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Descriptors:
Case Studies; Teleworking; Insurance; Program Effectiveness; Conservation (Environment); Productivity; Program Development; Prediction; Program Design; Planning; Labor Turnover; Job Satisfaction; Motivation; Costs

Abstract:
With the growing suburban population, many employees in metro areas are facing long commutes to and from the workplace. According to the 2011 Texas Transportation Institute's Urban Mobility Report, the average commuter experiences 34 hours of delay per year and spends an extra $713 on fuel (see http://tti.tamu.edu/documents/mobility-report-2011.pdf). This not only causes stress for the employee but also has a serious impact on the organization and the environment. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Gender Differences; Suicide; Predictor Variables; Depression (Psychology); Undergraduate Students; Drinking; Social Support Groups; Risk; Symptoms (Individual Disorders); Prevention; Program Development; Measures (Individuals); Correlation

Abstract:
The correlates and predictors of suicidal ideation were examined in 303 male and 691 female undergraduates. Results indicated that hopelessness predicted suicidal ideation in both samples; however, depression was found to be a significant suicide risk factor only in women. In contrast, alcohol-related problems and social support from family predicted suicidal ideation in men, but not in women. In addition, for both men and women perceived burdensomeness was a suicide risk factor and reasons for living a protective factor. When assessing risk for suicide, our results suggest that practitioners may need to focus more on depressive symptoms in women and more on alcohol-related problems in men, while considering hopelessness, perceived burdensomeness, and reasons for living regardless of gender. Prevention programs which target these identified risk and protective factors for suicidality should be developed specifically for college men and women. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Criteria; Environmental Education; Foreign Countries; Case Studies; Outdoor Education; Educational Quality; Program Development

Abstract:
In most countries, protected area management agencies provide formal outdoor learning opportunities for a wide range of educational groups. For high-quality formal outdoor learning programmes that provide a range of experiences to be effectively delivered, specific resources and infrastructure are needed. Using the case study of Scottish Natural Heritage (SNH), this study sought to explore issues surrounding the planning and delivery of outdoor learning programmes in outdoor settings. Semi-structured qualitative interviews with education officers employed by five Scottish heritage agencies were undertaken. Based on the interview data, a set of criteria were developed that need to be met to effectively deliver outdoor learning in protected areas such as SNH National Nature Reserves (NNRs). The criteria can also be used to strategically identify and prioritise areas or sites for formal outdoor learning purposes. These criteria were then applied to SNH NNRs to identify and prioritise reserves for formal outdoor learning. The study identified a range of factors that need to be addressed in the planning and delivery of formal outdoor learning programmes and a set of criteria that need to be met to effectively deliver formal outdoor learning programmes in outdoor settings such as protected areas. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Museums; Research Methodology; Data Analysis; Communities of Practice; Educational Practices; Young Children; Early Childhood Education; Participatory Research; Action Research; Program Development; Educational Innovation; Partnerships in Education; Educational Cooperation; Program Effectiveness; Program Evaluation; Constructivism (Learning); Performance Factors; Preschool Education; Cooperative Programs

Abstract:
This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children's activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new "knowledge strategy", which in theoretical terms will guide future developments. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Indigenous Populations; Stakeholders; Smoking; Health Personnel; Concept Mapping; Focus Groups; Cultural Relevance; Workshops; Brainstorming; Health Promotion; Prevention; Health Behavior; Behavior Change; Public Health; Community Health Services; Program Development; Interviews; Multivariate Analysis

Abstract:
Aboriginal Australians, including Aboriginal Health Workers (AHWs), smoke at rates double the non-Aboriginal population. This study utilized concept mapping methodology to identify and prioritize culturally relevant strategies to promote smoking cessation in AHWs. Stakeholder participants included AHWs, other health service employees and tobacco control personnel. Smoking cessation strategies (n = 74) were brainstormed using 34 interviews, 3 focus groups and a stakeholder workshop. Stakeholders sorted strategies into meaningful groups and rated them on perceived importance and feasibility. A concept map was developed using multi-dimensional scaling and hierarchical cluster analyses. Ten unique clusters of smoking cessation strategies were depicted that targeted individuals, family and peers, community, workplace and public policy. Smoking cessation resources and services were represented in addition to broader strategies addressing social and environmental stressors that perpetuate smoking and make quitting difficult. The perceived importance and feasibility of clusters were rated differently by participants working in health services that were government-coordinated compared with community-controlled. For health service workers within vulnerable populations, these findings clearly implicate a need for contextualized strategies that mitigate social and environmental stressors in addition to conventional strategies for tobacco control. The concept map is being applied in knowledge translation to guide development of smoking cessation programs for AHWs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Urban Areas; Adults; Motivation; Smoking; Intervention; Health Personnel; Disadvantaged Youth; Focus Groups; Slums; Peer Influence; Developing Nations; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Community Health Services; Adolescents; Adolescent Attitudes; Program Development; Predictor Variables; Social Influences

