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The study aimed to investigate the Effect of Academic Stress on Students' Academic Achievements and Its Implications for Their Future Lives. A correlational research design was employed through stratified random sampling (n[subscript i] = 270, where female = 80 and male =190) to collect pertinent data through a questionnaire. Descriptive and inferential statistics were employed. Firstly, academic stress highly affects students' academic achievement, with females being more stressed (65.20%) than males (59.60%), which leads to a high dropout rate and low graduation rate. Secondly, about 69% were accustomed to drinking alcohol, chewing Khat, absenteeism, and smoking whereas about 31% were regularly engaging in unsafe sex, physical fights, smoking shisha, and poor personal sanitation. Thirdly, there were significant positive relationships among sex, age, academic batch, and student's cumulative grade point average. To conclude, academic stress hinders good academic achievement, increases college dropout rates, low graduation rates, and lack of self-confidence. It leads to drinking alcohol, absenteeism, chewing khat, reduced academic morale of students, and failure in completing assignments on time. Therefore, university authorities should ensure a good academic environment for the students and minimize academic stress through appropriate course load, appropriate lecture hours, proper lecture schedules, and non-congested lecture halls.

This paper opens with a family anecdote in which my future mother in-law, when asked what wise advice she would offer undergraduate university students, replied, "I would tell them it's not going to be okay." Can we learn to keep engaging with the world despite its inevitable disappointments? I propose that Stoic philosophy, by "orienting" our "attention" and "courage," can help us navigate the troubled post-COVID world we share. To help make this more concrete, I describe a critical moment I observed in which a maskless shopper insulted fellow patrons in a grocery store for wearing a mask. I then develop the Stoic themes of acknowledgement (a commitment to the facts) and affinity (reaching out to others to build community). In the conclusion I return to the "maskless shopper" incident to consider how my two Stoic themes might help open a dialogue with this person. After discussing the limitations to such an undertaking, given the surge in populism over the last decade, I conclude with the appropriately tough-minded Stoic proposition that despite the obstacles, we must keep trying.

Following public outcry surrounding George Floyd's murder in 2020, President Blakeley Alexander of Small Midwestern College established the institution's first diversity, equity, and inclusion (DEI) committee. After nearly a year, the two cochairs and eight committee members found themselves split into opposing factions amid the remote work challenges of COVID-19. The committee reached a tipping point when one of the two committee cochairs - also the Vice President (VP) of student services - inadvertently sent an email to the DEI committee, resulting in broken trust and demoralized spirits. Significant intervention is now required to right the ship, create an environment of trust, and move the committee forward.

The psychological state of people during the COVID-19 pandemic has attracted significant interest from researchers and the general public alike. The aim of this study is to examine the stress, burnout, hopelessness, and depression levels of university students toward the end of the pandemic. A survey model, as a quantitative research method, was applied in this study. The analysis revealed that 70% of the participating university students had moderate to high stress levels, and levels of stress among female students were found to be higher than those among male students. When the students' hopelessness levels were examined, it was seen that 81% of them felt hopelessness at medium or high levels. Hopelessness and burnout were seen to be associated with grade point average. A total of 61% of these students had moderate or high levels of depression symptoms, constituting an at-risk status. The results indicate that factors such as gender, year of study, and grade point average had varying effects on stress, burnout, hopelessness, and depression levels. Additionally, strong relationships were found among the four considered psychological variables, suggesting that they may influence one another and highlighting the need for further research in this area.

This study focuses on the effect of introducing emotional support through emotional intelligence on architecture students and its impact on both their academic achievement and their overall morale and performance. The study is carried out on 252 students to measure their Emotional Intelligence and Emotional understanding levels. Two main emotional intelligence components were measured; inner motivation and dealing with others. Both were assessed using questionnaires and implementation techniques and the findings showed that the difference in dealing with students affected their overall academic achievement. As a result of these questionnaires and with a focus on the stressors faced, several interventions were carried out in the form of workshops, events, one-on-one sessions and general motivational activities.

