219,232 results on '"Risk management"'
Search Results
2. Evaluation of Parents' and Teachers' Views on Digital Parenting Skills
- Author
-
Çigdem Gedik and Gülsün Sahan
- Abstract
The digital world, emerging in the age of technology, presents both positive and negative aspects for every user. However, it is widely recognized that child users represent the most vulnerable group due to their ongoing cognitive and psychological development. This underscores the significance of parents acquiring digital parenting skills. This qualitative study assesses the perspectives of parents and teachers regarding digital parenting skills. Through semi-structured interview forms prepared by the researcher, interviews were conducted with 25 parents and 25 teachers whose children attend primary or secondary schools affiliated with the Ministry of National Education in the Central district of Bartin province. The data collected were analyzed using the content analysis method. The majority of both parents and teachers defined digital parenting as safeguarding children from the potential risks of the digital world. Protective measures included examples such as children not possessing their personal digital devices, imposing time limitations, parental monitoring of online activities, and open conversations with children about potential dangers. Fewer respondents acknowledged the digital world's capacity to enhance experiences and diversify learning. It was evident that parents and teachers had limited knowledge of digital parenting skills, with a notable emphasis on potential risks. The majority recognized their need for training and educational resources to enhance their capabilities. This study underscores the need for tailored training and media support designed to address adult learning needs, enabling them to serve as role models, navigate digital technologies effectively, establish connections with children, and facilitate effective communication.
- Published
- 2024
3. US Department of Education FY 2023 Agency Financial Report
- Author
-
Department of Education (ED), Office of Finance and Operations (OFO)
- Abstract
The purpose of the U.S. Department of Education's (Department's) fiscal year (FY) 2023 "Agency Financial Report" (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to advance the mission of the Department to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. As evidenced by the information contained in this AFR, the Department has demonstrated that it is a good steward of financial resources and has put in place well-controlled and well-managed business and financial management systems, processes, and practices. The AFR also provides high-level financial and performance highlights, assessments of controls, a summary of challenges, and a demonstration of the Department's stewardship. The AFR is divided into four sections. The Management's Discussion and Analysis section provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, management assurances regarding internal controls, and forward-looking information. The Financial Section provides a message from the chief financial officer, the Consolidated Balance Sheet and related notes, and the report from the independent auditors. The Other Information section provides the unaudited financial statements and related notes, required supplementary information, the Office of Inspector General's Management and Performance Challenges for FY 2024, a summary of financial statement audit and management assurances, "Payment Integrity Information Act" reporting details, civil monetary penalty adjustment for inflation, Climate Related Financial Risk, and the "Grants Oversight and New Efficiency Act of 2016" and grant closeout process reporting. The Appendices section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations.
- Published
- 2023
4. Managing for Results in America's Great City Schools 2023: Results from Fiscal Year 2021-22. A Report of the performance Measurement and Bench Marking Project
- Author
-
Council of the Great City Schools
- Abstract
In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of "key performance indicators" (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the "metric definitions" ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of "continuous improvement." The teams are instructed to focus on operational indicators that can be "benchmarked" and are "actionable," and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance & Operations; (10) Safety & Security; (11) Transportation; (12) Human Resources; and (13) Information Technology.
- Published
- 2023
5. AI Research Ethics Is in Its Infancy: The EU's AI Act Can Make It a Grown-Up
- Author
-
Anaïs Resseguier and Fabienne Ufert
- Abstract
As the artificial intelligence (AI) ethics field is currently working towards its operationalisation, ethics review as carried out by research ethics committees (RECs) constitutes a powerful, but so far underdeveloped, framework to make AI ethics effective in practice at the research level. This article contributes to the elaboration of research ethics frameworks for research projects developing and/or using AI. It highlights that these frameworks are still in their infancy and in need of a structure and criteria to ensure AI research projects advance in a way that respects norms and principles. This article proposes to draw from the European Union's AI Act currently in development to shape these frameworks. Although, in the current form of the draft (as of August 2023), the obligations of the AI Act do not apply to scientific research, it is most likely that they will still have a strong impact on AI research considering the need to anticipate market placement or to test new tools in real world conditions. This article investigates what the risk-based approach in the AI Act implies for research ethics and highlights some AI Act obligations of particular value to implement for ethics review processes.
- Published
- 2024
- Full Text
- View/download PDF
6. Feasibility and Acceptability of the Project Faith Influencing Transformation Intervention in Faith-Based Settings
- Author
-
Alexandria G. Bauer, Binoy Shah, Nia Johnson, Natasha Aduloju-Ajijola, Carole Bowe-Thompson, Kelsey Christensen, and Jannette Y. Berkley-Patton
- Abstract
African Americans (AAs) are disproportionately burdened with diabetes and prediabetes. Predominately AA churches may be optimal settings for reaching AAs at greatest diabetes risk, along with related morbidities and mortalities. The current study used the RE-AIM framework to qualitatively examine the feasibility, acceptability, and satisfaction with the Project Faith Influencing Transformation (FIT) intervention, a diabetes risk reduction intervention in AA churches. Participants were (N = 21) church and community members who also participated in the larger Project FIT intervention and were primarily female, with an average age of 60 years (SD = 11.1). Participants completed a brief survey and focus group discussion. Participants discussed intervention effectiveness in changing health behaviors and outcomes, with high rates of adoption, acceptability, and satisfaction across churches that conducted the intervention. Participants also discussed outreach to members of the broader community, the role of the pastor, and challenges to intervention implementation and maintenance-tailored strategies to improve intervention effectiveness are discussed. Given the significant diabetes disparities that exist for AAs, it is imperative to continue to investigate best practices for reaching communities served by churches with sustainable, relevant health programming. This study has the potential to inform more effective, tailored diabetes prevention interventions for high-risk AAs in faith-based settings.
- Published
- 2024
- Full Text
- View/download PDF
7. Generative AI and Marketing Education: What the Future Holds
- Author
-
Abhijit Guha, Dhruv Grewal, and Stephen Atlas
- Abstract
To understand why and how marketing educators can best use generative artificial intelligence (AI), such as ChatGPT, this article integrates a literature survey, interviews with both marketing educators and managers, and surveys of both marketing educators and students. In leveraging these inputs, the authors argue that generative AI can significantly shape and improve the future of marketing education. Specifically, by including ChatGPT in their lessons, marketing educators can both materially enhance learning experiences and better prepare students for future jobs with marketing firms that rely on ChatGPT in practice. Noting that ChatGPT has downsides, this research identifies several steps educators should take to minimize the risks. Finally, the authors propose an agenda for continued research into how marketing educators can and should use ChatGPT, with the explicit recognition that ChatGPT is evolving rapidly, so that, the research agenda will need to adapt as well.
