A current national concern is the low financial literacy of college students. College students are not receiving the financial knowledge necessary to be successful in today's fast paced economy. Due to an increasingly complex marketplace, college students need greater knowledge about their personal finances and the economy. The financial decisions made early in life create habits difficult to break and affect students' ability to become financially secure adults. Most recent studies show average personal financial scores declining with average scores close to a failing grade. The College Student Financial Literacy Survey (CSFLS) was created to collect data specifically for this study. The purpose of this descriptive, cross-sectional, on-line survey design study is three fold. First, I investigated the personal financial literacy (knowledge, attitudes and behavior) of a sample of undergraduate and graduate college students using the personal characteristics of gender, class rank, and socioeconomic status (SES). Second, I examined parental and peer influences on the level of financial literacy of college students. Finally, I examined how college students' financial knowledge and attitudes correlated with their financial behavior. The study found that financial knowledge, attitude, and behavior scores were low but that they significantly increased each year from freshman to masters. Further, students who were financially influenced by their parents had higher financial knowledge, attitude, and behavior scores. Finally, students with higher financial knowledge also had higher financial attitude and behavior scores. / Master of Science

<p> In computer vision, accurately detecting objects of varying sizes is essential for various applications, such as autonomous vehicle navigation and medical imaging diagnostics. Addressing the variance in object sizes presents a significant challenge requiring advanced computational solutions for reliable object recognition and processing. This research introduces a size-adaptive Convolutional Neural Network (CNN) framework to enhance detection performance across different object sizes. By dynamically adjusting the CNN’s configuration based on the observed distribution of object sizes, the framework employs statistical analysis and algorithmic decision-making to improve detection capabilities. Further innovation is presented through the Parameterized-Swish activation function. Distinguished by its dynamic parameters, this function is designed to better adapt to varying input patterns. It exceeds the performance of traditional activation functions by enabling faster model convergence and increasing detection accuracy, showcasing the effectiveness of adaptive activation functions in enhancing object detection systems. The implementation of this model has led to notable performance improvements: a 11.4% increase in mean Average Precision (mAP) and a 40.63% increase in frames per second (FPS) for small objects, demonstrating enhanced detection speed and accuracy. The model has achieved a 48.42% reduction in training time for medium-sized objects while still improving mAP, indicating significant efficiency gains without compromising precision. Large objects have seen a 16.9% reduction in training time and a 76.04% increase in inference speed, showcasing the model’s ability to expedite processing times substantially. Collectively, these advancements contribute to a more than 12% increase in detection efficiency and accuracy across various scenarios, highlighting the model’s robustness and adaptability in addressing the critical challenge of size variance in object detection. </p>

While the education sector keeps embracing and propagating AI-chatbot integration and usage in their pedagogical practices. This study aimed at investigating the impact of AI-chatbots on the knowledge construction process and critical reasoning of university students, using a mixed method approach to sample the University of Nigeria Nsukka (UNN) students’ performances and teachers’ observation. The purpose is to Investigate the extent of the impacts of AI-chatbots usage on the knowledge construction and critical reasoning abilities and to provide some proven approaches to engaging educational AI-chatbot in a manner that does not hamper the natural knowledge construction process according to constructivism theoretical paradigm. Three research questions were poised to harvest the teachers’ observations, which were matched against the principles and assumptions of constructivism learning theory and the result showed that AI-chatbot usage has some positive impact on the students’ knowledge construction and critical reasoning abilities which include learning efficiency enhancement, gendering plethora of perspectives and furnishing the students cognitively. Paradoxically, it also makes the students boycott knowledge construction process, leading to a dearth of experience, irrationality, passive learning, groupthink, academic dishonesty, and a diminished propensity for critical thinking. Recommendations were drawn from the success stories of the teachers which are to orient the students properly on the ethical usage of AI-chatbots, while integrating critical thinking education and praxis approaches in their pedagogical practice.

