1697 research outputs found
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An Examination of the Combined Relationship of Attention Deficit Hyperactivity Disorder and Dyslexia With Entrepreneurial Intention
No full textThe relationship between Attention Deficit Hyperactivity Disorder (ADHD) and the reading disorder commonly referred to as dyslexia are often studied separately in connection to entrepreneurship. ADHD and dyslexia are often comorbid conditions, but their combined effect has not been studied within entrepreneurship. This quantitative study is one of the first attempts to measure the combined impact of ADHD and dyslexia on entrepreneurial intention (EI). It is hypothesized ADHD and other conditions, such as dyslexia, might facilitate a greater likelihood of EI. Graduate level students in the United States enrolled in at least one class in an Association to Advance Collegiate Schools of Business (AACSB), are surveyed. Three quantitative instruments used in prior studies are combined in a novel fashion. These three instruments are: (1). 5-point Likert 6-item Adult ADHD Self-Report Scale (ASRS-6; Kessler et al., 2005); (2) 20 items from the 7-point Likert Entrepreneurial Intention Questionnaire (EIQ; Liñán & Chen, 2009); and (3). 5-point Likert 6-item Adult Reading History Questionnaire Brief (ARHQ-Brief; Feng et al., 2022). This research answers a call for further studies into ADHD and comorbid conditions within the field of entrepreneurship (Logan, 2009; Wiklund et al., 2018a). This study finds statistically significant results in the levels of EI between those with comorbid ADHD and dyslexia and those with ADHD Only and No Condition. However, no statistical significance was detected in those with comorbid ADHD and dyslexia compared to those with Dyslexia Only. Therefore, the findings of this study suggest that it is the comorbid condition of dyslexia that strengthens the EI in post-secondary students in an AACSB-accredited business program. While this study fills a gap in the current research by identifying comorbidity through a novel research design, further research in different population samples may provide insight into how entrepreneurial intent is acquired and translated into innovative action
Weight Lifter Receiving Trophy, undated
No full textThis photograph features an unnamed weight lifter receiving a trophy and shaking hands with an unknown man.https://fuse.franklin.edu/athletics/1048/thumbnail.jp
Weight Lifter, undated
No full textThis photograph features an unnamed weight lifter holding a barbell with weighted plates above his head while standing.https://fuse.franklin.edu/athletics/1046/thumbnail.jp
John Sullivan, undated
No full textThis photograph features Franklin University baseball player John Sullivan.https://fuse.franklin.edu/athletics/1052/thumbnail.jp
Diversity in Healthcare Settings: An Exploratory Study Using State of Ohio Licensed Social Worker Staff Perspectives on the Diversity of Staffing
No full textStarr (2022) shared the definition of people of color as being “the social category people of color has been born twice from the mixing of peoples in the United States (pg.1). When looking at people of color as it relates to the healthcare industry, the National Conference of State Legislatures (NCSL) (2022) reported that “the current health care workforce does not reflect the nation’s diversity; people of color represent more than 25% of the total population, but only 10% of health professionals” (p.26). For the purposes of this study, the research will focus on the State of Ohio’s licensed Social Work community, where the social work healthcare workforce’s Caucasian social work population is approximately 83% and the minority and ethnic social work population combined is approximately 17%, per the Counselor Social Work Board’s data set (B. Carnahan, personal communication, October 3, 2022). Minority staffing percentages, based on recorded population statistics, continue to reflect that healthcare’s diversity of staffing outcomes continue to be low compared to Caucasian representation, according to the United States (U.S.) Bureau of Labor Statistics (2018). The research demonstrates significant historical and current healthcare hiring and retention disparities when it comes to America’s allied healthcare professionals. Cohen et al. (2014) contended that if the U.S. did not have a wide variety of people that belonged to various racial and ethnic groups, let alone the that these groups are rapidly diversifying, then diversity within health care’s workforce would be moot. This study aims to explore employee perceptions related to racial workplace diversity based on staff perceptions of their workplace climate
Commission-Free Stock Trading and Impact on Individual Stock Market Participation (SMP)
No full textThis research explores the impact of zero-commission stock trading on individual stock market participation across a spectrum of demographic and socioeconomic factors. The advent of online platforms offering commission-free trades has potentially democratized stock market access, which this study investigates against the backdrop of traditionally low individual engagement in stock investments. The research was a quantitative cross-sectional survey, collecting data from a diverse American demographic. A significant 41% response rate was achieved, resulting in the completion of 495 questionnaires. The analysis reveals that income is the dominant factor influencing stock market involvement, accounting for 21% of the variance in participation rates; higher earners are more likely to invest. The allure of zero-commission trading stands out as a strong predictor of SMP accounting for 15% variance in participation while widespread adoption of smartphones and trading apps accounting for (4%). Financial knowledge and awareness was equally a significant predictor, contributing to 6% variation in SMP. Additionally, gender and age accounted for 3% and 4% variance respectively. The research underscores critical areas for policy and educational interventions, such as increasing financial literacy to bridge the gender gap and extending market access to lower-income groups. By shedding light on these factors, the study provides a comprehensive understanding of the recent shifts in stock market participation dynamics, highlighting the transformative potential of zero-commission trading in an increasingly digital financial landscape
