Informal Technology Education for Women Transitioning from Incarceration

2021 ◽  
Vol 21 (2) ◽  
pp. 1-16
Author(s):  
Hyunjin Seo ◽  
Darcey Altschwager ◽  
Baek-young Choi ◽  
Sejun Song ◽  
Hannah Britton ◽  
...  
Keyword(s):  
Technology Education ◽  
Education Program ◽  
Public Libraries ◽  
Computational Thinking ◽  
Digital Technologies ◽  
The United States ◽  
Dominant Male ◽  
Male Population ◽  
Reentry Programs ◽  
Women In Transition

As society increasingly relies on digital technologies in many different aspects, those who lack relevant access and skills are lagging increasingly behind. Among the underserved groups disproportionately affected by the digital divide are women who are transitioning from incarceration and seeking to reenter the workforce outside the carceral system (women-in-transition). Women-in-transition rarely have been exposed to sound technology education, as they have generally been isolated from the digital environment while in incarceration. Furthermore, while women have become the fastest-growing segment of the incarcerated population in the United States in recent decades, prison education and reentry programs are still not well adjusted for them. Most programs are mainly designed for the dominant male population. Consequently, women-in-transition face significant post-incarceration challenges in accessing and using relevant digital technologies and thus have added difficulties in entering or reentering the workforce. Against this backdrop, our multi-disciplinary research team has conducted empirical research as part of technology education offered to women-in-transition in the Midwest. In this article, we report results from our interviews with 75 women-in-transition in the Midwest that were conducted to develop a tailored technology education program for the women. More than half of the participants in our study are women of color and face precarious housing and financial situations. Then, we discuss principles that we adopted in developing our education program for the marginalized women and participants’ feedback on the program. Our team launched in-person sessions with women-in-reentry at public libraries in February 2020 and had to move the sessions online in March due to COVID-19. Our research-informed educational program is designed primarily to support the women in enhancing their knowledge and comfort with technology and nurturing computational thinking. Our study shows that low self-efficacy and mental health challenges, as well as lack of resources for technology access and use, are some of the major issues that need to be addressed in supporting technology learning among women-in-transition. This research offers scholarly and practical implications for computing education for women-in-transition and other marginalized populations.

Public Libraries in the United States: Fiscal Year 2001

2003 ◽  
Author(s):  
Adrienne Chute ◽  
◽  
P. Elaine Kroe ◽  
Patricia O'Shea ◽  
Maria Polcari ◽  
...  
Keyword(s):  
United States ◽  
Public Libraries ◽  
The United States ◽  
Fiscal Year

Public Libraries in the United States: Fiscal Year 1999

2002 ◽  
Author(s):  
Adrienne Chute ◽  
P. Elaine Kroe ◽  
Patricia Garner ◽  
Maria Polcari ◽  
Cynthia Jo Ramsey
Keyword(s):  
United States ◽  
Public Libraries ◽  
The United States ◽  
Fiscal Year

Dilemmas and Prospects of Writing a Bahá’í Encyclopedia

1989 ◽  
Vol 2 (1) ◽  
pp. 17-31
Author(s):  
Will C. Van Den Hoonaard
Keyword(s):  
United States ◽  
Present Status ◽  
Public Libraries ◽  
High Standard ◽  
The United States ◽  
Primary Sources ◽  
General Reader ◽  
Encyclopedic Dictionary ◽  
Current Stage

This paper addresses the need for a Bahá’í encyclopedia and describes the nature, organization, and editing of the multi-volume Bahá’í encyclopedic dictionary project endorsed in 1984 by the United States Bahá’í community. The encyclopedia will serve both Bahá’í and non-Bahá’í researchers arid scholars, the general reader; and university and public libraries. This paper considers the significance of the encyclopedia in terms of other Bahá’í encyclopedic works and in terms of the current stage in the development of the Bahá’í community. However desirable such a project may be, a number of dilemmas accompany its undertaking. These dilemmas relate to the present status of Bahá’í scholarship, the embryonic nature of primary sources, the high standard of scholarship exemplified by the works of Shoghi Effendi, and the relative newness of the Bahá’í religion. The prospects of the encyclopedic undertaking are expected to generate considerable scholarship and to provide intellectual vigor to issues raised by Bahá’ís and their critics.

The Use of Digital Clinical Trial Methods in the Evaluation of Digital Therapeutics: A Scoping Review (Preprint)

2019 ◽  
Author(s):  
Allison Hirsch ◽  
Mahip Grewal ◽  
Anthony James Martorell ◽  
Brian Michael Iacoviello
Keyword(s):  
Clinical Trial ◽  
Clinical Trials ◽  
Clinical Research ◽  
Scoping Review ◽  
Digital Technologies ◽  
Good Clinical Practice ◽  
The United States ◽  
Clinical Trial Research ◽  
Digital Methods ◽  
Clinical Trial Methods