- Published
- 2024
- Full Text
- View/download PDF
8. Teaching Case: Yours, Mine and Ours -- Risk Assignments, Management, and Tradeoffs on the Road to Driverless Vehicles
- Author
-
Witman, Paul D., Prior, Jim, and Mackelprang, Scott
- Abstract
This case study looks both backwards and forwards at real and potential incidents and risks created by the use of various levels of self-driving vehicles. The case provides background on autonomous vehicle technology, the legal and risk management frameworks involved, and a variety of scenarios for students to consider. The scenarios provide the foundation for discussion of autonomous vehicle introductions and operations, as well as considerations for how other new technologies may be launched.
- Published
- 2023
9. Teaching Case: Cybersecurity Assessment for a Manufacturing Company Using Risk Registers -- A Teaching Case
- Author
-
Marquardson, Jim and Asadi, Majid
- Abstract
This case asks information systems analysts to assess the cybersecurity posture of a manufacturing company. The exercise works well as a group activity in an information systems course that addresses cybersecurity controls. The case introduces guidance from the National Institute of Standards and Technology, and learners develop work products consistent with the standards. The narrative provides high-level summaries of relevant cybersecurity standards. The case is based on a real company and actual projects, but the company name and specific details have been fictionalized and made more abstract to make this case relevant even when specific technologies evolve. Through this experience, students will learn the importance of a defense-in-depth strategy for securing information systems.
- Published
- 2023
10. Student Loan Cancellation under the HEROES Act. CRS Report R47505, Version 2
- Author
-
Library of Congress, Congressional Research Service (CRS), Liu, Edward C., and Stiff, Sean M.
- Abstract
In August 2022, the U.S Department of Education (ED) announced it would invoke the Higher Education Relief Opportunities for Students Act of 2003 (HEROES Act) to cancel up to $20,000 of federal student loan debts for borrowers who fell below certain income thresholds. The HEROES Act authorizes the Secretary to "waive or modify" statutory or regulatory provisions applicable to federal student financial assistance programs under Title IV of the Higher Education Act (HEA) of 1965 to ensure that borrowers are not placed in a worse position financially in relation to their student loans as a result of a war, other military operation, or national emergency. Plaintiffs filed multiple lawsuits challenging the cancellation policy before any borrowers could obtain relief under it. Certain suits resulted in two federal court orders blocking implementation of the program. The Supreme Court agreed to review these two cases, "Biden v. Nebraska" and "Department of Education v. Brown," and heard oral argument in February 2023. The questions for which the Court granted certiorari generally can be divided into jurisdictional questions, that is, whether federal courts may hear the challenges to the cancellation policy, and merits questions, that is, assuming jurisdiction exists, whether the cancellation policy is lawful. This report begins by placing those important questions in their context, surveying affected federal student loan programs, past uses of HEROES Act authority, and congressional debates concerning student loan cancellation. The report then describes the cancellation policy itself and traces the history of Nebraska and Brown in the lower courts. This report next assesses the parties' key legal arguments about standing, statutory authority for the policy, and whether the Secretary adopted the policy in a procedurally valid manner. Finally, this report concludes with a discussion of potential implications of decisions in Nebraska and Brown for the cancellation policy, for the Secretary's HEROES Act authority, and for legal doctrines that are not confined to the federal student loan context.
- Published
- 2023
11. Psychosocial Factors and Low-Risk Behaviour in ICT Use among Adolescents
- Author
-
Malo-Cerrato, Sara, Martín-Perpiñá, Maria-de-las-Mercedes, and Cornella-Font, Maria-Gracia
- Abstract
Many current investigations have analysed adolescents' risky ICT behaviours (such as excessive or addictive use), but few have explored the characteristics of low-risk behaviour in this regard. This study aimed to explore the psychosocial profile of a sample of 593 Spanish adolescents aged 13 to 18 who have been categorized as low-risk ICT users. To this end, the low-risk ICT use group was calculated using the "multitasking while doing homework index" and a set of items on risky ICT behaviour. Chi-squared and t-tests were performed and a forward stepwise binary logistic regression was carried out to determine the explanatory variables for low-risk ICT use. The results showed that some 7.1% were classified as low-risk ICT users, with a higher percentage of girls. These users' profile was characterised by: lower digital self-efficacy with social networking applications; less generalized ICT use and a less dependent attitude; less extroversion and more agreeableness and conscientiousness; higher academic self-concept; having rules for ICT use at home; and less insecure and anxious attachment to parental figures. The variables that predicted the likelihood of low-risk ICT behaviour were: high academic self-concept; low perceived separation anxiety from loved ones; and high agreeableness scores. These results are useful for proposing psycho-socio-educational interventions to promote healthy ICT use.
- Published
- 2023
12. Risk Management Maturity Enhancement in Healthcare through the Application of Quality Management Principles
- Author
-
Veronika Bucke, Darius Ružele, Juozas Ruževicius, and Raimondas Buckus
- Abstract
The importance of adequate risk management is growing, whereas quality management unifies all managerial processes to direct and manage activities toward the achievement of organisational goals. The goal of this study is to validate the relevance of the link between the application of quality management principles and risk management maturity. This paper constitutes a critical literature review and an analysis of the latest scientific articles, published in international databases, and other scientific sources over a period of 15 years. In summary, organisation can attain a higher level of risk management maturity through the synergistic application of all seven quality management principles. The findings practically are beneficial for all types of organisations that seek to successfully implement risk management processes.