Purpose: This research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises. Design/methodology/approach: Empirical data were derived from a purposeful sample of school leaders, teachers and paraprofessionals in Maine. Demographic information and semi-structured interviews were analyzed using a complexity leadership framework and a qualitative interpretive phenomenological approach (IPA). Findings: The analysis revealed four major themes, including (1) presence, approachability and availability; (2) the need for high emotional intelligence; (3) creating a culture of idea-sharing, compassion, trust, community building and value and (4) understanding and acting on the complexity of long-term crisis. Research limitations/implications: The research took place in one state and within one subset of specialized schools, thus limiting applicability to leadership outside this subset of schools and in other states. Practical implications: The results can directly support identification of strategies for leaders in schools where long-term crisis is a factor. Originality/value: Current research explores factors and strategies for understanding and supporting teachers and paraprofessionals in schools during short-term crises (i.e. school shootings, natural disasters) but largely neglects how to support teachers and paraprofessionals experiencing long-term crises in school settings which is increasing in prevalence post COVID-19. Results and implications of leaders and staff were explored and analyzed in schools that experience long-term crises.

Purpose: The primary objective of this study was to gauge resident and faculty sentiments surrounding a general surgery program merger between two programs, and to assess the effect on workplace morale and productivity. Secondarily, the authors sought to objectively examine the impact program expansion had on in-service training exam results and operative volumes. Methods: This was a single-center, prospective, observational study that evaluated surgical resident and faculty feedback pertaining to the merger of two regional general surgery residency programs. The survey utilized the Likert scale at merger onset and post-merger to gather responses from residents and faculty from July 2020 to August 2021. Secondary outcomes evaluated case volume and ABSITE performance pre- and post-merger. Results: A total of 27 residents and 31 faculty participated in the initial survey. The merger onset and post survey investigation found that there was increased workplace efficiency (78% onset, 96% post; p = 0.004), and increased comfort with effectively triaging patients (41% onset, 83% post; p = 0.001). Satisfaction levels regarding research infrastructure and mentorship also increased significantly (63% onset, 83% post; p = 0.03). ABSITE performance and operative volumes were not significantly changed post-merger. Conclusion: The merging of two academic programs led to feelings of increased mentorship, operative competency, and workplace efficiency among the residents. This was achieved without significant detriment to resident case volume or ABSITE performance. Our investigation also identified legitimate challenges that speak to the need for fluidity in a residency program and the constant need for continued growth and development.

One of the common themes referenced in the news and in higher education journals today is the fragility of democracy, especially in the face of the challenges that democracies are now experiencing around the world. A central issue has to do with the increasing diversity of societies and of the challenge of creating pluralistic democracies that work. Using the language of the specific mission of an institution and understanding how excellence is understood in the context of serving an increasingly diverse society is critical for communicating the centrality of diversity in new ways. This requires understanding building institutional capacity throughout the institution as we have done for decades in building institutional capacity for technology. Key issues related to framing diversity as imperative for mission and excellence include making sure that attention is paid to monitoring progress and the need today to be intentional in building a healthy campus community.

This article discusses a specific subset of results from an exploratory survey deployed in September 2021. Quantitative and qualitative results of this exploratory survey were considerable, and as such, this article focuses on question responses related to library workers' perceptions of themselves and others during times of change and views of their place in academic librarianship now and in the future. Overall, survey respondents demonstrated a high level of self-confidence and personal agency as library workers, but also illustrated consistent themes of demoralization, with respondents sometimes or often considering leaving their current roles (78 percent) or the profession entirely (60 percent).

In the British region of Cornwall, state intervention in long-standing practices of the translation of music lyrics for song competitions has created major shifts, including remarkable competitive successes. Proponents of the Kernewek (Cornish) Language have long used translated musical lyrics as a tool for language revival, especially in annual song competitions, like the Pan Celtic festival. Cornish musicians - who, with few exceptions, cannot speak Kernewek - work with volunteer translators to produce songs for competitions for audiences who also rarely speak Kernewek. This essay is built upon ethnographic fieldwork in Cornwall among language enthusiasts and musicians, as well as on recent interviews with musicians and translators who have competed in the Pan Celtic and similar festivals. It demonstrates a conscious use of language by non-fluent speakers to build identity and community among Cornish people and to promote the recognition of Cornwall's distinctiveness outside of the region. This builds upon previous work on metalinguistic community (Avineri and Harasta 2021) and ethnolinguistic infusion (Benor, Krasner, and Avni 2020), demonstrating the complex and important impact of state funding and coordination to increase the recognition and scope of use of the language.

