12 research outputs found
Seven Platforms You Should Know About: Share, Find, Author, or Adapt Creative Commons-Licensed Resources
No full textCreative Commons licenses allow no-cost access, redistribution, remix, and reuse with attribution. This session is for faculty (and others) who want to know about no-cost platforms which enable sharing, finding, creating, and/or adapting of openly licensed or public domain resources. This session features live demos by expert users or creators of a selection of no-cost (some freemium) platforms and/or collaborative communities, including: VTechWorks, Merlot, Open Textbook Library, OER Commons, VT’s Odyssey learning object repository, Overleaf, Pressbooks, and Rebus Community for Open Textbook Creation. This event was offered during Open Education Week 2017.
Moderator: Anita Walz
Presenters: Anita Walz, Virginia (Ginny) Pannabacker, Kayla McNabb, Ryan Looney, Lisa Pedrides, Melinda (Mindy) Bolin, Hugh McGuire
The chart labeled "Where to find share and adapt OER - no cost platforms.pdf" presents a selection of sixteen different no-cost platforms to find, share, build or adapt open educational resources (OER) or Creative-Commons licensed works. (Some platforms require that you create a login name and password. Others require that you install software (free only for educational use). Some are "freemium" systems which allow you to do some things, but not everything free of charge. Presentation of these platforms does not imply endorsement by Virginia Tech.
Seven of these platforms were featured in Virginia Tech's March 28, 2017 #OpenEducationWk session "Seven Platforms You Should Know About: Share, Find, Author, or Adapt Creative Commons-Licensed Resources."
The document "Links for Seven Platforms You Should Know About.pdf" includes links referenced in the video presentation
Women in the U.S. Military: Coping Style as a Moderator between Gender Microaggressions and Depressive Symptoms
No full textabstract: Women in the military work in a hypermasculine environment and may have experiences with gender microaggressions that contribute poorly to their mental health. In this quantitative study, the author assessed active duty U.S. military women’s (N = 683) reports of experiences with eight types of gender microaggressions (traditional gender roles, sexual objectification, second class citizen, sexist language, explicit threat to physical safety, implicit threat to physical safety, invalidation of sexism, and environmental; Capodilupo et al., 2010). Participants reported around a little or rarely having experiences with such microaggressions. Exploratory analyses demonstrated that Navy and junior enlisted women reported significantly higher frequencies of gender microaggressions compared to other groups. Using hierarchical regression analysis, controlling for general levels of stress, branch, rank, and sexual orientation, the author also examined whether the eight gender microaggressions explained scores on a measure of depression. Results suggested that only second class citizen explained a significant proportion of variance in depression. Therefore, the author examined whether coping style moderated the association between the gender microaggression subscales and depression as proposed. Results indicated problem focused engagement and emotion focused disengagement both moderated the link between second class citizen and depression. Findings from the current study have the potential to inform military programs, specifically around bringing awareness to subtle forms of sexism and ways to engage in coping. Limitation and directions for future research also are discussed.Dissertation/ThesisDoctoral Dissertation Counseling Psychology 202
Ethnic Identity as a Moderator for Perceived Access to Healthcare Among LMSM
No full textabstract: The Centers for Disease Control and Prevention (2017) note that gay, bisexual, and other men who have sex with men (collectively referred to as MSM) face more barriers to accessing health care compared to other men. Such barriers include, lack of cultural- and sexual identity-appropriate medical and support services, concerns about confidentiality, and fear of discussing sexual practices or orientation in a medical setting. In comparison to other MSM populations, Latino MSM (LMSM) report having the least amount of access to health care (McKirnan et al., 2012). The purpose of the present study is to elucidate how individual- (i.e., age, education level, and income level), community- (i.e., social support and neighborhood collective efficacy), and sociocultural-level factors (i.e., immigration status, heterosexual self-presentation, sexual identity commitment, sexual identity exploration, and ethnic identity affirmation and belonging) may relate with perceived access to healthcare. It is hypothesized that ethnic identity affirmation and belonging will moderate relations between the aforementioned predictors and perceived access to health care based on increasing evidence that ethnic identity, or one’s sense of affirmation and belonging to one’s ethnic group, may be a health protective factor. Among a sample of 469 LMSM, this study found that there were several predictors across all three levels (i.e., individual, community, and sociocultural) of perceived access to healthcare. Additionally, data supported evidence that ethnic identity affirmation and belonging (Phinney, 2003) acts as a moderator of other predictors of perceived access to healthcare in this sample. These findings can inform outreach interventions of researchers and healthcare providers about psychosocial and cultural barriers and facilitators of access to healthcare.Dissertation/ThesisMasters Thesis Counseling Psychology 202
Go and Heal Our Kinship System
No full textKeynote Speaker:
Dr. Grace L. Dillon is an academic and author. She is an Anishinaabe professor in the indigenous nations studies program, in the school of gender, race, and nations, at Portland State University. Dr. Dillon is best known for coining the term indigenous futurism, which is a movement consisting of art, literature, and other forms of media which express indigenous perspectives of the past, present, and future in the context of science fiction and related sub-genres. Dr. Dillon is the editor of walking the clouds: an anthology of indigenous science fiction, which is the first anthology of indigenous science fiction short stories, published by the University of Arizona press in 2012.
