Category: Performance

Chapter four summary

This chapter concentrates on the role played by a reported speech in oral literature. The author begins by asserting the importance of excellent structural elements in reported speech. Direct speech is restrictive in the way of reporting while the reported speech gives the speaker some flexibility to be innovative and witty. Reported speech is essential in combining an event in its narrated form and a narrative event itself. The author demonstrates that narratives with reported speech as the main one are usually more stable than narratives whose main component is not the quoted speech.

The author studies performance of the same meaning using the reported speech and direct speech. He concludes that the performance using the reported speech can anchor a message in a more joking manner than the performance utilizing the direct speech. He perceives the final speaker in these narratives as the key to conveying crucial messages to the community using verbal wit, but, at the same time, using non-threatening tones and reflections. Such performances are essential in conveying messages intended to transform society from evil doing. A society characterized by evil doings is a cursed society that has no signs of progressing socially, economically, and politically. True stories are told to inform members of the society of the vulnerabilities of life. The reported speech makes the vulnerabilities real in life but attempts to control them in narrations. It would be the pursuit of every oral literature item to consider current events in the contemporary world and try to offer answers. The author concludes the chapter by restating the role played by the reported speech in oral literature performances and in transforming society in general.

Chapter five summary

The author starts by acknowledging that students studying oral literature are faced with the difficulty of telling the importance of tradition, persistence, and change. The difficulty is in line with what is manifested in the oral text. He gives an example in the illustration of a reported speech he gave in chapter four, which demonstrated that the narratives with reported speech as their main one are usually more stable than the narratives whose main speech is the quoted speech. Many scholars have spent much time analyzing the role of tradition and innovation. Nonetheless, they have given preference to traditionalism and persistence. Tradition has been key to preserving the social sentiment regarding folklore. The idea presented by tradition in oral literature is the resistance to change and conservation.

Things changed in the past few decades when the dynamics of folklore began to be addressed to do away with the imbalance that dominated the field. The current approaches adopt the role of individual innovation and performance in various oral literature contexts. The approach has attached less importance of many individuals to oral literature than the roles played by an individual in the advancement of oral literature. However, criticisms have revolved around the role of the individual performer. For instance, the role an individual would play in the advancement of his or her career, acquiring new performance tactics, and performance prowess. It is easier to examine the personal development of an individual in folklore than that of many individuals in a society. The author observes that the analysis of the criticisms has been spotty. For example, Lords analysis views oral texts as the fundamental units when comparing texts given by a singer in his or her many performances. In his conclusion, the author insists that students should focus on adopting interdisciplinary approaches to enhance understanding of the roles played by many aspects of storytelling. This would help in the advancement of performance, understanding of events across ethnic lines, and social intercourse through oral literature discourse.

Comments about Baumanns techniques

The author uses a storytelling approach in this book. He acknowledges that stories play crucial roles in transmitting messages across the globe. Baumann adopts the use of small chapters to explore the functional relationships that link reported texts with the situated events during the performance. In his instructive and illuminating book, the author defines the stage by presenting what he intends to convey to his audience. He does not just tell. This is a very powerful technique in oral literature. He creates a mood by introducing the focus of his writing and the role played by oral literature in the contemporary world.

The author uses narration and experiences to bring out the issues faced by students in modern literature classes. For instance, he asserts that students confront the difficulty of telling the importance of tradition, continuity, and change. He analyzes the facts and provides a solution to the problems encountered by the students. The author uses analytical techniques to assess the happenings in the world of oral literature. For instance, he analyses the Lords views of oral texts as the fundamental units when comparing texts given by a singer in his or her many performances.

References

Bauman, Richard. Story, performance, and event: Contextual studies of oral narrative. Vol. 10. Cambridge University Press, 1986.

Introduction

Muslim sportsmen are required to fast from sunrise to sunset every day during Ramadan. Most athletes will continue to train during Ramadan, and others may be forced to participate in competitions at homeland (Budak, 2006). They will, however, participate in religious, cultural, and social events during Ramadan. According to existing studies, high-level athletes may maintain performance during Ramadan if their physical training, food and hydration consumption, and sleep are all appropriate and well-controlled (Chtourou, 2022; Buitelaar, 1993). Individualized athlete monitoring may aid in the prevention of weariness and overtraining, as well as the risk of illness and injury.

Perceptions of an Athletes Performance and Ramadan

To maximize the training response, the time and intensity of training may need to be adjusted. Individual and team sports, as well as situations that are mostly Muslim and those that are predominantly non-Muslim, may benefit from training close to or after sunset (ben Ammar et al., 2021). Late-day training allows for post-workout food therapy to improve responses to the training stimulus, recovery, and maybe avoid muscle injury. Sleep deprivation has a range of detrimental effects on health and performance, therefore athletes should make sure they receive adequate sleep throughout Ramadan. Coaches and players in non-Muslim majority environments, especially in team sports, should be aware of the requirements of their teammates who may be fasting (Beals, 2004). When planning sporting events, event organizers should consider the needs of Muslim athletes.

Ramadan observance necessitates a one-month fast from both food and drink from dawn to sunset. This type of intermittent fasting is likely to have an impact on a competitive athletes training and performance. According to a poll of 734 16-year-old sportsmen, 29% said their performance was worse during Ramadan (Gad et al., 2022). During the day, food and drink intake is allowed, but meals must be limited to two rather than three or more, with no opportunity for midday snacks (Flanagan & Cuppett, 2017). With a late evening meal and an early breakfast reducing the typical hours of sleep, one may expect a drop in overall calorie intake and a shift in diet composition.

A dynamic reduction in muscular and hepatic glycogen reserves, a progressive fall in both liquid assets and blood glucose levels over the hours of daylight, the risk of dehydration during the sustained effort, low availability of metabolites for both anaerobic and endurance activity, and cerebral implications of falling blood glucose such as a deterioration of mood state, an elevated perception of effort, and a reduce in cognitive pessimism are all possible practical issues.

During the Olympics

However, the severity of any negative effects is determined on the type and amount of competition, as well as the length of the daily fast. It is significantly better when Ramadan falls during the summer months, and it is much better when competing at high latitudes rather than tropical latitudes. The temperature and humidity are particularly high at Arabia and North Africa during the month of Ramadan. Given the fact that the 2012 Olympic Games are indeed being hosted in London during Ramadan, the topic is timely (Goldblatt, 2016). Studies on the physiological effects of Ramadan have been frequently published in Arabic and Eastern Mediterranean regional journals. Unfortunately, it has not always been clear if the individuals under investigation were athletes, and if so, what sport they were competing in and at what level. In certain situations, subjects demonstrated a considerable drop in body mass (Close et al., 2022; Dunford & Doyle, 2014; Iqrasense, 2013). For practical reasons, most studies do not include a control group, making it unable to discriminate between the effects of seasonal changes in the environment and activity vs intermittent fasting.

Ramadans effects on BMI, calorie consumption, and the percentages of glucose, fat, and carbohydrates in the diet have all been widely examined in the past. In general, only minor changes have been made to these variables (Hausswirth, 2019; Hoffman, 2019; Hong & Rao, 2020). Changes in sports performance (anaerobic and endurance performance, muscular strength, mood state and effort perceptions, and a danger of team collaboration degradation) are the subject of the current study (Jagim et al., 2022; Jennings, 2012; Khalili et al., 2022). The physiological basis for these changes is examined, as well as techniques for reducing the detrimental impact on athletes competing in international tournaments who prefer to observe Ramadan.

Non-disabled Muslims fast from sunrise to sunset every year during Ramadan, the Islamic month of fasting. During the night, eating and drinking are permitted with no limits on the amount or type of food or liquids eaten. In the tropics, this entails a daily fast of 12-14 hours. Muslims typically consume the majority of their daily nutritional intake in two sittings, the first soon before sunrise (i.e., the sahur feast) and the second just after the days fast is broken (i.e., the iftar meal) (Khan, 2018). Fasting and sports participation during Ramadan is not a new topic, and most Muslim athletes have not stopped from training and competing throughout Ramadan at the Olympic Games in London (Lanham-New et al., 2011). However, adhering to socio-religious rituals at this time might cause interruptions in the athletes normal routine, which can have physiological and psychological effects.