<p>Syftet var att undersöka fyra hälsovägledares uppfattningar och strategier för att motivera individer till viktminskning. Avsikten var även att utreda vad de bygger sina uppfattningar och strategier på, samt att jämföra deras strategier med befintliga teorier om beteendeförändring såsom Motiverande samtal, Stages of change, Social learning theory och Health belief model. Teorierna valdes då de belyser hur en beteendeförändring kan gå till samt att de varit fram­gångsrika i tidigare forskning. Studien är kvalitativ och genomfördes med ostrukturerade intervjuer där respondenterna valdes genom ett bekvämlighetsurval. De fyra hälsovägledarna arbetade med att motivera individer till viktnedgång, alla hade utbildning inom hälso­främjande arbete som varierade mellan en vecka till flera år. Resultatet visade på att hälso­vägledarna använder sig av befintliga teorier samt av strategier som bygger på deras utbildning och egna erfarenheter. De förändrar sin arbetsmetod efterhand som de får ny kunskap samt då de reflekterar över sitt arbetssätt, vilket tyder på att de är reflekterande praktiker.</p>

Syftet var att undersöka fyra hälsovägledares uppfattningar och strategier för att motivera individer till viktminskning. Avsikten var även att utreda vad de bygger sina uppfattningar och strategier på, samt att jämföra deras strategier med befintliga teorier om beteendeförändring såsom Motiverande samtal, Stages of change, Social learning theory och Health belief model. Teorierna valdes då de belyser hur en beteendeförändring kan gå till samt att de varit fram­gångsrika i tidigare forskning. Studien är kvalitativ och genomfördes med ostrukturerade intervjuer där respondenterna valdes genom ett bekvämlighetsurval. De fyra hälsovägledarna arbetade med att motivera individer till viktnedgång, alla hade utbildning inom hälso­främjande arbete som varierade mellan en vecka till flera år. Resultatet visade på att hälso­vägledarna använder sig av befintliga teorier samt av strategier som bygger på deras utbildning och egna erfarenheter. De förändrar sin arbetsmetod efterhand som de får ny kunskap samt då de reflekterar över sitt arbetssätt, vilket tyder på att de är reflekterande praktiker.

In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two primary schools and one nursery school with 22 participants in the Johannesburg area in South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)

Master of Landscape Architecture / Department of Landscape Architecture/Regional & Community Planning / Eric A. Bernard / Typical aspects of a zoo’s mission are conservation of wildlife and habitats. As part of conservation efforts zoos provide opportunities for visitors to learn about animals and their environments. Ultimately their goal is visitor understanding leading to conservation behavior. While documented zoo design methods such as landscape immersion, cultural resonance and interpretation elements provide opportunities to learn, current literature stops short of explaining how visitors learn. This research intends to bridge this gap through an innovative mixed methods approach under the hypothesis: if designers understand how visitors learn, their design approach will change to integrate learning and cognitive process theories, resulting in exhibit designs which engage visitor’s cognitive processes increasing learning, thereby increasing the potential for conservation behavior. A thorough literature review revealed cognitive psychology and learning theories vital to exhibit design. Cognitive processes are the mental processes visitors use to learn, think and act (Leonard, 2002). To design for visitor’s cognitive processes designers need to be concerned with visitor’s attention, perception, recall, understanding and memory (Koran, 1983). A personal design exercise testing novel approaches for incorporating cognitive processes into theoretical exhibits yielded potential new guidelines and typologies for exhibit design. To test these personal insights, integrated survey and participatory methods were envisioned to engage zoo design professionals. Professional zoo exhibit designers attended two workshops where they learned about cognitive processes and learning theories, discussed and sketched ideas for learning in zoos, and focused on how to integrate theories in design. The interactive charrette engaged zoo design professional’s cognitive processes to uncover new approaches and typologies for zoo exhibit design. Participants completed pre and post-surveys to measure design approach changes. Chan’s (Chan, 2001) five components of an individual’s design style are used as a framework for the survey questions. Results from the workshop suggest participants augmented their design approach by increasing the influence of cognitive processes in their design approach and concepts. Participants also showed an increased ability to create goals for learning and an increased ability to form constraints along with improvements in existing mental imagery. Additionally, participants demonstrated increases in their search pattern and order in typical design stages of research, site analysis and design development. From the workshop analysis of the surveys, discussions, and sketches, new design strategies emerged to guide the design of exhibits in engaging and facilitating visitor’s cognitive processes. A triangulation analysis methodology validated the design strategies creating 53 design guidelines for learning by comparing design strategies in the workshop, personal charrette and literature. The design guidelines are compiled into an interactive PDF for other zoo designers and professionals use. To assist the reader in employing the design guidelines most effectively learning principles explain the fundamental learning concepts grounding the guideline. Also, seven example projects illustrate the use of the guidelines. The guidelines, learning principles and example projects are hyperlinked to facilitate learning and application.