BACKGROUND Digital Therapeutics (DTx) provide evidence based therapeutic health interventions that have been clinically validated to deliver therapeutic outcomes, such that the software is the treatment. Digital methodologies are increasingly adopted to conduct clinical trials due to advantages they provide including increases in efficiency and decreases in trial costs. Digital therapeutics are digital by design and can leverage the potential of digital and remote clinical trial methods. OBJECTIVE The principal purpose of this scoping review is to review the literature to determine whether digital technologies are being used in DTx clinical research, which type are being used and whether publications are noting any advantages to their use. As DTx development is an emerging field there are likely gaps in the knowledge base regarding DTx and clinical trials, and the purpose of this review is to illuminate those gaps. A secondary purpose is to consider questions which emerged during the review process including whether fully remote digital clinical research is appropriate for all health conditions and whether digital clinical trial methods are inline with the principles of Good Clinical Practice. METHODS 1,326 records were identified by searching research databases and 1,227 reviewed at the full-article level in order to determine if they were appropriate for inclusion. Confirmation of clinical trial status, use of digital clinical research methods and digital therapeutic status as well as inclusion and exclusion criteria were applied in order to determine relevant articles. Digital methods employed in DTx research were extracted from each article and these data were synthesized in order to determine which digital methods are currently used in clinical trial research. RESULTS After applying our criteria for scoping review inclusion, 11 articles were identified. All articles used at least one form of digital clinical research methodology enabling an element of remote research. The most commonly used digital methods are those related to recruitment, enrollment and the assessment of outcomes. A small number of articles reported using other methods such as online compensation (n = 3), or digital reminders for participants (n = 5). The majority of digital therapeutics clinical research using digital methods is conducted in the United States and increasing number of articles using digital methods are published each year. CONCLUSIONS Digital methods are used in clinical trial research evaluating DTx, though not frequently as evidenced by the low proportion of articles included in this review. Fully remote clinical trial research is not yet the standard, more frequently authors are using partially remote methods. Additionally, there is tremendous variability in the level of detail describing digital methods within the literature. As digital technologies continue to advance and the clinical research DTx literature matures, digital methods which facilitate remote research may be used more frequently.

Student Privacy and the Law in the Internet Age

2019 ◽  
Author(s):  
Leah Plunkett ◽  
Urs Gasser ◽  
Sandra Cortesi
Keyword(s):  
Learning Environments ◽  
School Environment ◽  
Privacy Protection ◽  
Data Privacy ◽  
Digital Technologies ◽  
The United States ◽  
Legal Framework ◽  
Privacy Law ◽  
Student Privacy ◽  
High Level

New types of digital technologies and new ways of using them are heavily impacting young people’s learning environments and creating intense pressure points on the “pre-digital” framework of student privacy. This chapter offers a high-level mapping of the federal legal landscape in the United States created by the “big three” federal privacy statutes—the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the Protection of Pupil Rights Amendment (PPRA)—in the context of student privacy and the ongoing digital transformation of formal learning environments (“schools”). Fissures are emerging around key student privacy issues such as: what are the key data privacy risk factors as digital technologies are adopted in learning environments; which decision makers are best positioned to determine whether, when, why, and with whom students’ data should be shared outside the school environment; what types of data may be unregulated by privacy law and what additional safeguards might be required; and what role privacy law and ethics serve as we seek to bolster related values, such as equity, agency, and autonomy, to support youth and their pathways. These and similar intersections at which the current federal legal framework is ambiguous or inadequate pose challenges for key stakeholders. This chapter proposes that a “blended” governance approach, which draws from technology-based, market-based, and human-centered privacy protection and empowerment mechanisms and seeks to bolster legal safeguards that need to be strengthen in parallel, offers an essential toolkit to find creative, nimble, and effective multistakeholder solutions.

scholarly journals Save a Life: Implementation and Evaluation of a Community-Focused CPR Education Program in Houston, Texas

2021 ◽  
Vol 12 ◽  
pp. 215013272199824
Author(s):  
Ebun O. Ebunlomo ◽  
Laura Gerik ◽  
Rene Ramon
Keyword(s):  
Health Education ◽  
Education Program ◽  
Heart Association ◽  
The United States ◽  
Outcome Evaluation ◽  
Collaborative Education ◽  
Kirkpatrick Model ◽  
Bystander Cpr ◽  
States Experience ◽  
Cpr Training

Over 350 000 people in the United States experience out-of-hospital cardiac arrest (OHCA) annually—and almost 90% die as a result. However, survival varies widely between counties, ranging from 3.4% to 22.0%—a disparity that the American Heart Association (AHA) largely attributes to variation in rates of bystander CPR. Studies show that regions with low rates of bystander CPR have low rates of CPR training, making CPR training initiatives a high-priority intervention to reduce OHCA mortality. In Houston, Texas, researchers have identified census tracts with higher OCHA incidence and lower rates of bystander CPR. We developed a free, annual Hands-Only CPR bilingual health education program central to these high-risk neighborhoods. In 5 years, this collaborative effort trained over 2700 individuals. In 2016, 2017, and 2018, we conducted a process evaluation to assess fidelity, dose delivered, and dose received. We also conducted an outcome evaluation using the Kirkpatrick Model for Training Evaluation to assess participants’ reactions and learning. Overall, the program yielded positive outcomes. Of the 261 respondents (from 314 attendees), 63% were first-time learners. The majority (87%) were satisfied with the event and 85% felt that information was presented clearly and concisely. Pre- and post-knowledge assessments showed a 51% increase in the proportion of respondents who could correctly identify the steps for Hands-Only CPR. This program exemplifies how collaborative education can impact a community’s health status. Leveraging each partner’s resources and linkages with the community can enhance the reach and sustainability of health education initiatives.

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