This paper examines the sociolinguistic configuration of the Nigerian Army as indexed in the workout songs they used during jogging exercises in Calabar, South-eastern Nigeria. Data for the study were generated by means of participant observation and semi-structured interviews. The findings, drawing insights from Discourse community theory and multilingual identity concept, show that the workout songs bear (code mixed) elements of English, Nigerian Pidgin, indigenous languages, and military slanguage. The songs replicate the language practices in the Nigerian Army's discourse community that describes the participants' multilingual identities. Aside from serving as psychological devices for solidarity, social inclusion, and morale boosting for the regimented workforce, the songs provide insights into the use of institutional registers and slang to attend to communication exigencies in their social contexts. The code mixed songs as outcomes of multilingualism, also portray Nigerian Army as interethnolinguistic and multicultural workforce and define their identity, solidarity, and professional belonging.

Purpose: In the face of constant and rapid development achieving a work--life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: "Sense of coherence" (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points--at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive--inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals.

The purposes of this research were to study the level of mental health power and selected factors related to mental health power of nursing undergraduate students, Srimahamarakham Nursing College. The sample consisted of 91 first-year nursing undergraduate students at Srimahasarakham Nursing College, Faculty of Nursing, Praboromarajhanok Institute who were selected by purposive sampling. The research tool was the mental health power assessment questionnaire. The statistics used for data analysis were frequency, percentage, mean, standard deviation and the spearman's correlation coefficient. The results showed that the mean of overall mental health power was lower than the criteria ([x-bar]= 57.64). When considering mental health power on each aspect, it was found that emotional stability [x-bar]= 28.98, encouragement [x-bar] = 13.81 and problem management [x-bar] = 14.84 which is below the threshold level on all aspects. And factors that had a positive correlation with the mental health power of nursing undergraduate students statistical significance (p< 0.05). There was also a moderate correlation (r = 0.04) were associated homeland low level (r = 0.01) and monthly income had a moderate relationship (r = 0.03). The factors that did not relate with the mental health power of nursing undergraduate students were gender (r = 0.10) and the order of siblings or their children (r = 0.09).

Academic leadership is considered a key factor in university and research institute development. In a competitive environment, the role of academic leadership has become increasingly important. At present, China is committed to building world-class universities and advanced research institutes, while academic leadership is one of the key factors. Thus, what is the ideal academic leadership in China's institutional environment? What professional qualities should principal investigators have? This study investigates these issues with in-depth interviews of six principal investigators. The finding shows that the definition of academic leadership by principal investigators refers to academic expertise, assigning the team member, setting a direction, academic social skills, managing team member relationships, boosting team morale, and teamwork skills. Furthermore, academic expertise is often supposed to be more important than other abilities. In terms of competence, the definitions of leadership by Chinese principal investigators and the literature on Western academic leadership are similar.

This paper provides a review of the contextual factors that are associated with levels of morale and job satisfaction in academic institutions. It argues that universities can purposefully create workplace environments that support employee well-being by measuring, attending to, and addressing levels of collegiality; designing policies that introduce greater work-life balance; developing robust mentoring programmes; ensuring that systems are in place to allow members of academic and support staff to recognise each other's work; and maintaining transparency in decision-making and resource allocation. Recommended assessments and suggested intervention resources are also noted.

This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students' sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a survey (n = 68) and six small group interviews with twenty middle school students. Using four dimensions of belonging (relationships, place, agency, and inclusion) to analyze the data, the study found that students experienced a sense of belonging through a culture of care, peer relationships, and community-building activities. Translanguaging practices supported students' identities as bilinguals and were a way to include students whose language proficiency was still in the emerging stages. Strong TWBE program cohesion appeared to positively mediate the transition from primary to secondary school. However, students experienced monolingual attitudes and ideologies outside the program, undermining their sense of belonging in school. The study concludes that TWBE programs are uniquely situated to engage in practices that support students' sense of belonging and, through these practices, create, open up, and sustain identity options for bilingual learners in middle school.

