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- 발행기관 : Eastern Michigan University (검색결과 15 건)
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A comparative study of Michigan's peace officers' basic training and their actual job experiences
Thomas, Joseph Edward, Jr Eastern Michigan University 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The State of Michigan mandates the basic police academy curriculum for its peace officers. This responsibility was assigned to the Michigan Law Enforcement Officers Training Council (MLEOTC), which later became Michigan Commission on Law Enforcement Standards (MCOLES). Michigan, like most other states, was faced with an increased diversity in its customer base. These new customers demanded that their local law enforcement departments be more effective and efficient though public outcry and mandates, such as passing Michigan's “Proposal A” in 1994. The public began to demand that law enforcement solve social ills before they became law enforcement incidents. These demands determined what officers actually did on the job. In essence, the public separated law enforcement and policing. Law enforcement was viewed by the public as being reactive (traditional basic training), whereas policing was viewed as being proactive (what officers do on the job). The public chose policing over law enforcement. The focus of this research was to determine whether there are gaps or mismatches between Michigan's peace officers basic academy curriculum or training and what they do on the job. This study was designed to examine the approaches to law enforcement training and to determine how the training is reflected in what peace officers actually do in their work. The findings of this study were supported by descriptive research methods and use of the phenomenological approach. The analysis of the purposive sample of law enforcement policing activities revealed that there was a gap between what peace officers are trained to do in the state's basic police academy and what they actually do on the job. The study further revealed that the assumption by administrators or control groups that are responsible for the basic training of peace officers could have led to “turf differences” of group members. To avoid these pitfalls, this study encouraged continuing cultural analysis of persons or groups with training responsibilities. This study also suggested that using a professional model of law enforcement was better than adherence to traditional or vocational standards associated with Michigan's past basic peace officers training.
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Elrayah, Yassir E Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Traffic crash prediction using different techniques and methodologies is essential for road safety. While many researchers have evaluated road safety using historical crash data, there are a few traffic crash prediction studies that predict the likelihood of crashes using emerging technology such as connected vehicles. This technology enables a connected vehicle to broadcast driving behaviors, in the form of basic safety messages, at a frequency of 10 Hz to a nearby connected vehicle. Additionally, different geospatial analysis techniques and prediction methodologies, such as machine learning, can support the analysis, visualization, and prediction of the traffic crash frequency. The primary objective of this study was to predict the likelihood of crash incidents using connected vehicles’ real-time driving behavior rather than historical crash data by developing and comparing different statistical and supervised machine learning predictive models. In addition, this study explored spatial and spatiotemporal patterns of crash incidents using geospatial analysis and unsupervised machine learning methodology. Moreover, it explored micro-level factors, such as road characteristics, and macro-level factors, such as population or points of interest density, which may impact traffic crash frequency. This study was based on a 3,000 connected-vehicle dataset, which was collected from the Safety Pilot Model Deployment Program in Ann Arbor, Michigan. The spatial analysis results using kernel density estimation showed that the city center and major road intersections were the most statistically significant high-risk locations. Additionally, the spatiotemporal analysis using emerging hotspot analysis showed that most of the city center roads had persistent hotspots, with some intensifying hotspots near road intersections and highway interchanges. Further, parametric and non-parametric correlation analysis and hierarchical regression models showed that some micro-level driving behavior variables and macro-level variables such as population, in relation to crash count, were statistically significant. Moreover, the results showed that the multinomial generalized mixed model with 91% prediction accuracy performed better than other statistical models. Finally, classification prediction, using supervised machine learning techniques, showed that both classification and regression tree and support vector machine algorithms, with multiple crash outcomes, performed well, with a high (94%) classification accuracy.
