Nonprofit organizations play an important role in improving their communities. Their ability to meet community needs can be limited due to lack of diversity in their boards of directors, which can also affect equity, performance, and social justice. Procedures for harmonizing the diversity of nonprofit boards with their served community demographics are not well understood. This Delphi study investigated what strategies and practices nonprofit organizations could employ to promote greater diversity in their boards of directors. The study'€™s conceptual framework was based on the theory of diversity management. Twenty-five participants from various nonprofit boards answered open-ended questions in a 3-round through SurveyMonkey. Secondary data were obtained from each participant'€™s nonprofits to provide insight into their practices, policies, and records. These documents worked as substantiation for participant claims. Analysis of the data revealed 6 themes: getting to know the community, involving the community, widening the network to include more groups of people, accurate assessment of the community, creating representation and gaining insider perspective, and having a pool of candidates and board members fit for the position. These themes show a diversity-based strategy for the overall success of a nonprofit organization, which is based on how effectively a nonprofit board of directors establishes networks and maintains positive relationships with their served communities. The results of this study can foster positive social change by illustrating how increasing the diversity of a nonprofit board can enhance organizational effectiveness, extend the organization'€™s reach, enable the organization to serve its chosen communities better, and reduce socioeconomic inequality through new perspectives.

Identifying a research agenda and critical research activities is crucial for continuous development of Career and Technical Education (CTE) programs that meet the needs of students, industry, and society. Previous studies have expressed a need for relevant and focused research for the CTE profession. The primary purpose of this study was to identify consensus among CTE experts using a Delphi technique regarding problems, objectives, and activities that serve as a research agenda for CTE. The study panel was composed of experts from 25 states in the United States and represented 57 affiliations and organizations with direct ties to CTE. The Delphi process for this study was conducted in three rounds. Data were collected using the online survey collector, Survey Monkey™. The qualitative data were analyzed using the Affinity Diagram method of data analysis. At the conclusion of the data analysis from the Delphi rounds, the basic structure for the National CTE Research Agenda was developed. Rounds Four and Five served as validation rounds for the findings from the Delphi process. Data collection methods included online instruments using an internet-based survey tool. Data analysis revealed five research problem areas, 15 research objectives and 53 research activities which were organized into the National CTE Research Agenda structure. Findings from this study also revealed a CTE Research Agenda Logic Model which illustrated a systematic form of the research structure developed from this study. The National CTE Research Agenda is further defined in a color model which included the five research problem areas and 15 CTE research objectives identified in this study. At the conclusion of the validation rounds, the National CTE Research Agenda Logic Model was developed and the National CTE Research Agenda structure was accepted by the expert panel with a 97% acceptance rate. Based on the findings of this study, a sustained effort for research in CTE should be made by scholars in collaboration with national and international associations and organizations. The results of this study suggest a structure in which researchers should engage in focused and meaningful research in CTE. Future research is recommended to examine the issues identified by this expert panel.

伊藤千晴氏の博士学位論文本論 : http://ir.nul.nagoya-u.ac.jp/jspui/handle/2237/16634 / 伊藤千晴氏の博士論文の中の資料1.【Nursing Ethics】掲載予定論文

Despite certain episodes of Canadian influences on science education, the last six decades of science education in Canada has been a decidedly American experience – particularly from the standpoints of: 1) the foundational policy documents that have provided explicit impetus to periodic science curriculum reform in Canada; 2) the principal theoretical foundations, guiding assumptions, and goals of science education, and; 3) the development of curricular frameworks in Canadian provincial jurisdictions. Though contested, it will be argued here and supported by the research that the Canadian systems of science education operating in the provinces and territories have not had opportunity, historically, to engage in the architecture of curriculum uniquely from Canada that supplies broad and respected appeal to the context of Canadian society, its demographics, its geographic diversity, and its geo-political position internationally. The objective of this dissertation was to empirically determine the principal theoretical foundations and system conditions for a Canadian approach to science education. The research was conducted and documented through an online, anonymous, and asynchronous modified Delphi methodology. Over a five-month period, the assembled expert panel of 54 peer-acknowledged and representative science and education specialists from Canada - comprising fourteen identifiable professional affiliations in two cohorts - participated in a Delphi having three rounds. This first-of-kind Delphi has identified a number of consensus positions in accordance with standard statistical criteria developed in the research design. These consensus positions occur across four principal areas of impact on Canadian science education: (1) significant national and international globalization trends; (2) the foundations and goals of science education; (3) roles and responsibilities of stakeholders in curriculum, and; (4) a context for the future of science education in Canada. The findings of the study provide a new basis for, and constitute potential new challenges to, science education in Canada and argue persuasively for new terminology. Sustainability Science, Technology, Economy and Environment (SSTEE) is presented as a new, original guiding foundation for science education in Canada. This terminology constitutes a new tension for science curriculum and directly challenges the emergent trend of Science, Technology, Engineering and Mathematics (STEM) as a basis for science curriculum reform.

