scholarly journals The Impact of the Southern Initiative of the Algebra Project (SIAP) Training on Mentor Self-Regulation, Mindfulness, Efficacy, and Mentee Relations

2021 ◽  
Author(s):  
Shana E JohnFinn ◽  
Reginald Hopkins ◽  
Cheryl P. Talley
Keyword(s):  
Social Justice ◽  
Mathematical Models ◽  
Training Program ◽  
Self Regulation ◽  
Mentor Training ◽  
Cognitive Characteristics ◽  
Sense Of Efficacy ◽  
Before And After ◽  
The Impact ◽  
Pedagogical Approaches

This dissertation is an evaluation of the (SIAP) Southern Initiative of the Algebra Project's mentor training program. Through the use of culturally relevant pedagogical approaches, mentors were trained on fundamentals of mentoring, various mathematical models, and topics of social justice. The study assessed changes in mentors' cognitive characteristics of self-regulation, mindfulness, and sense of efficacy before and after mentor training.

scholarly journals Evaluation of a mandatory phishing training program for high-risk employees at a US healthcare system

2019 ◽  
Vol 26 (6) ◽  
pp. 547-552 ◽  
Author(s):  
William J Gordon ◽  
Adam Wright ◽  
Robert J Glynn ◽  
Jigar Kadakia ◽  
Christina Mazzone ◽  
...  
Keyword(s):  
High Risk ◽  
Training Program ◽  
Lower Risk ◽  
Healthcare Systems ◽  
Intervention Period ◽  
Substantial Impact ◽  
Hospital Employees ◽  
Mandatory Training ◽  
Before And After ◽  
The Impact

Abstract Objective The study sought to understand the impact of a phishing training program on phishing click rates for employees at a single, anonymous US healthcare institution. Materials and Methods We stratified our population into 2 groups: offenders and nonoffenders. Offenders were defined as those that had clicked on at least 5 simulated phishing emails and nonoffenders were those that had not. We calculated click rates for offenders and nonoffenders, before and after a mandatory training program for offenders was implemented. Results A total of 5416 unique employees received all 20 campaigns during the intervention period; 772 clicked on at least 5 emails and were labeled offenders. Only 975 (17.9%) of our set clicked on 0 phishing emails over the course of the 20 campaigns; 3565 (65.3%) clicked on at least 2 emails. There was a decrease in click rates for each group over the 20 campaigns. The mandatory training program, initiated after campaign 15, did not have a substantial impact on click rates, and the offenders remained more likely to click on a phishing simulation. Discussion Phishing is a common threat vector against hospital employees and an important cybersecurity risk to healthcare systems. Our work suggests that, under simulation, employee click rates decrease with repeated simulation, but a mandatory training program targeted at high-risk employees did not meaningfully decrease the click rates of this population. Conclusions Employee phishing click rates decrease over time, but a mandatory training program for the highest-risk employees did not decrease click rates when compared with lower-risk employees.

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Effect of Aerobic Walking Exercise on Stress Urinary Incontinence in Postmenopausal Women

2021 ◽  
pp. 1-7
Author(s):  
Asmaa M. Elbandrawy ◽  
Sara G. Mahmoud ◽  
Mohamed F. AboElinin ◽  
Amel M. Yousef
Keyword(s):  
Urinary Incontinence ◽  
Stress Urinary Incontinence ◽  
Training Program ◽  
Postmenopausal Women ◽  
Pelvic Floor Muscle ◽  
Care Group ◽  
Before And After ◽  
Walking Exercise ◽  
The Impact ◽  
Pfm Strength

The purpose of this study was to explore the impact of aerobic walking exercise on stress urinary incontinence (SUI) among postmenopausal women. Thirty females diagnosed with SUI participated in the research. Participants were assigned randomly into two groups: The usual care group (UC) and the UC plus aerobic walking exercise (TMT) group. The UC group performed pelvic floor muscle (PFM) training only, while the TMT group performed PFM training in addition to aerobic exercise. Myomed biofeedback was used to assess the PFM strength both before and after a 12-week period. The Revised Urinary Incontinence Scale was utilized to assess changes in incontinence severity symptoms after intervention. Findings revealed a significant increase in PFM strength in both UC and TMT groups (p = .011 and p = .010, respectively) and a significant reduction in their Revised Urinary Incontinence Scale (p = .011 and p = .001, respectively) after the end of the 12 weeks of the training program. In addition, there was a more significant increase in PFM strength in the TMT group than in the UC group (p = .010) and a more significant decrease in Revised Urinary Incontinence Scale (p = .011) after 12 weeks of the training program. This study concluded that aerobic walking exercise with PFM training is more effective than PFM training only in increasing PFM strength and improving symptoms of SUI in postmenopausal women with SUI.