- Published
- 2024
- Full Text
- View/download PDF
13. Nature Connection in Young People with Intellectual and/or Developmental Impairments
- Author
-
Angela Helen Burgess
- Abstract
The world faces an imminent environmental crisis, highlighting the role of effective Environmental Education (EE) in cultivating an environmentally literate society capable of making informed decisions regarding individual and collective environmental actions. A primary goal of EE is the promotion of pro-environmental behaviour, a complex outcome to assess. Research has established that nature connectedness serves as a crucial predictor of pro-environmental behaviour. However, most EE research has focused on nature connection outcomes for typically developing people, leaving significant gaps in our understanding of diverse ways of knowing and being. This study aims to bridge this gap by exploring how young people with intellectual and/or developmental impairments experience nature connectedness during a nature-emersed environmental education experiences that is integrated into their curriculum. Employing a phenomenological case study approach, this research centers the voices of people with intellectual and/or developmental impairments. Four participants with varying intellectual and/or developmental impairments engaged in the study, utilizing data collection methods including photovoice interviews, biophilia interviews, observations, and journaling. Phenomenological psychological analysis was employed to determine the essential structures of nature connection. It was found that nature connectedness includes elements of self-discovery, personal growth and the expression of values and beliefs, and that nature connectedness is a human-nature relationship that both empowers and validates. Through sequential enthymeme analysis of narratives and thematic analysis, four themes were described that describe the ways in which the participants in this case study connected with nature. Those themes include: Aesthetic experiences of nature; Knowledge of nature and self; Risk taking, recognition and management; Social bond building, skills and isolation. The findings of this study corroborate many conclusions drawn from studies investigating nature connectedness in typically developing people, such as the interplay between social, personal, and values and beliefs aspects of personal development and nature connection. The work has implications for methodological approaches to understanding the lived-experiences of people with intellectual and/or developmental impairments, and for the design and implementation of nature-emersed education experiences for all members of society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
14. Smart Supply Chain Management in Business Education: Reflection on the Pandemics
- Author
-
Tianqin Shi, Seung Jun Lee, and Qingying Li
- Abstract
Smart supply chain management (SSCM) has recently attracted significant attention from both industry and academia, particularly in light of the COVID pandemic. This article reviews current literature on information and integration, process automation, advanced analytics, and related business curriculum in SSCM. Our survey results demonstrate a concerning lack of adoption of SSCM in business curriculum and reveal several major challenges faced by educators when teaching SSCM, including a scarcity of available teaching resources, a need for cross-disciplinary knowledge, and a lack of industry experience among students. These findings lead to our exploration of SSCM application in various supply chain and operations functions (e.g., product design, sourcing and procurement, production, quality management, warehouse management and distribution, delivery, and supply chain risk management) during the COVID-19 pandemic. Drawing on our analysis, we conclude by offering several recommendations for promoting SSCM in business education.
- Published
- 2024
- Full Text
- View/download PDF
15. Workplace Health Promotion Programs Targeting Smoking, Nutrition, Physical Activity, and Obesity in Men: A Systematic Review and Meta-Analysis of Randomized Controlled Trials
- Author
-
Aaron Bezzina, Erin D. Clarke, Lee Ashton, Trent Watson, and Carole L. James
- Abstract
The workplace has been highlighted as a potential setting to deliver health promotion programs to target modifiable health behaviors that contribute to chronic disease. This review evaluated the effectiveness of interventions implemented within the workplace that targeted either smoking, nutrition, alcohol, physical activity, and/or overweight and obesity in men. A review protocol was prospectively registered through PROSPERO (CRD42021293398). Five electronic bibliographic databases were searched for randomized controlled trials conducted in the workplace assessing chronic disease risk factors in men from January 2010 to August 2021. Eleven studies were included, reporting on overweight and obesity n = 8, physical activity n = 7, nutrition n = 4, alcohol n = 3, smoking n = 3, with eight studies assessing multiple outcomes. Results were mixed. Narrative synthesis highlighted studies reporting improvements to snacking frequency, sugar sweetened beverage consumption, and physical activity (METs and Vo2 max). Meta-analysis highlighted pooled mean decrease in body weight of -0.28 kg up to 3 months; -1.38 kg for >3 months, and pooled mean decrease in body mass index 0.06 kg/m2 up to 3 months; -0.27 kg/m2 for >3 months. Despite the encouraging direction of the relationship, results were not statistically significant (p > 0.05). Findings underscore the potential of workplace health promotion programs targeting certain chronic disease risk factors in men; however, future research should consider long-term study designs to assess the efficacy of workplace health programs as a solution to the growing burden of global disease.
- Published
- 2024
- Full Text
- View/download PDF
16. Critical Analysis of the Technological Affordances, Challenges and Future Directions of Generative AI in Education: A Systematic Review
- Author
-
Nan Wang, Xiao Wang, and Yu-Sheng Su
- Abstract
Generative artificial intelligence has been regarded as a transformative tool. While responsible and ethical applications could bring opportunities to education, their misuse could pose demanding challenges. It is necessary to clarify the technological affordances and challenges in a normative way to lay the foundation for future development. This study addressed the dearth of literature by performing a systematic review, aiming to (1) explore the utility and availability from the technological affordances perspective; (2) summarize the current challenges in risks prevention; and (3) propose possible directions for future research and practice. A total of 27 academic articles published in core journals between 2020 and 2023 were analyzed, and the inductive grounded approach was used to categorize the coding schemes. The findings revealed four technological affordances: accessibility, personalization, automation, and interactivity; and five challenges: academic integrity risk, response errors and bias, over-dependence risk, the widening digital divide, and privacy and security. We propose future directions, encourage educational organizations to formulate guidelines for the ethical use of AI in education, call on educators to embrace future trends in AI education instead of shunning its use, and guide students to treat it as a thought aid and reference, rather than relying on it entirely.
- Published
- 2024
- Full Text
- View/download PDF
17. Connections between the Racial/Ethnic Make-Up of the Student Body and School Safety Personnel Use
- Author
-
Andrea N. Montes, Sarah Lindstrom Johnson, Angelica Lopez, Brooke Johnson, Alexis Klemm, Kay S. Varela, and Anthony Peguero
- Abstract
Few studies empirically compare the approaches law enforcement officers (LEOs) and school mental health professionals (SMHPs) use to keep schools safe. Such comparisons are important for improving safety and student wellbeing. A focus on the experiences of racial/ethnic minority students is especially important given evidence that school safety approaches have harmed this group. In this study, we compare how LEOs and SMHPs report prioritizing their duties and how this prioritization varies in schools with a predominantly Latino/a/x or Native American population or diverse population versus a predominantly White population. To these ends, we pair school-level data with survey data from LEOs and SMHPs. Both LEOs and SMHPs prioritize and focus on reducing the risk of violence and building strong relationships. We also find that school demographic context plays a role in how some, but not all, school safety activities are prioritized. Implications for scholarship and policy are discussed.
- Published
- 2024
- Full Text
- View/download PDF
18. Adapting Suicide Safety Plans for Youth with Intellectual and Developmental Disabilities
- Author
-
Daniel Q. Earixson, Karen C. Hall, Marisa E. Marraccini, and Casey D. Calhoun
- Abstract
Introduction: Although risk for suicide appears elevated in individuals with intellectual and developmental disorders (I/DD), few interventions or tools addressing suicide prevention have been adapted for this population. Among evidence-based interventions for preventing suicide, safety planning interventions are an effective and commonly employed intervention for reducing suicide-related risk. Methods: By drawing on Special Education praxis for supporting the learning needs of individuals with I/DD, we provide recommendations for adapting suicide safety planning interventions for youth with I/DD. Results: Specific visual, content, teaching, and communication components of the safety plan intervention can be adapted to better meet the needs of youth with I/DD. Discussion: Although future research is needed to evaluate these recommendations, these modifications may support clinicians serving youth with I/DD and suicide-related risk.
