The deleterious manifold of juvenile delinquency for victims, offenders, and the general public necessitate effective prevention strategies. Researchers have asserted that one of the most effective ways in which delinquency is prevented is through school-based intervention. Specifically, much attention has been given to identifying the most efficacious evidence-based treatments (EBTs) through an evidence-based practice (EBP) approach. Critics, however, argue that several limitations exist in the EBP process and suggest that a practice-based evidence (PBE) approach may be more sufficient to meet the needs of youth who are at-risk of delinquency. Guided by the Social Development Model, it is broadly the aim of this three-article dissertation to explore the most effective school-based delinquency prevention approaches. Drawing from the EBP approach, the first article mimics a process that practitioners are encouraged to employ. Multiple EBT websites were systematically searched for the most efficacious school-based delinquency prevention interventions. Four interventions met inclusion criteria. These interventions highlighted both strengths and limitations. Out of the limitations from the first article, the second article investigated the extent to which a PBE approach may be an alternative option for youth most at-risk of a delinquent trajectory: being male, from a lower socioeconomic urban community, and primarily minority youth. The article offers the results of a pretest/posttest design with a sustaining school-based intervention that was developed by social workers. The final article reports on the results of a randomized controlled trial that investigated the effectiveness of the first year of the XY-Zone on protective factors among youth at-risk for delinquency. The second and third article revealed promising results and provide preliminary evidence for important next steps. Additional research, with a longitudinal design and larger sample size, is needed. This dissertation suggests that both approaches can inform the other. As globalization and advanced resources continue to springboard awareness of both the problems and solutions to delinquency prevention in schools, it is likely that advancements in the EBP and PBE approaches will give way to the ever-debated research and practice gap growing much nearer than ever before. / text

Schedule-based transit assignment models have been studied extensively from 2000, considering more time-dependent transit passenger behavior associated with the transit schedule. Currently, transit schedule information is more easily accessed using new telecommunications systems, such as mobile devices and the internet. One critical example of information sharing is Google's General Transit Feed Specification (GTFS). The information of the schedule per se, however, is not enough to explain the transit passenger's behavior, especially in a congested transit system. Regarding the congestion issues on a transit system, numerous researches have studied a transit schedule network (Nguyen et al., 2001; Nuzzolo et al., 2001; Poon et al., 2004; Hamdouch and Lawphonpanich, 2008, 2010).Along the stream toward understanding transit passenger behavior in the capacitated transit schedule network, we propose solution models for solving the deterministic and stochastic user equilibrium (SUE) problems on a capacitated transit schedule network. Nguyen et al. (2001) introduced how the capacitated user equilibrium (UE) on a transit schedule network is different from the auto user equilibrium. For the foundation of the study, we utilize the link-based and time-expanded (LBTE) transit schedule network introduced by Noh et al. (2012a) which effectively captures turning movements like transfers easily as well as maintaining the efficient size of a schedule-based network. In the LBTE transit network, time points are assigned to each link connecting two stops by each run (or route). Utilizing the "link-based" structure, a link-based shortest path (LBSP) and hyperpath search (LBHP) models (Noh et al., 2012a) are introduced. Especially, the hyperpath employs a log-sum weighting function for incorporating multiple schedule alternatives at each stop node considering passenger's stochastic behavior. One distinctive transit passenger behavior over a congested transit system is a first-in-first-out (FIFO) priority on boarding. A passenger already on board has the higher priority than passengers who are about to boarding, and the passengers arriving earlier at a stop will have higher priority than the passengers arriving later at the stop. To consider the capacitated UE considering the relation between the FIFO boarding priority and vehicle capacity constraint, we apply a "soft-capacity" cost (Nguyen et al., 2001). This soft capacity cost function allows some violation of the predefined vehicle capacity, but the violation will be penalized and affect the cost of the path in the next iteration. The penalty of the soft capacity cost function allows not to assigning passengers on the alternatives having the lower priority of boarding, which finally leads to the solution of the capacitated transit deterministic user equilibrium (DUE) or SUE problems. For the main transit assignment models, we proposed path- and hyperpath-based methods and a self-adaptive method considering deterministic and stochastic passenger behaviors. First, we developed the hyperpath-based assignment method by Noh et al. (2012b). For the FIFO transit passenger behavior, typically accompanying asymmetric (non-separable) cost relation, we also introduce a diagonalization technique (Sheffi, 1985) with the method of successive average (MSA) assignment technique. As expecting a better performance, second, we introduced the path-based assignment models using gradient projection. For the FIFO passenger behavior on boarding, we considered the same diagonalization approach used in the hyperpath-based assignment model and a full-Hessian scaling matrix in the gradient projection. By utilizing a full path set for each O-D pair, a better performance is guaranteed with the path-based model but the diagonalization technique may result in longer iterations. For improving the diagonalization steps, third, we explored several other possible methods. Above all, we proposed the better initial solution (BIS) model which assigns the initial flows on the priority path over congested links and also maintains feasible flows below the capacity constraint. On the other hand, we also added two additional assignment models to improve the diagonalization technique. One utilizes a full Hessian scaling matrix in the proposed path-based assignment model instead of diagonalization and the other is the self-adaptive gradient projection (SAGP) model introduced by Chen et al. (2012) which does not require a scaling matrix by optimizing the step-size in the path-based projection model. For improving the SAGP model, we modified the SAGP model. First, we applied the SAGP at a disaggregate level for each O-D pair as expecting a compact set of path alternatives limited by each O-D pair, called disaggregate self-adaptive gradient projection (DSAGP). Second, we applied a type of diagonalization technique in the SAGP model by maintaining the residual capacities for the estimated flows in the next iteration. Beyond just a single model development, the proposed transit assignment models not only showed various possibilities of the transit assignment, but also showed which model is more efficient and practical in terms of a real application. A computational model structure using the proposed models was mainly designed for an effective model development by sharing numerous components as well as maintaining the efficient data structure. The nine combination models based on the proposed three main models (hyperpath- and path-based and DSAGP assignment models) and the efficient BIS technique for solving the problems were tested and analyzed on a sample network and a partial Sacramento regional transit network.