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Howard, LaMarcus D Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of the study was to analyze the relationship between academic and nonacademic determinants of academic achievement and persistence and to identify how university geographic location influences the likelihood of Black male persistence. Quantitative data was drawn from the 2012/14 Beginning Postsecondary Students (BPS) Longitudinal Study (BPS: 12/14) conducted by the U.S. Department of Education National Center for Educational Statistics (NCES) to explore third-year academic achievement and persistence for Black males. This study identified two research questions, guided by the theoretical frameworks of Tinto’s student institutional departure model and Astin’s Input-Environment-Output model to assess Black male decisions to stay or leave college.Descriptive statistics were used to calculate the means and percentages for all independent and dependent variables included in this analysis. Additionally, a multiple regression was used to predict the relationship between academic and non-academic determinants of academic achievement for Black males. Furthermore, a binomial logistic regression was used to predict the probability that university geographic location influences the likelihood of Black male persistence.The findings from this study indicated that when controlling for academic achievement (third-year), high school GPA had a positive effect on Black male third-year persistence, while financial aid (federal and private student loans) had a negative effect on Black male GPA their third year of college. Additionally, this study indicated that geographic location did not influence the likelihood of third-year persistence. In fact, the findings in this study demonstrated that having a job on campus during the first year of college positively influenced Black male third-year persistence.
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Culturally Responsive School Leadership: Examining White Male Principals’ Practices
Schukow, Alex Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
K-12 principals must enact culturally responsive school leadership to close the opportunity gaps Black students and economically disadvantaged students experience. Critical race theory, the key model, and culturally responsive school leadership theory form the conceptual framework for this phenomenological study. The overarching research question for the study is as follows: How do Whiteness and masculinity influence the enactment of culturally responsive school leadership by White male K-12 principals in exurban school settings? Interviews, school handbook policy analysis, and examinations of participants’ professional social media posts provide data to critique the actions of four White male principals in Midwestern, exurban public schools. Four cross-cutting themes emerged as study results: personal to instructional critical reflection, social justice professional development, challenging an exclusionary school practice, using school based communication, and viewing White masculinity as privilege and a responsibility to support Black students and economically disadvantaged students. Conclusions suggest that participants acknowledge White heterosexual male privilege without deliberately using it to create humanizing school environments, unintentionally engage minoritized students and families, and implement superficial inclusive practices. Implications can inform pedagogical choices of university education leadership preparation programs and educational leaders’ and White male principals’ actions.
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Trajectory of Trauma: The Experiences of Black Girls in the School-To-Prison Pipeline
Nicholson-Bester, Heather Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This critical ethnographic research utilizes participatory action research (PAR) and case studies to explore the impacts that zero-tolerance policies have had on the lives of Black girls and women. This work contributes to a small but growing body of work on the intersectional struggles faced by Black girls within the School-to-Prison Pipeline. An aim of this research was to work with the participants to amplify their voices and center them as experts on their own lives. Working with a small sample of three girls and women enabled the creation of detailed narratives of their experiences. These narratives point to the fact that for many Black girls and women, it is the experience of trauma that leads them to becoming involved in the pipeline, as their responses to such trauma become criminalized on a daily basis. Further, their experiences at schools within the context of zero-tolerance policies serve to exacerbate their levels of trauma, creating a unique web wherein school itself becomes a sight of trauma and terror for young Black girls. These findings point us to the necessity of implementing trauma-based educational programs and provide guidance for making the changes required to ensure that Black girls are given the space and opportunity to thrive in schools.
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Lancaster, Christine Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
A majority of institutions of Higher Education are seeking ways to provide environments that support student persistence in light of the overwhelming evidence of the impact of postsecondary degree attainment and life opportunities for individuals and communities. This study examines the relationships between student engagement, sense of belonging, identity, intersectionality, and student success indicators. For purposes of this study, 561 undergraduate students at a public regional institution provided demographic information, access to student success indicators, and completed a 47- question survey on student engagement and sense of belonging. Factor analysis determined five distinct dimensions of sense of belonging. Structure equation modeling suggests interactions with dimensions of sense of belonging and student engagement enable or inhibit each other and influence student success. In particular, students’ engagement was influenced by the level of sense of belonging they felt with other students and community as well as their sense of belonging with faculty and staff. In turn, time with faculty as well as engagement in activities related to the student’s academic major and minor influenced sense of belonging as well as student success indicators. Continued studies further exploring dimensions of belonging with diverse populations using the tenets of QuantCrit are recommended.
