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A Scoping Review of Perceptions and Fears Experienced by Families with Children with Developmental Disabilities in Sub-Saharan Africa
No full textThe prevalence of perception and fear surrounding families with children with developmental disabilities in Sub-Saharan Africa reveal a complex interplay of cultural, social, economic, and healthcare factors. This interplay of factors results in stigma, which often leads to societal misconceptions and discrimination, exacerbating the challenges faced by affected families. This study seeks to identify the individual and family perception of developmental disabilities, document the stigma experienced by the individual and their families, and document the resources available to help alleviate the plight faced by the individuals and their families. It further seeks to find gaps in the literature on developmental disabilities. In pursuit of objectives, a scoping review was conducted by searching the various databases thoroughly, targeting individuals and their families’ perceptions on developmental disabilities and their causes, associated stigma, and the interventions and resources available to them. This review was conducted using PRISMA guidelines. This research incorporates references and conclusions from over 80 studies conducted in Sub-Saharan Africa. This study found that the perception that an individual\u27s view is shaped by societal misconceptions about developmental disabilities is influenced by cultural and religious beliefs. These beliefs suggest that developmental disabilities are caused by family wrongdoings or punishment by supernatural forces. Moreover, it was identified that interventions should not only raise awareness but also focus on changing how people behave toward individuals with disabilities and their families, as this approach is more effective. This review concludes that there is a gap in knowledge on the best interventions needed to change the misconceptions that people have towards individuals with disabilities and their families and the causes of developmental disabilities, especially in Sub-Saharan Africa
Correlations Between Parasocial Tendencies and Self-Esteem Among Romance Readers
No full textThe present study evaluated the correlations between romance readership and paralove strength, as well as paralove strength with self-esteem. With the popularization of the romance genre, previous qualitative studies have shown that readers of romance books receive mood benefits from consuming these novels, as well as social benefits that they apply to their real-life relationships. Additionally, low self-esteem has been shown to have a major effect on relationship satisfaction and the perception of rejection with real-life relationships, but not parasocial relationships. The researcher hypothesized that as romance readership increased, so too would paralove scores, and that as paralove scores increased, self-esteem would decrease. The researcher collected responses from a survey format, and quantified responses using the paralove section of the Multiple-PSR Scale (2011) and Rosenberg Self-Esteem Scale (1979). Correlation was analyzed using Pearson’s R. 68 adult-aged women’s responses were analyzed. The analysis suggests a statistically significant positive correlation between paralove and romance readership of medium strength, but no statistically significant correlation between paralove and self-esteem. The study provides more insight into how paralove is cultivated in the modern age of reading
Women of Color in K-12 Educational Leadership Pursuing Higher-Level District Advancement in Public Education
No full textThis paper focuses on the inequities in leadership along with gender and racial intersections that may contribute to barriers for Women of Color who have already acquired mid-level leadership positions and are seeking opportunities to acquire positions deemed as senior district-level positions. This qualitative case study was explored through the lens of feminist poststructuralist and equity theories. The objective was to research the participants and ascertain participant perspectives on the role that race, and gender constructs have played in their ability to attain their current positions and how any barriers encountered impact their attempts at new levels of career advancement and progression. The research leveraged structured interviews to draw conclusions to support the validity and reliability of the results. The interview data were analyzed using Braun and Clarke’s (2006) six- phase analysis method, which the researcher used to examine and interpret recurring patterns and themes derived from the participants’ experiences and perspectives. The participants’ narratives revealed recurring themes including the importance of representation, the prevalence and impact of racial and gender bias, the need for resilience to navigate leadership pathways, and the need for reflection and mentorship as means to overcome barriers. Salary and employment position information from the state of Georgia was also analyzed as a data source. The study’s findings indicated that women of color continue to experience barriers and challenges that hinder access to higher-level leadership positions in K-12 public school education. Women of color in leadership roles also experience salary inequities despite advanced credentials and encounter systemic practices that devalues their abilities and contributions. To counter and navigate the barriers and exclusionary practices, the participants relied on resilience, self-advocacy, mentorship, and reflection to continue to pursue promotions
A Scoping Review of Perceptions and Fears Experienced by Families with Children with Developmental Disabilities in Sub-Saharan Africa.
No full textThe prevalence of perception and fear surrounding families with children with developmental disabilities in Sub-Saharan Africa reveal a complex interplay of cultural, social, economic, and healthcare factors. This interplay of factors results in stigma, which often leads to societal misconceptions and discrimination, exacerbating the challenges faced by affected families. This study seeks to identify the individual and family perception of developmental disabilities, document the stigma experienced by the individual and their families, and document the resources available to help alleviate the plight faced by the individuals and their families. It further seeks to find gaps in the literature on developmental disabilities. In pursuit of objectives, a scoping review was conducted by searching the various databases thoroughly, targeting individuals and their families’ perceptions on developmental disabilities and their causes, associated stigma, and the interventions and resources available to them. This review was conducted using PRISMA guidelines. This research incorporates references and conclusions from over 80 studies conducted in Sub-Saharan Africa.
This study found that the perception that an individual\u27s view is shaped by societal misconceptions about developmental disabilities is influenced by cultural and religious beliefs. These beliefs suggest that developmental disabilities are caused by family wrongdoings or punishment by supernatural forces. Moreover, it was identified that interventions should not only raise awareness but also focus on changing how people behave toward individuals with disabilities and their families, as this approach is more effective.
