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The ESOL Endorsement Program and Student-Teacher Bond with ELL Students Transitioning to College
No full textDuring the 2018-19 school year, only 55 ELL students out of 651 graduated in a Central Florida district. The problem addressed in this study was how well the ESOL endorsement courses prepared teachers to teach ELL students and how this endorsement influenced teacher-student relationships for success in higher education. The purpose of this qualitative study was to discuss teachers’ perceptions about their ESOL endorsement training and how the student-teacher connection influenced students’ transition to college. The conceptual framework for this research was based on the concept of constructivism. A qualitative method and case study design were used for the research. The target population included 10 ESOL endorsed teachers from one high school. Data from this study included two sets of 45-60-minute interviews and collected documents. Inductive analysis was used to examine and analyze the interviews, which consisted of open-ended questions. The data were arranged into five themes and 15 subthemes to respond to the two research questions. The results of this study showed the need to renew the ESOL endorsement program with new up-to-date resources and to include follow-up courses that would benefit an in-school professional development for best practices and help change teachers’ and administrators’ mindsets for a positive and successful teaching environment. There is still limited research regarding teacher-student bonds and their influence on ELL students transitioning to college. Other areas have not been fully explored, like self-entitlement behavior, millennial mentality, and unwillingness to accept the new culture. Expanding on these topics will offer a more comprehensive vision of ELL students transitioning from high school to college.
Policy Expectations and Care-Provider Perceptions for Hospital Emergency Preparedness
No full textMaintaining preparedness for a disaster is a patient and provider safety issue that is often not a priority for hospital planning; however, the inability to implement and evaluate disaster/emergency preparedness programs may render hospitals and the overall healthcare system fragile and dysfunctional amidst such crises. Priorities such as emergency-department overcrowding and lack of funding emerge daily and contribute to the inability of hospitals to respond appropriately to unexpected events. This study was conducted with the aim to assess the correlation between disaster/emergency preparedness and related problems, policy, and politics. A cross-sectional survey design was used to determine whether problems, policy, and politics perceived by Tennessee acute-care hospital nurses predicted the disaster/emergency preparedness of their hospitals. A multiple linear regression model was applied to assess the effects of disaster/emergency problems, policy, and politics on disaster/emergency preparedness. A regression equation was created with respect to problems, policy, and politics predictor variables with age, gender, education, and location used as confounding variables. The results of the study revealed that policy (β = 0.41, p =.01) and politics (β = 0.26, p =.02) were related to disasters/emergencies, and these two significant variables can be used to predict disaster preparedness. In summary, disaster/emergency policy and politics predict preparedness within healthcare settings, including hospitals. These findings are suggestive of the urgent need for social change to require, develop, and implement a statewide hospital and overall standardized healthcare disaster/emergency-preparedness system with surveillance and monitoring for indicators of occurrence
Relationships of Teachers’ Race, Perceptions of Diversity Climate, and Psychological Contract Breach and Violation with Their Turnover Intention
No full textThe purpose of this quantitative, correlational-predictive study was to investigate whether teacher-reported psychological contract breach (PCB) and psychological contract violation (PCV) mediate the relationship between perceived diversity climate (DC) and turnover intention (TI), and the extent to which this mediated relationship, if it exists, is moderated by race (R) in the population of K-12 teachers in the United States. The framework for this study was provided by theories of diversity climate, psychological contract, and turnover intention. Research question one addressed the mediating effects of PCB and PCV. Research question two addressed the moderating effect of race on the mediated model. The study conducted online involved a convenience sample of 389 teachers (312 White and 77 Black) from 36 states. The results of the Hayes conditional process analysis for question one showed a statistically significant DC-TI predictive relationship: R2 = .492, F(3, 385) = 150, p .05. The significant mediation findings support the theoretical framework and justify further research to incorporate PCB and PCV in interventions to reduce teacher turnover. The study results could help organizations train leaders to navigate DC, PCV, and PCV within schools to reduce teacher turnover
Social Media Tools in Instruction and the Digital Classification of Middle School Teachers
No full textThe ever-evolving WWW, along with advancements in technology and online platforms, have transformed the field of education, allowing teachers to easily connect with students, provide engagement, and facilitate collaborative experiences with the opportunity to create content. Further, with the COVID-19 pandemic, today’s teachers have been challenged to teach in virtual and hybrid environments. This quantitative study examined the differences of 789 middle school teachers by digital classification (i.e., native or immigrant) and the use and purpose for the use of social media tools in instruction in one Northern Virginia school division during their transition to remote teaching during the 2020-2021 school year. With a 13.3% (n = 105) response rate, the results should be considered with caution. Using a convenience sample and a one-way multivariate analysis of variance, the between-groups study revealed that the digital classification of teacher had no effect on the determination to use social media tools in instruction, F(2, 102) = .86, p = .42; Wilks’ λ = 0.983, partial η2 = .02. Therefore, the H0 was accepted at a 95% confidence level. In addition, this research found a divide within the use of social media tools in instruction within the seven categories of those tools, where Blogging (M = .08, SD = .41), Wikis (M = .13, SD = .57), Social Tagging and/or Bookmarking (M = .23, SD = .80), and Social Networking (M = .94, SD = 1.56) showed lower mean scaled scores than Collaborative Authoring Tools (M = 1.71, SD = 1.65), Image or Video Sharing (M = 3.09, SD = 1.19), and Conferencing (M = 3.47, SD = 1.13). This implies that school administrators may need to provide all educators with additional professional development opportunities and training to learn to incorporate social media tools into instruction, because digital native teachers, or recent graduates of contemporary teacher licensure programs, do not appear to be entering the field more prepared to do this with more frequency or differing purpose than their elder counterparts
