The purpose of this mixed-method study was to examine and to explore international students’ perceptions of resilience and how they coped with stress during their pursuit of a college degree. This study also explored forms of assistance international students received while studying at the university, how students capitalized on their own qualities to overcome obstacles, and to discover resilience factors that empowered international students despite challenges they encountered during the course of study. The researcher utilized two surveys, namely the Resilience Scale (RS) (Wagnild & Young, 1993) and the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and a focus group interview to collect data for the study. The sample of the study consisted of 117 students for the RS, 106 students for the CSI, and 6 students for the focus group. All students were internationals from a Midwestern university in the United States. The findings of the study revealed that there was no significant difference in the RS scores for both undergraduate and graduate international students or for females and males respectively. The study also confirmed that there was no significant difference in the CSI scores for undergraduate and graduate international students. However, there was a significant difference between females and males in their CSI scores, suggesting that females were more likely than males to seek social support when they encountered challenges in life. Qualitative data from the focus group yielded meaningful insights on the obstacles that international students had to overcome, assistance international students received while in the United States, and protective factors students possessed in order to be successful in the university. The study also included a factor analysis of the data that confirmed a 3-factor structure of CSI (labeled respectively as Problem Solving, Seeking Social Support, and Avoidance). Even though factor analysis also verified the original 25-item 5-factor structure of RS, yielding a 5-factor structure of resilience (Meaningfulness, Equanimity, Self-Reliance, Perseverance, and Existential Aloneness), due to several cross loadings of the variables onto the factors, the analysis failed to verify the same variables contributed to the original 5-factor in RS. Plausible explanations for the discrepancy of the study of RS were explored.

Engineering Dynamics (ED) courses are known as challenging and demanding for undergraduate students majored in many engineering fields, such as mechanical and aerospace engineering and civil and environmental engineering. The course is built upon the foundation and framework of mathematics and physics and requires students to have strong abstract thinking and reasoning skills. Rigid body dynamics (RBD), the second part of ED, investigates kinematics and kinetics of rigid bodies and is considered as a difficult subject by many undergraduate students because the course requires them to visualize abstract objects in motions. Although there have been many studies reporting the uses of interactive computer simulation and animation (CSA) modules as visual learning tools in RBD instruction, the effectiveness of the CSA modules on student learning of RBD were not rigorously and adequately investigated. This study employs a mixed method (QUAN – qual) approach and nonequivalent comparison group design to investigate the effectiveness of CSA modules on student learning of RBD, and to explore students’ attitudes towards and experiences with these modules. One hundred and sixty-one students in two recent semesters participated in this study: 74 in one semester participated in the comparison group and 87 in another semester participated in the intervention group. While the intervention group students studied RBD with CSA modules along with traditional lectures, the comparison group students studied RBD with traditional lectures only. Students in both groups were assessed with pretests and posttests using 10 bonus homework assignments developed to address core knowledge areas of RBD. The study uses a set of nonparametric statistical tools to analyze the pretest and posttest scores, mean differences, and magnitudes of the differences in learning gains between the two groups. Research findings from this study reveal that the intervention group students showed a significant increase in learning gains of overall knowledge, conceptual understanding, and procedural skills with Cliff’s effect sizes of 0.49, 0.41, and 0.47, respectively. CSA modules increased the intervention group students’ confidence, but they did not increase students’ motivation of learning RBD. This study supports the use of CSA modules as an instructional intervention to improve students’ conceptual understanding and procedural skills in learning engineering dynamics.

