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Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention (RTI). This concurrent mixed-methods study explores pre-service teachers' (N =169) perceptions and experiences with key components of RTI (e.g., screening, multi-tiered evidence-based intervention, progress monitoring, and data-based decision making). A questionnaire in conjunction with open-response items and four focus groups provided data to identify aspects of university coursework and field experiences that contribute to pre-service teachers' perceived ability to confidently implement key components of RTI. The results of this investigation show between group differences in perception and experiences related to RTI. Special education certification seekers reported higher perceived confidence, receiving more coursework, and having more field experiences with RTI than elementary, middle grade, and secondary certification seekers. Among all groups, secondary certification seekers reported the lowest confidence, least amount of coursework, and fewest field experiences with RTI. Pre-service teachers in this study valued coursework and knowledgeable instructors who emphasized the components of RTI and participating in hands-on class activities. Participants noted benefits from or a desire for field experiences with struggling learners and having mentors with knowledge and expertise in RTI. Study findings suggest providing pre-service teachers with comprehensive preparation in RTI during coursework in combination with field experiences working with struggling learners may increase perceived confidence and is valued.

Providing performance feedback in a way that leads to improved performance is an integral aspect to the success of an organization. Past research shows the feedback does not always improve employee performance. Characteristics of feedback can direct attention away from improved performance and toward attention to the self. This study examined the impact of characteristics of feedback delivery on individuals’ tendency to use impression management strategies (exemplification, self-promotion, ingratiation, supplication). The results indicate that participants did not use impression management differently when feedback was delivered publicly versus privately. However, participants reported a higher likelihood to use ingratiation and self-promotion strategies after receiving negative than positive feedback. Discussion of results, along with limitations and directions for future research, are discussed.

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Syftet med denna uppsats är att utifrån en systemteoretisk ansats öka kunskaperna om hur specialpedagogen kan arbeta preventivt och intervenerande med problematisk skolfrånvaro  och om vilka insatser som är mest effektiva för att komma tillrätta med problematisk skolfrånvaro. Studiens empiriska material är hämtat från 26 forskningspublikationer och metoden är en systematisk litteraturstudie. Resultatet visar på komplexa orsakssamband bakom problematisk skolfrånvaro, orsaker på individ-, skol- och organisationsnivå, och som en följd av detta att insatser på samma tre nivåer krävs för att arbetet för att komma till rätta med problematisk skolfrånvaro ska bli effektivt. Det systemteoretiska perspektivet bidrar till att ge en fördjupad förståelse för komplexiteten i problemet samt vikten av komplexa förklaringar och även nya infallsvinklar och alternativa åtgärder i arbetet med den problematiska skolfrånvaron i relation till varje elevs behov.

Online learning continues to widen in popularity by providing greater access and flexibility in time and location the learning occurs. There is a shift in the profile of a traditional college student. Almost half of the students who are enrolled in online classes are 24 or older and tend to carry increased time constraints due to external factors such as employment and family responsibilities. Student retention remains a concern for institutions. Many students lack the skills necessary to be successful in the online platform. Research reports self-regulation learning skills are essential. Providing reminders for an upcoming assignment may give needed scaffolding. Intervention research is sparse in this domain. This dissertation is written in a three journal article format. Article 1 is a systematic review of the literature focused on the use of auto-reminders or nudges as an intervention in higher education. This review employed systematic criteria to allow rigorous analysis, critique, and synthesis of related literature search. The search strategy focused on auto-reminder interventions in online classes. Keywords were searched in each of the databases (n = 3) ERIC, PsychINFO, and Scopus. Articles (n = 291) were added to Zotero. Three themes emerged. Health (n = 3), procrastination (n = 2), and motivation (n = 4) for a total of 9 articles. Findings reveal that the health field is successful in nudging their patients into better health practices; however, published research in the education field is lacking. Building on findings from Article 1, Article 2 sought to address nudging in the education field. Instructors volunteered to use a nudging app to remind students of upcoming assignments in their courses (n= 158). Enrolled students were invited to download a mobile app. This study attempted to create a profile of students who used the app. Findings reveal that students who used the app were more likely to be Asian and International and had higher scores on college entrance exams. App users had slightly lower prior GPAs, despite having earned significantly more credits in college at the time of the study. Building on Article 2, Article 3 explored the behavioral interaction with app users tapping (n = 443) and not tapping (n = 1102) of push notifications. Findings reveal app users submit more assignments and have higher average assignment grades when they tap the notifications. Assignment weight is generally lower, and there is generally less time between the time the student submitted the assignment and the assignment deadline. When push notifications are not tapped, assignment weight is higher, and there is more time between submission and deadline. More research is needed to determine push notification behavior.

Original published work submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Medicine (Internal Medicine) 18 October, 2017. / The very first coronary artery balloon angioplasty is reported to have been performed by Gruntzig in 1977.1 Subsequently to this, over the past 40 years, there have been significant advances in coronary angiography and intervention. Coronary artery interventional techniques have evolved and improved significantly. There have been considerable device developments, new generation stents and novel antiplatelet therapy which have all proved to reduce the incidence of the primary periprocedural complications associated with percutaneous coronary intervention (PCI). [No abstract provided. Information taken from introduction] / LG2018

The diploma thesis is concerned with the approach of Russian federation towards the humanitarian intervention concept, respectively to the responsibility to protect (R2P) doctrine, which was endorsed by all member states of the United Nations at the 2005 World Summit. The main idea of the doctrine is a duty of all states to protect their citizens, and if certain state is manifestly failing to protect its population, the international community has responsibility to use appropriate measures in order to protect lives of civilians. Therefore in extreme cases, states have the right to military intervene on a territory of other state. The Russian federation, which traditionally promotes principles of state sovereignty and non- interference, rejects the liberal conception of the humanitarian intervention and strongly criticizes interventions led by the West. On the other hand, Russia uses the concept if its own interests are at stake. The thesis illustrates this ambiguous perception of the humanitarian intervention concept by the Russian federation on several historic events, when Moscow either criticized Western states' implementation of the R2P concept (NATO intervention in Kosovo or the cases of Libya and Syria), or used the concept on its own in order to legitimize military intervention (Chechnya,...

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Post-traumatic stress in 30 male survivors of an airplane crash-landing was studied through interviews and questionnaires based on a nonpathological model of preventive psychological intervention and monitoring. Five questionnaires were given initially 12 days after the event and repeated at 2, 5, 10, and 12 months. Two of the brief measures were given weekly from 2 to 8 weeks after the event. As a group, the survivors experienced high levels of stress initially, which decreased rapidly and leveled off over time. There was, however, significant variability among individuals in this seemingly homogeneous group of college basketball players and supportive personnel in their experience of stress to the same traumatic event. There was also a marked contrast between group questionnaire results and individual verbal descriptions of their reaction to an unrelated, fatal airplane crash on the campus of the survivors 1 month after their own crash-landing. Questionnaire data are presented descriptively and discussed in relation to other normative data in the literature and to the methods of observation in this study. Recommendations are offered for professionals attempting this type of field study.