University of Nebraska Omaha

About: University of Nebraska Omaha is a education organization based out in Omaha, Nebraska, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 4526 authors who have published 8905 publications receiving 213914 citations. The organization is also known as: UNO & University of Omaha.

Running Government Like a Business: Implications for Public Administration Theory and Practice

Abstract: The public sector faces increasing demands to run government like a business, importing privatesector concepts such as entrepreneurism, privatization, treating the citizen like a “customer,” and ma...

Social integration, individual perceptions of collective efficacy, and fear of crime in three cities

Abstract: Several rival explanations have been advanced to account for fear of crime among neighborhood residents. Social integration is the least developed concept in this regard. We assess the mediating role that perceptions of neighborhood collective efficacy, defined as the trustworthiness of neighbors and their willingness to intervene as informal social control agents, have in the relationship between social integration and fear of crime. Our data were obtained from random sample surveys of residents conducted in three cities. Structural equation models indicate that social integration operates through perceptions of collective efficacy in predicting fear of crime, and similar results appear across three cities.

Student Learning and Perceptions in a Flipped Linear Algebra Course.

Abstract: The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or ‘flips’ the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven – very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped ...