ABSTRACT
Due to the COVID-19 pandemic, the international shipping market has been highly volatile, posing a serious threat to the survival and development of many maritime start-ups. With the development of the digital economy, digital transformation is affecting the evolution and upgrading of many traditional enterprises, including maritime enterprises. In the post-COVID-19 era, start-up small and medium-sized enterprises will need to consider the importance of enterprise risk management to achieve transformation and upgrading. The purpose of this study is to provide guidance for the establishment and upgrading of risk management systems for start-ups based on the identification of risk management strategies of maritime enterprises and the evaluation of their performance. The fuzzy analytic hierarchy process and importance-performance analysis methods were used to rank the operational risk, financial risk, market risk, innovation risk, and disaster risk according to sub-items and screen out the risk management schemes for priority improvements. Through empirical research, it was found that the financial risk and market risk response schemes have the lowest performance and need to be prioritised for improvement. This study argues that start-ups can appropriately challenge their risk management strategies to meet potential risk management needs based on their own circumstances.
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The COVID-19 pandemic has heightened the visibility of economic inequality and the inadequacy of current minimum wage laws in the United States. Changes in the minimum wage, a living wage, or just employment practices may be compelled by law or voluntarily enacted by employers. A literature search failed to yield a concise and practical tool to comprehensively assess existing just employment policies or practices in higher education institutions. This article describes the development of a concise and practical assessment based on the "Model Just Employment Policy" from the Kalmanovitz Initiative for Labor and the Working Poor at Georgetown University. The resulting Just Employment Policy Assessment is used to evaluate the publicly available policies of four disparate higher education institutions in the United States. The article concludes with a discussion of implications for future research and administrative practice.
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Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]
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Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program;otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays.
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Due to the Coronavirus pandemic and lengthy absences from the classroom, there is a need for large-scale remedial programs to support young children to "catch-up" on literacy and numeracy skills. A stratified randomized controlled trial was used to evaluate the Headsprout Early Reading (HER) program as a parent-mediated digital literacy intervention. A between-groups design compared differences in reading-dependent outcome measures for 36 children assigned to one of three intervention groups: with support, without support, and waitlist-control. Children completed significantly more episodes when parents received implementation support from the researcher compared to the without support group. Children receiving Headsprout instructions demonstrated marginally greater gains than the waitlist-control group in posttest outcome measures;however, differences in reading outcomes were not significant between groups at posttesting. The current research provides tentative support for HER and importantly, highlights the importance of providing support for parents implementing interventions at home. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states flexibility from federal requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The report describes the early progress of the first five IADA systems to help policymakers consider expanding the program to more states. The report is primarily based on analyses of states' IADA applications and annual performance reports through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. This Study Highlights describes the key findings from the report. [For the full report, see ED627872. For the Appendix, see ED627873.]
ABSTRACT
The Hospital Elder Life Program (HELP) is a multicomponent delirium prevention program targeting delirium risk factors of cognitive impairment, vision and hearing impairment, malnutrition and dehydration, immobility, sleep deprivation, and medications. We created a modified and extended version of the program, HELP-ME, deployable under COVID-19 conditions, for example, patient isolation and restricted staff and volunteer roles. We explored perceptions of interdisciplinary clinicians who implemented HELP-ME to inform its development and testing. Qualitative descriptive study of HELP-ME among older adults on medical and surgical services during the COVID-19 pandemic. HELP-ME staff at 4 pilot sites across the United States who implemented HELP-ME.We held five 1-hour video focus groups (5-16 participants/group) to review specific intervention protocols and the overall program. We asked participants open-endedly about positive and challenging aspects of protocol implementation. Groups were recorded and transcribed. We used directed content analysis to analyze data. Participants identified general, technology-related, and protocol-specific positive and challenging aspects of the program. Overarching themes included the need for enhanced customization and standardization of protocols, need for increased volunteer staffing, digital access to family members, patient technological literacy and comfort, variation in the feasibility of remote delivery among intervention protocols, and preference for a hybrid program model. Participants offered related recommendations. Participants felt that HELP-ME was successfully implemented, with some modifications needed to address limitations of remote implementation. A hybrid model combining remote and in-person aspects was recommended as the preferred option.
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Background/Objective: In 2017, the Michigan Institute for Clinical and Health Research (MICHR) and community partners in Flint, Michigan collaborated to launch a research funding program and evaluate the dynamics of those research partnerships receiving funding. While validated assessments for community-engaged research (CEnR) partnerships were available, the study team found none sufficiently relevant to conducting CEnR in the context of the work. MICHR faculty and staff along with community partners living and working in Flint used a community-based participatory research (CBPR) approach to develop and administer a locally relevant assessment of CEnR partnerships that were active in Flint in 2019 and 2021. Methods: Surveys were administered each year to over a dozen partnerships funded by MICHR to evaluate how community and academic partners assessed the dynamics and impact of their study teams over time. Results: The results suggest that partners believed that their partnerships were engaging and highly impactful. Although many substantive differences between community and academic partners' perceptions over time were identified, the most notable regarded the financial management of the partnerships. Conclusion: This work contributes to the field of translational science by evaluating how the financial management of community-engaged health research partnerships in a locally relevant context of Flint can be associated with these teams' scientific productivity and impact with national implications for CEnR. This work presents evaluation methods which can be used by clinical and translational research centers that strive to implement and measure their use of CBPR approaches.
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One of the biggest challenges environmental education (EE) practitioners face is having timely and systematically-collected evaluation data to inform the design and improvement of existing programs. One potential way to provide systematic evaluations of programs and build evaluation capacity for practitioners is through a facilitated community of practice (CoP). We developed a CoP involving 37 organizations who were pivoting to online EE programs within the United States due to the COVID-19 pandemic. Our goals were to build organizational capacity in evaluation and adaptive management to improve these organizations' online EE programs. We describe our CoP design, challenges associated with its implementation, and the benefits reported by participants in the CoP. Participants reported that they improved their evaluation skills and attitudes towards evaluation and developed social capital with a new network of colleagues. They also reported positive changes in practice, both individually and organizationally; considered new outcomes for their programs; and learned about using evaluation data to systematically improve programs. Educators shared their learning both within and outside of their organizations. Those who were more regularly involved in this community reported more positive benefits than others who were less involved. We share our reflections on the process and make suggestions for other evaluators to consider in similar CoP designs.
Subject(s)
COVID-19 , Pandemics , Humans , United States , Pandemics/prevention & control , Program Evaluation , Clinical Competence , AttitudeABSTRACT
Many youth with foster care experience have goals of completing a postsecondary program. While the past two decades have seen a great deal of growth in services, supports, and policies to help youth achieve these goals, the evidence base for postsecondary support programs remains limited, and the child welfare system continues to struggle to find ways to meaningfully support youth with foster care experience in meeting their goals. The purpose of this study is to contribute to the evidence base of what works to support youth with foster care experience in achieving their postsecondary goals by reporting on the first full-length evaluation of Fostering Higher Education (FHE), a postsecondary access and retention intervention designed specifically for this population. This was an underpowered study focused on implementation feasibility conducted with 25 youth in SW Washington. Analyses of intervention implementation data found implementation to be feasible, but reaching desired exposure levels was complicated by challenges such as the chaotic circumstances many youth were living in combined with the onset of the COVID-19 global pandemic. Preliminary assessments of the impact of FHE were encouraging, with participants in the FHE condition experiencing a greater reduction in perceived barriers to education and increased participation in postsecondary preparation activities compared to the control group. FHE offers a promising approach to postsecondary support services for youth with foster care experience. Future research aims to continue to assess the effectiveness of and approaches to strengthen this program.
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Rates of migration continue to rise in the United States;between 1965 and 2015, new immigrants and their ancestors accounted for 55% of population growth. In Latin America, ongoing violence, extreme poverty, and political instability force many families to migrate north to the United States. Before, during, and after migration, immigrant children are at risk of being exposed to traumatic events which may lead to mental health issues and impact their school adjustment. Community-based programming, such as school-based support groups, may be particularly helpful in addressing these risk factors and fostering resilience. Support groups have been found helpful in improving school adjustment, which includes school achievement, engagement, and retention. However, there is a lack of high-quality, methodologically rigorous support group programming. In addition, few of these school-based support groups have been evaluated using a structured, systematic process like a program evaluation. To address this gap, the study partnered with a local elementary school to conduct a program evaluation of their pilot program, the Newcomer Support Group (NSG). The NSG is a school-based support group for Latinx immigrant elementary-aged children. The study aimed to explore the program evaluation experience for stakeholders and the NSG's impact on participating children. Results revealed that the program evaluation was, overall, collaborative and informative for stakeholders. However, the NSG did not have a significant impact on Latinx immigrant children's school adjustment. The study explores the results, contributions, and limitations (e.g., the COVID-19 pandemic) in more depth. It is critical that school systems offer targeted, supportive spaces for Latinx immigrant youth and that these programs be evaluated carefully to assess overall impact. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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In America, millions of families and children face hunger and food insecurity every day. According to the United States Department of Agriculture, more than thirty-eight million people experienced hunger in 2020. As many as 13 million children in the United States live in food-insecure homes. Many households that experience food insecurity do not qualify for federal nutrition programs. While valuable, barriers to these programs can block food-insecure households with children and prevent access to healthy food. The impact of adverse health and nutritional consequences, of a food-insecure household, will continue to plague our communities until efficient programming connects to those in need. Household and child food insecurity has greatly changed. Since the pandemic, our respect for food systems, food availability, and food security has greatly intensified. The actual numbers of food insecurity within these past two years are yet to be realized. While the above statistics are alarming, the concern is that food insecurity data will greatly worsen, specifically in families with children. The COVID-19 pandemic has made us all aware that, as a nation, we need to develop many programs to assure everyone has a place at the table. This proposed study will collaborate with a community pilot program that is trying to fill that gap. The program provides home-delivered meals and serves children in need of healthy foods. An evaluation and impact study for program recipients will analyze the impact of nutrition security and perceived benefits from the participation of the nutrition-focused, home delivery meal program. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Background: School-based sleep education programmes can promote the importance of sleep health and may improve adolescent sleep. To date, only limited research has examined the feasibility of integrating sleep programmes into the school curriculum. Objectives: This study evaluated the feasibility, acceptability and preliminary efficacy of the Strathclyde intervention to encourage good sleep health in teenagers (SIESTA). Methods: A total 171 students (12–15 years, 53% women) from secondary schools in Scotland participated in the study. Recruitment and retention, data collection and design procedures were assessed to establish feasibility. Qualitative feedback on acceptability was collected via focus group discussions. Outcome measures assessing insomnia symptoms, sleep hygiene, depression, anxiety and stress were completed at baseline and post-intervention to explore the preliminary effects of SIESTA. Results: All schools that were approached consented to participate, and most students completed assessments at both time points (171) with a dropout rate of 5%. Assessment measures provided sufficient data to compare baseline and post-intervention values. Training and delivery manuals ensured successful delivery of the programme. Qualitative feedback indicated SIESTA was acceptable, and students spoke favourably about the content, delivery and techniques. Students reported that SIESTA was age-appropriate, relevant and the techniques were beneficial. There were significant improvements in insomnia and stress, but no improvements were noted for sleep hygiene, depression or anxiety. Conclusion: The findings suggest that SIESTA is feasible and acceptable for delivery via the school curriculum. The results indicate that a controlled trial is required to further investigate the efficacy of SIESTA implemented in an educational context.
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Shifts in the healthcare environment, particularly the onset of the coronavirus disease 2019 (COVID-19) pandemic, have resulted in the cancelation of most Level I experiential learning opportunities for occupational therapy students limiting required hands-on learning experiences and impacting the required academic content for graduation for occupational therapy students. The decline in Level I fieldwork placements occurred before COVID-19 because of changes to legislative and licensure regulations, increased demand, and reimbursement criteria (Harvison, 2020). The decline in Level I fieldwork sites demands that the profession explore strategies to provide innovative experiential learning opportunities to address the occupational therapy educational needs set by the 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards (American Occupational Therapy Association [AOTA], 2019). This program evaluation aimed to assess Digital Clinical Experiences (DCE) effectiveness as an alternative to traditional Level I fieldwork at a private mid-Atlantic health sciences college. The study determined the efficacy of the DCE product by comparing the outcomes reflected in students' performance on the Level I Fieldwork Competency Evaluation for OT and OTA Students. Scores of students who participated in Level I fieldwork using DCE were compared to scores of students who participated in traditional Level I fieldwork. The comparison of scores indicated that there is no significant difference. The context, input, process, and product (CIPP) model guided this evaluation. The product evaluation component addressed the purpose of this program evaluation (Stufflebeam & Zhang, 2017;Young Lee et al., 2019). The product evaluation component measured and analyzed the findings during and after the learning experience (Young Lee et al., 2019). Additionally, the product evaluation assessed the overall efficacy of the DCE product (Young Lee et al., 2019) and presented outcomes from multiple viewpoints: the individual, the cohort, and the aggregate members (Stufflebeam & Zhang, 2017). Thirty-two students participated in this program evaluation. Quantitative data included DCE student index performance scores in four areas of interest: documentation, communication skills, performance skills, and clinical reasoning. Quantitative data obtained from the Level I Fieldwork Competency Evaluation for OT and OTA Students and the Simulation Effectiveness Tool- Modified (SET-M) support the use of the DCE product for Level I fieldwork. Qualitative data using thematic analysis and axial coding determined themes from reflective journals that support the overall findings and indicate that students found the DCE learning experience engaging, meaningful, and a positive learning experience. Results from the Level I Fieldwork Competency Evaluation for OT and OTA Students suggest comparative learning outcomes where performance scores showed no significant differences compared to scores from students who participated in traditional Level I fieldwork experiences. The student's qualitative feedback supported this program evaluation's positive and negative findings. The limitations of the evaluated DCE program include only one area of practice, the use of one cohort of students for data collection, the target population (nursing students) of the DCE product, and the educators' time commitment. The results of this program evaluation inform educators of the effectiveness of the DCE product for Level I fieldwork and increase access to Level I fieldwork learning experiences when access is limited. These program evaluation outcomes were presented through multiple formats to include presentations to occupational therapy educators, presentations to Shadow Health, the publication of the findings in peer-reviewed occupational therapy journals, and dynamic discussions on the AOTA CommunOT discussion pages. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020–2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures;(un)availability of other services;community uncertainty and anxiety;school staff capability and wellbeing;and risk of educational slippage. SUN strategies were: enhancing teachers' capabilities and resources, facilitating public health discussions, and advocating at regional level. Outcomes were: enhanced capability of school staff;greater school-community engagement;student belonging and engagement;a voice for advocacy;and continuity of SUN's momentum. Conclusions: The resilience approach (rather than specific strategies) was critical for building schools' capabilities for promoting students and staff wellbeing and provides an exemplar for remote schools globally.
