Matching Items (24)

141328-Thumbnail Image.png

Mitigation Evaluations: A Survey of Current Practices

Description

This study examined the scope and components of mitigation assessments in a first effort to develop some guidelines for conducting mitigation evaluations. Using the Mitigation Evaluations Survey (MES) we developed

This study examined the scope and components of mitigation assessments in a first effort to develop some guidelines for conducting mitigation evaluations. Using the Mitigation Evaluations Survey (MES) we developed for this research, we surveyed 266 psychologists about the characteristics and content of mitigation evaluations. A high percentage of participants endorsed each of the 14 content areas presented in the MES as essential or recommended for inclusion in mitigation evaluations. However, when the participants were given a hypothetical open-ended referral question regarding a mitigation evaluation, fewer participants included all 14 content areas in their responses. This discrepancy as well as information regarding the qualifications and expertise of the participants is discussed.

Contributors

Agent

Created

Date Created
  • 2011

134539-Thumbnail Image.png

An Approach to Assessing PTSD in Refugee Children

Description

Post-traumatic stress disorder is prevalent in refugees. The population of refugees in the United States is continuing to increase, of which the majority of the incoming refugees are children. A

Post-traumatic stress disorder is prevalent in refugees. The population of refugees in the United States is continuing to increase, of which the majority of the incoming refugees are children. A more comprehensive approach is needed to assess children for PTSD. This creative project involved reviewing existing literature on refugees in the United States, child refugees, Erik Erikson's stages of psychosocial development, and available and applicable PTSD assessment tools. I developed a reference chart that compared the available assessment tools. I recognized that a PTSD assessment tool for refugee children does not exist. In response, I created an approach to assessing PTSD in refugee children ages 5-12. In creating this toolkit, I determined who is appropriate for administering the assessment, discovered how to create trust between the clinician and the child, created the assessment tool, including implementation instructions, and then provided directions on scoring and referrals. The tool itself is called the Child Refugee PTSD Assessment Tool (CRPAT-12). The creation of the CRPAT-12 will hopefully be disseminated and will encourage refugee resettlement organizations to assess children for PTSD upon intake. Early identification of symptoms of distress will help the child receive the appropriate treatment and will help prevent more extreme mental health complications.

Contributors

Agent

Created

Date Created
  • 2017-05

136521-Thumbnail Image.png

Sustainability Assessment of a Local Coffee Shop

Description

Derived from the idea that the utilization of sustainable practices could improve small business practice, this honors thesis offers a full business assessment and recommendations for improvements of a local,

Derived from the idea that the utilization of sustainable practices could improve small business practice, this honors thesis offers a full business assessment and recommendations for improvements of a local, family-owned coffee shop, Gold Bar. A thorough analysis of the shop's current business practices and research on unnecessary expenses and waste guides this assessment.

Contributors

Agent

Created

Date Created
  • 2015-05

158021-Thumbnail Image.png

The Social Behavior Competencies of Self-Identified Bullies as Assessed by Students Themselves Plus Parents and Teachers

Description

This two-study investigation examined the social behavior competencies of a sample of students ages 8 to 18 who identified themselves as either bullies or non-bullies based on ratings of items

This two-study investigation examined the social behavior competencies of a sample of students ages 8 to 18 who identified themselves as either bullies or non-bullies based on ratings of items on a comprehensive behavior rating scale. Specifically, the purpose of Study 1 was to establish criteria using the Social Skills Improvement System – Student Rating Scale (SSIS-S) to identify students from a nationally representative standardization sample who displayed high frequencies of bullying behaviors. The social behavior ratings for these self-identified bullies were then compared with all other students in the national sample and analyzed to determine differences among various domains of social skills and problem behaviors. In Study 2, the same students’ social behaviors were rated by adult informants to determine if there was added value in including parents and teachers in the assessment of the self-identified bullies. Finally, the extent of concurrent agreement was examined for all students among the teachers, parents, and students’ ratings of social skills and problem behavior domains. Study 1 revealed that self-identified bullies are not a homogeneous group. The main findings from Study 2 showed parents and teachers may add to the overall predictive validity of the student self-report assessment, but not the accuracy of classifying the students as bullies. Study 2 showed differences and similarities exist across the ratings provided by each rater. The relative value of including adult reports in the self-assessment likely lies in the reported differences from each rater, as they provide a more complete social behavior profile for each student. These findings are discussed in terms of existing research and theories regarding children and youths’ bullying behavior. Limitations and recommendations for future research conclude the report.

Contributors

Agent

Created

Date Created
  • 2020

158565-Thumbnail Image.png

Assessing the Development of Key Competencies in Sustainability

Description

Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels

Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability.