Muslims make over 88 percent of Malaysias national athletes. During the month of Ramadan, these athletes continue to train, and the effects of Ramadan fasting on training and exercise performance are varied. According to several research, strength, anaerobic, and high-intensity aerobic versions are all harmed. Lack of food and hydration, as well as a daily sleep deficit, were mentioned as probable variables that might affect exercise performance during Ramadan (Maughan et al., 2012; McKone, 2013; Murphy et al., 2022; Piattoly, 2022). Furthermore, Muslim athletes have reported an increase in subjective symptoms of exhaustion, malaise, lethargy, and mood swings, which may contribute to their difficulty to maintain physical efforts, particularly during high-intensity exercise.

Other studies, on the other hand, have found that Ramadan fasting had no effect on Muslim athletes exercise performance. This discovery might be explained by the fact that these Muslim sportsmen can cope with the psychological and physical effects of Ramadan fasting. This means adjusting and changing their normal lifestyle and behavior patterns (Mahmood et al., 2022). Consuming extra food and hydration throughout the permitted period of the day, as well as minimizing non-essential physical activity, are examples of such tactics (Baranauskas et al., 2022). Maintaining a healthy mental attitude toward the Ramadan fast by focusing on quality rather than quantity of exercise and sleeping early or napping throughout the day.

Conclusion

It was also suggested that Muslim athletes have fasted and trained concurrently for many years and have found unique demands and tactics that they are comfortable with via trial and error (Pritchett & Meyer, 2018). The participants in that research were senior-level national athletes, and there were less than 170 difficulties (Bouhlel & Shephard, 2015; Chantler et al., 2022). Due to their comparatively short years of competition and training exposure, junior athletes may have less knowledge and expertise to cope with the disruptions of Ramadan fasting when compared to Senior athletes. There hasnt been a large-scale survey to discover elements that could influence junior-level national athletes training or competition during Ramadan fasting. As a result, the goal of this research was to learn more about peoples subjective perceptions of Ramadan fastings influence on sports performance and training, as well as the behavioral and training modifications that accompany it. Coaches and players will benefit from the information acquired from this survey, according to the investigation.

Most Malaysian Muslim junior-level athletes did not believe that fasting during Ramadan would harm their competitive sports performance, according to the statistics. The same group of athletes had differing perspectives on the influence of the Ramadan fast on their training quality (Ramadan et al., 2022; Shephard, 2012; Singh et al., 2011; Zargar et al., 2013). Despite many of them experienced daytime tiredness, the majority of the athletes did not believe their sleep habits had been altered (Soleimanifar et al., 2022; Tsouros & Efstathiou, 2007). Most athletes say they ate the same amount of food before and throughout Ramadan, while virtually everyone believes they drank more water during Ramadan. The disparate results are likely due to individual variances in the athletes adaptation and coping techniques throughout Ramadan fasting and training. The findings of this study may aid coaches in better planning and maybe assisting their players in adopting specialized techniques to deal better throughout Ramadan while training and competing.

References

Baranauskas, M., Kup
iknait, I., & Stukas, R. (2022). The association between rapid weight loss and body composition in elite combat sports athletes. Healthcare, 10(4). Web.

Beals, K. (2004). Disordered eating among athletes: A comprehensive guide for health professionals (1st ed.). Human Kinetics.

ben Ammar, H., ben Massoued, R., ben Hamadi, A., Khelifa, E., Hakiri, A., & el Hechmi, Z. (2021). Hospitalizations in psychiatry during the month of ramadan: A study at the Tunisian mental health hospital. International Journal of Social Psychiatry, 68(2), 341345. Web.

Bouhlel, E., & Shephard, R. J. (2015). Optimizing physical performance during fasting and dietary restriction: Implications for athletes and sports medicine (1st ed.). CRC Press.

Budak, A. (2006). Fasting in Islam and the month of Ramadan (Islam in practice) (1st English Ed). Tughra Books.

Buitelaar, M. (1993). Fasting and feasting in Morocco: Womens participation in Ramadan womens participation in Ramadan (Mediterranean series) (First Edition). Bloomsbury Academic.

Chantler, S., Griffiths, A., Matu, J., Davison, G., Holliday, A., & Jones, B. (2022). A systematic review: Role of dietary supplements on markers of exercise-associated gut damage and permeability. PLOS ONE, 17(4), e0266379. Web.

Chtourou, H. (2022). Effects of ramadan fasting on health and athletic performance. Omics Group eBooks.

Close, G. L., Kasper, A. M., Walsh, N. P., & Maughan, R. J. (2022). Food first but not always food only: Recommendations for using dietary supplements in sport. International Journal of Sport Nutrition and Exercise Metabolism, 116. Web.

Dunford, M., & Doyle, A. J. (2014). Nutrition for sport and exercise (003 ed.). Cengage Learning.

Flanagan, W. K., & Cuppett, M. (2017). Medical conditions in the athlete (Third ed.). Human Kinetics.

Gad, A. I., Abdel-Ghani, H. A., & Barakat, A. A. E. A. (2022). Effect of ramadan fasting on hepatic steatosis as quantified by controlled attenuation parameter (CAP): A prospective observational study. Egyptian Liver Journal, 12(1).

Goldblatt, D. (2016). The games: A global history of the olympics (1st ed.). W. W. Norton & Company.

Hausswirth, C. (2019). Nutrition and performance in sport. INSEP Consulting éditions.

Hoffman, J. R. (2019). Dietary supplementation in sport and exercise: Evidence, safety and ergogenic benefits (english and english edition) (1st ed.). Routledge.

Hong, E., & Rao, A. L. (2020). Mental health in the athlete. Springer Publishing.

Iqrasense. (2013). Ramadan and fasting  rewards unlimited. CreateSpace Independent Publishing Platform.

Jagim, A. R., Fields, J., Magee, M. K., Kerksick, C. M., & Jones, M. T. (2022). Contributing factors to low energy availability in female athletes: A narrative review of energy availability, training demands, nutrition barriers, body image, and disordered eating. Nutrients, 14(5). Web.

Jennings, W. (2012). Olympic risks (executive politics and governance) (2012th ed.). Palgrave Macmillan.

Khalili, S. M., Barati, A., Oliveira, R., & Nobari, H. (2022). Effect of combined balance exercises and kinesio taping on balance, postural stability, and severity of ankle instability in female athletes with functional ankle instability. Life, 12(2), 178.

Khan, A. Z. (2018). Ramadan. Macmillan Publishers.

Lanham-New, S. A., Stear, S., Shirreffs, S., Collins, A., & Budgett, R. (2011). Sport and exercise nutrition. Wiley.

Larson-Meyer, D. E., Krason, R. K., & Meyer, L. M. (2022). Weight gain recommendations for athletes and military personnel: A critical review of the evidence. Current Nutrition Reports. Web.

Mahmood, A., Dar, S., Dabhad, A., Aksi, B., & Chowdhury, T. A. (2022). Advising patients with existing conditions about fasting during Ramadan. BMJ, e063613.

Maughan, R. J., Zerguini, Y., Chalabi, H., & Dvorak, J. (2012). Achieving optimum sports performance during ramadan: Some practical recommendations. Journal of Sports Sciences, 30(sup1), S109S117.

McKone, W. L. (2013). Osteopathic athletic health care. Springer Publishing.

Murphy, M. J., Rushing, B. R., Sumner, S. J., & Hackney, A. C. (2022). Dietary supplements for athletic performance in women: Beta-Alanine, caffeine, and nitrate. International Journal of Sport Nutrition and Exercise Metabolism, 113. Web.

Piattoly, T. J. (2022). Dietary supplement safety: Risk vs reward for athletes. Operative Techniques in Sports Medicine, 150891. Web.

Pritchett, K., & Meyer, E. L. (2018). Nutrition, health and athletic performance. Mdpi AG.

Ramadan, O., Rashad, H., Darwish, M., & Dabash, S. (2022). Effect of non-aspirated gastric residual content on preterm infants health status. Research Square.

Shephard, R. J. (2012). The impact of ramadan observance upon athletic performance. Nutrients, 4(6), 491505.

Singh, R., Hwa, O. C., Roy, J., Jin, C. W., Ismail, S. M., Lan, M. F., Hiong, L. L., & Aziz, A. R. (2011). Subjective perception of sports performance, training, sleep and dietary patterns of malaysian junior muslim athletes during ramadan intermittent fasting. Asian Journal of Sports Medicine, 2(3). Web.

Soleimanifar, N., Assadiasl, S., Alamolhoda, M. H., Nateghpour, M., Arani, M. M., Sadr, M., Mohebbi, B., Mojtahedi, H., & Nicknam, M. H. (2022). Effect of Ramadan fasting on salivary IgA, serum IgA, IL-17, and IL-22 levels. Nutrition and Health, 026010602210922. Web.