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The advent of COVID-19 was associated with an upsurge of "warmlines," or telephone lines staffed by non-clinicians that provide non-crisis mental health support. This paper describes a state-funded warmline initiative that was part of a public health approach to mitigating the harms of COVID-19 among people living with mental illness.
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In this meta-analysis, we estimate the effectiveness of hybrid language instruction overall and across a number of moderator variables by aggregating effect sizes from 11 studies with 34 samples. Results suggest hybrid language instruction can be just as effective as traditional face-to-face (f2f) instruction, as indicated by the negligible differences between hybrid courses and traditional f2f courses (d = .14). Furthermore, studies employing within-group designs indicate that students in hybrid language classes can improve their language skills considerably (d = 1.47). This is a positive finding given that many institutions have experienced a surge in hybrid teaching due to the COVID-19 pandemic. We also report on a number of moderator variables that can impact the effectiveness of hybrid language courses, including (a) the amount of reduction in f2f time, (b) the use of online activities provided by textbook publishers, (c) the use of a learning management system, (d) advances in digital technologies, (e) the targeted language skills (e.g., speaking, writing), and (f) whether the data come from initial or subsequent iterations of a hybrid course. Additionally, we offer directions for future research regarding the substantive and methodological issues in the hybrid language instruction domain. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Introduction: The impact caused by the Coronavirus disease (COVID-19) has considerably altered the provision of outpatient rehabilitation services, especially pulmonary rehabilitation (PR). Objective(s): To describe the situation of PR services in Latin America 18 months after the beginning of the COVID-19 pandemic. Method(s): Cross-sectional study in which a survey was sent to professionals from PR centers in Latin America. An online questionnaire was applied from May to September 2021. The following data were included: demographic data of the programs, evaluation strategies, program structure, RP intervention in post-COVID-19 patients, and perception of therapeutic strategies for the care of post-COVID patients. COVID-19. The questionnaire was distributed in Spanish and Portuguese languages. This study was approved by the ethics committee. Result(s): Responses were received from 196 centers from 14 countries;Most of the surveys were answered by physiotherapists/kinesiologists in 65.7%. In the evaluation of exercise tolerance, the 6-minute walk test is the most used. Less than 50% of the institutions evaluate the quality of life, symptoms, and lung function. In the prescription of exercise intensity, there is reduced use of CPET and it is prescribed mainly with subjective scales of symptoms (Borg Scale) (78.1%), and response to exercise with vital signs (71.4%). The programs have, practically, for the most part, physical therapists (90.8%), as well as pulmonologists (60%), psychologists (35%), among other professionals. Conclusion(s): The application of these programs in Latin America is heterogeneous, both in the evaluations and the interventions carried out.
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PURPOSE: The purpose of the study's mixed-methods evaluation was to examine the ways in which a relational leadership development intervention enhanced participants' abilities to apply relationship-oriented skills on their teams. DESIGN/METHODOLOGY/APPROACH: The authors evaluated five program cohorts from 2018-2021, involving 127 interprofessional participants. The study's convergent mixed-method approach analyzed post-course surveys for descriptive statistics and interpreted six-month post-course interviews using qualitative conventional content analysis. FINDINGS: All intervention features were rated as at least moderately impactful by at least 83% of participants. The sense of community, as well as psychological safety and trust created, were rated as impactful features of the course by at least 94% of participants. At six months post-intervention, participants identified benefits of greater self-awareness, deeper understanding of others and increased confidence in supporting others, building relationships and making positive changes on their teams. ORIGINALITY/VALUE: Relational leadership interventions may support participant skills for building connections, supporting others and optimizing teamwork. The high rate of skill application at six months post-course suggests that relational leadership development can be effective and sustainable in healthcare. As the COVID-19 pandemic and systemic crises continue to impact the psychological well-being of healthcare colleagues, relational leadership holds promise to address employee burnout, turnover and isolation on interprofessional care teams.