In this study, I illustrate an arts-based service-learning curriculum that utilizes an asset-based, student-centered, critical pedagogy. It is written for use with high school students in a classroom environment, but could be adapted for use with any age group or setting. It utilizes current service-learning research and practices, and community based art education models and adapts them into a practical and concrete curriculum. I use case study and ethnographic methodologies to examine what a community-based art and literacy organization (VOICES), a community-based artist (Lily Yeh and the Barefoot Artists organization), and a service-learning magnet high school can teach about implementing a service-learning program. Through a series of project-based lessons, group activities, and research, students will determine a community organization to partner with in the creation of a collaborative artwork. Youth and community voice are given utmost importance throughout the process to create relevant, reciprocal, authentic partnerships and a cumulative project.

Provision of a high standard of care in addiction treatment and prevention services is dependent upon knowledge of evidence-based practice (EBP) principles, and the skills needed to apply those principles, among the substance abuse workforce (SAW). Competency profiles for Canada’s SAW define the need for skill and knowledge of EBP. Within Canada’s SAW, persons within the Occupational Cluster Senior Management are ultimately responsible for decisions and therefore must possess a high level of proficiency in EBP. This proficiency has not been assessed in this group; the objective of this study was to conduct such an assessment on Senior Management from Nova Scotia’s Addiction Services. Eighteen Senior Managers completed semi-structured qualitative interviews. Interviews were analyzed using content analysis, five main themes emerged. It appears that Senior Management possess an understanding of the principles of EBP, but that their knowledge and use of the skills required for their application requires further development.

Anxiety is a high-prevalence disorder, and it is often treated by medication which can be costly, has side effects, and is not available for everyone in need. Mindfulness-based interventions (MBIs) such as mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) are great alternatives to treat anxiety. Both MBIs are not only more accessible but have no side effects as well. To establish whether MBIs can become a main treatment for anxiety, the associated neural correlates and changes should be investigated further. The aim of this systematic review is to investigate whether neural correlates of MBIs are mainly caused by emotional or attentional neural mechanisms, or if both are involved. There were five studies selected and included according to a set of inclusion and exclusion criteria. The results suggest that MBIs are in fact effective in alleviating anxiety symptoms by enhancing both emotion and attention regulation. However, several of the included studies came with limitations such as having no significance in p-values, no control groups, and small samples. Thus, further research is needed to draw a conclusion on whether MBIs are the best alternative for the alleviation and treatment of anxiety.

This dissertation is relevant to structural engineers focusing on seismic design of structures using reinforced masonry. Specifically the thesis focuses on the seismic performance of reinforced masonry shear walls as seismic force resisting systems. / Reinforced masonry (RM) has been gaining a wide acceptance in the low- and mid-rise construction market as an economic and durable structural system. However, challenges still exist in the area of seismic design because of the poor performance of unreinforced masonry during recent earthquake events in Iran 2003, Haiti 2010, Japan 2011, New Zealand 2011 and Nepal 2015. The dissertation investigated the seismic performance of six concrete block structural walls in an effort to evaluate their force-, displacement- and performance- based seismic design parameters. The walls fall under the ductile shear wall/special reinforced wall seismic force resisting system (SFRS) classification according to the current North American masonry design standards. More specifically, the dissertation is focused on evaluating if such walls, designed under the same prescriptive design provisions, having different cross-section configurations would possess similar seismic performance parameters. This was established through an experimental and analytical program by subjecting the walls to a displacement controlled quasi-static cyclic analysis. Different wall configurations were tested including, rectangular, flanged and slab-coupled walls. Test results confirmed that walls designed under the same SFRS classification, but with different configurations, have different seismic performance parameters that included ductility capacity; yield and post yield displacement; stiffness degradation; period elongation and equivalent viscous damping. The current North American masonry design provisions do not account for such difference in the ductility capacities between the walls. The thesis analyses were concluded by quantifying the seismic vulnerability of a RM SFRS comprised of shear walls similar to those tested, through the development of collapse fragility curves and the assignment of an adjusted collapse margin ratio, ACMR following the FEMA P-58 and P-695 guidelines. The system were deemed acceptable since the ACMR was greater than ACMR10% (2.35 > 2.31). Therefore, the selected RM SFRS which was designed to meet the prescriptive requirements of the ductile masonry walls classification of the CSA S304 (CSA 2014), shows potential capacity against collapse under high intensity earthquakes in one of the highest seismic zones in western Canada and it should be considered as a viable SFRS to be used in seismic design. The procedure described in the chapter can be adopted to investigate the collapse fragility of other SFRS in different seismic regions through careful selection and scaling of the ground motion records associated with such region's seismicity. / Dissertation / Doctor of Philosophy (PhD)

