Determination of Iowa educators\u27 attitudes and perceptions and the impact resulting from a Fulbright study abroad project to Russia on global education

This study was designed to determine the impact of an intensive five-week Fulbright group project upon the attitudes and perceptions of Iowa educators toward their host country, Russia. Further it has examined the impact of such an experience on global education perspectives. Comparisons were made with attitudes and perceptions of applicant and nonapplicant groups. Members of two other previous Fulbright group projects were questioned concerning the impact of their experiences on their teaching and professional development;The study utilized a variety of data gathering measures both empirical and naturalistic: questionnaire, interview, focus group interview discussion, open-ended questioning, and participant observer notes. Findings failed to show significant differences in attitudes and perceptions of participants and nonparticipants. There was some evidence of the out-of-country experience influencing the participants\u27 views. The focus group interviews and open-ended questions answered by previous participants in Fulbright group experiences show evidence of an impact on global perspectives over time. Participants reported a greater appreciation for their home country as well as the host country and other cultures. There is evidence of impact on teaching within four months following the experience and over time as reported by the earlier participants

Program Analysis of Service Systems (PASS 3): A Method for the Quantitative Evaluation of Human Services (Handbook)

https://digitalcommons.unmc.edu/wolf_books/1001/thumbnail.jp

Program Analysis of Service Systems (PASS 3): A Method for the Quantitative Evaluation of Human Services (Field Manual)

https://digitalcommons.unmc.edu/wolf_books/1002/thumbnail.jp

DIGITAL NUDGING TO PROMOTE ENERGY CONSERVATION BEHAVIOR – FRAMING AND DEFAULT RULES IN A SMART HOME APP

Increasingly, new energy-efficient technologies connected to smart home arise and bear great potential of influencing user\u27s decisions. Thereby, behavioral interventions like digital nudging are promising to influence behavior. While nudging has been investigated in several contexts to promote sustainable behavior, little is known about its effectiveness in digital choice environments promoting daily energy conservation behavior, especially through mobile applications. As private households account for a large share of total energy consumption, which needs to be reduced to counteract climate change, we conducted an online survey to test the nudging elements framing and default rules, as well as their combination. We surveyed 231 participants and found a large effect of framing and an even larger effect for the combination. This paper contributes by exploring these digital nudges, which received little attention in prior research, and by providing insights on the design of smart home applications to reduce energy consumption

Predictors of Stress and Coping Strategies of US Accelerated vs. Generic Baccalaureate Nursing Students: An Embedded Mixed Methods Study

Background:Stress is an inevitable part of life and is especially pervasive in the lives of nursing students. Identifying the predictors of stress as well as coping strategies used can allow for the implementation of appropriate coping interventions to assist in the management of stress in nursing students. Mixed methods research that has been undertaken to gain an understanding about student stress, especially juxtaposing generic versus accelerated nursing students could not be identified. Objectives: (1) Identify predictors of stress between accelerated and generic Baccalaureate Nursing (BSN) students; and (2) Describe stressors and coping strategies used by accelerated students in comparison with generic students. Design: Embedded mixed methods study. Setting: Accelerated and generic BSN third- and fourth-year nursing students at two Midwestern universities. Participants: 210 participants: accelerated (n = 75) and generic (n = 135). Methods: A questionnaire packet, including demographics, history of depression, the Perceived Stress Questionnaire, Rosenberg Self-Esteem Scale, Multidimensional Scale of Perceived Social Support, and open-ended questions were administered to students at the end of a class. Simultaneous multiple regression was used to examine predictors of stress. Content analysis was used to analyze qualitative data. Results: Predictors of stress for both the accelerated and generic groups included history of depression, year in the program, emotional support, and self-esteem. Fear of failure and clinical incompetence, problematic relationships, and time management issues were identified as major stressors. Coping strategies used by both groups included positive thinking and social support. Conclusions: Senior students with a history of depression, low self-esteem, and little social support were more likely to experience high levels of stress. This gives educators the potential to identify at risk students and establish stress reduction programs. Encouraging students to use individualized coping strategies will be beneficial