Supporting Student Engagement: Examining Title 1 High School Teachers’ Perceptions of Social Networking Sites as Pedagogical Tools
No full textDeclining student engagement has been an ongoing concern for educators, education researchers, school administration, and policymakers for the last 40 years (Axelson & Flick, 2011), with socioeconomically disadvantaged students being the most susceptible to disengagement (Finn, 1993; Jensen, 2013). The discourse surrounding declining student engagement includes exploring effective pedagogy as an intervention and influencing optimal academic development and successful school completion. Innovative pedagogical tools have been studied to provide a more engaging learning experience, evolving from chalkboards to tape recorders, projectors, computers, digital games, and the latest social networking sites (SNSs) (DeCoito & Vacca, 2020), such as Facebook, Twitter, and Instagram. Though the integration of SNSs into the curriculum in secondary education is still being fine-tuned, many educators have adopted them into their teaching strategies because of their growing popularity in society and, more recently, due to the pause in traditional learning caused by the coronavirus pandemic (Cavus et al., 2021; Iivari, 2020). However, concerns about a need for more guidelines on how SNSs should be integrated, their effectiveness, and teachers\u27 preparedness are apparent (Pedler et al., 2020; Van Den Beemt et al., 2020). The study aimed to determine teachers\u27 perceptions of the impact SNSs as pedagogical tools have on student engagement. A secondary purpose was to determine whether teacher perceptions of student engagement when SNSs were used as a pedagogical tool differed based on their years of experience, assignment integration, the type of SNS(s) used, and time spent per week using SNSs for varying assignments. Title 1 high school teachers were surveyed and answered a series of 5-point Likert scale questions rating their level of agreement with statements about SNSs as pedagogical tools and teachers’ perception of their impact on different engagement indicators. The sum of the responses determined a total Engagement Indicator (EI) score used for data analysis. Descriptive statistics were used to determine the perceived effect of SNSs on class-specific engagement indicators - attendance and chronic absenteeism, suspension and expulsion, socio-emotional learning, and parent engagement. One-way ANOVA, Kruskal-Wallis, and post-hoc tests were run to determine whether there was a statistically significant difference in teachers\u27 perceptions of using SNSs as pedagogical tools based on their mean EI scores for each independent variable level. These analyses showed that while most teachers in this study (51%) had perceptions below the “Agree” threshold or did not agree that SNSs increase student engagement, a sizeable percentage (49%) of teachers in this study had perceptions at or above the “Agree” threshold or agreed that SNSs positively impacted student engagement. Furthermore, when analyzing individual engagement indicators, parent engagement, attendance and chronic absenteeism, and suspension and expulsion showed that most teachers in this study perceived a positive impact on student engagement when SNSs were used in education. Additionally, the findings suggest that teachers\u27 perceptions were significantly impacted based on their years of experience, the type of SNS used, and the time spent using SNSs in class discussions per week. This study intends to contribute to the body of research on the use of SNSs and their perceived impact on student engagement in Title 1 schools through the lens of teachers
Exploring Strategies and Resources for Implementing Remote Learning in PreK-12 Public Schools Using the Delphi Method
No full textIn the spring of 2020, the global pandemic of COVID-19 resulted in the rapid transition from traditional in-person PreK-12 instruction to emergency remote learning. As educators continue to operate in a post-pandemic era, they engage in multiple variations of remote learning without the training or guidance to consistently achieve positive results, as evidenced by smaller gains in student learning compared to classroom instruction. By exploring the lived experiences of expert educators from their time during the global pandemic, valuable information can be collected that can be used to develop guidance for remote learning. Through anonymous collaboration using the Delphi method, the observations, experiences, and opinions of expert remote educators were used to collect instructional practices and resources that are likely to impact student learning positively. The findings of this research were synthesized to form a practical guide for educational leaders called the Remote Learning Implementation Guide (RLIG). The three primary sections of the RLIG are pre-implementation tasks, instructional practices, and program evaluation. Pre-implementation tasks include program acquisition and stakeholder training. The consensus generated through the Delphi process revealed targeted instruction, whole-student instruction, and active engagement as validated categories of instructional practices that should be included in effective remote learning programs. These validated instructional practices included in the RLIG form the components of remote learning that are likely to predict high levels of student learning within a remote learning instructional model
Volleyball Game, undated
No full textThis photo features the Franklin University volleyball team playing a game in the gym.https://fuse.franklin.edu/athletics/1007/thumbnail.jp
Soccer Game, undated
No full textThis photo features the Franklin University soccer team playing a game against an unknown opponent.https://fuse.franklin.edu/athletics/1009/thumbnail.jp