No description available.

Doctor of Philosophy / Similar to their colleagues throughout the world, nurses and midwives in New South Wales (NSW), Australia, welcome evidencebased practice (EBP) as a means to improve patient or client outcomes. This thesis explores the way nurses and midwives understand evidence for EBP and aims to determine whether members of these professions currently have the knowledge and skills necessary to implement evidence‐based care. Three separate studies were conducted to explore NSW nurses’ readiness for EBP. Attitudes, knowledge and skill were investigated using an EBP questionnaire returned by 383 nurses. The views of 23 nursing opinion leaders were elicited during qualitative in‐depth interviews, and their ideas on maximising the potential for future nurses to confidently engage in EBP were explored. Current approaches to teaching EBP in undergraduate nursing programs were investigated by examining documents issued by NSW nursing education providers. The results demonstrate many differences between the ways NSW nurses currently understand evidence for EBP, and a range of approaches to teaching EBP in undergraduate nursing programs. Under current conditions, nurses graduating from universities in NSW commence practice with varying levels of preparation for EBP and enter into a professional arena that is itself struggling to cope with the concepts and language of this approach to improving healthcare. v Evidence for the effectiveness of EBP is slowly accumulating and despite some small positive signs, the collective results of this thesis suggest that current educational approaches are not capable of producing the kind of results that are both necessary and desirable for the promotion of evidence‐based nursing practice in NSW. Articulating a commitment to EBP, using a common language and a consistent approach are among the recommendations made for the future promotion of EBP in nursing education.

Doctor of Philosophy / Similar to their colleagues throughout the world, nurses and midwives in New South Wales (NSW), Australia, welcome evidencebased practice (EBP) as a means to improve patient or client outcomes. This thesis explores the way nurses and midwives understand evidence for EBP and aims to determine whether members of these professions currently have the knowledge and skills necessary to implement evidence‐based care. Three separate studies were conducted to explore NSW nurses’ readiness for EBP. Attitudes, knowledge and skill were investigated using an EBP questionnaire returned by 383 nurses. The views of 23 nursing opinion leaders were elicited during qualitative in‐depth interviews, and their ideas on maximising the potential for future nurses to confidently engage in EBP were explored. Current approaches to teaching EBP in undergraduate nursing programs were investigated by examining documents issued by NSW nursing education providers. The results demonstrate many differences between the ways NSW nurses currently understand evidence for EBP, and a range of approaches to teaching EBP in undergraduate nursing programs. Under current conditions, nurses graduating from universities in NSW commence practice with varying levels of preparation for EBP and enter into a professional arena that is itself struggling to cope with the concepts and language of this approach to improving healthcare. v Evidence for the effectiveness of EBP is slowly accumulating and despite some small positive signs, the collective results of this thesis suggest that current educational approaches are not capable of producing the kind of results that are both necessary and desirable for the promotion of evidence‐based nursing practice in NSW. Articulating a commitment to EBP, using a common language and a consistent approach are among the recommendations made for the future promotion of EBP in nursing education.

Crowdfunding challenges century long boundaries between the public, the industry andinnovation. In that respect the phenomenon holds the potential to decentralize and democratizethe way ventures are financed and realized. Crowdfunding has seen a lot of exitingdevelopments during the last few years, partly because of new crowdfunding platformsemerging on the internet, and partly because of new ground-breaking technology being used forfunding purposes. Meanwhile research has not quite catched up with the recent developments ofdifferent models for crowdfunding. This study’s aim is therefor to give an comprehensiveoverview of the different models of crowdfunding that are being utilized by crowdfundingplatforms on the internet today. A deductive content analysis has been made of 67 currentcrowdfunding platforms. The platforms have been analysed in order to determine what model ofcrowdfunding they utilize. The result has, apart from partly confirming prior studies, alsoproduced new exiting findings on what mechanisms constitute some of the crowdfundingmodels we see today. A new taxonomy of crowdfunding models is discussed and proposed. Theconclusion is that the need for a updated taxonomy, like the one this study provides, was wellneeded in order to understand the field. One important finding is that blockchain technology hasproduced a new form of crowdfunding through cryptocurrency: Initial coin offering. Thatparticular area will likely develop and continue to decentralize and democratise the economicalhuman interaction when it comes to financing.