Contributors

Agent

Created

Date Created
  • 2020

151439-Thumbnail Image.png

Validation of the Rapid Eating and Activity Assessment for diet quality measurement in young adult males

Description

The Rapid Eating and Activity Assessment for Participants Short Version (REAP-S), represents a method for rapid diet quality assessment, however, few studies have tested its validity. The Healthy Eating Index-2005

The Rapid Eating and Activity Assessment for Participants Short Version (REAP-S), represents a method for rapid diet quality assessment, however, few studies have tested its validity. The Healthy Eating Index-2005 (HEI-2005) and the Diet Quality Index Revised (DQI-R) are tools that effectively assess diet quality, however, both are complex and time consuming. The objective of this study was to evaluate the validity of the REAP-S against the HEI-2005 and the DQI-R. Fifty males, 18 to 33 years of age, completed the REAP-S as well as a 24-hour diet recall. HEI-2005 and DQI-R scores were determined for each 24-hour recall. Scores from the REAP-S were evaluated against the HEI-2005 and DQI-R scores using Spearman rank order correlations and chi square. Modifications were also made to the original method of scoring the REAP-S to evaluate how the correlations transformed when certain questions were removed. The correlation coefficient for REAP-S and the HEI-2005 was 0.367 (P=0.009), and the correlation coefficient for REAP-S and the DQI-R was 0.323 (P=0.022). Chi square determined precision of the REAP-S to the HEI-2005 for overall diet quality at 64% and 62% for the DQI-R and REAP-S. Scores that were considered extreme (n=21) by the HEI-2005 (scores <40 and >60) had 76% precision with REAP-S. The correlation for the modified version of scoring REAP-S with the overall HEI-2005 and DQI-R were 0.395 (P=0.005) and 0.417 (P=0.003) respectively. Chi square statistics revealed the REAP-S accurately captured the diets of high quality versus low quality with 64% precision to the HEI-2005 and 62% of the DQI-R. When evaluating the modified REAP-S scores against the extreme HEI-2005 scores, precision increased to 81%. It appears the REAP-S is an acceptable tool to rapidly assess diet quality. It has a significant, moderate correlation to both the HEI-2005 and the DQI-R, with strong precision as well. Both correlation and precision is strengthened when values are compared to only the extreme scores of the HEI-2005; however, more research studies are needed to evaluate the validity of REAP-S in a more diverse population and to evaluate if changes to select questions can improve its accuracy in assessing diet quality.

Contributors

Agent

Created

Date Created
  • 2012

151476-Thumbnail Image.png

The assessment of physical activity and sedentary behaviors

Description

The health benefits of physical activity are widely accepted. Emerging research also indicates that sedentary behaviors can carry negative health consequences regardless of physical activity level. This dissertation explored four

The health benefits of physical activity are widely accepted. Emerging research also indicates that sedentary behaviors can carry negative health consequences regardless of physical activity level. This dissertation explored four projects that examined measurement properties of physical activity and sedentary behavior monitors. Project one identified the oxygen costs of four other care activities in seventeen adults. Pushing a wheelchair and pushing a stroller were identified as moderate-intensity activities. Minutes spent engaged in these activities contribute towards meeting the 2008 Physical Activity Guidelines. Project two identified the oxygen costs of common cleaning activities in sixteen adults. Mopping a floor was identified as moderate-intensity physical activity, while cleaning a kitchen and cleaning a bathtub were identified as light-intensity physical activity. Minutes spent engaged in mopping a floor contributes towards meeting the 2008 Physical Activity Guidelines. Project three evaluated the differences in number of minutes spent in activity levels when utilizing different epoch lengths in accelerometry. A shorter epoch length (1-second, 5-seconds) accumulated significantly more minutes of sedentary behaviors than a longer epoch length (60-seconds). The longer epoch length also identified significantly more time engaged in light-intensity activities than the shorter epoch lengths. Future research needs to account for epoch length selection when conducting physical activity and sedentary behavior assessment. Project four investigated the accuracy of four activity monitors in assessing activities that were either sedentary behaviors or light-intensity physical activities. The ActiGraph GT3X+ assessed the activities least accurately, while the SenseWear Armband and ActivPAL assessed activities equally accurately. The monitor used to assess physical activity and sedentary behaviors may influence the accuracy of the measurement of a construct.