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The Relationship Between Internet Usage Habits and Student Achievement
Duley, Jonathan L Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The invention of the Internet has brought countless advancements in communication, research, knowledge, and entertainment. Over the course of time, and as the Internet expanded, there have been mixed opinions in regard to the Internet’s place in schools. This has brought on the need for schools to develop policies to monitor and regulate student Internet activity in order to teach students to use the Internet as a tool to increase academic achievement. Michigan has consistently been one of the lowest performing states in regard to the SAT; thus, it is important for teachers and administrators to determine why. Through an Internet use survey adapted from The Pew Research Center’s Internet and Technology report titled “Teens, Social Media & Technology Overview 2015,” this study surveyed 12th grade students at Blueville High School in Blueville, MI, to determine their levels of Internet access, Internet usage habits, and overall opinions of the Internet. Additionally, a focus group interview was conducted to further gain an understanding of Internet usage impact on student achievement. Survey results were compared to individual composite and component SAT scores, grade point averages, and socioeconomic factors (free/reduced lunch status). Results indicate some connection between Internet usage habits and student achievement, especially for those students who use the Internet for school-specific work.
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Screening for Energy Restriction in Middle and Late Life
Krautbauer, Kate Happel Eastern Michigan University ProQuest Dissertations 2022 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The most commonly used screening tools for disordered eating, the Eating Attitudes Test (EAT-26) and Eating Disorders Examination–Questionnaire (EDE-Q), rely on the detection of shape and weight concerns to identify potentially dangerous caloric restriction among adolescent girls and young adult women. It is unclear how accurate these measures are at detecting restriction among adults 40 years and older. These adults may be vulnerable to developing or maintaining restrictive eating patterns when healthcare providers recommend weight loss as a preventative health measure or when acute or chronic illnesses (e.g., diabetes or cancers) impact eating. The present online study (a) evaluated the accuracy of and suggested optimal cut-scores for the EAT-26 and EDE-Q in this age group and (b) examined the accuracy of a measure of restricted energy intake for health-related reasons, i.e., the Orthorexia Nervosa Inventory (ONI). Of 145 participants, 60 completed demographic and health history surveys, EAT-26, EDE-Q, and ONI, and dietary recalls to examine energy intake. Receiver operating characteristics analyses used dietary recall data as an index criterion to determine the three measures’ accuracy at detecting participants who restricted their energy intake below estimated individual requirements. Results indicated that, contrary to initial hypotheses, the number of medical conditions did not affect energy restriction. Instead, participants who restricted their energy intake below requirements (n = 18) had higher BMIs and were more likely to have a medically prescribed diet than non-restrictors (n = 42). The EAT-26 and EDE-Q performed at the level of chance for detecting individuals whose dietary recalls indicated energy restriction, and the ONI performed in the acceptable range, using the cutoff score of ≥ 30 identified in the present study. Consequently, measures emphasizing altered eating patterns because of health concerns such as the ONI should be considered in clinical practice with middle and late life adults.
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Procter, Sharon E Eastern Michigan University ProQuest Dissertations 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
There has been a great deal of scholarly research over the past 50 years concerning the disparities in education for minority populations. Research relating to African American males specifically has increased over the past decade, highlighting the disparities and plight of Black males in kindergarten through postsecondary education. Additionally, the body of literature regarding this population of scholars has been from a deficit model. This is a phenomenological study that investigates the lived experiences of five first-generation African American male students during their freshman year at a rural, mid-Atlantic predominately White institution (PWI). The study specifically sought to learn about the lived experiences of first-generation African American males who completed their freshman year of college at a rural, mid-Atlantic PWI in regard to their transition to the college environment as it relates to their level of preparedness, adjustment, persistence, support systems, and racial experiences on campus. African American male theory (AAMT) was the theoretical framework that was used as the lens to study the experiences of the Black male study participants. A qualitative methodology was used, with counter-storytelling to allow the study participants to tell their stories in their voices. Purposeful sampling was used to identify the study participants. Individual interviews and a focus group were conducted to gather the rich, thick descriptions of the participants’ experiences. Thematic analysis was used to identify the seven themes that emerged from the data: preparedness for college, adjustment, motivation and persistence, challenges, support systems, social integration, and microaggressions. The themes were analyzed through the lens of the six tenets of AAMT to show how they intersected. Findings showed that the five study participants had positive experiences that contradicted the extant body of literature, except for racially related issues and microaggressions. Racial issues and microaggressions that were described by the students continue to exist at PWIs. Educational leaders need to work toward eradicating such issues as students of color continue to enroll at their institutions. Additional research is recommended to determine if the experiences described by the study participants are consistent at similar PWIs.
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