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Abstract

The purpose of the proposed study is to investigate the effects of student nurses self-efficiency levels on their actual performance. Based on Albert Banduras theory of self-efficiency, the proposed research will compare the perceived abilities of the participants before and after they were exposed to the orientation course. Perceived self-efficiency is important in the nursing profession due to the delicate nature of activities nurses must perform. The nurses levels of self-efficiency are assessed six months after they commence the orientation course and their performances are evaluated. The effect of demographic characteristics on nurses perceptions of self-efficiency is also evaluated to identify the variables that improve or hinder performance.

Introduction

Employee skills are important and contribute to the overall performance of any system. However, employees awareness of these skills may increase their confidence in accomplishing assigned tasks. The proposed study will investigate the level of perceived self-efficiency associated with the performance of nursing activities among graduate nurses who commenced the acute care internship program. An essential part of the internship program is the educational activities organized by the healthcare systems academic team and nurse supervisors. In line with the suggestions of self-efficiency proposed by Albert Banduras Self-Efficacy Theory, the proposed research will determine how past nursing experience may influence the perception of efficiency and the level of change in these perceptions over six months. The research will investigate what significant variations may exist for the selected sample in the six nursing areas in the questionnaire, which include nurse-client Interaction, health campaigns, illness-injury deterrence, recovery-supportive assistance, rehabilitative assistance, and specialized procedures. These variations may show flaws within nursing areas shown by lower score procedures. The proposed research study will investigate the relationship between self-efficiency perception and the participants demographic features.

Problem Statement

The causes of self-efficiency perception offered in Albert Banduras Theory, including, enactive achievement, secondhand experience, oral encouragement, and physical response are exhibited as student nurses evolve into professional nursing practitioners. Banduras stages happen through implementing nursing activities (enactive achievement), socialization (secondhand experience), and professional partnership assistantship (oral encouragement) (Bandura, 2009).

The proposed research will be based on the following research questions:

1. What are the self-efficiency perceptions of graduate nurses before they start the acute care course?
2. What changes in self-efficiency perception occur after graduate nurses complete the acute care course?
3. How do demographic factors influence the self-efficiency perception levels of the participants?

Review of Literature

Self-efficiency refers to the individual discernments of performance abilities in a particular situation wherein the required tasks are new, erratic, and potentially demanding (Bandura, 2009). Albert Banduras theory of self-efficiency suggests that anticipated personal efficiency influences the instigation of adaptive attitudes, the amount of effort expended and the duration these efforts will be maintained in the presence of problems and aversive practices. A persons self-efficiency is not a function of their skill level but an assessment of what can be done with their skills (Luszczynska, Tryburcy & Schwarzer, 2007). Bandura (2009) proposed four categories of practices that develop self-efficiency perception, which include enactive achievement, secondhand experience, oral encouragement, and physical response. He suggested that physical response was the most effective factor of self-efficiency because people understand their aptitude to execute tasks through practice.

Research has indicated that people that have a low sense of self-efficiency for obtaining intellectual abilities may try to evade tasks, while those who consider themselves more effectively engage with enthusiasm, perseverance, and motivation (Luszczynska, Tryburcy & Schwarzer, 2007). In their study, Wood and Bandura (2009) resolved that people who show high self-efficiency were more likely to engage in challenging activities, persevere longer, and achieve more than people with inferior self-efficiency opinions. On the other hand, low self-efficiency, and low self-regard may hinder success amongst student nurses (Luszczynska, Tryburcy & Schwarzer, 2007).

Self-efficiency is important in student nurses because of the positive effects it has on their experiential performance. In the literature on work accomplishment, the level of personal self-efficiency has been indicated to positively influence motivation, strategic decisiveness, and perseverance in task implementation (Bontis, Hardie & Serenko, 2008; Luszczynska, Schwarzer, Lippke & Mazurkiewicz, 2011). Quantitative research has also proven that the connection between self-efficiency and job-based accomplishment is regulated by task difficulty and the setting of the job execution (Schwarzer & Hallum, 2008). Thus, an increase in the difficulty of the job reduces the influence of self-efficiency behaviors. Nevertheless, the difficulty of job execution may be controlled by an employees intellectual aptitude and thoroughness (Bontis, Hardie & Serenko, 2008). Research has shown a significant relationship between intellectual sources and clinical operation among student nurses and recommends that the information required to accomplish specific jobs inspires proficient execution (Schwarzer & Hallum, 2008). These ideologies support the significance of an individuals training in executing specific nursing activities of high difficulty.

Bandura (2009) further suggested that with a feeling of self-efficiency, individuals learn faster than their counterparts with low self-efficiency perceptions. Workers with high perceptual self-efficiency are more probable to perform professional tasks inventively, whereas those with low feelings of self-efficiency are likely to execute with limited personal motivation (Schwarzer & Hallum, 2008). Consequently, achievement and fulfillment are related to occupational satisfaction and offer the motivation for sustained participation in progressively complex openings (Bontis, Hardie & Serenko, 2008). Accordingly, research shows that the fulfillment of new nurses is significant in defining their opinions about remaining in their occupation (Bandura, 2009).

The level of self-efficiency among students when they evolve to intensive care professional nurses is yet to be reported in the research. Furthermore, previous studies do not show a level of alteration, in the self-efficacy opinions of new nurses after they complete their official acute care courses and engage in mentoring activities.

Self-efficiency depends on setting or scenario and assessment methods must be created with regards to a specific activity or job (Bandura, 2009). Thus, the proposed study will use a research tool, titled The Self-Efficiency for Expert Nursing Capabilities Tool to assess self-efficiency opinions of nursing abilities and behaviors necessary for proficient practice within the intensive care context. Precisely, the study of the nurses efficiency perceptions will be evaluated under six nursing categories, which include nurse-client interactions, illness inhibition, health campaign, healing assistance, therapeutic assistance, and specialized procedures.

Methods Section

The proposed study will use a quasi-experimental mono-sample pre-examination and post-examination design to investigate the level of self-efficiency at the commencement of intensive nursing orientation for and six months after formal inclusion, preceptor coaching, and independent functioning as professional nurses. The benefit of the proposed method is an aptitude to determine the strength of the dependent variable before orientation training activities and the changes that may occur after the events.

The proposed method may be effective in offering a reference point against which to link the influences of the action or the teaching activities that will be applied during the research. Participants will be sought from eighty nursing practitioners beginning their training at an intensive care healthcare center during January, February, and March 2016. Potential participants will be screened to assess their English proficiency and to ensure they are registered with a nationally recognized nursing association.

Procedure

The researcher will obtain written authorization to perform the proposed study from a recognized board of intensive care practice. An informed consent form will be filled out by each participant showing their readiness to engage in the research. Participants will be provided a guarantee that involvement is voluntary, discounting is permissible, and contribution or non-contribution will not influence their employment positions.

Participants will be asked to complete the survey questionnaire and a demographic form before they commence the intensive care training program. The researcher will conduct uninterrupted thirty-minute data gathering periods with the research participants. Each participant will be provided instructions on how to respond to the survey instruments and how to enter a numeric code on the questionnaires for effective linking to the posttest questionnaires, which will be completed six months after the pretest. Each participant will be contacted after six months and requested to fill the survey instrument for the second time. Data derived from the follow-up assessment will be linked to that obtained from the pretest to evaluate how the Theory of Self-Efficacy affected posttest results. Participants will be given a $10 gift voucher after they complete the survey instrument for the second time.

Data Analysis

The data analysis for the proposed research will be derived using SPSS Version 13 for Windows. Statistical tests will include the paired sample t-tests to link pretest and posttest results, and the Analysis of Variance test to investigate the association between demographic features and self-efficiency rankings.

Discussion and Findings Section

The discussion and findings will highlight the results derived from the data analysis. Statistics, such as the response rates, demographics statistics, test results, and analysis will be presented in the discussion and findings chapter of the proposed study. The discussion and findings chapter will discuss the data concerning the theories developed in the literature review.

The proposed study seeks to investigate the level of professed self-efficiency associated with the functioning of selected nursing activities among new nursing trainees. Internal and external validity may be threatened, which makes it necessary for the researcher to develop strategies to control the probability of error and increase the possibility that the studys results will be correct and significantly reflect reality. The proposed use of a purposeful homogenous sample will ensure validity and facilitate the generation of generalizable conclusions.