Emotional eating is a common behavioral phenomenon that involves eating in response to emotional impulses rather than physical hunger and is believed to be a form of affect regulation (Ball and Lee, 2002). While emotional eating occurs within the symptomatology of eating disorders it also occurs independently (Benett, Greene, and Schwartz-Barcott, 2012). Further, a pattern of emotional eating can lead to weight gain and the development of eating disorders (Grant and Boersma, 2005). Currently, research is limited in terms of smart practice treatment recommendations for emotional eating. In order to address this gap in research, the Delphi method was utilized in order to gain consensus from a panel of nine experts regarding treatment recommendation specific to emotional eating. These panelists identified 47 treatment interventions that will be discussed. / Master of Science

The Open Educational Resources (OER) movement was started roughly ten years old (Wiley & Gurell, 2009). Since that time thousands of resources have been produced. Though these resources have been used both for classroom development and for the autodidact, the development of OER was not without problems. Incompatibility between Creative Commons licenses has made revising and remixing two resources difficult, if not impossible (Linksvayer, 2006). Tools to help educators find appropriate educational resources have been necessary but are still nascent. Educators' perceived quality issues have also hampered adoption (Wiley & Gurell, 2009). The result is that resources were only being minimally reused (Wiley, 2009). One possible reason observed for the limited reuse was the barrier of technology. Some resources were easier to view, revise and remix from a technical perspective than others. Hilton, Wiley, Stein, and Johnson (2010) created the ALMS analysis framework to assess the technical openness of an OER. Although the ALMS framework allowed for an assessment of OER, no pilot instrument was reported in the Hilton et al. (2010) article. The framework has not been tested because there is no known rubric with which measurement can occur. Consequently, Hilton et al.'s framework needed to be further developed and tested against a range of open educational resources. This dissertation examined the ALMS analysis, which was previously only a concept, in order to create a concrete framework with sufficient detail and documentation for comparisons to be made among OERs. The rubric was further refined through a Delphi study consisting of experts in the field of OER (n=5). A sample of OERs (n=27) rated by a small group (4) was conducted to determine inter-rater reliability. Intra-class correlation indicated moderate agreement (ICC(2,1) =.655, df=376, 95% CI [.609, .699]). Findings suggested that the degree of technical difficulty in reusing OERs can be measured in somewhat reliable manner. These findings may be insightful in developing policies and practices regarding OER development.

No description available.

Background: During an age of fiscal constraint and increasing pressure to provide timely access to effective, efficient and evidence based care, there is an increased need for research to develop empirically based prevention and intervention strategies for complex psychological difficulties which often present during childhood and adolescence. Child and Adolescent Mental Health Services (CAMHS) are under significant pressure to deliver timely access to services, with demand frequently outstripping capacity to deliver. These challenges have highlighted the need for services to ensure that planning supports continued improvement in quality and delivers the best possible outcomes for service users. Systematic Review: A systematic review of the literature on the efficacy of group based interventions for adolescents with features or a diagnosis of Borderline Personality Disorder (BPD) was conducted. Seven articles met the inclusion criteria and underwent detailed quality analysis. All included studies reported a significant improvement in psychopathology and symptoms of distress as well as an improvement in quality of life for both group based interventions and treatment as usual. Overall, the results hold promise for current work with adolescents with BPD and highlight the importance for future research in this developing area. However, more rigorous research is required to identify the active ingredients of treatments for BPD in adolescents with a view to developing standardised treatment protocols. Empirical Study: A Delphi study was conducted to explore perceptions on the relevance, practicalities, importance and feasibility of implementing nationally agreed CAMHS referral criteria from the perspective of clinicians working in CAMHS in the North of Scotland. In addition, the study aimed to explore and gain consensus on possible factors which support clinicians working in specialist services. A three round electronic Delphi survey, an iterative structured process used to gather information and gain group consensus, was completed by twenty-eight clinicians working in CAMHS. Eight open ended questions in Round 1, were analysed using content analyses resulting in ninety-eight statements to be rated by the same group of clinicians in Round 2 and fifteen statements in Round 3. Of the ninety-eight statements, eighty-four reached consensus. Results indicate that the guidelines are viewed by many clinicians as both acceptable and important, however, implementation of the guidelines can present services with significant challenges and have highlighted the importance of services having the correct infrastructure before it is possible to implement the referral criteria in a consistent and meaningful way.

The purpose of this study was to determine the favorable factors that positively affect the longevity and retention of agricultural educators in the state of Kentucky. This issue was examined by answering the following questions: What are the primary reasons you decided to become an agricultural teacher? Why have you decided to stay in the agricultural education profession for five or more years? What are some of the barriers that you have encountered during your teaching career that you have had to overcome that may have caused you to leave the profession? A three-round Delphi study was utilized to capture the responses from the expert panelists in relation to each research question. The Delphi panel came to the consensus that the following six statements were the most common favorable factors in teachers’ careers: I grew up on a family farm and understood the importance of showing the world what it is that agriculturalists do; I love the agricultural industry; I worked with 4-H and/or FFA youth team(s) and wanted to stay involved in youth development and teaching life skills to students; I find most days enjoyable in the job; I enjoy the relationships I build with students in their FFA careers and SAE’s, allowing me to help them build themselves up more than a regular teacher; Agricultural educators in this state receiving an extended employment compensation. The information gained from this study has the potential to help all stakeholders in the agricultural education community to encourage and aid current teachers to remain in the profession. The study identified unfavorable factors that should be considered for targeting to relieve pressure on agriculture education that could negatively affect teacher retention. One recommendation for use of this information is to use the data in the Kentucky New Agriculture Teacher Cohort or Master Agriculture Teacher Programs to encourage individuals to look for or focus on the favorable factors in their careers. Administering this Delphi study to a group of agricultural educators under five years’ experience could result in data showing favorable and unfavorable factor difference between pre-five and post-five-year experience teachers.

Trauma has been studied sporadically in the past. The Council on Accreditation for Counseling and Related Programs (CACREP, 2016) created several standards that address crises, disasters, and other trauma-causing events. These standards address the importance of the studying of trauma for those in the counseling profession. The broadly written standards do not have competencies that would address more specifically how best to implement the standards. This study used the Delphi Method to seek the experts help with creating competencies for the standards created by CACREP that address crises, disasters, and other trauma-causing events. The results will be the development of trauma competencies that can be used by counselor educators to train future counselors about trauma.