Diagenetic Controls on Relative Permeability of the Morrow B Sandstone, Farnsworth Unit, Texas
No full textThe efficiency of carbon utilization and storage within the Pennsylvanian Morrow B sandstone, Farnsworth Unit, Texas, is dependent on three-phase oil, brine, and CO2 flow behavior, as well as spatial distributions of reservoir properties and wettability. We show that end member two-phase flow properties, with binary pairs of oil-brine and oil-CO2, are directly dependent on heterogeneity derived from diagenetic processes, and evolve progressively with exposure to CO2and changing wettability. Morrow B sandstone lithofacies exhibit a range of diagenetic processes, which produce variations in pore types and structures, quantified at the core, plug scale using X-ray micro-computed tomography imaging and optical petrography. Permeability and porosity relationships in the reservoir permit the classification of sedimentologic and diagenetic heterogeneity into five distinct hydraulic flow units, with characteristic pore types including: macroporosity with little to no clay filling intergranular pores; microporous authigenic clay-dominated regions in which intergranular porosity is filled with clay; and carbonate-cement-dominated regions with little intergranular porosity. Steady-state oil-brine and oil-CO2 co-injection experiments using reservoir-extracted oil and brine show that differences in relative permeability persist between flow unit core plugs with near-constant porosity, attributable to contrasts in and the spatial arrangement of diagenetic pore types. Core plugs “aged” by exposure to reservoir oil over time exhibit wettability closer to suspected in situ reservoir conditions, compared to “cleaned” core plugs. Together with contact angle measurements, these results suggest that reservoir wettability is transient and modified quickly by oil recovery and carbon storage operations. Reservoir simulation results for enhanced oil recovery, using a five-spot pattern and water-alternating with-gas injection history at Farnsworth, compare models for cumulative oil and water production using both a single relative permeability determined from history matching, and flow unit-dependent relative permeability determined from experiments herein. Both match cumulative oil production of the field to a satisfactory degree but underestimate historical cumulative water production. Differences in modeled versus observed water production are interpreted in terms of evolving wettability, which we argue is due to the increasing presence of fast paths (flow pathways with connected higher permeability) as the reservoir becomes increasingly water-wet. The control of such fast-paths is thus critical for efficient carbon storage and sweep efficiency for CO2-enhanced oil recovery in heterogeneous reservoirs
Use of Gait Belts to Reduce Injurious Falls in a Medical-Surgical Unit
No full textThe gap between current evidence-based practices in falls prevention and their implementation into healthcare organizations remains a healthcare concern. At the project site, one unit experienced an increase in the number of injurious falls requiring an evidence-based intervention. The purpose of this quantitative, quasi-experimental quality improvement project was to determine if the implementation of the Hester Davis (HD) falls prevention protocol focused on gait belts would impact the injurious and total fall rates on a medical-surgical unit in a suburban California hospital over four-weeks. The Neuman systems model and Roger's diffusion of innovation theory were the theoretical underpinnings used for the project. The total sample size was 201, n = 79 in the comparative group and n = 122 in the implementation group. Data were obtained from the facility’s electronic health record. The results from the independent t-test showed that there was no statistically significant impact on injurious falls, t (199) = 1.244, p = .215 or on total falls, t (199) = .032, p = .974 using the gait belts. Despite the lack of statistical significance there was clinical significance in decreasing the injurious falls from 1 to 0. The results indicate that the implementation of the HD falls prevention protocol focused on gait belts might reduce injurious and total falls. Therefore, it is recommended that the project is sustained at the project site and data re-analyzed as it was uncommon to have only had one fall over the previous 30-days
The Impact Employee Gender, Mental Health Diagnosis, and Supervisor Involvement Has on an Individual’s Ability to Return to Work
No full textThe purpose of the study was to determine if the variables of workplace stakeholders of either supervisors or human resources, gender, or type of mental health condition may influence return to work from a mental health disability. The study is important as the human and financial cost of absence is high for both employers and employees. There are many workplace and social implications to mental health absences. The research questions were established to examine if the independent variables made a statistically significant difference in the dependent variable of time lost from work following a mental health disability. Is there a statistically significant difference in the dependent variable of the return to work duration of employees following a mental health absence when workplace stakeholders, gender, and mental health condition are taken into consideration? The research methodology used for the study was a quantitative, non-experimental, ex post-facto approach. Aggregate records with no identification were made available by a third-party disability management firm. The sample includes the archived records of working individuals in Canadian workplaces that had a mental health disability claim resulting in lost time and a return to work. The population was from private sector workplaces and within the working-age category of 18 to 65 years old. Short term disability claims have a start date of five days and a maximum of 182 days. A three-way ANOVA was used to analyze the data in SPSS. The study's findings indicate that supervisor involvement has a statistically significant difference, demonstrating lower days lost on a mental health claim. The type of mental health claim, gender, a combination of the independent variables were not found to be significant. This study provides evidence of the necessity to continue to research and explore ways to determine variables that may influence return to work from mental health conditions