Conclusion

The proposed study will investigate the influence of perceived self-perception on the performance and skill development of new nursing professionals engaged in an orientation and internship course. Although the literature review showed that perceived self-efficiency has a positive effect on the accomplishment of individuals, it is important to identify the efficacy of that claim by analyzing primary data. The primary data will be derived by distributing questionnaires to eighty nursing practitioners engaged in the intensive care course and their responses, before and after they enroll in the course, will inform the findings.

References

Bandura, A. & Wood, R. (2009). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of Personality and Social Psychology, 56(5), 805-814.

Bandura, A. (2009). Social cognitive theory: An agentic perspective. Annual Review of Psychology 52(1), 126.

Bontis, N., Hardie, T. & Serenko, A. (2008). Self-efficacy and KM course weighting selection: Can students optimize their grades? International Journal of Teaching and Case Studies, 1(3), 189-199.

Luszczynska, A., Schwarzer, R., Lippke, S. & Mazurkiewicz, M. (2011). Self-efficacy as a moderator of the planning-behavior relationship in interventions designed to promote physical activity. Psychology & Health, 26(3), 151166.

Luszczynska, A., Tryburcy, M. & Schwarzer, R. (2007). Improving fruit and vegetable consumption: A self-efficacy intervention compared to a combined self-efficacy and planning intervention. Health Education Research, 22(8), 630638.

Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analysis. Applied Psychology: An International Review, 57(3), 152-171.

The goal of realizing the plan is to introduce changes that will help improve the performance of nurses who care for the elderly and the quality of service in& hospital. The primary approach to implementation is the use of Levins three-stage theory of change and transformational leadership style to enhance collaboration between professionals. Thus, an interprofessional approach to serving elderly patients will allow faster and better performance of procedures for diagnosing and treating, reduce the workload on staff and increase employees and patients satisfaction with the provision of services.

Objectives and Predictions

The main goal of this plan is to change the organization of specialists work whose consultations are necessary for services for the elderly and to encourage their cooperative work. These changes in& the hospital will improve service for older patients, reduce the length of hospital stays and nurses workload. At the first stage of the plan realization, the worktime of specialists will increase, as well as the number of their duties to study issues needed changes and propose their modification, as well as arrange additional meetings. However, after its successful implementation, the workload will decrease due to a precise schedule and elimination of delays.

Employee satisfaction with the changes in the system will also decrease at the beginning of the plan performing due to increased workload. However, in the process of changes, employees will be satisfied with the new interaction system because of its convenience. Such results confirm De Sutter et al. (2019) by proving that clear definition of roles and, as result, reduced time for patients consultation increased staff satisfaction. Another feature is the possible denial of the need and effectiveness of cooperation, and especially, meetings, since they require time and active participation, but after time and establishing connections, specialists will discover their advantages (Jones & Van de Ven, 2016). Therefore, the most challenging stage in implementing the plan is identifying and eliminating the shortcomings of the current communication system, as well as encouraging employees to cooperate.

Change Theories and Leadership Strategies

Lewins theory of change and transformational leadership strategies are the most appropriate and necessary measures to implement the plan. At the first stage of unfreezing, the leader must make arguments showing the inefficiency of the current organization of work and push employees to identify deficiencies to encourage their participation. In this case, the manager needs to assemble a team and listen to employees individual needs. For example, Ms. Gordon complained in interviews about delays in applying treatment to her patients due to late check-ups by other specialists. Simultaneously, doctors, such as an endocrinologist or orthopedist, can express irritation at being taken away from their work.

In the second step, the leader should help professionals, both nurses and doctors, show their strengths and find benefit in others experiences during team meetings to interest the participants in interaction. This step facilitates knowledge sharing and collaboration to establish new scheduling, member responsibilities, rules, and communication mechanisms to improve patient care. For example, in the article Wojciechowski et al. (2016), this stage included engaging employees by educating, coaching, communication, and proposing the idea and changes. At the last stage of refreezing, the transformational leader must support employees motivation to continue cooperation and can also show transactional leadership traits for using punishment and rewards to maintain new order (Alvinius, 2017). In this way, a new collaborative value system and work organization will be reinforced and established, which will help improve the service for elderly patients and fulfill the plans goal.

Team Collaboration Strategy

The leader, who can be a senior manager with authority over nurses and doctors, has the most responsibilities for implementing the plan. At the first stage, his duties are to organize a team of necessary specialists, namely a geriatric nurse, cardiologist, endocrinologist, orthopedic surgeon, and therapist. The manager also needs to encourage the team and help with the distribution of responsibilities. The leader also have to collect data on professionals current performance in serving older people and present possible improvements, which is also data to track progress. After that, specialists responsibilities are to research information in their field and make suggestions useful for improving the service. In addition, Ms. Gordon should review and suggest the most convenient hours on the schedule of elderly patients for specialist check-ups to avoid delays.

In the second stage, the leaders primary duty is to coordinate the work of the group to enhance their collaboration and create a safe atmosphere for the exchange of knowledge (Mayo, 2019). It is also the managers responsibility to draw up a new schedule of visits to elderly patients, taking into account the wishes of the specialists. The duties of the healthcare professionals are to bring useful knowledge to the work of the team and to meet the new order. At the last stage, the manager must monitor the compliance with the previously established schedule and the rules for the interaction of participants in the group.

Required Organizational Resources

Organizational resources for implementing the plan are minimal because specialists have already performed the necessary work but in an inefficient manner. Since professionals must examine elderly people who are not their patients, setting specific hours for such checks, for example, daily from 11 am to 12 am, will not increase their working hours. The organization of meetings also requires only room, as well as a projector and a computer to show the data to the team, and the hospital has these resources at its disposal. The only cost can be paid for the time spent on meetings. The average salary for a healthcare professional is $ 40 an hour, and one session a week is enough for a discussion (Occupational employment statistics, 2019). Thus, a team of five specialists and the manager requires approximately an additional $ 500 per week. Consequently, the implementation of the plan requires a small cost but significant organizational effort.

References

Alvinius, A. (2017). Contemporary leadership challenges. InTech.

De Sutter, M., De Sutter, A., Sundahl, Declercq, T., & Decat, P. (2019) Inter-professional collaboration reduces the burden of caring for patients with mental illnesses in primary healthcare. A realist evaluation study. European Journal of General Practice, 25(4), 236-242. Web.

Jones, S. L., & Van de Ven, A. H. (2016). The changing nature of change resistance: An examination of the moderating impact of time. The Journal of Applied Behavioral Science, 52(4), 482506. 

Mayo, A.T. (2016). Teamwork in health care: Maximizing collective intelligence via inclusive collaboration and open communication. AMA Journal of Ethics, 18(9), 933-940. 

Occupational Employment Statistics. (2019). 

Wojciechowski, E., Murphy, P., Pearsall, T., & French, E. (2016). A case review: Integrating Lewins Theory with Leans System Approach for change. OJIN: The Online Journal of Issues in Nursing, 21(2). Web.

The importance of walking in Savannah, Georgias ghost walk tours is examined in Glenn W. Gentrys article, Walking as Negotiation of Performance. The author claims that walking delivers not only a greater sense of place but also a greater agency and sense of control over performance (Gentry 236). The authors main thesis is that walking delivers a higher sense of agency and control over performance, in addition to a greater sense of place.

The research problem reported in the article is the significance of walking in negotiating the interaction between tourists and locations. The research theory emphasizes that walking entails interacting with a place through several senses, which enhances ones feeling of place (Gentry 225). Participant observation, controlled and unstructured interviews with tour guides, and open-ended surveys with visitors constitute the methodology utilized in the study (Gentry 229). Over the course of six nights, 411 tourist groups received the surveys (Gentry 229). To create categories of responses, the survey results were evaluated using content analysis.

The studys conclusions emphasize that walking tours in provide visitors a deeper understanding of the places they see and enable them to have a closer look. The storytelling on the excursions is suggested to be negotiation between the tour leader, the visitors, and the surrounding environment, giving the covered areas additional depths of significance (Gentry 233). Additionally, walking tours give visitors more influence over the tours tempo and their part in the narration (Gentry 233). The primary implication of this study is that walking enhances the tourism experience in many ways.

The article concludes by acknowledging the importance of walking in Savannah, Georgias ghost tours. The author reaffirms the fact that walking is a crucial component of a ghost walk tour experience since it fosters a sense of place. The studys findings corroborate that walking delivers a better sense of agency and control over performance in addition to a greater sense of place. The article argues that further study be done on how walking affects the tourism experience.

In my view, a possible critique of the study is that it relies heavily on its qualitative methods. Even though these techniques produce a wealth of qualitative data, quantitative techniques like statistical analysis would be helpful to provide a more thorough understanding of the phenomenon.

