1337 research outputs found
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Employee retention using non-financial means in a nonprofit: Recommendations for Oaklawn Academy
Get PDFThis paper seeks to address the following research question: what are alternative and nonfinancial incentives that are strategic and effective for use in key employee attraction and retention in a nonprofit organization? This question was researched within the context of a specific organization, Oaklawn Academy, a nonprofit boarding school with the mission of forming Christian leaders from around the world. It focused on the salaried positions such as administration, residential staff, and teachers. The research also used additional, similar nonprofit primary sources from the geographic area surrounding Oaklawn. Attracting and retaining key talent is a strategic aspect of any successful organization. Organizations that attract stronger talent have a better chance at success because of higher work quality and better service. While there are a variety of types and sizes of nonprofits, they are no exception to the need for attracting and retaining talent. In addition nonprofits often have low retention rates and some cannot attract the strongest candidates. This is due to comparatively lower salary offers for similar jobs than other larger, more profitable companies have. Nonprofits are notorious for low pay and demanding working conditions. Rather than have a traditional bottom line of financial growth or stock price. Nonprofits focus on their mission as their bottom line. Financial incentives are then only a means to push the mission of the organization. These organizations are often restricted by organizational policy, lack of funds, and their customer demographic, all of which contribute to a lower financial reward to those working for these organizations. This shows the strategic importance of using non-financial incentives to attract and retain employees. While any organization can greatly benefit from using these means, a nonprofit organization in particular can rely on them and put them in place in order to further help to retain the best employees when available financial incentives are not enough
The Relationships Between Eating Disordered Behaviors, Parental and Adult Attachment, and the Likelihood of Engaging in Specialized Diets
No full textEating disorder symptoms among young women today continue to be a growing concern. Many women, teenagers, and young girls struggle with a diagnosis of Anorexia Nervosa (AN), Bulimia Nervosa (BN), or ED-NOS eating disorder not otherwise specified. There continues to be an emphasis on “thinness” in our society, which contributes to symptoms and diagnoses. Several research projects have focused on what factors can combine to make a female (or male) more susceptible to developing an eating disorder. The present study attempted to examine the link between attachment theory, or specifically attachment to parents and attachment in adulthood and eating disorder symptoms. The present study also explored eating disorder symptoms and the presence of past engagement in special diets, i.e. vegan, gluten free, vegetarian, etc. The sample consisted of 66 female college students who answered questions from the following measures: Short Evaluation of Eating disorders (SEED), Attachment Styles Questionnaire (ASQ), Parental Attachment Questionnaire (PAQ), and questions related to special diet engagement. In the present study it was predicted, but not supported that there would be a relationship between insecure attachment overall and eating disordered behavior. It was also predicted, but not supported that there would be a correlation between insecure attachments with a father or the mother and eating disordered behavior. The present study also predicted that individuals who engage in special diets are more likely to have eating disordered behaviors, and those individuals who engage in special diets are more likely to have an insecure attachment. These results were mixed, and there was significance for Anorexia Nervosa total severity index (AN-TSI or behaviors that were tied to Anorexic AN behaviors) but not for Bulimia Nervosa- TSI, or bulimia linked behaviors. Suggestions for future research and clinical implications are also discussed
The Effects of Explicit Instruction in Metacognitive Reading Strategies Using Graphic Organizers on the Comprehension of Intermediate Elementary Students
Get PDFThis study documents the effects of explicitly taught metacognitive reading strategies using graphic organizers and the effect on two intermediate elementary students. Students met with the researcher for individualized instruction focusing on comprehension and use of metacognition and self-monitoring while reading. The study gathered data from multiple sources including pre and post-testing from the Qualitative Reading Inventory 5 (Leslie & Caldwell, 2011), and researcher-created data records. Both of the subjects made significant gains in retell, vocabulary and comprehension, leading to an increased reading level. The use of graphic organizers to support metacognitive reading practice is a promising practice and has many applicable uses for the classroom. The results of this study indicate that explicit instruction on processes like self-monitoring for comprehension can increase comprehension of an instructional level non-fiction text