Contributors

Agent

Created

Date Created
  • 2012

149839-Thumbnail Image.png

A penny and a half and a pool: lead poisoning and its impact on academic achievement

Description

Lead is a neurotoxin that has been shown to have a long and lasting impact on the brains, bodies, and behaviors of those who are poisoned. It also has

Lead is a neurotoxin that has been shown to have a long and lasting impact on the brains, bodies, and behaviors of those who are poisoned. It also has a greater presence in communities with high levels of poverty and minority populations. Compounded over time, the effects of lead poisoning, even at low levels of exposure, impact a child's readiness and ability to learn. To investigate the relationship between the risk of lead poisoning, school level academic achievement, and community demographics, three sets of data were combined. The Lead Poisoning Risk Index (LPRI), used to quantify the risk in each census tract of being poisoned by lead, standardized state assessment data for third grade reading and eighth grade math, and census 2000 demographic data were combined to provide information for all Arizona schools and census tracts. When achievement was analyzed at the school level using descriptive, bivariate correlation, and multivariate regression analyses, lead's impact practically disappeared, exposing the powerful effect of poverty and race on achievement. At a school in Arizona, the higher the percentage of students who are poor or Hispanic, African American or Native American, these analyses' predictive models suggest there will be a greater percentage of students who fail the third grade AIMS reading and eighth grade AIMS math tests. If better achievement results are to be realized, work must be done to mitigate the effects of poverty on the lives of students. In order to improve schools, there needs to be an accounting for the context within which schools operate and a focus on improving the neighborhoods and the quality of life for the families of students.

Contributors

Agent

Created

Date Created
  • 2011

158057-Thumbnail Image.png

公司的社会价值模型与量化评估:以“A股上市公司义利99”为例

Description

本文是针对A股上市公司的社会价值所进行的模型开发与量化评估研究。

公司的社会价值,在本文中界定为公司所实现的经济、社会和环境等方面的综合贡献。随着全球和中国越来越重视可持续发展,公司的社会价值也越来越引起资本市场投资者的关注。

研究以具有原创性的“上市公司社会价值评估模型”为工具,以沪深300成分股为对象,以上市公司的经济、社会和环境的综合贡献为内容,筛选出社会价值量化得分居前99位的公司,形成义利99榜单和指数。

基于该模型和义利99榜单,博时基金已经发布了“博时中证可持续发展100指数”ETF产品(515090),标志着“义利99”从一项研究变成了可交易的基金产品。

“上市公司社会价值评估模型” ,将公司的社会价值分为三个方面,即目标、方式和效益。 “目标” (AIM)是建设更高质量、更有效率、更加公平和更可持续的美好未来,这是公司社会价值的驱动力; “方式” (APPROACH)是指创新的生产技术、运营模式和管理机制,这是公司社会价值的创新力; “效益” (ACTION)是指公司的经济、社会和环境的贡献,这是公司社会价值的转化力。该模型也称 “社会价值三A三力三合一模型” ,简称3A模型。

通过义利99指数和博时中证可持续发展100指数长达五年以上的回测分析发现,这些公司有相对更好、更平稳的市场表现,这两个指数存在Fama-French因子不能解释的超额收益率,即具有显著的正α。回归分析还显示,义利两个属性的因子都能贡献超额收益,但股票月收益率与利的指标成显著正向线性相关,与义的指标成正向线性相关但关系较弱。

“义利99” 是将上市公司对经济、社会和环境的贡献纳入模型进行量化评估的探索,有利于资本市场更好地关注上市公司的社会价值,并促进上市公司将社会价值纳入长期战略安排。

随着更多上市公司更好地承担起信息披露的责任,“义利99”未来将不会局限于沪深300,会有更广泛的应用。中国上市公司终将成为推动世界可持续发展的新动力。

Contributors

Agent

Created

Date Created
  • 2020

156311-Thumbnail Image.png

Norming at scale: faculty perceptions of assessment culture and student learning outcomes assessment

Description

To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with

To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution’s faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university’s many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution’s culture of assessment.

This mixed methods action research study gauged how well one form of SLOA training – a rubric-norming workshop – could affect both inter-rater reliability for faculty scorers and faculty perceptions of SLOA while exploring the nature of faculty collaboration toward a shared understanding of student learning outcomes. The study participants, ten part-time faculty members at the institution, each held primary careers in the health care industry, apart from their secondary role teaching university courses. Accordingly, each contributed expertise and experience to the rubric-norming discussions, surveys of assessment-related perceptions, and individual scoring of student performance with a common rubric. Drawing on sociocultural learning principles and the specific lens of activity theory, influences on faculty SLOA were arranged and analyzed within the heuristic framework of an activity system to discern effects of collaboration and perceptions toward SLOA on consistent rubric-scoring by faculty participants.

Findings suggest participation in the study did not correlate to increased inter-rater reliability for faculty scorers when using the common rubric. Constraints found within assessment tools and unclear institutional leadership prevented more reliable use of common rubrics. Instead, faculty participants resorted to individual assessment approaches to meaningfully guide students to classroom achievement and preparation for careers in the health care field. Despite this, faculty participants valued SLOA, collaborated readily with colleagues for shared assessment goals, and worked hard to teach and assess students meaningfully.

Contributors

Agent

Created

Date Created
  • 2018