- Published
- 2024
- Full Text
- View/download PDF
19. Assessing the Learning Outcomes of a Role-Playing Simulation in International Environmental Politics
- Author
-
Ken Conca, Abby Ostovar, and Ratia Tekenet
- Abstract
This paper pilots a method of testing the learning effects of a role-playing simulation of negotiations over the Nile basin. Players negotiate how to apply general principles from international law, such as sharing water equitably and avoiding significant harm, to specific circumstances of the river basin. Students are presented with a set of factual statements about the basin and surveyed before and after play as to which facts will be (were) most important in negotiations. Surveys of 75 participating graduate students show interesting patterns: (1) a shift from emphasis on managing risks to exploiting cooperative opportunities; (2) change in the value orientation of the statements students consider most important, with development-oriented values increasing and environment-oriented values decreasing; and (3) change in the dimensions of power students consider most salient, including an increased appreciation for the institutional and knowledge-related elements of power and a de-emphasis on the structural aspects of power. Before-and-after surveying offers an alternative to the more common methods of learning assessment, based on knowledge acquisition or student satisfaction, while discussion of the survey results with students allows for a richer, more reflective learning experience.
- Published
- 2024
- Full Text
- View/download PDF
20. Assessing Student Affairs Practitioners' Knowledge, Opinion, and Actions around College Student Suicide
- Author
-
Katherine M. Bender and Kendel M. E. Jester
- Abstract
Since 2010, suicidal ideation and suicide attempts among college students have increased. Student affairs (SA) practitioners may not have received sufficient training to handle issues regarding student suicidality. Results of a survey of SA professionals across the United States assessing their knowledge, opinions, and actions taken around student suicide indicate that formalized training is needed for suicidal warning signs and action plans for suicidal students.
- Published
- 2024
- Full Text
- View/download PDF
21. Organisational Characteristics as Antecedents of Enterprise Security Risk Management Adoption in Kenya's Accredited Universities
- Author
-
Levis Omusugu Amuya and Peterson Mwai Kariuki
- Abstract
Academic institutions today are experiencing a legion of security risks that are increasingly impeding their mission of producing high-quality graduates, guarding reason and educational integrity, and ultimately advancing human civilisation. The Enterprise Security Risk Management (ESRM) model represents a potential solution to the dynamic threats that accredited universities face today. However, ESRM adoption is largely absent, slow, and inconsistent in Kenya's accredited universities. Only a few attempts have been made to understand what drives security risk management adoption in these universities. Based on seven in-depth interviews with Chief Security Officers across larger accredited universities in Kenya and utilising an overarching innovation adoption model, we examine the organisational predictors of ESRM adoption in these universities. Within the limitations of this study, the data collected highlight the fundamental role of university executive commitment, security governance, and security risk management training in enhancing the diffusion of ESRM systems in universities. We have discussed managerial implications and suggested future research directions.
- Published
- 2024
- Full Text
- View/download PDF
22. Issues around Violence in Schools. Advances in Learning and Behavioral Disabilities. Volume 33
- Author
-
Lauren W. Collins, Timothy J. Landrum, Bryan G. Cook, Lauren W. Collins, Timothy J. Landrum, and Bryan G. Cook
- Abstract
It is challenging to understand the complexity and multiple causes of school violence. Given the apparent rise in many forms of violence in schools, and the dire consequences to those impacted by violence, it is vital to better support children and youth in both preventing violence and responding appropriately. "Issues Around Violence in Schools" explores a number of topics related to violence that occurs in schools or with school-aged children and youth. Authors address the nature and extent of violence in schools -- including mass shootings but also other forms of violence -- and the relationships and intersections among mental health, special education, and school violence in general. They consider positive approaches to mental health, behavior, and overall climate in schools, analysing both disciplinary practices and interventions and supports and their relationship to school violence. Key insights are presented regarding bullying, positive approaches to behavioral and social/emotional concerns, and the promise of threat assessment for mitigating violence and connecting students to needed supports. This volume provides an overview of key areas of promise for improved research and practice, such that schools are better positioned to mitigate violence, and to respond in positive, supportive ways to those who may be impacted by violence.
- Published
- 2023
23. US Department of Education FY 2022 Agency Financial Report
- Author
-
Department of Education (ED), Office of Finance and Operations (OFO)
- Abstract
The purpose of the U.S. Department of Education's (Department's) fiscal year (FY) 2022 "Agency Financial Report" (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to advance the mission of the Department to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. As evidenced by the information contained in this AFR, the Department has demonstrated that it is a good steward of financial resources and has put in place well-controlled and well-managed business and financial management systems, processes, and practices. The AFR is divided into four sections. The Management's Discussion and Analysis section provides provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, management assurances regarding internal controls, and forward-looking information. The Financial Section provides provides a message from the chief financial officer, the financial statements and notes, required supplementary information, and the report from the independent auditors. The Other Information section provides the Office of Inspector General's Management and Performance Challenges for FY 2023, a summary of financial statement audit and management assurances, "Payment Integrity Information Act" reporting details, civil monetary penalty adjustment for inflation, "Grants Oversight and New Efficiency Act of 2016" and grant closeout process reporting, and the FY 2021 Climate Adaptation Plan. Finally, the Appendices section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations. [For the 2021 Agency Financial Report, see ED617854. For "U.S. Department of Education FY 2022 Annual Performance Report and FY 2024 Annual Performance Plan," see ED627577.]
- Published
- 2023
24. Outdoor Education Fatalities in Canada: A Comparative Case Study
- Author
-
Jackson, Jeff, Priest, Simon, and Ritchie, Stephan
- Abstract
The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.
- Published
- 2023
25. Implementation of School Disaster Risk Reduction in Coastal Schools: Basis for a Plan of Action
- Author
-
Cresencio, Marion and Yabut, Eduardo
- Abstract
School Disaster Risk Reduction Management (SDRRM) plays a crucial role in ensuring that learners, teachers and other school personnel are safe on the school premises. This study evaluated how well coastal schools in Cluster VII of the Division of Pampanga, Philippines had implemented a school disaster risk reduction management system. This study used the descriptive research method. Respondents to the study were seventy-four (74) public school teachers during the school year 2020-2021. In this research, the following findings were obtained: The respondents assessed safe learning facilities, school disaster management, risk reduction and resilience education and coastal school safety procedures. However, among these categories "coastal school safety procedures" got the lowest overall mean score. Additional findings showed that there is no discernible variation in the degree of SDRRM implementation across the respondent schools. This means that these schools have uniformity in implementing school disaster risk reduction management. It is recommended that schools maintain uniformity in the implementation of DRR policies.