This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum / Curriculum and Instructional Studies / D.Ed. (Didactics)

Inledning: Den specialiserade ätstörningsvård som bedrivs i Stockholm har olika behandlingskoncept gällande anorexia nervosa (AN) för ungdomar. Familjens roll varierar likväl. Syftet med denna studie är att jämföra två av de största ätstörningsklinikerna i Stockholm; AB Mando samt Stockholms Centrum för Ätstörningar (SCÄ) för att se om och i så fall hur de skiljer sig åt. Frågeställningar: Vilken grundsyn har vårdpersonal vid två olika kliniker på AN och på familjen roll under behandlingsarbetet och hur argumenterar man för detta? Hur går behandlingen till och vad är familjens roll? Hur förhåller man sig överhuvudtaget till familjen och varför? Metod: I studien, som är en kvalitativ undersökning, har vårdpersonal från dessa ätstörningskliniker deltagit i semistrukturerade intervjuer. Studien är bearbetat utifrån en tematisk analys. Resultat: De två klinikerna skiljer sig diametralt åt vilket grundar sig i två helt olika kunskapsparadigm. Med utgångspunkt i den teoretiska bakgrunden kan man se att det systemteoretiska synsättet råder på SCÄ där familjen roll är avgörande under behandlingen, genom att arbeta relationellt med hela familjen så kan patienten tillfriskna. På Mando där det inlärningsteoretiska/biologiska synsättet råder är konceptet det motsatta; genom att särskilja patienten från familjen och hemmiljön kan tillfrisknande ske då det ätstörda beteendet riskerar att vidmakthållas om patienten är kvar i den kontext där det blivit inlärt. Diskussion: Dessa olikheter torde ge skilda kliniska implikationer. Frågan om lika vård lyfts men också att det kan vara en fördel med ett varierat behandlingsutbud utifrån familjens behov. / Introduction: The specialized eating disorder treatments provided in Stockholm have different treatment concepts of anorexia nervosa (AN) for adolescents. The role of the family varies as well. The purpose of this study is to compare two of the biggest eating disorder clinics in Stockholm, AB Mando and the Stockholm Centrum för Ätstörningar (SCÄ) to see whether, and if so, they differ. Questions: What views have health professionals at two different clinics on AN and the family's role in the treatment process, and how do they argue for this? How does one relate to the family and why so? Method: In this study, which has a qualitative approach, health professionals at the two eating disorder clinics participated in semi-structured interviews. The interviews were processed in a thematic analysis. Results: The two clinics differs diametrically, which is based in two completely different paradigms. Based on the theoretical background, one can see that the system theoretical approach prevails at SCA, where the family's role is crucial during treatment, only by working relationally with the whole family the patient can recover. At Mando where learning theory / biological approach prevails, the concept is the opposite; by separating the patient from the family and the home environment recovery can be made. The behavior is likely to be maintained if the patient is left in the context where the eating disorders has developed. Discussion: These differences should result in different clinical implications. The issue of equal treatment is raised, but also that it can be an advantage with a varied range of treatments based on the varied needs of the families.

This study aims to identify tactics used by the Turkish Hezbollah to recruit college students into joining their terrorist organization. This study based on the assumptions that social networks and institutional structures are two main tools that are used effectively by the Turkish Hezbollah to recruit college educated students. In this sense, the researcher claims that Social Learning theory and Social Control Theories can be used to provide theoretical explanation to the Hezbollah’s recruitment strategy. Parallel to these theories assumptions, while having militants within social networks increases the likelihood of being recruited through social learning theory assumptions, college students who are away from their families are more likely to be recruited through social control theory assumptions. The researcher uses individual level secondary data related to members of the Turkish Hezbollah. The data comprised of self reports that each member submitted to the Turkish Hezbollah as part of their recruitment process. The data are derived from the Turkish National Police’s database. Initially, frequency table is used to determine which structure and which theory best explain the Turkish Hezbollah’s recruitment strategies. Then, to decide which demographic factors increase or decrease the likelihood of being recruited through social networks (social learning theory) or institutional structures (social control theory), logistic regression is used. Eight independent variables are used to identify those factors such as having Hezbollah militants within social networks, pursuing college education while being away from family, family’s religious ideology, having online or campus education, family size, income level, college student’s religiosity level, and reason for attending Hezbollah. The findings indicated that social networks and institutional structures are two important tools that are used by the Turkish Hezbollah. Social networks are more effectively used structures comparing to institutional structures. According to the results, there are two important variables have more weight on dependent variable comparing to other variables. While having militants within the social networks increases the likelihood of being recruited through social learning theory assumptions, being away from families during college education increases the likelihood of being recruited through social control theory assumptions.