The effects of songs in English language acquisition to English language learners
Get PDFThe purpose of this study was to examine the efficiency of teaching English language learners in any content area such as science with the help of songs in order to accelerate their acquisition of the material. The study involved four students, ranging in age from seven to eight. Of these participants one student joined the group later on in the study. The study, which lasted for six weeks, consisted of science classes, based on the theme of weather. Five science lessons were taught with the help of songs, while the other four were taught without the help of songs. The participants were acquiring vocabulary, grammatical structure, and comprehension through the four domains of language. The results contradicted the anticipations since students had better outcomes in the last four lessons where there were no songs involved
Ruth S. Coleman College of Nursing and Health Sciences Pinning Ceremony - Fall 2015
Get PDFPinning ceremony took place on December 17, 2016.https://digitalcommons.stritch.edu/conhs_pin/1007/thumbnail.jp
The Effects of a Daily Individual Intervention on a Pre-Kindergarten Student\u27s Reading Comprehension
No full textThis thesis is a case study of a Pre-Kindergarten student in Milwaukee, Wisconsin who struggled with reading comprehension. The researcher developed and carried out an intervention for the student, with a foundation of literature from expert researchers. The researcher met with the student three times per week over the course of eight weeks, for between fifteen and thirty minutes per session. At the conclusion of the study, the Pre- Kindergarten student’s reading comprehension skills improved, based on the pre-assessment and post-assessment rubric
Improving Healthcare Revenue Cycles: Prompt Payment Systems at Health Payment Systems
No full textThe healthcare environment is experiencing many changes due to the implementation of the Affordable Care Act. This is the first time the healthcare sector has experienced such a large change impacting multiple healthcare components. The purpose of the Affordable Care Act is to reduce costs and increase patient care. Smart businesses are seeing increased opportunities due to the changes. Specifically, the payer landscape is experiencing a shift from rich reimbursements to very poor reimbursements; making collecting consumer debt increasingly challenging. Healthcare leaders are identifying strategies to increase receivables in order to combat the shifting payment paradigm
The relationship between recollections of peer victimization experiences in childhood and adolescence and social anxiety symptomatology in adulthood
No full textThis study explores relationships between recalled peer victimization experiences from childhood and adolescence and social anxiety symptomatology in adulthood. One- hundred twenty-four participants were recruited from the general population through email and social media sites. Use of the Retrospective Bullying Questionnaire, Cyberbullying and Online Aggression Survey, and the Liebowitz Social Anxiety Scale-Self Report were used to assess peer victimization and social anxiety experiences among participants’ aged 18 years and older. Results suggest peer victimization is an enduring and chronic problem among our youth that has long lasting and impairing effect on adults whom were involved in peer victimization during childhood and/or adolescence. Understanding who is victimizing their peers, how they are victimizing their peers, and when children and adolescents are getting victimized may help clinicians treat resulting social anxiety symptomatology in adulthood. Moreover, by examining the degree to which peer victimization is related to social anxiety may extend our understanding of the developmental effects of exposure to traditional and nontraditional forms of peer victimization
The Effect of Teaching Specific Meta-Cognitive Reading Strategies on the Reading Comprehension of Elementary-Aged Students
No full textThe purpose of this study is to investigate the effects of using a simple, specific inference generation technique on the reading comprehension of elementary age students that teachers can use in their classrooms. The expected result of this study is an improvement in overall reading comprehension scores due to the use of this inference generation technique. It is the hope of the researcher that, if proven effective, this technique can be useful for elementary school teachers in their efforts to improve the reading comprehension of their students. This study took place over the course of four weeks in Milwaukee, Wisconsin. The sample population was selected from the Milwaukee, Wisconsin area and range in age from eight to eleven years old. The study sought to explore methods that could improve outcomes for Common Core Standard CCSS.ELA-Literacy.RL.3.10: “By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Ruth S. Coleman College of Nursing and Health Sciences Pinning Ceremony - Fall 2014
Get PDFPinning ceremony took place on December 11, 2014.https://digitalcommons.stritch.edu/conhs_pin/1010/thumbnail.jp