Suchergebnisse

AbstractThis study investigates whether deliberate "matching" of older volunteers with agencies, based on their skill sets and organizational needs, leads to increased volunteer satisfaction, commitment, and role identity compared to placements made without such considerations. Utilizing data from the Center for Excellence in Aging Services and Community Wellness (CEASCW) in 2019, a subset of 140 older adult volunteers from upstate New York was analyzed. Various statistical methods, including frequency analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling, were employed using SPSS 26.0 and AMOS 23.0. This research introduces the concept of a prolonged transition into retirement and explores how aligning skill sets with specific volunteer opportunities can better cater to the needs of older adults, resulting not only in increased satisfaction but also in a more stable role identity and ultimately a heightened sense of well‐being during later life transitions.

This longitudinal study examined the long‐term effects of economic preparation and social activity on life and family relationship satisfaction among retirees, particularly baby boomers. Data was obtained from the 2009 and 2011 Korean Retirement & Income Panel Study. A fixed effects model was employed to estimate unobservable individual‐specific effects and to control for study participants' individual characteristics. The results show that both economic preparation and social activities have long‐term effects on baby boomers' life and family relationship satisfaction. This study reveals that multidimensional aspects of preparation increase the long‐term impact of life satisfaction for retirees.

This study examines categories of adverse childhood experiences (ACEs) and service use backgrounds among a convenience sample of people experiencing homelessness (N = 224), using logistic regression analysis (n = 174) and descriptive and comparative analyses. Eighty-seven percent reported at least 1 of 10 ACEs prior to age 18. Over half (53.2%) reported 4 or more ACEs. Approximately half reported parental loss, emotional neglect, living with a substance abuser, and emotional abuse. ACEs were significantly correlated with one another. Among those who used prior services, ACEs predicted interpersonal prevention, clinical, and criminal justice services for emotional or substance abuse problems. Most indicated services were helpful. This study provides data for policy and program leaders to ensure at-risk families and communities have access to responsive services.

La Corée du Nord est une prison à ciel ouvert dont nul ne peut s'échapper. Seule une poignée d'hommes et de femmes y est parvenue. Jihyun Park compte parmi ces rares survivants. Sous la plume de sa compatriote sud-coréenne Seh-lynn, Jihyun Park livre un témoignage poignant. De l'enfance insouciante jusqu'à la prison, en passant par la terrible famine du début des années 1990, son histoire est une leçon de vie et de volonté, sobre et sans pathos. Cette voix sensible est née d'un échange et d'un dialogue entre deux femmes que tout oppose mais que l'espoir de voir un jour les deux Corées vivre ensemble en paix a réunies

AbstractStudent clickstream data—time-stamped records of click events in online courses—can provide fine-grained information about student learning. Such data enable researchers and instructors to collect information at scale about how each student navigates through and interacts with online education resources, potentially enabling objective and rich insight into the learning experience beyond self-reports and intermittent assessments. Yet, analyses of these data often require advanced analytic techniques, as they only provide a partial and noisy record of students' actions. Consequently, these data are not always accessible or useful for course instructors and administrators. In this paper, we provide an overview of the use of clickstream data to define and identify behavioral patterns that are related to student learning outcomes. Through discussions of four studies, we provide examples of the complexities and particular considerations of using these data to examine student self-regulated learning.