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Community Vision - Morse Code Web Application
No full textThe Community Vision team designed and created a website that teaches children Morse code through web games. Children interact with the website through a mouse, the space and enter keys, and switches.https://pilotscholars.up.edu/egr_project/1080/thumbnail.jp
Breathnaíonn Áine Thall
No full textPortrait of the artist\u27s friend Gaby Twitchell as Áine, Irish goddess of summertime and sunlight. Áine is often described in Irish myth as a red mare or a red-haired woman.
Medium: Acrylic paint on canvashttps://pilotscholars.up.edu/quinn_soleia_exhibit/1003/thumbnail.jp
Combating Sexual Violence on College Campuses: Exploring the Relationship Between Values and Bystander Intervention Among College Students
Get PDFSexual violence is a serious problem on college campuses, and research indicates that bystander intervention is one way to reduce rates of violence. This quantitative study analyzed survey data (N = 696) from a small, private, religiously affiliated university on the West Coast of the U.S. to explore the relationship between values and bystander intervention behavior in incidents of college sexual assault. Survey data included the Higher Education Data Sharing Consortium (HEDS) Sexual Assault Campus Climate Survey (2019) with additional questions about personal, peer, and institutional values adapted from the Character Education Values and Practices Inventory (CEVPI, Chen, 2005). Data analysis revealed that the majority of participants who observed an incident of sexual assault (67%, n = 68) intervened to help the victim. Additionally, in active and potential incidents of sexual assault, bystander intervention rates were similar (66%, n = 35 for active sexual assaults, 67%, n = 67 for potential sexual assaults). On average, bystanders used two intervention strategies during both types of incidents to help the victim, with the most common intervention strategy being asking if the victim needed help. Additional analysis revealed that women were significantly more likely than men to involve others as an intervention strategy (p = .034), and men appeared to be more likely than women to confront the perpetrator, with marginal significance (p = .056). Findings related to values revealed that the top personal value was compassionate (47%), top peer value was respectful (31%), and top value promoted by the institution was faithful (39%). Men and women had statistically significant (p \u3c .05) differences in their selected top personal values for 10 of the 42 values. Greater intervention in a sexual assault situation was associated with the personal value of compassionate (p = .039), the peer values of committed (p = .009) and/or responsible (p = .049), and the institutional values of devout (p = .030) and/or persevering (p = .027). This study highlights the need to continue sexual assault prevention education and bystander intervention training on college campuses. Furthermore, this study indicates that understanding the role values play in bystander intervention may provide opportunities to create stronger pro-social campus communities
SIGN Fracture Care - Survey App
No full textThe SIGN Fracture Care team developed an app that can be used by doctors to fill out surveys about their patients. The app will also be used by administrators for survey management and exporting data.https://pilotscholars.up.edu/egr_project/1075/thumbnail.jp
SIGN Fracture Care - UVC LED Wound Care
No full textThe UVC LED Wound Care team developed a handheld, battery operated device capable of disinfecting acute open fractures. Using LEDs in the UVC region of the electromagnetic spectrum, the device has the ability to kill various virus and bacteria in an open wound, limiting the chance for infection. This device will primarily be used in economically disadvantaged countries with unreliable access to sufficient medical treatment.https://pilotscholars.up.edu/egr_project/1073/thumbnail.jp
Catholic Education Centers as Third Party Support for Current Catholic School Principals
Get PDFThis qualitative case study assessed the need for a Catholic Education Center (CEC) for Catholic school principals within the United States. The research questions that were addressed were: 1) How have Catholic school principals experienced support around complex and controversial issues when conflicting viewpoints exist between school and Church leadership? and 2) How have participants perceived Catholic Education Centers as a support system for Catholic school principals? Data were collected through semi-structured interviews, journaling, document analysis and the use of analytical memos. Two-cycle coding was utilized in the data analysis (Saldaña, 2015) process requiring numerous iterative returns to the transcript and enabling triangulation with the literature.
Miles and Huberman’s (2014) within case model was utilized in extracting themes. Data sources identified obstacles that currently exist for a Catholic school principal in addressing complex and controversial issues including the extent that hierarchical structure for Catholic school leadership was perceived to impede (or not) the conflict resolution process and what participants viewed as current and desired support for Catholic school principals. Participants’ responses indicated that partnership, frustration, and fear were common themes in a Catholic school principal’s ability, autonomy, and authority to address complex and controversial issues.
Responses from participants in this study revealed the need for a third party Catholic Education Center (CEC) with expertise in pedagogy, Catholic Church teaching, and best practices within education, to enhance the current level of support for Catholic school principals. Participants stated that, in order for a CEC to meet desired degrees of support for Catholic school principals, a CEC must have the ability, autonomy and authority to provide guidance on complex and controversial issues and only the arch/bishop may sanction a CEC with such ability, autonomy and authority. Participants believed that Catholic colleges and universities might fulfill some elements of support for Catholic school principals by providing a repository of documents and artifacts, maintaining a current listing of Catholic school personnel and their areas of expertise, and by providing expert guidance on the intersection of spiritual and secular requirements for principals.
The findings of this study support the need for third party support for Catholic school principals when addressing complex and controversial issues. A Catholic Education Center could act as the third party support if the CEC had the arch/bishop’s approval, granting the CEC the ability, autonomy, and authority to provide guidance for Catholic school principals