It is predicted that hundreds of chief enrollment management officer (CEMO) positions may become available due to high turnover within the next few years, creating an opportunity for a new generation of leaders. In this causal comparative quantitative study, data was collected from 211 current CEMOs to understand the challenges and highlights of the role and provide recommendations for reshaping the role. Tenets from transformative leadership theory, feminist theories, and labor economics combined to form the theoretical underpinnings for this study. Structural equation modeling was used to examine the relationship between demographic and work-life factors on job satisfaction, morale, and intention to stay. The findings suggest that career support, recognition for competence, and favorable working conditions were significantly correlated with higher morale and intention to stay in their current position. Findings from this research can help institutions make the CEMO role more attractive to the next generation of diverse transformative leaders who will be responsible for solving complex problems in the changing, highly competitive landscape of higher education.

Constructing school spaces where Black girls feel comfortable enough to be their full selves is essential in a system that consistently shows them that they do not matter. Cultivating these spaces, however, requires educators to understand that Black girls' identities are multiple and varied, that Black girls can be anything. Still, some identity positions, such as nerdiness, are often only attributed to white youth, forcing nerdy Black girls to hide themselves in fear that their interests confirm that something within them is wrong. In this article, I use womanist discourse analysis to examine the unstructured talk of six Black girl nerds who participated in a writing workshop. In analyzing these conversations, I emphasize how the girls engaged in womanist practices of community building that honor the full spectra of their identities. Further, I argue for the cultivation of safe spaces for Black girl nerds to exist.

Purpose: This study aims to examine the role of shared leadership (SL) practices in improving team performance (TP) in health-care producer organizations by mediating the roles of intellectual capital (IC) and team learning (TL). Design/methodology/approach: Conceptual model was proposed using social learning theory and resource-based view theory. The structured questionnaire was administered to respondents of Pakistani health-care producer organizations using a cross-sectional approach. Data was collected from 23 team leaders and 203 team members from 23 different teams. PLS-structural equation modeling was applied to SmartPLS 3.2.9. Findings: The findings revealed that SL and IC are positively associated with TP, while TL has no association with TP. Further, SL is positively associated with IC and TL. This study also found that IC significantly mediates between SL and TP. Still, no mediating role of TL between SL and TP was found. Practical implications: The findings suggest health-care producer organizations adopt shared leader practices where team members are given a say in decision-making to boost their morale, leading to effective TP. Originality/value: The conceptual model was created using social learning and resource-based view theories. This is an early attempt to examine the role of SL in health-care producer organizations.

This paper explores women's experiences in academia through collective biography from a feminist, transdisciplinary, intersectional frame. Crosscutting disciplines, classifications, and subject positions, we use dialogue to explore the nuances of what it is to be a woman in academia, and the experiences of building and developing community as women. We draw on data from a fall 2020 focus group where we each were part of a course in designing qualitative inquiry, as well as our reflections, memos, and conversations in dialogues that followed. These dialogues are accentuated with footnotes that function as a concurrent playlist of research, art, and music reflecting women's lives and experiences. We use poetic transcription and audio poetry to offer the texture of our experiences, offering both methodological and empirical implications for studying and researching women's experiences in academia.

Instructor support is associated with various positive outcomes for students. Self-care (taking care of one's physical, mental, and emotional health) has become a mainstream concept. Self-care may be one way for students to increase wellness, particularly students enrolled in rigorous science courses. If self-care is facilitated or suggested by an instructor, it may lead to students' feelings that they are supported by the instructor. In the study discussed in this article, 45 students enrolled in a physiological psychology course (an upper-level online course) participated in a control group section or an experimental group section that included an integrated self-care blog and supporting communication. Across both groups, a sense of classroom community and professor-student rapport were related to a variety of positive perceptions about the course and instructor. Students in the self-care section rated the course more positively across several variables, but this rating only nearly reached significance for instructor warmth. The self-care blog was easy to implement and well received by students. Integrated discussions about self-care may help students connect with their instructor and can facilitate skills that will benefit students in future semesters.

The main aim of the study was to investigate different conceptions, challenges, and coping mechanisms with regards to administrative office management. To achieve this aim, the researcher selected three administrative officers within the Schools Division of City of Malolos, Bulacan during the school year 2019-2020. The study utilized a qualitative research design which aimed to describe the lived experiences of individuals in a certain phenomenon or human condition. Using transcriptions, codes, and triangulations of the data gathered, themes were extracted in the data analysis. Findings revealed that: (1) AOM was conceived as management of various documents for smooth transactions between teachers and school administrators, (2) AOM challenges were noted as encountering naughty teachers, unreturned office supplies, noisy location of the office facility and the office which is sometimes turned out to be a storage room, (3) As AOM coping mechanisms, the respondents keep their strict mood and maintain a happy atmosphere to obtain a less stressed and a peaceful workplace. Conclusions were drawn and recommendations were offered.