scholarly journals Net Neutrality and Mobile App Innovation in Denmark and Netherlands 2010–2016

2018 ◽  
Vol 17 (3) ◽  
pp. 207-224
Author(s):  
Roslyn Layton
Keyword(s):  
Mobile Networks ◽  
Mobile Apps ◽  
Self Regulation ◽  
Mobile App ◽  
Net Neutrality ◽  
The European Union ◽  
App Development ◽  
The Us ◽  
Before And After ◽  
The Impact

Abstract Net neutrality or “Open Internet” rulemaking has been ongoing for more than a decade. Some 50 nations have adopted formal rules including the US (then repealed), the European Union, India, and many countries in Latin America. Among other arguments, it is asserted that net neutrality rules are necessary for application innovation. While the focus for policymakers has largely been to make rules, there is less attention on how to measure the impact of such rules and how well they achieve their innovation goals. The article summaries a specific research investigation to what degree the introduction of rules in a given country stimulates innovation in that country’s mobile app ecosystem. The focus in on mobile networks because it allowed the most consistent data across countries. The study covered 53 countries, their net neutrality policies (or lack thereof), and the results to the respective mobile application ecosystems of the countries adopting rules between the period of 2010–2016. This investigation tests the proposition that countries which adopt net neutrality rules should experience an increase in mobile app development innovation within their national economy. To test this, a statistical methodology was developed based upon measuring the number of locally developed mobile apps in the country for relevant periods before and after rules are imposed and the corresponding app downloads, usage, and revenue. Measurement was conducted with two independent toolsets and adjusted for the sophistication and penetration of advanced mobile networks in the country. To make more meaningful comparisons and avoid inevitable heterogeneity across the countries, the investigation focuses on two similar countries with different rules, Denmark with soft rules (self-regulation) and Netherlands with hard rules (legislation). The study reviewed the leading theories of innovation as well as the foundational papers in net neutrality to explain the observed discrepancies. The research finds significant statistical support for “soft” net neutrality measures adopted on a voluntary basis. Hard rules adopted through legislation and regulation were not associated with greater mobile app development for the given country. Denmark increased in local mobile app development while Netherlands decreased. Additionally, the explosion of mobile apps from countries with no net neutrality rules and the general dearth of mobile apps from countries which have had hard rules for years runs counter to expected results. This suggests that policymakers revisit their assumptions and expectations for net neutrality policy.

scholarly journals Implementing Multicultural Social Justice Strategies in Counselor Education Training Programs

2011 ◽  
Vol 3 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Fred Bemak ◽  
Regine M. Talleyrand ◽  
Hollie Jones ◽  
Jewelle Daquin
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Training Program ◽  
Counselor Training ◽  
Development Program ◽  
Leadership Strategies ◽  
Social Justice Leadership ◽  
Psychology Programs ◽  
Counselor Training Program ◽  
The Impact

This article is based on the presentation on implementing multicultural social justice leadership strategies in counselor education programs. The George Mason University’s Counseling and Development Program was used as an example to illustrate how to successfully infuse multicultural social justice values into an entire graduate counselor training program. The article is written from two perspectives: 1) faculty’s discussion on the development and establishment of a multicultural social justice counseling program, and 2) current and past students’ viewpoints of the impact of the multicultural social justice training program on their personal and professional lives. Recommendations are also suggested to assist counseling and psychology programs on the implementation of multicultural social justice leadership strategies.

scholarly journals Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention

2018 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Noori, Samieh ◽  
Ashrafganjoe, Mohsen
Keyword(s):  
Positive Psychology ◽  
Goal Setting ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