Works Cited

Gentry, Glenn W. Walking with the Dead: The Place of Ghost Walk Tourism in Savannah, Georgia. Southeastern Geographer, vol. 47, no. 2, Project Muse, 2007, pp. 222238. Web.

The place of study, building, and facilities impact the motivational level and the involvement of the students in the studying process. Numerous schools and colleges across the globe are in an unacceptable condition, which influences not only the way students are motivated; however, it may impact their health and safety.

It is significantly important to be surrounded with comfort as it is a primary need to feel nice and safe. The facilities and technological equipment are connected to the progress proving that the person should be in favorable conditions to improve the learning development and show the best results.

The Modern Researches and the Atmosphere in the Classroom

According to the recent researches, everything that surrounds the human being influences the life, work, the possible progress, and the way specific skills can be developed. The atmosphere in the classroom is significant for the achievements that students make, and that is, should be improved.

With the increase in the level of comfort, students will definitely show the best results and can change their attitude towards the studying process (Hawkins, 2011, para. 7). The process of education is not the easiest one, and that is, it is significant to have all the facilities at the disposal to improve working and study with interest.

The Improvement of the Working Condition and Consequences

It should be pointed out that the surrounding affects not only the progress a person makes but also the mood and attitude towards the studying process (Kuh & Kinzie, 2011, p. 26). The major thing to be changed is the condition of laboratories and the size of the classroom. It should be stated that Laboratories can be considered as a significant place for the students to implement the theoretical knowledge of the practice.

Such classrooms should be well-organized, contain all the needed technologies, and have enough room for every student to feel comfortable. The positive environment in the classroom can influence the overall mood of the students greatly.

Although students should have the needed atmosphere for the favorable ground to make progress, one should take into account the work of teachers as they are significant for the students success and play a major role in the studying process. It should be stressed that students and teachers should receive all the needed conditions to create a prolific atmosphere in the classroom as it affects the accomplishments of every person that involves in education (Zwickl, Finkelstein, & Lewandowski, 2013, p. 42).

The parking spots should also be improved as there is not enough space for all the students. However, this issue is not the primary one and can be tackled after the main questions will be solved.

Conclusion

In conclusion, it should be stated that surroundings play an important role in self-development and can affect the way one makes progress. According to recent researches, the motivational level and skills can develop significantly if the working conditions are appropriate, and students fell safe and comfortable.

It should be pointed out that parking space and small labs seem to be not so significant on a larger scale as some children in some third world countries do not even have an opportunity to study or have to walk miles to the school just to get the opportunity to change the future; however, a part of the worlds problems it is also important to think about the ones that can be changed in the community for the improvement.

References

Hawkins, B. (2011). A schools atmosphere affects student achievement, study finds. Web.

Kuh, G., & Kinzie, J. (2011). Student success in college creating conditions that matter. Somerset, U. K.: John Wiley & Sons.

Zwickl, B., Finkelstein, N., & Lewandowski, H. (2013). The process of transforming an advanced lab course: Goals, curriculum, and assessments. American Journal of Physics, 81(63), 38-51.

Introduction

Standardized testing is one of the main forms of student assessment today. Indeed, the current educational system is aimed at providing learners with the essential knowledge required for the successful completion of standardized tests. However, this form of control and evaluation implies the presence of specific skills in students as well, and it is the role of an educational institution to equip its students with such skills.

At this point, it is crucial to mention that the staff of an educational institution, including library media specialists, should be committed to the important mission of instructing and directing students on their path to acquiring these essential skills. To fulfill this mission presupposes the existence of a formed knowledge base and a high level of professional training from the side of educators and staff about the possession of test technology. Thus, it is essential to understand the potential of local school libraries in improving students standardized test scores and to deliver this understanding to a wider audience.

Topic of Development

As research suggests, educational media settings have significant potential for enhancing the quality of learning and the services provided to students. Indeed, school libraries can contribute greatly to the preparation and ability of students to achieve better scores and can assist in the formation of essential skills that will be helpful for students not only when taking standardized tests but also along their further educational paths. Also, the evidence proves that a greater engagement of library media specialists in the preparation of teacher instruction has a direct impact on the academic performance of students since their needs and requests are satisfied in a more comprehensive manner (National Board, 2012).

It should be noted that the frequency with which students obtain literacy instruction is crucial. The more often they receive this type of instruction, the more confident they feel during testing. Apart from that, computer labs, when used as a learning resource, can positively affect the testing environment as well (National Board, 2012). The library staff can assist learners as they complete their homework, carry out research under the specialists supervision and instruction, and complete their class projects. Therefore, library media specialists can assist in improving test scores by teaching students the required research and study skills.

Grant Funding and Required Resources

It is important to share the important role of library media specialists with a wider audience to encourage other institutions to employ this collaborative approach and to attract the required resources. Notably, various local, state, national, and international funding sources exist that could support initiatives aimed at encouraging the collaboration of teachers and library specialists with the ultimate goal of improving test scores.

The estimated project budget is 20,000 USD, an amount that is justified by the scale of the initiative since it will be employed at the school level. However, after the initial implementation, the results can be disseminated further to encourage other educational institutions to employ a similar approach in specialist collaboration (Florida Department of State, n.d.). Also, participation in various conferences and submissions of scholarly publications will require financial resources.

The grant request can be submitted to three sources of different scales. For instance, at the local level, the request can be delivered to the Florida Department of State, Division of Library and Information Services. At the national level, funding could be received from the Institute of Museum and Library Services. On an international scale, the grant could be obtained from the American Library Association, an organization that provides sponsorships for projects at both national and international levels.

The process of submitting a grant request depends on the scale and the character of the issuing organization (Institute of Museum and Library Services, n.d.). Nevertheless, a grant request has several general aspects that should be followed. Before submitting the request, it is essential to prepare a draft proposal for the project (American Library Association, 2015). Besides, it is crucial to carry out a mock evaluation. To be more precise, each organization provides applicants with a specific checklist that should be followed to be eligible for the grant. It is essential to evaluate the strengths and weaknesses of the project before submitting it. Moreover, it is important to include all required and completed administrative forms and ensure that the technical annex is provided.

Publication Opportunities

Importantly, libraries and their staff are active participants in the process of changing the educational environment, and multiple publishing opportunities are available to them. For instance, a publication on the current topic can be reviewed by the Florida Authors & Publishers Association, an influential non-profit organization that provides not only publishing but also networking opportunities for its members (FAPA, 2017). Apart from that, it is possible to utilize the services provided by the Library Publishing Toolkit, which is a useful resource in the public library setting. However, at the international level, the Library Journal is a great publication that could assist greatly in disseminating the results not only across the country but also on a greater scale. The organization covers the latest research and resources in the field of library publishing (Library Journal, 2017).

Notably, the publication guidelines are rather general for each of these parties. The main principles of the publication should be transparency and a commitment to best practices. The content should be valid, credible, and reliable, and it should rely on the essential guidelines of scholarly research and writing (Library publishing toolkit, 2017). It is essential to specify the editorial team and contact information as well as to outline the copyright and licensing information, if applicable. However, one of the most significant aspects, especially in the case of national and international publishers, is the procedure for recognizing and handling possible research misconduct. In that matter, it is obligatory to state any conflict of interest to eliminate the possibility of violations that would hinder the publication.

The outline of the potential publication is as follows:

1. Evidence suggesting the potential for teacher collaboration with libraries and librarians to improve the results of standardized testing.
2. Background information about the affiliation, the statistics characterizing previous performance, and the outcomes achieved post-intervention.
3. A discussion of objectives that should be achieved through the proposed measure.
4. The methods and activities that should be employed to achieve the discussed objectives.
5. An explanation and justification of the required resources and a description of progress measurement.
6. The projected outcome of the implementation of recommendations and the potential contribution they will make.

Conference Presentations

Four presentations on this topic can be given throughout 2017 and 2018. At the national level, it will be crucial to participate in the 2017 ALA Annual Conference, which is planning to dedicate an entire conference day to sessions covering library settings and their role in education (American Library Association, 2017). At the international level, SITE 2018 is a suitable event that gathers experts in the field to disseminate the latest evidence about essential educational topics. Importantly, the call for papers will take place in 2017; therefore, it will be possible to gather more data on the implementation of the initiative and prepare findings by 2018.