The purpose of this study was to determine if there is evidence of a normative structure for primary role advisors and, if so, whether views of those norms vary by personal and positional characteristics. We developed the Academic Advising Behaviors Inventory (AABI) and surveyed members of NACADA: The Global Community for Academic Advising. Using principal components factor analysis, we identified four inviolable norms that primary role advisors regard as requiring severe sanctions when crossed: Policy Violation, Disrespectful Interactions, Neglectful Supervision, and Confidentiality Breach. Regression analyses revealed some significant differences in the perception of these norms by gender identity, race, and supervision. We conclude by discussing implications for practice and future research.

A new study reveals four responses school leaders typically take toward conflict among students--but one rises above the rest for success. Research shows that community-driven responses to acts of intolerance can reenforce a school culture of inclusivity. Researchers John Rogers and Joseph Kahne present case studies from schools across the country that offer various views on what this strategy looks like in practice.

Previous research suggests that going unmatched in the competitive co-op job search process might have an emotional cost. This study examined the feasibility and efficacy of interventions for improving unmatched co-op students' emotional wellbeing. Participants (n = 74) were randomly assigned to one of three conditions: a positive psychology based writing task, a toolkit with materials and information about coping with stress, or a control condition. They completed a measure of emotional wellbeing before and after the intervention period (one week long). Controlling for pre-intervention emotional wellbeing, statistically significant gains in emotional wellbeing were reported only by those in the writing task condition. Administering positive interventions such as instructions to focus on "good things" may be particularly feasible and effective in the co-op context. Implications for co-op practitioners and future research are presented.

The study examined the relationship between activities of trade unions and management of tertiary institutions in a bid to provide empirical solution to the lingering industrial actions by the staff unions in various tertiary institutions in Nigeria. The population comprises all tertiary institutions in Ekiti State, Nigeria. Four hundred and fifty subjects consisted of 390 members of unions that were selected using proportionate sampling techniques and 60 top management staff of the selected institutions was selected purposively. Two self-designed instruments namely, "Trade Unions and management of Tertiary Institutions Questionnaire" (TUMTIQ) and "Management of Tertiary Institutions Questionnaire (MTIQ)" were used to collect relevant data from the subjects. The researchers and another expert in educational management and test and measurement did the face and content validity. In addition, the test-retest method of reliability was adopted with a reliability coefficient of 0.66 and 0.72 respectively. The data collected were analysed using descriptive and inferential statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed that there was a significant relationship between activities of trade unions and leadership style of management of tertiary institutions. The study also showed that there was a significant relationship between trade unions' dissatisfaction with conditions of service and management of tertiary institutions. Based on the findings of the study, it was recommended that management of tertiary institutions should adopt a leadership style that is all-inclusive through a participatory system of management. Government should also provide funding for management to enhance conditions of service in the form of a better pay package, in-service training, overseas trips and their welfare packages for staff.

Games technologies have been used within education and industry for many years to improve retention, engagement, and motivation. The present research explores the use of Mobile Learning (ML) and Massively Multiplayer Online game to strengthen the group perspective of teams, improve retention, and other health-related issues. Through using Pokémon Go as a baseline application, experimental research will be conducted to enable not just HE participants but also individuals from industry to engage in activities, challenges while looking at health (well being) and anxieties. Educators can harness this positive relationship by using collaborative or individual projects, to equipment the student's ability, through rewarding their progress with a variety of different types of intrinsic and extrinsic motivational techniques to enhance and empower there learning. There is significant evidence to show that the use of Mobile Learning (ML) in the classroom and industry through secondary and primary data that the use of technology is beneficial depending on the influences from the participants.