Join us for our annual Solidarity Town Hall program, an anchor discussion as part of Arabic American National Museum’s theme for Fall 2021 – Spring 2022: Istiqbal al Mustaqbal (Welcoming the Future). This year, the Town Hall is themed Imagining Decolonized Futures, highlighting futurist and sci-fi narratives as we imagine a world without colonial concepts. The Town Hall will feature keynote speaker: Anishinaabe academic and author Grace Dillon; and panelists: British Palestinian fiction writer Selma Dabbagh, multidisciplinary Afrofuturist artist Bryce Detroit, Canadian and Anishinaabe filmmaker Lisa Jackson; with moderator Hina Baloch, leader of the Research & Analytics team at GM. This is a virtual event taking place via Zoom
A Meta-Analysis of School-Based, Behavioral Consultations for Externalizing Behaviors
No full textMany teachers feel unprepared to handle the behavior problems that arise during the school day. School-based, behavioral consultation is one method of approaching this issue. While consultation has been demonstrated to be effective at providing teachers with the means to increase appropriate student behavior, there are still several unknown factors with which practitioners and researchers contend. In particular, questions about treatment fidelity and methods for its improvement have been noted in the literature. Of additional concern is the exclusion of single-case and unpublished studies in more recent meta-analytic research. The purpose of this paper was twofold. The first goal was to re-examine the impact of consultation on externalizing student behavioral outcomes by means of a more recent review of the school-based consultation literature. This analysis was intended to focus on single-case studies and both published and unpublished literature. Additionally, the author sought to investigate a possible moderator of this relationship: performance feedback, a method commonly used to measure and improve treatment integrity in consultations.
To accomplish these tasks, a sample of 26 single-case studies, both published and unpublished, was systematically collected. The data from the sample were evaluated using nonparametric and parametric methods. The results suggested school-based, behavioral consultation can produce improvements in externalizing student behaviors, with a Baseline Corrected Tau of .46 and a statically significant p-value according to multilevel modeling analyses. The presence of performance feedback resulted in statistically significant improvements, but relatively small practical changes in behavioral outcomes. Of additional note was the publication bias identified within the sample, with larger effects seen in published literature, suggesting that meta-analyses which do not include unpublished studies may be biased. Overall, these conclusions support the use of consultation for improving behavioral problems in students and highlight the importance of considering treatment fidelity issues
Chapter 2: The Tutor's Role
No full textThe OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)
The Tutor's Role
No full textThis chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an ‘effective’ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring
Pathways to Disability: Predicting Health Trajectories
No full textThe paper considers transitions in the health and disability status of persons as they age. In particular, we explore the relationship between health and disability at younger ages (say 50) and health and disability in future ages. We consider for example, the future health path of persons who are in good health at age 50 compared to the future health path of persons who are in poor health at age 50. To do this, we develop a model that jointly considers health and mortality. The key feature of the model is the assumption of underlying “latent” health that determines both mortality and self-reported responses to categorical health and disability questions. Latent health allows for heterogeneity among individuals and allows for correlation of health status over time, thus allowing for state dependence as well as heterogeneity. The model also allows for classification errors in self-reported response to categorical health and disability questions. All of these are important features of health and disability data, as we show with descriptive data. The model accommodates the strong relationship between self-reported health status and mortality, which is critical to an understanding of the paths of health and disability of the survivors who are observed in panel data files. Our empirical analysis is based on all four cohorts of the Health and Retirement Study (HRS) -- the HRS, AHEAD, CODA and WB cohorts). We find that self-reported health and self-reported disability correspond very closely to one another in the HRS. We find that both self-reported health and disability are strong predictors of mortality. Health and disability at younger ages are strongly related to future health and disability paths of persons as they age. There are important differences in health and disability paths by education level, race, and gender.
Moderators of Sexual Recidivism as Indicator of Treatment Effectiveness in Persons With Sexual Offense Histories: An Updated Meta-analysis
No full textThe present meta-analysis is an update of the meta-analysis by Schmucker and Lösel [Campbell Syst. Rev. 2017; 13: 1–75], which synthesized evidence on sexual recidivism as an indicator of treatment effectiveness in persons with sexual offense histories. The updated meta-analysis includes 37 samples comprising a total of 30,394 individuals with sexual offense histories, which is nearly three times the sample size reported by Schmucker and Lösel (2017: 28 samples, N = 9781). In line with Schmucker and Lösel (2017), the mean treatment effect was small with an odds ratio of 1.54 [95% CI 1.22, 1.95] ( p < .001). A moderator analysis suggested three predictors of importance, i.e., risk level, treatment specialization, and author confounding. Greater treatment effectiveness was suggested in high- and medium-compared to low-risk individuals and in specialized compared to non-specialized treatments. Authors affiliated with treatment programs reported larger effectiveness than independent authors. These findings were overall in line with Schmucker and Lösel (2017), though the effects of risk level and treatment specialization were stronger in the current meta-analysis. The findings of the updated meta-analysis reinforce the evidence for the first and second principle of the Risk-Need-Responsivity model. The results may support researchers and decision-makers in interpreting the current evidence on sexual recidivism as an indicator of treatment effectiveness, and, based on that, implement and carry out informative, methodologically sound evaluations of ongoing treatment programs in persons with sexual offense histories