Apart from that, the 2017 ASCD Conference on Educational Leadership is another significant event at which a conference presentation could be made. The participants will be able to not only share findings and practices but also network to organize statewide activities and programs (ASCD, 2017). However, the 2017 FATE Annual Conference could serve as a platform for initiating other proceedings since it will be possible to refine the data and information when making a presentation at this event, before taking it to national and international conferences.

To participate in these conferences, it will be necessary to follow a strict submission process. It is required that the researcher deliver an abstract of the proposed project that covers all the essential elements of the presentation (SITE 2018, 2017). The abstract will be reviewed by the conference committee, and upon approval, it will be crucial to submit the final work in full for review (Florida Association of Teacher Educators, n.d.). Following this submission process is obligatory for all participants; the committee will check that all the requirements have been met and that no policy violations have been permitted.

Outcomes and Conclusions

Two important outcomes should be achieved after the implementation of the proposed recommendation. First, educational institutions will place greater emphasis on the importance of cooperation between librarians and classroom educators in furnishing instruction, which also implies the contribution of librarians to the professional growth of teachers (National Board, 2012). Second, schools will employ the new strategy in which library staff members act as instructional partners of teachers to create a more positive learning environment and enhance test scores through the use of technology.

These outcomes coincide directly with Standard VIII (Professional Growth) of the National Board for Professional Teaching Standards for Library Media. To be more precise, they envision the concept of leadership promoted by this standard and place educators in the position of observers (National Board, 2012). Teachers should analyze and rethink their instructional technologies by current student needs. Besides, it implies the juxtaposition of teacher practice with student learning. Thus, the application of the proposed method will allow teachers to adapt the environment to the long-term goal of achieving higher test scores.

Moreover, from that perspective, the growth of learners will indicate the professional growth of the educator as well. Also, the collaboration of teachers with library media specialists and staff will provide an opportunity to influence existing professional norms at the institutional level and promote an atmosphere of innovation, which also coincides with NBPTS Standard VIII (National Board, 2012). Therefore, the cooperation of colleagues is central to the growth of students.

References

American Library Association. (2015). International opportunities and funding sources for librarians. 

American Library Association. (2017). ALA annual conference. Web.

ASCD. (2017). Conference on educational leadership. Web.

FAPA. (2017). 2017 FAPA annual conference. Web.

Florida Association of Teacher Educators. (n.d.). 2017 board and officer nominations. Web.

Florida Department of State. (n.d.). Apply for library grants. Web.

Institute of Museum and Library Services. (n.d.). About us. Web.

Library journal. (n.d.). Web.

Library publishing toolkit. (n.d.). Web.

National Board for Professional Teaching Standards. (2012). Library media standards. Web.

SITE 2018  Washington, DC. (2017). Web.

The debate on whether or not school uniforms should be introduced in public schools has been raging for decades. There is no indication that this debate will come to close any time soon. In Northern America, wearing of school uniforms in public schools is disfavored as uniforms remain to be a preserve of private schools. However, in other parts of the world, most schools have implemented a policy that requires all pupils and students to put on their uniforms during official school days. The paper that follows will argue for the introduction of school uniforms in public schools in the US.

A research conducted by the University of Colombia showed that students who attended classes in their uniforms performed better in their academics compared to those who wore civilian outfits (Clarkson 260). This study clearly shows the correlation that subsists between school uniforms and academic performance. The positive academic results recorded by these students can be attributed to the wearing of school uniforms. Additionally, these students also register positive results in extra-curricula activities. In this regard, the school uniform plays an integral role in enhancing the students performance both in class and outside the classroom environment.

The school uniform serves many purposes. Aside from being official attire for schools, the uniform is considered to be an identifying tool. Students wearing their uniforms to school are easily identifiable in crowds. This identity is important because it makes the students stand out in a crowd. The same identity can afford the students special treatment in places like subscription-based libraries, museums, and theatres. The uniformed students also get special rates in some places, like the eateries and in the railroad and air transportation. Furthermore, students can be identified by the school uniform they are adorned in. This can also serve to advertise the school to the public. In actual sense, the uniform portrays the students as goodwill ambassadors for their schools. Well-mannered students add value to their schools because their schools can be identified by the attire they adorn.

Adorning school uniforms helps the students appreciate the fact that they are equal. All students feel that they are at the same level when dressed in school uniforms. The uniforms help them focus their attention on school work and compete fairly knowing that they have equal opportunities. The uniform serves as a constant reminder to the students that they should be serious in academics.

Studies comparing the level of discipline and school uniform by Brunsma showed that students in school uniform were keen to abide by school regulations when being outside of the school compound than students without uniform (77). Students in school uniforms are unique and conspicuous and thus it is easy to identify them. Students indiscipline is one of the challenges that many public schools are grappling with all over the world. Students indiscipline manifests in small mistakes, such as skiving school to serious crimes, for instance, numerous school shootings that have recently hit headlines in the US (Klein 300).

Allowing students to wear cloth, which they prefer, minimizes the sense of authority since the teachers have no authority on students choice of dressing. This can result in students regarding a teacher as a master that results to indiscipline among teens. Additionally, this poses a threat, in which social classes can easily build up based on the kind of attire students wear to school. Students from poor families may not be able to afford trendy and fashionable attire imposing an inferiority complex on them, an attribute that can adversely affect their performance in school.

The main purpose of students in school is to study and excel in their school work. It is also in school where students are trained to be responsible citizens. Concentration is a significant pillar to any success (Coles 43). Non-school uniform outfits contribute to poor concentration in school among students. As a result of the sense of competition and desire to be recognized among schooling children, most students will be tempted to analyze what their classmates have put on rather than analyze what their teachers have been teaching. School uniforms are ideal in dealing with this derailment of thoughts and misplaced priorities.

School uniform makes students feel equal and proud of themselves and their school. They feel that they are in the right place. No one feels as if they are on top of the others. The school uniform makes students respectful to their teachers, listen to them attentively, and grasp what they are being taught. A research study by Koegh (99) indicated that students who wore school uniforms tended to perform better in academics and in extra-curricular activities as compared to those who did not put on school uniforms. In addition, a different study by professors at Harvard University has shown that good leaders, both political and professional ones, wore school uniform to their respective schools (Keogh 99). Psychologists argue that mentorship programs cannot succeed in an environment where the mentor and mentee are on the same level of status. The uniform sets the teacher a bar above the student.

The debate on school uniforms will be put to rest the moment the objective discussion will be done by all stakeholders. Students should not view wearing school uniform as a punishment or unfashionable treatment. Instead, they should view it as a way of dealing with a myriad of issues that arise from not wearing the uniforms. Parents should also understand that their children are going to school to better their future not to show off their backgrounds. In this regard, the school wearing policy should receive full backing from the parents. After all, the policy would see them save on the attire budget and also ensure that their children are safe. The teachers should also objectively communicate to their students on the importance of putting school uniform. A report released by homeland security in regard to the recent school shooting in Virginia recommended wearing of school uniform as a possible remedy to such gross violations of the law (Keogh 112).

In conclusion, it is fair to state that wearing school uniforms would help school authorities distinguish between students and intruders. Schools should be a place where students interact freely regardless of their backgrounds. Adorning school uniforms helps in equalizing all students regardless of their socioeconomic background. Undue competition and rivalries that often emerge among students in casual outfits would be reduced by the uniforms. Students discipline and security will also be enhanced because the school administration will be able to distinguish between genuine students and intruders. This would help the school management in ensuring that the students are kept safe while being in school. Therefore, it can be argued that school uniforms are critical determinants of any students academic success and, as thus, it should be introduced in American public schools.

Works Cited

Brunsma, David L. The School Uniform Movement and What It Tells Us About American Education: A Symbolic Crusade. Lanham, Md: ScarecrowEducation, 2004. Print

Clarkson, Mary C. The Dress Code Debate and School Uniform Movement: A Selected Bibliography. Denver, Colo: Education Commission of the States, 1998. Print.

Coles, Robert. Privileged Ones: The Well-Off and the Rich in America. Boston: Little, Brown, 2007. Print.

Keogh, Jayne. The Role of Texts and Talk in Mediating Relations between Schools and Homes. ,Harvard: University Press. 2009. Print.

Klein, Jessie. The Bully Society: School Shootings and the Crisis of Bullying in Americas Schools. New York: New York University Press, 2012. Print.

Students participate in conferences to facilitate the knowledge acquisition process and identify themselves in the educational environment. Information transfer is a key component, with formative conferences analyzing student performance and summative conferences collecting and reporting information (Chappuis & Stiggins, 2020). Along with different purposes of conferences, several types of performances may be developed in classrooms to deal with discomfort and unfamiliar situations and encourage effective learning.