This study examined the link between institutional culture and the organizational effectiveness of some selected public universities. Hence, a cross-sectional survey study was preferred. Data were collected using OCAI and AOSECU. Universities were selected using stratified sampling technique while 600 subordinates and 160 supervisors were selected as participants in the study. The supervisors provided data on the organizational effectiveness variables while subordinates provided data on organizational leadership and organizational culture of the sampled universities. Data analysis was conducted using correlation and multiple regression for analyzing the relationship that exists between the variables. The analysis revealed that the dominant organizational culture and effectiveness that operate in public universities are hierarchy culture and academic oriented domain, respectively. Clan and hierarchy organizational culture types showed significant relationship with organizational effectiveness domains. Clan organizational type exhibits significant relationship with academic and morale domains of organizational effectiveness. Hierarchy culture, on the other hand, showed weak, negative but significant relationship with academic domain of organizational effectiveness. External adaptation domain of organizational effectiveness showed no relationship with all culture types. Accordingly, recommendations for future research are also suggested in the study.

This article presents the results of an inquiry into the advantages and disadvantages of regional Catholic school systems, executed by practitioners in the field of Catholic Education. The findings support the idea that the regional Catholic school system is a valuable strategy for providing Catholic education in areas where traditional parish-based schools are no longer viable and suggest that the six major school functions--management, educational programming, school community, Catholic identity, finances, and enrollment--are strengthened as a result of the regional Catholic school system approach. The findings indicate that implementation of the regional system will be most successful when it is supported by all the stakeholders, especially the clergy involved with the schools.

The research was designed to examine the effects of question setting using different conditions into 10 sets on the validity of structural equation modeling for factors affecting job morale. The data was collected from 690 personnel working in regional Statistical Offices around Thailand by using cluster random sampling. The tool used in collecting data was the questionnaire with 95 items and 5 levels of rating scale. The discrimination value was between 0.244 and 0.860 and the reliability: alpha was from 0.699 to 0.900. Data analysis was conducted by the use of descriptive statistics and structural equation modeling by Mplus 7.4 program. The findings showed that the structural equation modeling with question setting in 3 sets of sub-questionnaires, cooperated with item sampling without replacement and non-fixing core items, conformed to the empirical data the most and that overall relationship between the structural model parameter and the model parameter from the complete questionnaire was high in a positive way.

This study analyzes the implementation of schoolwide positive behavior interventions and supports (SWPBIS) for the staff of one middle school that implemented SWPBIS during a districtwide strike and school merger. The researchers developed a qualitative case study based on focus groups and interviews with the staff who remained at the school following the merger. Analysis focuses on the nuances of supporting a school implementing SWPBIS during a season of anxiety-producing events. Systems theory is used both to identify the possible benefits of implementing SWPBIS during challenging seasons and to describe nuances for coaching schools during the SWPBIS process. Results indicate that SWPBIS implementation may provide much-needed support for staff during times of anxiety. Additionally, the findings suggest that systems theory components should be considered to ensure more effective implementation to strengthen a school community during seasons of high stress.

As concerns about the skyrocketing costs of a college degree have converged with the increasing availability of open educational resources (OER), higher education administrators are asking faculty and curriculum designers to use OERs to design courses and programs. This case study explores the decision making process and outcomes of an online, for-profit university's attempt to build low-cost business degree programs using open educational resources. The paper concludes with a list of suggested criteria for evaluating open source content when designing similar programs.

Over years, the meaning of citizenship has changed. This change has occurred as a result of the 21st century the era of technology as well as changing social perception. Marshall [1] stated that citizenship as members of society and all of these have equal civil, political, social rights and duties. "Citizenship education defined as any conscious or overt effort to develop students' knowledge of government, law and politics as those have evolved through history and presently operate in our society" [2]. Social and moral responsibility is essential for effective citizenship education. Therefore, children should learn self-confidence and socially and morally responsible behavior both in and beyond the classroom, as well as both towards those in authority and among each other [3]. Another essential concept for effective citizenship education is volunteerism, the act or practice of doing volunteer work in community service. A volunteer is a person who does works without getting financial benefits. In addition, diversity is considered essential in citizenship education. Diversity is the acceptance, valorization and understanding of differences among people, such as age, class, ethnicity, race and sex [4]. The purpose of this research is, to investigate the participants' opinions on social and moral responsibilities, volunteerism and diversity. The study involves 28 participants of different nationalities which are namely Turks, North American, South Korean, Latin, Arabs, Chinese and Indian. The study adopts the qualitative research tradition. The data were collected through semi-structured interviews and analyzed via descriptive analysis. It is seen that the participants were willing to be part of voluntary work. The participants stated that diversity is information exchange, a natural phenomenon in the world and variety means wealth and the participants generally felt responsible for a problem in the community they lived in and feel responsible about governmental issues.