The University of Rhode Island Change Assessment Scale (URICA) is a widely used measure of readiness to change. To evaluate the URICA's ability to discriminate among alcohol abusers with and without co-occurring major depression, the authors administered it to 193 outpatients court-referred for alcohol treatment. Estimates of internal consistency suggest that scoring the URICA using its traditional factors, as well as using the newer Readiness to Change index, produced variable yet adequately reliable scores. Further, the URICA detected statistically significant differences in motivation to change an alcohol problem between an alcohol use disorder group (AD; n = 131) and an alcohol use disorder with co-occurring depression group (AD/D; n = 62) with the AD/D group showing greater readiness to change. For the AD/D group, separate URICAs were given for alcohol use and depressed mood. Confirming previous findings, results suggest the URICA may lack sensitivity to discriminate among two simultaneously occurring psychological disorders.

This study investigated the effectiveness of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on school readiness. The HIPPY program uses home-based instruction to aid parents in teaching their children school readiness skills. The curriculum in this program includes literacy, math, and social skills. Texas Assessment of Knowledge and Skills assesses the academic achievement of students in different grade levels and in various subject areas. The chi square test revealed that the children in the HIPPY program were more likely to have higher passing rates on the first administration of TAKS Reading, Math and Science sections compared to non-participants. The implementation of early intervention and parental involvement programs such as HIPPY helps to facilitate students‟ success.

Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 1994. / The aim of mis study was: * to describe the life-world of pre-school children from a deprived community from a psychopedagogical perspective; and * to determine in the light of findings obtained certain guidelines according to which accountable support could be instituted in order to meet the needs of pre-school children from a deprived community. As introduction a psychopedagogical perspective on pre-school children is given. Education as a true human activity which finds its expression in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the deprived child finds himself in a situation of dysfunctional education mainly because he goes through life with inadequate assistance and guidance of a responsible parent or adult. This results in the psychic life of the pre-school child being under-actualized. The lack of responsible adult intervention and accompaniment, which is based on the pedagogical principles of love, trust and authority, results in fee deprived child forming relationships within his life-world which are inadequate for his emancipation. The child from a deprived community feils to constitute a meaningful life-world. It would appear that poverty together with environmentally disadvantaged conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interact with each other, resulting in under-actualization of the psychic life of the pre-school child. Research literature has shown that parents of children from deprived communities were in no position to provide their children with any assistance, guidance or support. In most instances parents themselves have had little or no formal education. Families live in overcrowded homes with no electricity and proper sanitation. In most cases both parents work, leaving very early in the morning and returning late in the afternoon. The children are left on their own with hardly any control over mem. In the light of the findings of this research, the following was recommended: * That bridging module readiness classes should be established for children turning five years of age and that professionally qualified educators should be placed in charge of these children; * that educational programmes for parents, teachers, school management staff, pupils and social workers should be organised to meet the varied needs of both parents and children especially from deprived communities; and * that pre-schools should be established, registered, fully financed and controlled by the State with clearly formulated aims which are not only achievable, but are also in accordance with the realisation of the ultimate aim of education, namely, adulthood.

Jurisdictions along the Gulf Coast are threatened by hurricanes. The effects of hurricanes are devastating, and the response and recovery efforts are crucial for saving lives and property. Geospatial technologies have been implemented in the response and recovery phases. However, the potential of geospatial technologies were not utilized due to data and capability issues. This study was implemented to design and develop a tool that would help a jurisdiction determine if it can apply geospatial technologies effectively in the response and recovery phases. This tool enables a jurisdiction to complete an assessment regarding GIS data, hardware, software, and personnel capabilities. Assessment results are scored using a weighted linear model, and scores are shown to the user. A rules-based system was built to show the jurisdiction methods for improving its score to the optimum level. This tool enables jurisdictions to diagnose geospatial readiness and make modifications that enhance response and recovery.

This study presents a plan of approach to the problems that arise in the development of a reading readiness program. It outlines some of the factors that influence reading readiness: it includes a program of procedure for dealing with children who are deficient in some of the factors of reading readiness; it enumerates some of the classroom, and some of the administrative problems that arise in planning a program of this type; and it attempts to eradicate the age old fallacy that a six year old child is ready for the reading process merely because he has passed his sixth birthday.

The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study is Vrooms’ expectancy theory, motivation plays a key role in success. This study used a hierarchical multiple regression model. the independent variables of interest included high school percentile class rank, composite ACT scores, composite SAT scores, and the 10 themes as measured by the Student Readiness Inventory (SRI) to address two research questions: What are the psychosocial factors identified by the SRI are most relevant in predicting college success? What conventional academic indicators are most relevant in predicting college success? the sample size for this study was 5279 (n), including a stratified random sample of first semester college freshman enrolled in credit bearing courses; these participants were deemed college ready by the university. Academic Discipline accounted for 4.2% of the variance in first semester college GPA, General Determination accounted for 1.7% of the variance, and the remaining psychosocial factors of the SRI accounted for less than 1% of the variance. High school percentile class rank accounted for 10.7% of the variance, composite ACT accounted for 5.9% of the variance, and composite SAT accounted for 5.6% of the variance. Future analysis could be completed within demographic groups to include a stratified random sample of participants by ethnicity, gender, or economic status. Such analysis would build on this body of research providing additional guidance admission officers and K-12 educators.

Online education has grown substantially over the years because of the flexibility it has given the student in acquiring an education. For many, higher education is now a reality instead of just a dream. With this educational format, traditional and non-traditional students are taking classes to obtain a degree or pursue lifelong learning. Unfortunately, some students are taking online classes without being equipped with the necessary skills required for successful completion. The purpose of the evaluation was to investigate the readiness factors of students taking online classes. The Readiness for Education At a Distance Indicator (READI) assessment was completed by students registered for online classes at Itawamba Community College in the fall 2007 semester. A sample of 250 students was randomly selected from the population. The instrument used in the study is adapted from larger instruments and has been tested for reliability and validity. The READI assessment results included variables of individual attributes, technical competency (computer and Internet), technical knowledge, reading comprehension, typing speed and proficiency, and learning styles – visual, social, physical, aural, verbal, solitary, and logical. Additionally, institutional educational variables included in the evaluation were ACT scores, online courses completed, total semester hours completed, and cumulative grade point average. Descriptive statistics were given for the variables and the correlational research findings were presented in respect to the research questions. Stepwise Multiple Regression statistical analysis was conducted to determine the correlation between the measurement variables and educational variables. Individual Attributes, Reading Comprehension, and Logical Learning Style were the contributory success factors in the online classroom. The analysis revealed that Reading Comprehension correlated to the ACT score and Verbal Learning Style correlated to online course completed.

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