Alzheimer's disease (AD) is a fatal disorder with no apparent cure. Early-onset AD (EOAD) occurs in individuals before the age of 65, and late-onset AD (LOAD) occurs in individuals age 65 and older. Past studies have proven that AD is fatal among Americans age 65 and older. The disease is characterized by impairments in memory and executive function as well as other cognitive and behavioral problems. The research questions addressed by this sequential, mixed-method study compared EOAD and LOAD by exploring common behavioral/cognitive symptoms and stage levels of AD. Research participants were recruited from the Alzheimer's Association who were members of caregiver support groups and cared for an individual with AD. The qualitative component of this study consisted of a qualitative interview given to caregivers (N = 6), which was audio-recorded and transcribed verbatim using the 6-phase thematic analysis. Sequentially, the quantitative component of this study consisted of the BEHAVE-AD and Short IQCODE instruments, which were filled out and completed by caregivers (N = 20) on behalf of patients with probable AD. These data were analyzed using 1-way ANOVA, with the alpha set at 0.05. Integration of qualitative and quantitative results indicated no differences in cognitive or behavioral symptoms of either EOAD or LOAD care recipients. These findings have implications for positive social change by continually involving caregiver participants in future studies. Doing so can ensure that care recipients, whether they have been diagnosed at EOAD or LOAD, have a voice.

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The research investigates the feasibility of applying 2D accessibility guidelines to enhance a 3D digital planning tool's accessibility for individuals with visual impairments. Three primary research questions guide this study. It incorporated a mixed-method data collection approach to comprehensively investigate these questions. The study began with a designer interview to understand the current state of accessibility within a 3D planning tool, how designers ensure compliance with guidelines, guideline adherence, and implementation strategies.Subsequently, empirical user testing was conducted involving six participants with visual impairments. This methods aimed to obtain diverse user perspectives, emphasizing the user-centered nature of the study. The designer interview highlighted four critical accessibility issues: keyboard accessibility, information clarity, clear labeling, and focus visibility. Addressing these issues aligned the 3D planning tool with WCAG 2.1 guidelines and resulted in significant enhancements in it's accessibility.Empirical user testing revealed varying degrees of success among different users with visual impairments, highlighting both the successes and challenges of implementing accessibility features, and emphasizing the complexity of designing for individuals with visual impairments. The study identified key features that contributed to an enhanced user experience, including accessibility through assistive technology, effective scanning navigation strategies, and challenges for improvements in areas such as clear descriptions and interaction feedback. This research has broader implications, impacting both the practical and scientific fields of accessibility. It offers practical significance for companies like IKEA, emphasizing the importance of a user-centered approach to empower users and gather unique insights from individuals with disabilities. Contributing inclusivity and user-friendliness in 3D planning tools.The findings highlight the significance of accessible user interface elements and the importance of compatibility with assistive technologies. A need for inclusive design methods in the development of 3D planning tools and the creation of specific accessibility guidelines designed for 3D environments. In conclusion, this research demonstrates the feasibility of applying 2D accessibility guidelines to enhance the accessibility of 3D digital planning tools. The research contributes to both practical design considerations and the scientific understanding of accessibility challenges in 3D environments.It holds the potential to improve the industry, empower users, and enhance overall accessibility standards. The findings underscore the importance of user-centered design, the complexity of designing in 3D context and to diverse user needs, the interplay between accessibility and usability, and the ongoing need for improvements to enhance the user experience, to create more inclusive and user-friendly 3D digital planning solutions for everyone.