- Published
- 2023
26. Exploring Filipino Kindergartens' Perspective on Disasters: A Descriptive Case Study
- Author
-
Legaspino, Liza Cordero and Varela, Leonora Parungao
- Abstract
Disasters continue to have adverse effects around the globe leaving many lives susceptible to hazards and fatalities most especially children. The Philippines, known to be one of the most disaster-prone countries in the world, experiences earthquakes, typhoons, and flooding yearly. For the reason of the country's vulnerability to disasters, it is expected that both adults and children can demonstrate preparedness to such disasters. Hence, in order to improve the disaster preparedness of kindergarten pupils, we must begin looking at their perspectives before conceptualizing kindergarten lessons about disasters. This study focused on Filipino Kindergarten's perspectives on disasters. This study sought to; (1) describe children's perspectives on disasters; and (2) determine significant concepts that can be used for School Disaster Risk Reduction Management specifically for kindergarten. The cases were kindergarten pupils from different public schools residing in Metro Manila. There were nine (9) cases, three Kindergartens per specific type of disaster experienced, whether earthquake, flooding, or typhoon. Based on the findings of the study, children have perspectives to which their capacity to express their knowledge, feelings, plans, actions on disasters are manifested. Children also have the competence to think of other's welfare in the event of disasters and are interested to learn more about disasters as they have suggested ways in which they can enjoy learning about Disaster Risk Reduction (DRR).
- Published
- 2023
27. Capacity Building for Organizational Resilience: Integrating Standards on Risk, Disruption and Continuity in the Curriculum
- Author
-
Greenwood, Lisa L., Hess, Dawn, Abraham, Yewande, and Schneider, Jennifer
- Abstract
Disruption is an inevitable factor in business and society, while inability to mitigate and manage risk can cause irreparable damage to business, the economy, and our ways of life. The COVID-19 pandemic has heightened interest in standards-based strategies for risk management and crisis preparedness to enhance organizational and societal resilience. University curricula that integrate national and international standards offer students a rich skill-set for effective performance in their careers. Moving forward, we must cultivate capable professionals who understand the challenges and risks facing society, and who grasp standards and systems for strategic planning, response, and recovery to promote organizational resilience and sustainable development. This paper focuses on the effectiveness of integrating risk management and continuity standards into university curricula, based on implementation at a large private university and regional community college in the Northeastern United States. We propose and evaluate a modular approach to introduce students to specific national and international standards, and teach them to identify and apply relevant standards based on the locally driven, whole community nature of disaster preparedness, response, and recovery. Education using standards-based curriculum and the competencies that result will be key to readiness for tomorrow's graduates.
- Published
- 2023
28. A Strategic Institutional Response to Microcredentials: Key Questions for Educational Leaders
- Author
-
Brown, Mark, Mcgreal, Rory, and Peters, Mitchell
- Abstract
This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies.
- Published
- 2023
29. An Exploratory Sequential Mixed-Methods Approach to Understanding Students' Entrepreneurial Self-Efficacy
- Author
-
Setiawan, Ananda
- Abstract
The aim of this study was to analyze the entrepreneurial self-efficcy (ESE) of teacher training students at ULM. This study uses an exploratory sequential mixed-methods approach (ESMMA) to an understanding of the entrepreneurial self-efficacy of economics education students of Universitas LambungMangkurat (ULM), Indonesia to find ways to become successful entrepreneurs. ESMMA analysis uses two research phases, namely the first stage is qualitative analysis with techniques namely data collection, display and conclusion). In the second phase, quantitative analysis was carried out using techniques namely quantitative data collection and data analysis. Data were obtained through developing entrepreneurial self-efficacy research questions: How can entrepreneurs manage stress during work?; Do entrepreneurs have original ideas in developing products?; Does the entrepreneur have a good relationship with anyone?; How do entrepreneurs analyse market opportunities, recruit employees, and be innovative to achieve success?. The results show that students have different personalities so that each decision for entrepreneurship is made in different ways. The analysis found that students need to develop risk management and uncertainty management skills, innovation management and product development skills, and interpersonal and network management to succeed in business competition.
- Published
- 2023
30. Federal Student Aid: Strategic Plan Fiscal Year 2023-2027
- Author
-
Federal Student Aid (ED)
- Abstract
The Federal Student Aid (FSA)'s Five-Year Strategic Plan for Fiscal Years 2023-27 presents tangible goals and objectives to help ensure that Americans can have broad access to higher education, without regard to any perceived limitations of socioeconomic status. The plan incorporates the Next Gen FSA initiative, which is designed to deliver intuitive, self-service tools for students, parents, and borrowers. The overall goals include modernizing FSA's technology, processes, and operations to improve people's experiences and outcomes by working with student aid partners, including postsecondary institutions. Looking beyond the COVID-19 period and its effects, the goals outlined in this plan provide a roadmap for how FSA will successfully operate, respond to change, and execute their mission moving forward. The plan comprises five strategic goals: (1) Improve Customer Service and Outcomes for Students and Borrowers; (2) Advance Equity and Access to Student Financial Assistance; (3) Strengthen Engagement and Accountability for Educational and Financial Institutions; (4) Increase Workforce and Workplace Capabilities; and (5) Boost Operational Efficiency. [For the 2020-2024 report, see ED616143.]
- Published
- 2023
31. Synthesizing Knowledge on Equity and Equity-Based School Safety Strategies
- Author
-
National Institute of Justice (NIJ) (DOJ), Espelage, Dorothy L., Woolweaver, Ashley B., and Robinson, Luz E.
- Abstract
This publication provides an overview of the literature on school safety in the United States, with a focus on equity. Using the framework developed by the National Institute of Justice (NIJ), this publication situates a comprehensive school safety approach as a balance of three key elements: physical safety, school climate, and student behavior, with an emphasis on equity and the inclusion of knowledge gained from projects funded by the NIJ Comprehensive School Safety Initiative. The recent effects of the COVID-19 pandemic and the national outcry to address systemic racism have highlighted the continuing inequities that make schools unsafe for marginalized students. Systems must consider the experiences of these students and be intentional about implementing policies that balance the elements of a comprehensive school safety framework while also explicitly considering equity. For the purposes of this discussion, equity in school safety is defined as a system that not only considers but respects the varied and intersectional individual identities that students possess to ensure that they do not hinder their ability to feel safe at school and receive a fair education. The scope of this discussion will focus on the need for equity specifically relating to racial and ethnic identities.
- Published
- 2023
32. Using Non-Parametric Kruskal-Wallis H Test for Assessing Mean Differences in the Opinion of Environmental Sustainability
- Author
-
Ahmed, Inzamamul and Jena, Ananta Kumar
- Abstract
A workshop in environmental sustainability was organized to develop the skills and competencies in mitigating climate change, adapting climate risk management, managing waste, adapting sustainable human settlements and using sustainable transport, and developing skills of reducing CO2 emissions, and conserving energy and ecosystem, & educating people. The study aimed to compare current opinion of participants in environmental sustainability. After a short notification in the print medias and websites; students, teachers, and local people expressed their interested and joined in an environmental sustainability workshop organized in the Department of Education, Assam University, Silchar, India. Non-parametric Kruskal-Wallis H test used to assess the mean differences in the opinion of the participants in environmental sustainability. It resulted that the participants who were actively participated have no differences in their opinion in skills and competencies in mitigating climate change, adapting climate risk management, managing waste, adapting sustainable human settlements and using sustainable transport, and developing skills of reducing CO2 emissions, and conserving energy and ecosystem, & educating people.