Types of Conferences

Feedback conferences analyze a students learning progress and determine further steps to successful skill mastery. Students receive assessments about their performance and possible improvements and, as well as teachers, offer feedback about each others work at school, while parents may offer their opinions at home. This type is efficient when students have a chance to receive a proper evaluation of their strengths and directions for further improvement. Goal-setting conferences detect the students level of knowledge and establish the desired purpose of action.

Focus on growth has proven to be more effective and motivating than attention to scores or given challenges (Darling-Hammond et al., 2019). These activities promote understanding students intentions in learning. Progress conferences are organized to share educational accomplishments and changes over time (Chappuis & Stiggins, 2020). Academic growth is the focus of such meetings to be compared to the before and after learning status.

Achievement status conferences are usually organized by teachers to involve parents in examining students accomplishments and grades. The purpose of these meetings is to uphold cooperation and mutual discussions of learning processes. Showcase conferences require the demonstration of the knowledge students have acquired so far. Students express their agenda and goals and answer the questions of those present at such meetings. Finally, intervention conferences have the purpose of highlighting possible flaws and eliminating them. Teachers discuss with parents educational and behavioral problems and develop successful methods for solving them (Minero, 2018). Making use of records and background information is effective assistance in covering all the instances.

Varieties of Performances

There are six main types of performances that may be an outcome of a learning process. Specific responding implies the necessity to formulate detailed responses to particular situations by making connections between different things (Joyce et al., 2015). Chaining introduces several responses that are linked to come to one concrete solution and achieve the desired goal.

Multiple discrimination is based on the already obtained knowledge and requires analyzing the two above-mentioned types of performance to understand the most appropriate response (Joyce et al., 2015). Classifying makes it possible to divide objects into classes and define their functions, supporting the possibility of conceptualization in education. Rule using is a type of performance when students choose a concept and decide on necessary action. Finally, there are problem solving activities when learners apply several rules to deal with a problem. Balance and thorough evaluation are the major characteristics of this type of performance.

Awareness about all these types of performances and conferences is critical for teachers and students because of their relation to the concepts of discomfort, unfamiliar situations, and disequilibrium. According to Joyce et al. (2015), instead of matching teaching approaches, it is necessary to expose students to new modalities. Discomfort is an opportunity to pass on feelings and discover new strengths and powers for learning. It is normal to use discomfort and unfamiliar situations because they help break barriers and deal with fears. Disequilibrium is a symbolic impulsion to change, and the creation of specific situations that cause discomfort is the best method to make students act, think, and make decisions.

Conclusion

In general, the field of education is constantly changing, and it is important to know and apply new methods of cooperation. In todays learning environments, teachers may organize six different types of conferences and benefit from six varieties of performances. Sometimes, students are not ready for particular tasks and fail to meet academic expectations. However, discomfort and unfamiliar situations should not be regarded as challenges or negative aspects of education but as a critical part that promotes disequilibrium and encourages growth in student learning.

References

Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it rightdoing it well (3rd ed.). Pearson.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 97140.

Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Pearson.

Minero, E. (2018, October 6). 5 strategies for a successful parent-teacher conference. Edutopia.

Introduction

This memo aims at discussing the peculiarities of an evaluation design together with describing a plan for collecting empirical evidence and identifying potential indicators to answer the already developed evaluation questions about the effects of co-curriculum activities on the achievements of student veterans within the Armed Services Arts Partnership Program (ASAP) program. One of the key aspects of the evaluation of the ASAP program is to improve the quality of life and reintegrate veterans into their communities through identifying human resources, social attitudes, and veterans needs and using new stakeholders, training activities, and social media sources.

Therefore, it is necessary to monitor the processes in which current veteran students are involved and understand the reasons why some areas are successful and some areas remain less successful. This outcome evaluation should help to examine the results achieved by the ASAP team in regard to the expectations of veterans and local communities, using a quasi-experimental design with two groups being included.

Research Questions and Hypothesis

Taking into consideration the evaluation questions created in the previous memo, the focus of this project is to check how the program changes veterans attitudes, to define how co-curricular activities may improve veterans performance, and to investigate the level of veteran satisfaction with services. Therefore, it is expected to involve two types of participants. On the one hand, veterans should share their opinions and attitudes towards the services and options offered. On the other hand, communication with the representatives of the ASAP team can help to identify the level of veterans performance in terms of the available resources.

In this project, it is expected to develop multiple hypotheses to underline the role of each variable:

1. The presence of new stakeholders aims at promoting an increased literacy level of veterans and their satisfaction with innovative ideas and sources of information;
2. New training activities within the frames of the chosen Armed Services Arts Partnership program introduce good opportunities for veterans to develop their skills and achieve a higher literacy level compared to those who do not participate in the program;
3. The application of new social media sources provides student veterans with an opportunity to learn more, increase their level of knowledge, and be satisfied with the options available to them.

Research Design

The outcome evaluation will be based on a quasi-experimental design where a group comparison will be developed with an intention to identify the worth of the intervention offered to participants. According to Langbehn (2012), quasi-experiment is usually used to evaluate the impact of a program on several indicators. There are two main peculiarities of this research design. First, it should include pretest and posttest comparisons (Chen, 2015).

It means that the opinions of veterans should be gathered two times: before they join the ASAP program and experience changes and after the program is introduced to them. Another important characteristic of the quasi-experiment is the selection of groups for comparison (Langbein, 2012). In this case, it is possible to communicate with veterans who are going to join the program and experience changes in their lives and choose several veterans who do not find it necessary to be a part of the ASAP program and focus on self-development.

Quasi-experimental research design has several types depending on the number of groups and expected outcomes. In this case, a pre-and-post comparison group design will be followed. It is characterized by a high level of internal validity and simplicity in its performance (Langbein, 2012). The chosen design does not have a random component. A sampling includes definite people who meet certain inclusion criteria (as an opportunity to reduce an endogeneity bias). As a result, no every member of the population can have an equal chance to be a part of the investigation, but the selection of participants is supported with a clear reason, potential benefits, and expected outcomes.

Evaluation Outcomes

The introduction of new training activities, stakeholders, and social media resources should promote the creation of significant outcomes during the program evaluation. The distinctive feature of the ASAP program and associated changes is the possibility to promote personal and professional development and involve both veterans and ASAP workers in various co-curricular activities. For example, it is expected that the level of satisfaction among veterans with the services offered can be considerably increased.

Consequentially, military families may be easily integrated into civil activities and understand the demands of the world around them. Another important benefit, as well as an outcome, includes the increase of literate veterans with abilities to express their feelings, learn art, gain community respect, and develop personal responsibilities (Armed Services Arts Partnership, n.d.). In general, because of various activities and options, the quality of veteran life has to be improved, promoting their happiness, enthusiasm, and fulfillment.

Evaluation Indicators

This program evaluation is introduced in the form of an analysis that is based on several indicators that promote updates. The key indicators show how to measure the effects of the intervention that consists of changes in training activities, social media usage, and the participation of new stakeholders (e.g., new organizations, museums, workshops, and celebrities). In addition, special attention should be paid to change in attitudes of veterans towards life after military services and the necessity to develop social relations developed in their communities.

It is also possible to evaluate the level of literacy among veterans who agree to participate in the ASAP program and who use personal skills and opportunities to continue their integration in civil life. Finally, changes in the level of veteran satisfaction have to be estimated. It is necessary to identify the number of veterans who are very satisfied with new options and who want new modifications being offered to them. Therefore, in general, there are three independent variables of the intervention under discussion: training, social media, and stakeholders. Dependent variables that prove the effectiveness of the intervention include satisfaction level, attitudes towards life, and literacy.

Data Collection

In this section of the report, the purpose is to describe the main features of a data collection plan. In the beginning, time frames have to be established to get an idea of how long this evaluation can last. The second step is the identification of target participants and the rationale for this choice. The next task is to examine the collection protocol and explain the modes of data collection. In the end, a chart with the necessary data in regard to the three-evaluation question will be developed to approve the already stated research hypothesis.

In terms of measuring the chosen indicators, it is planned to collect data several times. First, the pre-implementation data collection should be pointed out with its length of one month. It is expected to communicate with local veterans who are the members of the ASAP program and who have never participated in similar practices in order to compare their levels of knowledge and literacy. Veterans will be divided into the experiment (those who join the ASAP program) and control (those who do not joint and are not aware of the ASAP program) groups and invited to answer the questions offered by a researcher (see Appendix 1).