DSM-IV-TR classifies hypochondriasis as a complex somatoform disorder, characterised by physical complaints for which no organic cause could be identified. DSM-5 replaced it with two new diagnostic terms: somatic symptoms disorder and illness anxiety disorder. The distinction was based on the presence or absence of somatic symptoms, and concerns have been raised with regards to the validity of these new diagnostic concepts. While there has recently been an increase in recognising the role of the underlying anxiety in this condition, the psychological needs of individuals with hypochondriasis remain unclear. It is conceivable that specific emotional and interpersonal dimensions play a mediating role in the onset of hypochondriacal presentations, and have explanatory power with regards to the improvement of tailored therapeutic interventions. The present study used a mixed methodology, with an emphasis on the qualitative component, to investigate emotions and the interpersonal aspects of hypochondriasis. Six young adult females meeting the diagnostic criteria for both DSM-IV-TR hypochondriasis and DSM-5 illness anxiety disorder formed a clinical group for the present study. Semi-structured interviews were administered and analysed in line with the Interpretative Phenomenological Analysis (IPA). Four major themes emerged from the qualitative data: 1) Early life experience; 2) Inward focus; 3) Learned helplessness; and 4) Experience of psychological therapy. Eight subordinate themes were identified: (i) Unmet emotional needs; (ii) Emotional isolation; (iii) There is something wrong with me; (iv) Emotional reasoning; (v) Self-fulfilling prophecy; (vi) External locus of control; (vii) Over-reliance on other people; and (viii) The experience of psychological therapy. Fifty-one female undergraduate psychology students formed a matched comparison group for the study and enabled a supplementary quantitative analysis to be conducted. The quantitative measures included measures of trait (TEIQue-SF) and ability emotional intelligence (MSCEIT) as well as a measure of sociotropy-autonomy (SAS). The quantitative data showed that the clinical group scored significantly lower than the comparison group on the measures of trait emotional intelligence, understanding emotions, and autonomy. Additionally, the clinical group scored significantly higher than the comparison group on the measure of sociotropy. The theoretical and therapeutic recommendations are discussed in light of the limitations of the present study. In conclusion, emotional and interpersonal aspects of DSM-IV-TR Hypochondriasis and DSM-5 illness anxiety disorder in young women provide a useful framework for the conceptualisation and therapeutic management of these conditions. It appears that with its scientific knowledge base, therapeutic flexibility, focus on reflective practice, and the emphasis on an effective working relationship, the discipline of counselling psychology is well-suited to address the needs of participants with hypochondriacal presentations.

Weeding is one of the central tasks of collection management at academic libraries but is often not prioritized. Digital collections are constantly growing and soon there will be a need to manage these resources. This master thesis explores the general state of weeding and e-resource weeding to uncover how these practices are understood and enacted at Swedish academic libraries, while also introducing the term e-weeding. A mixed method study was conducted and both quantitative and qualitative content analysis were performed on policy documents and interview transcripts respectively. Sentiments, opinions and current practices surrounding weeding and e-weeding at Swedish academic libraries were investigated and discussed. It was observed that most policy documents did not mention practices that could be understood as e-weeding, but some presented guidelines for print weeding. From the interviews, respondents had no consensus around a definition of e-weeding but practices commonly thought of as digital collection management could be tied to this term. In addition, print weeding was considered by respondents as more acute than e-weeding due to the intangible nature of digital resources. Lastly, it was revealed that criteria used for print weeding could sometimes be used for evaluating digital resources, although unique aspects of e-resources need to be considered. Nevertheless, respondents were open to the idea of e-weeding their digital collections in the future.

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No description available.

The study is a gender critical investigation of the implementation of gender policy programs in student admission in Zimbabwe state universities. The study locates itself in the student admissions section of these institutions, acknowledging the potential contributions of the practices and procedures in this section towards achievement of gender equality. The study focused on the nature of the implemented programs, the gender equality model pursued and how the programs are made part of the mainstream. The study employed a multi-pronged theoretical frameworks approach as its theoretical framework to determine feasible strategies in analyzing the research problem, choosing the research approach, deciding on the research methods, formulating the research questions and in drawing the conclusion to the study. A mixed method inquiry used the multiple case study survey, documentary analysis and interviews to gather data in two state universities. The study found that in spite of the state universities implementing gender policy programs as required by the Zimbabwe National Gender Policy (2004), gender inequalities persisted, and in the process the study revealed more barriers than successes encountered on the road to gender equality. This concurred with some of what was predicated from literature on the use of the adopted approaches to gender mainstreaming and models of gender equality pursued. The chief factor responsible for the inequalities was found to be the pervasive, deeply entrenched patriarchal conservatism, cultural stereotypes, biases and discriminations held by some actors in student admissions which marginalized gender equality and consequently, rendered the gender equality agenda elusive. The study identified the need for adoption of a wider conception of gender and gender equality and of a radical transformative approach in order to resuscitate the paralyzed gender equality mandate in student admissions. Apart from generating some new insights regarding theory, the study is also of value at an applied level: serving to support programs and sustainable plans for gender equality implementation in student admissions in universities. The main recommendation of the study is the need for a new shift in policy program implementation, and the study outlined the main cardinal points of this new paradigm. / Educational Studies / D. Ed. (Comparative Education)