- Published
- 2023
33. Advanced Financial Management Competencies of Graduate School Students in Business Administration: A Case Study
- Author
-
David Cababaro Bueno and Amalia G. Dela Cruz
- Abstract
This research study explored the advanced financial management competencies of graduate school students in business administration, specifically focusing on investment evaluation and analysis, risk management and hedging, and financial statement analysis and performance evaluation. The study aimed to understand how these competencies contribute to informed investment decision-making and the financial success of organizations. The research utilized a case study approach to examine the students' mastery of these themes and their application in practical situations. The study found that hands-on learning, technology utilization, and continuous learning were essential components in developing advanced financial management skills. However, the research also identified gaps in the understanding of ethical considerations in financial decision-making, as well as the impact of technological advancements and the effectiveness of educational approaches. The study concludes by highlighting the need for future research to address these gaps and enhance our understanding of these critical themes in finance.
- Published
- 2023
34. Application of a Poster and Slogan Campaign to Prevent Smoking, in Conjunction with a Health Education Program
- Author
-
Chirasatienpon, Tharisara
- Abstract
Adolescent smoking is dangerous. This study examined the self-assessment of risk factors to expose student teachers to smoking, compared the scores of health belief model structures in experimental and control groups, and summarized the poster and slogan campaign to prevent smoking. The experimental and control groups (n=30 each) were selected using eligibility criteria and simple random sampling. Three-part questionnaires were used to collect information that was analyzed based on mean, minimum, maximum, percentage, and paired sample t-test data. The key findings were: 1) student teachers in the experimental and control groups had smoked 1-2 cigarettes in the past (20% and 6.67%, respectively). In addition, for both the groups, cigarettes were readily available at convenience stores in residential areas (63.34% and 83.34%, respectively), their fathers smoked (16.67% and 20%, respectively), and their peers persuaded them to smoke (16.67 % and 23.30 %, respectively); 2) the health belief model demonstrated that both the experimental and control groups at 8 weeks had comparable pre-post findings for susceptibility (p=0.000 and p=0.049, respectively), perceived severity (p=0.000 and p=0.063, respectively), perceived benefits (p=0.000 and p=0.065, respectively), perceived barriers (p=0.000 and p=0.703, respectively), and cure to action (p=0.000 and p=0.070, respectively); and 3) The main study "Online Health Education Program to Prevent Tobacco Use for Student Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and Outcomes" worked on anti-smoking posters and slogans. The 8-week education program with events could enhance experimental group health beliefs. Thus, student teacher smoking prevention efforts should incorporate posters and slogans.
- Published
- 2023
35. Service Learning on Disaster Readiness and Risk Reduction Information: Perspectives from Students and Community Members
- Author
-
Jhoanne C. Orillo and Maricar S. Prudente
- Abstract
The study explored the conduct of a service learning (SL) activity by senior high school students (N=110) in disseminating information about Disaster Readiness and Risk Reduction (DRRR) to community participants (N=139). Senior high school students from a public sector senior high school in the Philippines conducted a community service learning activity. Before conducting the service learning activity, students determined the familiar disasters that the community participants commonly experienced and then developed the DRRR brochure. Students compiled their DRRR learning into a brochure and used it to discuss disaster mitigation with the community. Researchers used standardised tests and survey forms to determine the participants' pre and post-knowledge, skills and attitudes toward disasters. Quantitative results showed that both the student and community participants perceived that the service learning activity had allowed them to gain more knowledge on disaster mitigation with an overall Disaster Related Knowledge Questionnaire (DRKQ) of p<0.05. Likewise, Civic Action and Skills Questionnaire (CASQ) revealed that the activity helped the students to improve their communication and social skills and the community participants' leadership skills at p<0.05. The qualitative data showed that both the students and the community participants better understood the DRRR concepts and perceived that the service learning activity had benefited and taught them disaster mitigation.
- Published
- 2023
36. Proceedings of International Conference on Academic Studies in Technology and Education (ICASTE2023) (Antalya, Turkey, November 16-19, 2023)
- Author
-
International Society for Research in Education and Science (ISRES), Samantha M. Curle, and Mustafa Tevfik Hebebci
- Abstract
The International Conference on Academic Studies in Technology and Education (ICASTE) is set to take place at Amara Premier Palace Hotel in Antalya, Turkey, from November 16-19, 2023. Organized by the International Society for Research in Education and Science (ISRES) and the International Society for Academic Research in Science, Technology, and Education (ARSTE), the conference promises a diverse range of topics in the realm of education and technology. Highlighted presentations include discussions on the role of AI assistants and chatbots in higher education, the application of gamification to enhance student engagement and learning outcomes, and a systematic review of literature on the teaching of Nature of Science (NOS) based on the Family Resemblance Approach. Other notable topics cover issues such as teachers' organizational alienation and emotional labor, upskilling higher education engineering teachers for online creativity teaching, challenges in forming artistic-aesthetic culture in the virtual environment era, and the ethical considerations in education within the digital age. Further presentations delve into global concerns within sustainable development in science education, the significance of family as a fundamental principle in sustainable development, and the development of a smart wheelchair for the autonomous movement of disabled individuals. The conference also explores emerging trends in international teaching partnerships, the use of virtual laboratories in science education, and the integration of robotics and automation to enhance warehouse efficiency among logistics operators. Additionally, there are discussions on sanogenic reflection for emotional well-being, small group conversation structures in science education, risk management as part of sustainable technological and industrial development, features of adolescent reflection with different character accentuations, and the implementation of the ADDIE model for material design in English language teaching. Moreover, the importance of creative drama in science education, innovative practices for environmental awareness and action in sustainability education, and the incorporation of artificial intelligence in STEM education are covered. The conference concludes with presentations on English conversational learning in a first middle school-based boarding school, the reflective and intuitive aspects in design, and the support of pre-service ESOL teachers' critical language awareness through dialectical variation. The event promises a comprehensive exploration of current issues and innovations at the intersection of technology and education. [This conference was organized by the International Society for Academic Research in Science, Technology, and Education (ARSTE).]