Then, the implementation itself has to last for the next three months, including direct communication with the ASAP team that is based on an interview with a list of close-ended questions (see Appendix 2). This stage is necessary for the project as it helps to explain the essence of the intervention and the worth of curricular activities, as well as to recognize how the developers of the ASAP program estimate veterans knowledge before and after the intervention. The final stage of data collection will be post-implementation and include the participation of veterans who agree to participate in the first stage. A survey will be offered to every participant, with several questions being similar to those from the pre-implementation questionnaire (see Appendix 3).

To succeed in this program evaluation, it is expected to collaborate with two groups of people. On the one hand, the developers of the ASAP program can share their opinions about the latest changes in their activities, the number of veteran students, and the improvements that can be recommended. They focus on the overall development of the program, its benefits for veterans and communities, and possible costs that cannot be neglected. Communication with this group is a good chance to learn what ordinary people know about veterans needs and how they develop attitudes towards military services and associated outcomes. In addition, their answers can help to understand what services are offered to people and what outcomes they want to achieve.

On the other hand, participants have to be veterans or members of military families who experienced change, trauma, or loss during their services but want to reintegrate into civilian life (Armed Services Arts Partnership, n.d.). It is expected to choose veterans who want to participate in the ASAP program, and those who do not, hereby, will be divided into two groups where one receives the intervention, and the other does not. Still, both groups have to take pre-tests and post-test in order to measure the differences in a certain period of time (the next three months).

Every design requires a specific data collection mode and instrument. This quantitative research has to be effective enough to gather information from different people and focus on different aspects of co-curriculum activities that can be offered to veterans today. There are three evaluation questions that have to be answered, and three modes should be offered with their specific strategies and requirements. Collection (intervention) protocol is created to identify the details of a procedure and the components of the work to be made (Chen, 2015). In the appendices, evaluation questions will be introduced to get a clear idea of what kind of information has to be gathered from the participants.

The first evaluation question is, How can the program change veterans attitudes towards life? Target participants for this data collection part are veterans from experiment and control groups with their opinions about life, military services, and the differences between civilian and military living conditions. Veterans from the program have to introduce information before and after their participation in the program, and veterans who do not participate in the intervention should give their answers using their recent experience and lifelong changes.

Regarding the fact that different people can choose various time options, it is planned to gather pre-intervention information for one month and post-intervention information one month after a three-month implementation phase. The collection protocol includes the necessity for veterans to give informed consent to be involved in a program and/or its evaluation (Langbein, 2012). An experimental group has to be informed that the program may change their behaviors and attitudes towards different things.

A control group should find time to answer several questions at different periods of time. This group of people is not aware of the intervention and the essence of the ASAP program with its co-curricular activities and options. Therefore, it is important to demonstrate respect and patient to these veterans as they may be less informed or disoriented. No prejudice or subjective attitudes can be developed in relation to participants.

A questionnaire as a part of a survey is a mode of data collection that is chosen for this stage of program evaluation. This method makes it possible to gather information from different people in a short period of time, using the already prepared questions and possible answers. A list of questions will be sent to 100 veterans via e-mail. Fifty veterans have to join the ASAP program within the next month, and another fifty people should continue their ordinary lives without a direct impact of this program.

The main rationale for this choice is the possibility to have two groups of people of a similar age and with the same experience and compare their attitudes to life, their interests, and abilities in regard to the current living conditions and changes. The participants are obliged to return a questionnaire within the next two weeks after they receive it. They can also ask for a printed version in case they feel uncomfortable using online services.

The second evaluation question is, Will co-curricular activities like new training approaches, social media use, or the participation of new stakeholders improve the level of veterans performance?. To answer this question, the employees of the ASAP program are used as target participants. As well as veterans, they have to give their written permission to participate in this evaluation voluntarily. Informed consent has to be presented, and all aspects of data collections should be explained. The answers given by ten people should introduce enough information to understand how various activities may determine veterans performance. The peculiar feature of this type of communication is to gather clear and evident facts but not personal opinions or suggestions.

This part of a data collection plan includes close-ended questions within a quantitative interview. An intensive interview mode involves twenty individuals who answer the questions posed by an evaluator (Chen, 2015). Cooperation with program stakeholders creates an opportunity to identify the main co-curricular activities and changes that may be offered within the frames of ASAP. Interviews with ASAP developers should happen during the program implementation. One or two weeks during the next three months after the data collection from the first group of people is defined as appropriate.

The third evaluation question is, Can the level of veteran satisfaction with services increase after the offered changes?. Veterans are again target participants of this data collection stage. It is expected to connect the same veterans who participate in the pre-intervention questionnaire and offer a new survey, using the same questions, and asking several new clarifications. This mode of data collection is frequently used by researchers and evaluators as it gives reliable, quantitative information on the chosen issue from many people in a short period of time (Langbein, 2012).

The same conditions are offered to veterans: they can give their answers online or ask an evaluator to provide them with a printed version of questions. This data collection part should occur after the program is taken by the participants, meaning that new answers are given in three months after the last communication.

All these strategies and data collection modes help to answer evaluation questions and get a clear idea of how to continue working on this program evaluation. In the chart below, there is a guide on how to address each question and recognize what kind of information can be gathered. The main characteristics of evaluation design and a data collection plan are introduced in a brief way.

Concluding Remarks

In total, the choice of evaluation design and the development of a data collection plan is a good opportunity to improve an understanding of program evaluation, its need, and possible outcomes. The main feature of this project is that program evaluation is based on the participation of two groups of people. ASAP developers know the program in its best way and can determine the role of every veteran in society. Veterans are the direct recipients of knowledge and activities with the help of which they can change their lives, learn the differences between military and civilian environments, and be ready for reintegration into local communications and communication with different people. Sometimes, it is now an easy task to take a new step and forget all that loss and challenges. Quantitative interviews and questionnaires should help to indicate that difference and clarify the worth of the program.

Appendices

Appendix 1: Survey Questions for Veterans

Hello,

Thanks for deciding to participate in this survey. Your role and answers are extremely important for current research. Please, give YES/NO answers to the first five questions and respond to the next five statements.

• Did you serve on active duty in the US military (any branch) in the past?

  • Yes (go to question 2).
  • No (thank you for attention, but this questionnaire is for current veterans).
• Did you join the military services because it was your duty?

  • Yes.
  • No.
• Have you ever regretted your decision to join the military?

  • Yes.
  • No.
• Was it hard for you to get used to military rules after being a civilian?

  • Yes.
  • No.
• Was it hard for you to get used to civilian life as a military person?

  • Yes.
  • No.
• I believe that academic activities are important for people at any age under any conditions.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• My knowledge, abilities, and performance directly influence my social relations.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• After military services, I feel motivated to be engaged with different social activities and responsibilities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• I need additional help to stabilize my communication skills and reintegrate into local communities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• I like art and find it as a good opportunity to cooperate with people.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.

Appendix 2: Quantitative Interview Questions for ASAP Developers

Hello,

Thanks for deciding to participate in this interview. Your role and answers are extremely important for current research. Please, respond to the next statements using your experience and thorough observations.

• Many veterans are eager to ask for help to reintegrate into their communities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• It is hard to invite new people to join the program as students.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• New training courses and options attract many people.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Social media continues gaining recognition on veterans and local communities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Social media makes people forget about the importance of real-life communication and daily activities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Veterans are eager to cooperate with new people, communicate with celebrities, and share their abilities with different stakeholders.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• There are many illiterate veterans in American society.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Illiterate veterans want to improve their knowledge and demonstrate a high level of participation in different activities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• The effects of the ASAP program on peoples abilities and attitudes cannot be ignored.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• All our clients are satisfied with the offered services and opportunities.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.

Appendix 3: Survey Questions for Veterans

Hello,

Thank you for continuing our cooperation. Please respond to the next questions to complete this survey and formulate your attitude to veterans programs.

• Military services have changed my life.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Social programs create a great chance for veterans to improve their lives.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• I am satisfied with local services for veterans.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Training courses can positively influence my social relationships and integration into a community.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• I am satisfied with my current literacy level.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• I am able to demonstrate my skills and set clear personal and professional goals.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• Now, during the military-civilian transition, I can entertain and smile.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.
• I want to continue/try my participation at ASAP.

  • Strongly agree.
  • Agree.
  • Neutral.
  • Disagree.
  • Strongly disagree.

References

Armed Services Arts Partnership. (n.d.). About ASAP. Web.

Chen, H. T. (2015). Practical program evaluation (2nd ed.). Thousand Oaks, CA: SAGE.

Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe.