storytelling component of Godly Play as an effective strategy to equip them with the confidence, knowledge and ability to share biblical texts with primary-aged children in RE classes. Findings from this research have implications for pre-service teachers seeking employment in Catholic schools. Additionally, implications for Catholic education more broadly are discussed as well as considerations for future research

Outcomes of the Implementation of the Mental Health Recovery Measure in the DeKalb Community Service Board Population

The relationship between mental health and public health has been debated for decades. But when services are delivered through publically funded mental health clinics, it clearly becomes a public health endeavor. One of the latest trends in mental health service delivery is the recovery concept. Developed in the 1990’s, the recovery concept represents a paradigm shift where successful treatment is defined by self-awareness, self-care, and self-fulfillment. Furthermore, patients are encouraged to assess their own progress in the recovery process. There are currently nine unique assessment tools to measure recovery progress, including the Mental Health Recovery Measure (MHRM), which was used in this study. The current study followed the implementation of the recovery model in the DeKalb Community Service Board (DeKalb CSB). DeKalb CSB has 12 locations that serve 10,000 patients with mental illness, substance abuse, and developmental disabilities each year. Only patients with primary diagnoses of mental health or substance abuse disorders were considered for this study. Implementation of the MHRM began in December 2008 and included all DeKalb CSB patients, however only new DeKalb CSB patients were considered for this study. During 13 months of data collection 960 clients completed 2 assessments and 196 completed 3 assessments. A new consumer is defined as someone who has just completed the intake process and has no record of previous service at DeKalb CSB. The current study examined trends in MHRM data in the DeKalb CSB population; and offered recommendations for future implementation

2nd Funk Symposium: Selected Proceedings, 2021

This is a printed proceedings of symposium presentations by authors who elected to submit them. They are available free for download, but printed volumes are available for $6 plus tax and shipping.https://ecommons.udayton.edu/dayton_funk_content/1043/thumbnail.jp

University of Dayton music education graduates continue teaching careers in international schools amid global pandemic

Despite international travel restrictions because of the COVID-19 pandemic, two University of Dayton music education graduates have found new international school teaching positions abroad

DOC 2020-03 Certificate in Community Arts Engagement

Legislative Authority1. Rationale for the new certificate program With the suspension of the University’s Arts Administration minor program, a curricular gap was created for students who continued to express an interest in pursuing professional work in arts management and related fields. The creation of a new undergraduate arts certificate program that better reflects the University’s values by focusing on community engagement through the arts will be more accessible, practical and attractive as an undergraduate certificate than a more narrowly focused arts management minor program or a graduate certificate program with limited connection to the arts. This undergraduate certificate program will create a collaborative environment where students can work on community-based projects. A demonstrated interest in this type of program has been evident in informal conversations with and among undergraduate arts majors and non-arts majors. Several students have enrolled in the Non-Profit and Community Leadership Graduate Certificate Program as their only current option. The program will be open to interested degree-seeking undergraduates in the Department of Music; the Department of Art and Design; the Theatre, Dance and Performance Technology Program; the Department of Communication; the Department of English; and the School of Business, as well as those whose academic focus is in other areas of study. Arts majors and students majoring in non-arts disciplines will have opportunities to collaborate to identify specific problems and needs in the community and to work toward finding creative solutions for those problems. Modes of student learning will include the development of case studies for information collection, problem identification and project-focused work toward solutions, and consultation with diverse experts. This certificate program will serve specific community members, such as those who work in social justice or social service settings and want to bring the arts to the people they serve. The program will also support arts organizations in their efforts to reach wider and more diverse audiences. The program will be sponsored by the College of Arts and Sciences and administered by the Department of Music with a faculty member assigned as Coordinator. The first Certificate Coordinator will be Professor Sharon Gratto, who is active in the arts community and will recruit and advise students for the program. A Certificate in Community Arts Engagement will help prepare undergraduate students find innovative ways to advocate for the arts and to bring the arts to more diverse segments of the community. Today’s arts organizations and other community organizations need creative thinkers who have the skills to help make connections across disciplines and to bridge the gaps that exist between and among various constituencies. This program supports the University’s educational goals and objectives by encouraging and supporting students to become change-makers as they engage in civic practice in the community with and through the arts

Chapter 7: Perspectives on West Africa: Reminiscences of the Global Education Seminar in Ghana and Togo

A reflection on the 2018-19 Global Education Seminars in West Africa.https://ecommons.udayton.edu/cip_ges_2019/1010/thumbnail.jp