- Published
- 2023
37. A Is for Apple, B Is for Bulletproof: The Racialized Fortification of Schools
- Author
-
Sarah L. Woulfin and James Sadler
- Abstract
From Colorado and Connecticut to Florida and Texas, school shootings have struck the U.S. education system. In response, there has been a proliferation of policies, programs, and practices to make schools safer. We term this phenomenon the fortification of schools. Fortification entails prioritizing and instituting various structures, resources, and routines that militarize schools; defines "safety" as a function of the school building; and positions educators as responders to gun violence. Thus, fortification asks educational administrators, teachers, and staff to work in new ways. To expose and better understand the policies, resources, and practices associated with fortification, we apply theories of structuration and racialized organizations. In so doing, we illuminate how fortification is continually shaped by systemic racism. Our discussion of fortification explains racialized dimensions of school safety policy implementation, operationalizes facets of structure-agency theory, and provides recommendations for practitioners and scholars concerned with responses to school shootings.
- Published
- 2023
38. A Study on Child-Family Relationship in the Use of Digital Media Products
- Author
-
Arikli, Güven
- Abstract
Real-life threats are at the root of all possible threats to be encountered on the Internet. All risk headings for the Internet are situations that can be encountered in real life. Therefore, we should pay attention to the risks of the virtual world by learning to use the internet consciously, safely and effectively, and by teaching our children this, just as we make efforts to protect our children from all these dangers in real life. In this research, the role of the family in children's use of digital media, the risks and solutions according to age groups, and the effect on the development of the child are discussed.
- Published
- 2023
39. Citizens' Reflections on an Open, Distance Intergenerational Program for Online Risk Prevention
- Author
-
Norma Torres-Hernández, María-Jesús Gallego-Arrufat, and María del Mar García-Ruiz
- Abstract
Online risks are a concern for citizens in the digital society. Many sectors of the population lack training to face, prevent and solve problematic situations arising from Internet use. University researchers and innovation agents in small towns in southern Spain are carrying out an educational programme of 13 intergenerational workshops to strengthen digital competence and citizenship involving 239 participants. The main objective of this article is to describe and interpret shared reflections on various problematic situations related to the use of the Internet and technology. A content analysis of 864 reflections and experiences contained in seven dimensions and 31 categories is carried out. The results show that the participating citizens are characterised by a high awareness of online risks, they tend to seek help and concrete solutions on issues related to data security, excessive use of mobile phones and online scams and frauds. We propose the need for training to develop a fully digital, responsible and tech-savvy citizenship and an integrated digital model of education focused on protecting the well-being and online rights of citizens.
- Published
- 2023
- Full Text
- View/download PDF
40. Contributions to School-Related Risk and Protective Factors, Five Years after a Municipal Youth and Family Master Plan
- Author
-
David B. Tataw
- Abstract
This study assesses the impact of five years of community level activities in the Pomona Youth and Family Master Plan (PYFMP) on four school-related risk and protective factors including academic failure, low school commitment, school opportunities for prosocial involvement, and school rewards for prosocial involvement. The intervention and assessment were guided by an integrated conceptual framework which combined social cognitive theory and the risk and protective factors approach. The study conducted same and independent group comparisons of school-related risk and protective factors in 2005-06 (N = 3,967), and 2009-10 (N = 2,693). Two-proportion z-tests were performed at an alpha of 0.05 in four methods of comparative analysis including the following: same students, inter-grade change, same grade, and overall 2005-06 to 2009-10 comparisons. Trends for both school opportunities for prosocial involvement and academic failure were positive on all methods of analysis. Results for school rewards for prosocial involvement and low school commitment showed both negative and positive trends. There is a likelihood the interventions contributed to observed variations between baseline and follow-up because parents, teachers, and students were participants in community intervention activities; there were no other major community initiatives; and there is a convergence of data patterns across methods of comparative analysis and assessed factors. Specific recommendations are provided for community intervention program implementers in Pomona and other poorly resourced communities.
- Published
- 2023
41. IoT Security Risk Management: A Framework and Teaching Approach
- Author
-
Abasi-amefon O. Affia, Alexander Nolte, and Raimundas Matulevicius
- Abstract
While Internet of Things (IoT) devices have increased in popularity and usage, their users have become more susceptible to cyber-attacks, thus emphasizing the need to manage the resulting security risks. However, existing works reveal research gaps in IoT security risk management frameworks where the IoT architecture -- building blocks of the system -- are not adequately considered for analysis. Also, security risk management includes complex tasks requiring appropriate training and teaching methods to be applied effectively. To address these points, we first proposed a security risk management framework that captures the IoT architecture perspective as an input to further security risk management activities. We then proposed a hackathon learning model as a practical approach to teach hackathon participants to apply the IoT security risk management framework. To evaluate the benefits of the framework and the hackathon learning model, we conducted an action research study that integrated the hackathon learning model into a cybersecurity course, where students learn how to apply the framework. Our findings show that the IoT-SRM framework was beneficial in guiding students towards IoT security risk management and producing repeatable outcomes. Additionally, the study demonstrated the applicability of the hackathon model and its interventions in supporting the learning of IoT security risk management and applying the proposed framework to real-world scenarios. [Note: The page range (555-588) shown on the PDF is incorrect. The correct page range is 555-587.]
- Published
- 2023
42. Increasing Extension Volunteer Knowledge and Preparedness with Youth Protection Training across Program Areas
- Author
-
Keri G. Hobbs and Sheri Dorn
- Abstract
The University of Georgia (UGA) has a training requirement for adults working with youth. To meet this requirement for Georgia 4-H and Extension Master Gardener volunteers, a standardized online training module was created and delivered across program areas. Volunteers were surveyed to evaluate training effectiveness and experience. Understanding of UGA youth protocols and service preparedness increased after training for both volunteer groups, though preparedness may be affected by life stage, engagement in youth service roles, and/or comfort with virtual training. The module was considered accessible and convenient by respondents, thus providing a successful approach for offering trainings across program areas.
- Published
- 2023
43. Embedding Safety in Integrative STEM Teaching Methods Courses for Pre-Service Elementary Educators
- Author
-
Tyler S. Love
- Abstract
Academic standards in the United States advocate for the integration of science, and technology and engineering (T&E) content and practices within the elementary grades (ITEEA, 2020; NGSS Lead States, 2013). However, elementary educators often receive limited preparation for developing and facilitating safer hands-on science and T&E learning experiences (Love, 2017a), which can contribute to their reluctance to integrate science and T&E instruction. This study addresses the issue by examining changes in elementary pre-service teachers' (PSTs) views toward safety and perceived preparation to safely infuse design-based science and T&E instruction following participation in an integrative science, technology, engineering, and mathematics (STEM) education (Wells & Ernst, 2015) methods course. A cohort of 27 elementary PSTs were split into two class sections. The control group participated in a safety jigsaw lesson the first day of classes, whereas the experiment group participated in a safety warm-up activity at the beginning of every class throughout the 15-week semester. Findings indicate all participants reported significant gains in self-efficacy and expected outcomes toward safety, views about the percentage of time elementary integrative STEM lessons should include hands-on learning experiences, perceived knowledge of integrative STEM safety concepts, and perceived ability to safely teach integrative STEM lessons. Further analyses revealed no significant differences between the two class sections. Results suggest that, in addition to emphasizing and demonstrating required safety protocols before any activity, varying strategies used to embed safety instruction in methods courses can significantly increase elementary PSTs' views toward safety in integrative STEM education.