This quasi-experimental study aimed at addressing the impact of Positive Psychology (PP) on Goal Setting (GS) and Self-regulating (SR) of EFL learners in an English institute located in Kerman. In so doing, the study utilized an experimental design with 20 participants, in two groups totaling 9 male and 11 female, students, and aged 19 to 34. In accordance with Dornyei (2007) cluster sampling, all intermediate EFL students (20 intermediate EFL students) in the institute, were selected to participate. The pretest showed that all the participants were homogenous with regard to their proficiency level as well as their goal setting and self-regulation. Data was collected over two months using the goal setting and self-regulation questionnaires developed by Erickson et al. (2015) before and after one term. The results of the post-test revealed that PP had a positive and significant impact on these learners’ goal setting and self-regulating. The findings from this research suggest positive psychology offers an effective path towards understanding, managing and successfully self-regulating and setting goals for ESL students.

scholarly journals The impact of formative assessment on self-regulating learning in university classrooms

2016 ◽  
Vol 4 (1) ◽  
pp. 99 ◽  
Author(s):  
Fisseha Mikre Weldmeskel ◽  
Dreyer Johann Michael
Keyword(s):  
Formative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Intervention Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Psychology Course ◽  
The Impact

This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning and assessment. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N=191). The quantitative data were collected by self-regulated learning questionnaire before and after the use of quality formative assessment on lessons. The qualitative data were collected by focus group discussions with the students. The students’ perceptions on self-regulating learning were compared between the intervention (N=191) and the comparison (N=187) group of students. The quantitative analysis used t-test and biserial correlation and proved the presence of statistically significant difference between the two groups in perceiving the self-regulation of learning. Moreover, effect size estimate (Cohen’s d) was used to provide a strong validation on the variation between the two groups for the measure of self-regulating learning. Recommendations were made to promote the use of quality formative assessment aiming at the improvement of student self-regulation on learning and assessment in university classes.

scholarly journals Re-skilling for the digital humanities: measuring skills, engagement, and learning

2015 ◽  
Vol 36 (3) ◽  
pp. 208-214 ◽  
Author(s):  
Nisa Bakkalbasi ◽  
Damon Jaggars ◽  
Barbara Rockenbach
Keyword(s):  
Training Program ◽  
Digital Humanities ◽  
Academic Library ◽  
Professional Staff ◽  
Content Type ◽  
Research Activities ◽  
Before And After ◽  
Knowledge And Attitude ◽  
The Individual ◽  
The Impact

Purpose – The purpose of this paper is to describe an assessment design for the Developing Librarian training program. The Developing Librarian training program created by and for librarians and professional staff in the Humanities and History division is a two-year training program to acquire new skills and methodologies to support the digital humanities. The program is based on the assumption that learning must happen in context; therefore the training is project based with all participants engaged in building a digital humanities research site as a team. This approach enables participants to learn about new tools in a sustained manner that parallels the way humanities researchers are likely to use them. Design/methodology/approach – In order to measure the success of achieving this goal, program designers defined three objectives: learn tools and methods that support the emerging research needs and trends in the humanities; create a more interesting and engaging work environment for librarians and professional staff; and engage effectively with the humanities research community across the University. Three methods/instruments were: Explicit Self-Reflections to assess what participants learned in each training unit; the Utrecht Work Engagement Scale to measure how participants feel about their work before and after the training program; and the Skill Set, Knowledge and Attitude Assessment to be administered at completion to measure the effectiveness of the training program as a whole. Findings – At the time of writing, the Developing Librarian Project is mid-way to completion, and implementation of the assessment plan is ongoing. Based on these self-reports, there is evidence that the training program has been effective, and participants have been successful in meeting most of the learning objectives identified in the units completed. While self-assessment of knowledge and skills may have its limitations, this technique is proving adequate and efficient for achieving the program’s goals. This method encourages experimentation and establishes failure as an important aspect of the learning process. Research limitations/implications – An assessment approach such as this does not measure the impact of training and development on digital humanities research, but initiates a valuable process, highlighting skills gaps at the individual, and organizational levels. These data are important for identifying and implementing appropriate training opportunities for librarians supporting emergent research activities and for understanding what skills and professional preparation are needed for new staff recruited into the organization. Originality/value – A successful training program should be benchmarked, evaluated in a substantive and systematic way, and improved continuously. A formal assessment plan, directly tied to clearly articulated objectives, helps assure that such a program is effectively evaluated, iteratively developed, and successfully implemented. The Developing Librarian Project provides a useful model of how an academic library can leverage assessment and evaluation processes to identify skills gaps and training needs and generate actionable data for improving staff learning.