This review concludes that there is a gap in knowledge on the best interventions needed to change the misconceptions that people have towards individuals with disabilities and their families and the causes of developmental disabilities, especially in Sub-Saharan Africa
Barriers Secondary Special Education Teachers Face When Developing Transition Plans for Students with Disabilities
Full text linkThe process of transitioning from high school to adulthood is an intimidating one for disabled students. It is also cumbersome for the individuals that work with these students. Transition planning and services for students with disabilities differ across schools across the United States. By the time they turn sixteen, students with disabilities must have a transition plan created within their individualized education program in accordance with federal and state laws. These mandates present challenges to educators as they develop plans for a disabled student’s postsecondary life. Success for disabled students should focus on their interests and strengths while considering their weaknesses. A transition plan should include goals relevant to a student\u27s talents, interests, and capabilities to prepare them for postsecondary options including independent living, employment, and school. Through quantitative research, special education teachers were surveyed through Qualtrics and the responses were analyzed using SPSS. The analyzed data showed that there were no significant differences between teacher demographics, their knowledge of state and national resources and barriers encountered while developing transition plans. The data did show that special education teachers faced barriers occasionally when developing transition plans for students with disabilities. The transition planning abilities of secondary special education teachers could be enhanced by proper training on the resources available. If teachers receive excellent, targeted training on creating transition plans, they could feel more comfortable with the transition writing process and decrease the number of barriers they may face while developing transition plans for students with disabilities
Towards Energy-Efficient Edge Computing for tiny AI Applications
Full text linkAs artificial intelligence (AI) applications become more common on the edge of networks, like Raspberry Pi servers, it is crucial to optimize their energy use. This research project investigates how AI algorithms affect energy efficiency and resource usage on Raspberry Pi servers. Two models were created: one predicts resource usage, and the other predicts power consumption of AI algorithms on Raspberry Pi. Several factors are considered like CPU and memory use, algorithm speed, dataset size, and types of algorithms and datasets. Using regression-based methods, we model how these factors affect energy use. By converting categorical factors into numerical ones, we develop models that describe the relationship between factors and energy use on Raspberry Pi. This research contributes practical tools that empower developers to assess the energy impact of AI deployments on edge servers, offering unique insights that are not readily available through solely profiling-based approaches. Our work facilitates scheduling AI applications on edge servers for energy efficiency without compromising performance
But Why Facebook? Why and How Local Nonprofit Organizations Use Facebook Compared to Other Social Media
Full text linkSocial media marketing has proven to be immensely beneficial in providing a mostly free, accessible way to inform people and carry out campaigns. For nonprofits, social media platforms provide a channel to reach large audiences quickly, efficiently, and engagingly. How social media is used by nonprofit organizations – especially medium to small-scale organizations – plays a huge factor in their social media success. This factor can affect followers’ attitudes, perceptions, knowledge, and behavior toward the brand, which consequently affects the engagement level. To better understand how nonprofits use social media, in this study, the researcher will interview social media managers from three nonprofits and consider why Facebook is a popular site for nonprofits and businesses out of all the other platforms that the organizations use
K-12 Teacher Perceptions of Online Learning and Information Technology Support Post COVID-19 Pandemic
Full text linkThis study examines K-12 teacher technology acceptance through their perceptions of the learning management system Google Classroom, in the aftermath of the COVID-19 pandemic. This correlational research study is conducted through a survey adapted from the Technology Acceptance Model, Information technology support analysis, and a functionality usability survey. This study examines the relationships between functionality, usability, IT support, perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards use (ATU), behavioral intention to use (BI), and actual usage (AU). Structural equation modelling is conducted at the construct level in order to determine relationships between constructs. Additionally, this study explores assessment and implementation problems experienced by teachers in the emergency period of online teaching during the COVID-19 pandemic. Structural equation modelling (SEM) results show that perceived usefulness and perceived ease of use have statistically significant relationships with attitude towards use and behavioral intention to use. SEM results also showed attitude towards use had a statistically significant relationship with behavioral intention to use. SEM results showed that behavioral intention to use had a small statistically significant relationship with actual usage. SEM results showed mixed relationships between functionality and perceived usefulness, IT support and perceived usefulness, IT support and perceived ease of use, and usability with perceived ease of use. Additionally, based on Pearson correlations, perceived ease of use had statistically significant relationships with behavioral intention to use. Qualitative results showed that teachers faced academic dishonesty problems, technology problems, and teacher specific problems while implementing online learning. This study is intended to inform leaders in the education field about teacher vii perceptions, along with problems faced by teachers, in an effort to better support K-12 schools in the event of another emergency and for the betterment of online learning as a whole
Muscogiana Vol. 35(1), Spring 2024
No full textMuscogee County, Columbus, Georgia, Genealogyhttps://csuepress.columbusstate.edu/muscogiana/1074/thumbnail.jp
School-based Educators’ Perceptions of Professional Development and its Impact on Their Ability to Improve Literacy Instruction for Underperforming K-2 Students
Full text linkThe purpose of this qualitative exploratory case study was to examine school-based educators’ perceptions of professional learning and its impact on their ability to improve literacy instruction. The perceived role of the principal in the implementation, monitoring, and sustaining professional learning was also explored. A total of eight teachers, two media specialists, two instructional coaches, and five school leaders at two elementary schools in the Southeast United States participated in the study. Findings include the importance of quality, ongoing professional development, the leader’s role in planning, participation in, and supporting teachers through the professional development process, and everyone’s role in supporting literacy throughout the school. The findings can inform professional learning practices aimed at improving literacy instruction for underperforming students. This research sought to draw a line from professional development to teacher learning to instructional practices in a way that may illuminate their connection to student learning