Abstract:
Project Advancing Cessation of Tobacco in Vulnerable Indian Tobacco Consuming Youth (ACTIVITY) is a community-based group randomized intervention trial focused on disadvantaged youth (aged 10-19 years) residing in 14 low-income communities (slums and resettlement colonies) in Delhi, India. This article discusses the findings of Focus Group Discussions (FGDs) conducted to inform the development and test the appropriateness of Project ACTIVITY's intervention model. The findings of the FGDs facilitated the understanding of factors contributing to increased tobacco uptake and cessation (both smoking and smokeless tobacco) among youth in this setting. Twenty-two FGDs were conducted with youth (10-19 years) and adults in two urban slums in Delhi. Key findings revealed: (i) youth and adults had limited knowledge about long-term health consequences of tobacco use; (ii) socio-environmental determinants and peer pressure were important variables influencing initiation of tobacco use; (iii) lack of motivation, support and sufficient skills hinder tobacco cessation and (iv) active involvement of community, family, religious leaders, local policy makers and health professionals is important in creating and reinforcing tobacco-free norms. The results of these FGDs aided in finalizing the intervention model for Project ACTIVITY and guided its intervention development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Behavior Change; Smoking; Intervention; Behavior Modification; Pilot Projects; School Policy; School Personnel; Adolescents; Social Environment; Change Agents; Teacher Role; Public School Teachers; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Program Development; Program Descriptions; Program Implementation

Abstract:
This article provides a theory-based, step-by-step approach to intervention development and illustrates its application in India to design an intervention to promote tobacco-use cessation among school personnel in Bihar. We employed a five-step approach to develop the intervention using the Social Contextual Model of Health Behavior Change (SCM) in Bihar, which involved conducting formative research, classifying factors in the social environment as mediating mechanisms and modifying conditions, developing a creative brief, designing an intervention and refining the intervention based on pilot test results. The intervention engages users and non-users of tobacco, involves teachers in implementing and monitoring school tobacco control policies and maximizes teachers' role as change agents in schools and communities. Intervention components include health educator visits, discussions led by lead teachers, cessation assistance, posters and other educational materials and is implemented over the entire academic year. The intervention is being tested in Bihar government schools as part of a randomized-controlled trial. SCM was a useful framework for developing a tobacco control intervention that responded to teachers' lives in Bihar. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Instructional Leadership; Mentors; Program Development; Leadership Training; Administrator Education; Program Descriptions; Assistant Principals; Government School Relationship; Administrator Attitudes

Abstract:
In times of uncertainty, university faculties have a duty to prepare school leaders to handle complexity, as the number of variables in the educational system and the interactivity of variables increase exponentially. The Leaders in Education Program (LEP) is a 6-month full-time program at the Singapore National Institute of Education (NIE, which is a part of Nanyang Technological University). The LEP aims to prepare especially selected vice-principals and ministry officers in Singapore for school leadership. The LEP is a collaborative effort between the NIE and the Ministry of Education, an example of a university-government partnership in program development. This article describes the efforts of the LEP in developing the ability of school leaders to deal with complexity. It also examines in detail one particular component of the LEP, the Creative Action Project, to illustrate how this is done in practice, and analyzes the views of participants on their learning through the project. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Students; Student Diversity; Student Organizations; African American Students; Social Networks; Student Personnel Services; College Freshmen; School Orientation; Outreach Programs; Cultural Awareness; Intercultural Programs; Student Participation; Mass Media Role; Mass Media Use; Program Descriptions; Program Development; Program Effectiveness

Abstract:
Planning programs with learning outcomes that address diversity issues on campus can become fairly routine--a "plug and play" task--for a director of multicultural student affairs at a private, religious, predominantly white liberal arts university. However, connecting with African American and other minority students when they arrived on campus at Wittenberg University had become a challenge for the author as the director, and for the student leaders of the African American student organization he advised. Despite their best efforts to engage their target population, progressively fewer students were connecting with them or participating in significant numbers in their programs and events. The anecdotal feedback from students was that diversity awareness was, in their estimation, cliched and passe. Connecting with these students before they arrived was the key to engaging them on campus. In this article, the author describes how he spanned the virtual and physical worlds to help incoming minority students find their place. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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