Viviendo una Buena Vida: Elderly Mexican Immigrants' Experiences of Aging
No full textThe topic of this dissertation was the aging experience of persons of Mexican descent who are at least 60 years of age and who migrated to the United States as adults. This study served to fill a gap in the literature by exploring and documenting their perceptions of aging in a culture dissimilar from their culture of origin and identifying the health, social, and care needs of the ethnic group that is the largest minority group in the United States. Through this work, a better understanding of cultural differences in the experience of aging was gained, allowing practitioners and service providers to meet the needs of this population more effectively, particularly as the population of elderly persons continues to boom as population studies predict. The first research question was, “How do elderly Mexican immigrants describe their experiences of aging in a culture that is dissimilar to their culture of origin?” The second research question was, “How do elderly Mexicans who immigrated to the United States as adults describe their health, social, and care needs?” The research methodology for this study was a generic qualitative inquiry with semi-structured interviews. The population of this study was a rural community in the Pacific southwest that is predominantly Mexican and highly impoverished. The sample included three Mexican females who were 60 years of age or older and who immigrated to the United States as adults. Inductive thematic analysis with constant comparison was performed to uncover three themes for the first research question and two for the second. The predominant themes for the research questions were Family Connections and Relationships and Quality of Life for the first research question, and Love, Attention, Care, and Time for the second. The findings suggested above all else that family is a key component to the aging experience of elderly Mexican immigrants. The findings also demonstrated that general knowledge of an ethnic group is beneficial, but there are exceptions within the group
Exploring Philantrhopic Perceptions of Millennial Global Leaders
No full textAs the global philanthropic environment changes with new millennial global leaders and philanthropists, it has become increasingly important to identify how charitable millennial global leaders interact with nonprofits. The current study provides a qualitative phenomenological approach to explore the lived experiences of millennial global leader donors. While much of the research on millennials and philanthropy is related to the workplace, college alumni, financial institutions, and gender studies, this study expanded knowledge as it relates to the millennial global leader demographic, and what drives them philanthropically. The purpose of this study was to explore a deeper understanding of the perspectives and behaviors that drive millennial global leaders and their philanthropic giving. Using social exchange theory, the research clarified if personal gains or political agendas were drivers in millennial global leader giving, as people tend to evaluate their interactions based on social gain (Blau, 1964). The following eight themes emerged from the data (a) Charitable Involvement/Events, (b) Technology and Communication, (c) Ways to Give, (d) Family and Friends, (e) Impact, (f) Millennial Lifestyle and Networking (g) Millennial Philanthropic Perspectives, and (h) Cultural Diversity and Intelligence. The findings of this study have also confirmed and identified new drivers for philanthropy amongst millennial global leaders through the emergent themes. Finally, the results from this study, in combination with organizational data and an extensive literature review suggest that millennial global leaders want to be involved with events that yield significant impact to an organization’s bottom line. The millennial global leaders of the study want to help nonprofits and work on committees so that they can exhibit their talents and create opportunities to network, and simultaneously contribute financially to the cause
“Defiance, Disrespect, and Insubordination:” Disciplinary Power in School Discipline Policies and Practices; A Foucauldian Synoptic Text
No full textThis study aims to present a synoptic content analysis of school disciplinary policies and administrative practices. This study is grounded in the theoretical perspective of Michel Foucault and his work on power and social institutions focusing on how power is interwoven into social institutions and works through and on those within it. The unit of analysis for this study is the school discipline policy itself and those who interpret and act on it, the school administrators. Regions II/IV of Virginia provides the discipline policies and the participants for this study. The synoptic content analysis uncovers language that demonstrates the presence of technologies or mechanisms of power, which are deeply rooted in school disciplinary policies and administrative discourse and maintain and perpetuate harsher disproportionate disciplinary practices for students with disabilities; normalizing judgment, surveillance, and hierarchical observation, and the examination. The synoptic content analysis also uncovers language that appears to be acting in resistance to current disciplinary policies and practices. This study adds to the growing body of existing literature surrounding school discipline policy and practice and promotes an awareness of the subjectification and marginalization that disproportionate use of harsher punitive measures has on students with disabilities. The study is also a call to policy reform that argues for “wording” changes to the policy and a shift in how educational leaders and society view behavior and define “the good student.” This study forces educational leaders, more specifically building administrators, to authentically reflect on implicit biases that may exist concerning behavior, rules, expectations, and behavioral problems exhibited by students with disabilities