- Published
- 2023
44. Exploring Financial Risk Management Practices in Selected Tshwane Schools
- Author
-
Tsharane, Jane and Bussin, Mark
- Abstract
With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals' roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.
- Published
- 2022
45. Cyber Insurance Concepts for the MIS and Business Curriculum
- Author
-
Schwieger, Dana and Ladwig, Christine
- Abstract
As the twenty-first century advances technologically, the era is also becoming notorious for the rise of organized cybercrime and attacks on business information and operations. Company data and intellectual property are considered the "New Oil" that generates value for organizations and their constituents. With the escalating number of cybersecurity incidents, businesses--especially small and medium-sized enterprises (SMEs)--are increasingly at risk of compromise and economic debilitation. Therefore, current and future business students would benefit from awareness of unfamiliar measures, such as cyber insurance, which can potentially reduce the devastating effects of a cyber incident. In this paper, the authors describe cyber insurance, present a framework that could be incorporated into the classroom to teach risk management techniques, and provide exercise resources.
- Published
- 2022
46. Quality Education with the Planet in Mind: Towards a Climate-Responsive and Nature-Positive Framework for the Education System of Lower-Income Countries
- Author
-
Global Partnership for Education (GPE) and Kagawa, Fumiyo
- Abstract
This background paper to the working paper, "Toward Climate-Smart Education Systems: A 7-Dimension Framework for Action" (ED631326), lays out a conceptual framework for a climate-responsive and nature-positive education system for the lower-income countries that the Global Partnership for Education (GPE) and its sectoral partners support. An overall thrust of the conceptual framework is to bring together diverse communities of practice working at the nexus of climate change, environmental conservation and protection, and education to delineate a more systemic and joined-up approach to maximize complementary between currently siloed approaches and initiatives. This paper features noteworthy examples primarily from lower-income countries that GPE supports, both in the main text and in appendix 1. An annotated list of selected tool kits and guidance documents forms appendix 2. [This report was written with David Selby.]
- Published
- 2022
47. Managing for Results in America's Great City Schools 2022: Results from Fiscal Year 2020-21. A Report of the Performance Measurement and Benchmarking Project
- Author
-
Council of the Great City Schools
- Abstract
In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of "key performance indicators" (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the "metric definitions" ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of "continuous improvement." The teams are instructed to focus on operational indicators that can be "benchmarked" and are "actionable," and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance & Operations; (10) Safety & Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [This is a report of the Performance Measurement and Benchmarking Project. For the 2021 report, see ED617441.]
- Published
- 2022
48. Contextualizing Privacy with Wearable Data in Higher Education
- Author
-
Hagadone-Bedir, Mariah, Voithofer, Rick, and Kulp, Jessica T.
- Abstract
This conceptual study uses dynamic systems theory (DST) and phenomenology as lenses to examine data privacy implications surrounding wearable devices that incorporate stakeholder, contextual and technical factors. Wearable devices can impact people's behaviour and sense of self, and DST and phenomenology provide complementary approaches for emphasizing the subjective experiences of individuals that occur with the use of wearable data. Privacy is approached through phenomenology as an individual's lived bodily experience and DST emphasizes the self-regulation and feedback loops of individuals and their uses of wearable data. The data collection, analysis and communication of wearable data to support learning systems alongside privacy implications for each are examined. The IoT, cloud computing, metadata and algorithms are discussed as they relate to wearable data, pointing out privacy risks and strategies to minimize harm.
- Published
- 2023
- Full Text
- View/download PDF
49. A Mixed-Methods Examination of Language Used by College Students to Describe Alcohol Recovery
- Author
-
Montes, Kevin S., Dela Cruz, Margott, Vink, Limor H., Jaime, Saray V., Almeida, Bryan J., Aguiluz, Denise Y., Arca, Diorlene, Smith, Alicia M., Kapila-Ramirez, Anita, Figueroa-Sierra, Nicole C., and Infante, Gabriel
- Abstract
Given that approximately 5% of the U.S. population is currently attending college, research is needed to better understand the language that college students use to describe alcohol recovery regardless of their current drinking behavior. College student perceptions of alcohol recovery are important, given that students may experience an alcohol use disorder themselves or may encounter others with an alcohol use disorder. Research on college student perceptions of alcohol recovery in the literature is scarce but is needed to better understand the alcohol recovery process. The current mixed-methods study examines language that college students use to describe alcohol recovery based on findings from two focus group interviews. The focus groups were conducted with college students who reported using alcohol at least once in their lifetime. All participants (N = 18) were asked questions regarding language perceived to be associated with alcohol recovery. Data were examined within a thematic analysis framework. The three central themes related to alcohol recovery that emerged in the study were harm reduction--based recovery, abstinence-based recovery, and social correlates of recovery. College students rated the terms "recovered," "drinking reduction," and "sobriety" as being highly representative of being in recovery, whereas the terms "bars" and "light drinker" were identified as not being representative of recovery. A better understanding of these themes will help the field understand the language that college students use to describe alcohol recovery.
- Published
- 2023
- Full Text
- View/download PDF
50. Expressive Touch in Health and Social Care: A Review of Touch Guidance to Explore the Extent to Which Social and Communication Needs of Adults with Learning Disabilities Are Considered
- Author
-
Collett, Zoe, Moll, Deborah, Colston, Amanda, McKim, Jules, and Elsworth, Julie
- Abstract
Background: People with a learning disability can present with complex physical and social needs, and sometimes rely on touch for communication. Historically, touch-related staff guidance has been described as risk-averse, lacking an evidence base, control-orientated and potentially harmful. This project reviews local touch-related guidance from adult learning disability services, exploring the extent to which they consider the social and communication needs of service users. Methods: Five touch-related guidance documents were analysed using a summative content analysis. Counts of relevant search terms were analysed quantitatively. Extracts containing the search terms were then analysed qualitatively, to explore their context. Findings: Considerable variation was noted between the guidance documents. All the documents discuss communication within the context of touch, although to varying extents. The analysis highlighted a focus on safety and risk within most documents, however, some documents also demonstrated encouragement of positive risk management and the safe use of touch. Conclusions: While this study has identified several positive aspects of the guidance documents, these helpful recommendations and arguments appear inconsistently within individual documents. Services should work towards developing guidance that consistently considers practical steps to reduce risk and facilitate the safe and effective use of expressive touch cross-service. Further research into current practice relating to expressive touch is indicated.
- Published
- 2023
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.