“The Wholeness of Things”: Infusing Diversity and Social Justice into Death Education

2008 ◽  
Vol 57 (1) ◽  
pp. 53-91 ◽  
Author(s):  
Kathleen L. Fowler
Keyword(s):  
Social Justice ◽  
Course Design ◽  
Meaning Making ◽  
Death And Dying ◽  
Cultural Perspective ◽  
International Borders ◽  
Diverse World ◽  
The Impact ◽  
The Village ◽  
Pedagogical Approaches

This article presents resources and strategies for the infusion of diversity and social justice themes into an undergraduate death and dying course. The intent is not to replace or dismiss existing thanatological insights and debates, but rather to widen the cultural perspective to bring these insights and debates into conversation with multiple ways of perceiving and understanding. The article covers definitions, goals and rationales, challenges in identifying and developing appropriate resources, and overall course design. It also explores readings, audiovisual materials, class activities, and pedagogical approaches to foster: student engagement with diverse world-views and experiences; understanding of “cultural competence” in various fields; awareness of the impact of race, class, gender, etc., on access to resources and care; commitment to activism for social justice; and exposure to many forms of resilience, meaning-making, and creative healing. … whenever there was a death in the village, she was the first to be sent for—the priest came second. For it was she who understood the wholeness of things—the significance of directions and colors. Prayers to appease the hungry ghosts. Elixirs for grief (Watanabe, 1992, p. 603). … the action most worth watching is not at the center of things but where the edges meet. I like shorelines, weather fronts, international borders. There are interesting frictions and incongruities in these places and often, if you stand at the point of tangency, you can see both sides better … (Fadiman,1997, p. viii). The only really happy people I have ever met are those of us who work against these deaths with all the energy of our living, recognizing the deep and fundamental unhappiness with which we are surrounded, at the same time as we fight to keep from being submerged by it (Lorde, 1980, p. 77).

scholarly journals The impact of peer assessment on mathematics students’ understanding of marking criteria and their ability to self-regulate learning

2019 ◽  
Vol 18 (1) ◽  
pp. 46-55
Author(s):  
Chris Brignell ◽  
Tom Wicks ◽  
Carmen Tomas ◽  
Jonathan Halls
Keyword(s):  
Positive Impact ◽  
Peer Assessment ◽  
Self Regulation ◽  
Self Control ◽  
First Year ◽  
Mathematics Students ◽  
Problem Class ◽  
Before And After ◽  
The University ◽  
The Impact

At the University of Nottingham peer-assessment was piloted with the objective of assisting students to gain greater understanding of marking criteria so that students may improve their comprehension of, and solutions to, future mathematical tasks. The study resulted in improvement in all four factors of observation, emulation, self-control and self-regulation thus providing evidence of a positive impact on student learning.The pilot involved a large first-year mathematics class who completed a formative piece of coursework prior to a problem class. At the problem class students were trained in the use of marking criteria before anonymously marking peer work. The pilot was evaluated using questionnaires (97 responses) at the beginning and end of the problem class. The questionnaires elicited students’ understanding of criteria before and after the task and students’ self-efficacy in relation to assessment self-control and self-regulation.The analysis of students’ descriptions of the criteria of assessment show that their understanding of the requirements for the task were expanded. After the class, explanation of the method and notation (consistent and correct) were much more present in students’ descriptions. Furthermore, 67 per cent of students stated they had specific ideas on how to improve their solutions to problems in the future. Students’ self-perceived abilities to self-assess and improve were positively impacted. The pilot gives strong evidence for the use of peer-assessment to develop students’ competencies as assessors, both in terms of their understanding of marking criteria and more broadly their ability to self-assess and regulate their learning.

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