1337 research outputs found
Sort by
Influence of colors applied in a study area on college students\u27 academic performance
No full textVarious research studies were reviewed involving the effects of color on mood as well as the effects of mood on judgment. A correlation study was conducted to determine whether colors have an influence on college students’ academic performance. It was hypothesized that bright colors would be more closely related to a higher academic performance, whereas, dull or dark colors would be more closely related to a lower academic performance. A survey was given to a sample of Cardinal Stritch students to relay information on the colors incorporated in their study area and what grade point average they had earned during the prior semester. Results of this study have shown that there is an association between wall color, being bright and dull or dark, and range of grade point average
The effects of statutory rape and information processing mode on juror decision-making in sexually violent persons\u27 civil commitment trials
No full textCivil commitment trials for sex offenders allow expert testimony to use diagnostic labels that can invoke a certain mental heuristic that influences decisions of the jurors. Using the Cognitive Experiential Self-Theory (CEST), the present study examined the effects of a mental prototype vs. the case statistics (pedophile vs. statutory rape) on juror information processing (rational vs. experiential). One hundred and fifty-six undergraduate students participated. Participants were given a vignette with clinical based expert testimony, information regarding the case, and charges against the defendant and asked to judge whether or not to civilly commit the individual. Using a 2 x 2 factorial design, a one-way ANOVA was used for analysis. It was predicted that mock jurors given the label pedophile and instructed to process rationally, where the judgment might conflict with the desired processing mode, would hold onto their mental prototype of the label pedophile and would be more confident in their decision to civilly commit the defendant. The results were non-significant. The mode of processing and the use of labeling within expert testimony is something important to consider for court room preparation
Factors that affect juror decisions in civil commitment trials
No full textThere has been a great deal of research in the area of jury behavior in the criminal justice system. However, there has been very little research in regard to jury behavior within the civil commitment process, even though this process also can result in the deprivation of civil liberty. There is some question as to what factors influence juror recommendations for civil commitment. Many people may not even consider significant clinical conditions, which would qualify for civil commitment, to be an illness. While race has been shown to be a factor in the decisions of jurors in criminal trials, this trend has not been studied in the civil commitment process. Thus, this thesis will discuss some of the factors that might affect jury recommendations for civil commitment. To perform the study, vignettes were given to participants, who were then asked to make judgments regarding the three standards of commitment, as well as the need for involuntary treatment. They were also asked about their beliefs surrounding mental health. The characters in the vignettes differed in race and diagnosis, while other factors were held constant. The three racial groups used were Caucasians, Hispanics, and African Americans. The three diagnostic groups used were schizophrenia, depression, or Alcohol and Other Drug Addictions (AODA) issues. The sample of participants consisted of 93 people ranging in age from 18 to 77. The sample was largely Caucasian, but did include 13% minorities. There was a large range of political affiliation, as well as educational span ranging from less than high school thru graduate degree. Based on research in the Criminal Justice system, it was expected that minority characters would be recommended for treatment more frequently than those who are white. It was also expected that characters portrayed as schizophrenic would be most likely to be recommended for involuntary treatment, followed by depression, and lastly AODA issues, even though their level of functioning was held constant. A main effect was found for diagnosis, with schizophrenics being found most in need of involuntary treatment followed by the AODA character, and followed lastly by the depressed character. However, contrary to expectations, no effect was found for race, nor was a significant interaction found. These findings may have implications for the civil commitment process and may shed light on the information jurors attend to in making their decisions
Ruth S. Coleman College of Nursing Pinning Ceremony - Spring 2012
Get PDFPinning ceremony took place on May 18, 2012.https://digitalcommons.stritch.edu/conhs_pin/1014/thumbnail.jp
The use of an alternate grading rubric for students with significant disabilities
Get PDFIn the past five to ten years, educators have begun to increasingly question the validity of traditional grading practices. The questioning has become especially evident in the field of special education, where educators have often struggled to find objective, consistent, and valid means of assessing students who often do not have the same academic goals as other students. Through this study, special educators will be able to consider their own grading practices, and will have access to classroom-based research that thinks outside of the box in the attempt to develop a more accurate and more reliable method of grading students with moderate to severe cognitive disabilities
Effectiveness of positive behavior intervention system in addressing negative student behaviors at the elementary school
No full textThe purpose of this study was to determine if there is a relationship between the use of PBIS and improvements in overall student behavior at Somers Elementary School. The researcher hypothesized that use of PBIS would improve overall student behavior. The researcher analyzed data from the 2010-2011 school year obtained from Wisconsin\u27s Information Network for Successful Schools (WINSS) and Somers Elementary School records. These were used to compare pre-PBIS behavior to post-PBIS behavior to determine if the use of PBIS improved overall student behavior. The significance of this study was the determination of the effectiveness of the PBIS behavior program
Reading flexibility and its effect on comprehension in students with Autism Spectrum Disorder (ASD)
Get PDFReading flexibility exercises were conducted over a six-week period with a fourth grade student with Autism Spectrum Disorder (ASD) to determine whether they would increase reading flexibility as well as comprehension. Cartwright’s (2010) reading flexibility assessment and exercises along with the Qualitative Reading Inventory-5 (QRI; Leslie & Caldwell, 2011) word lists and passages were administered. To ensure the intervention was “autism friendly,” assessments and exercises were altered so that visuals were used and activities were predictable. Based upon assessments administered, the participant made gains in both reading flexibility and reading comprehension skills. Further research must be conducted with a larger sample to determine whether this is an effective intervention for other students with ASD
Eliminating the boredom: adolescents\u27 involvement in extracurricular activities and flow experiences
No full textAlcohol and Other Drug Abuse (AODA) is a major issue in society today. Substance abuse has also been seen as a significant factor in criminal behavior, and in fact 26% of those incarcerated were believed to be under the influence of alcohol or drugs when they committed their crime (U.S. Department of Justice, 2006). Therefore, the treatment of substance abuse/dependence has become an important issue in corrections, which has led to the introduction of treatment programs into prisons. Just as with community treatment programs, motivation is seen as an important factor in regard to the impact of treatment programs provided for inmates. The focus of this study was to examine the strength and type of motivation for treatment amongst incarcerated alcohol abusers, and how the strength and type of motivation changed over the course of treatment. This study sought to measure the motivation to change amongst the prisoners at the Drug Abuse Correctional Center (DACC) who were participating in a treatment program for alcohol abuse. The program at the DACC involved a 6-month intensive inpatient program that utilized a Cognitive-Behavioral approach. The research was designed to assess whether motivation would change as participants progressed through three stages of the 24-week program: Stage one (weeks 1-8), Stage two (weeks 9-16) or Stage three (weeks 17-24). This was assessed through the use of a questionnaire designed to measure how strongly an individual rated several different motivational factors. This questionnaire was administered to groups of inmates at the three different stages of the treatment program. To ensure anonymity, inmates were administered the questionnaires without the presence of the DACC staff. The results of the study indicated that, while motivation was rated high, it stayed consistent through treatment for each Motive and overall. With the exception of pride , there was no change in the ranking of Motives over the course of treatment; however certain Motives were ranked consistently higher than others. This was interpreted to mean that participants were highly motivated throughout the entirety of treatment, and that particular Motives were the primary reason for this motivation
Effects of explicit phonics instruction on the decoding, spelling and comprehension skills of bilingual students making the transition to English reading
Get PDFThe purpose of this study was to examine the effects of explicit phonics instruction, embedded in a balanced literacy approach, on the English reading abilities of bilingual students making the transition from Spanish to English literacy. Ten Hispanic bilingual second-grade students participated in this study, including four males and six females. Students were pre- and post-tested on measures of phonics, word reading accuracy and comprehension. Over the course of six weeks, students participated in a balanced literacy instructional program that included instruction in spelling, vocabulary, phonics and comprehension. These areas were then assessed on a weekly basis. The intervention resulted in students’ improved comprehension, spelling and vocabulary abilities; however, a clear need for additional systematic, explicit English phonics instruction was also apparent
Increasing reading comprehension and motivation through teacher led read aloud lesson plans
Get PDFReading aloud to students is viewed as a beneficial tool for them to learn reading. The purpose of this study was to see if using read alouds to teach reading comprehension strategies affect comprehension and motivation in students. Third and fourth grade students were given four weeks of reading strategy instruction though teacher led read alouds. Two reading strategies were the focus of the study; text features and questioning the text. Students were given a survey as a pre and posttest measure of their attitude toward reading. Students also completed a pre and post reading comprehension test. My findings indicate that teacher led read aloud lessons resulted in students’ mean reading comprehension scores increase. These results emphasize the importance of using read alouds to teach reading strategies in the classroom