University of North Carolina at Charlotte

About: University of North Carolina at Charlotte is a education organization based out in Charlotte, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 8772 authors who have published 22239 publications receiving 562529 citations. The organization is also known as: UNC Charlotte & UNCC.

Use of Focus Groups in Survey Item Development

Abstract: Focus groups are rapidly gaining popularity as a field research tool. This technique can be particularly effective in survey item development, as illustrated here via development of the Volunteer Work Behaviors Questionnaire. The steps involved in this process, ranging from item generation to finalizing logistics, are outlined. Implications for further research are proposed

Localization of classical waves. I. Acoustic waves

Abstract: We consider classical acoustic waves in a medium described by a position dependent mass density ϱ(x). We assume that ϱ(x) is a reandom perturbation of a periodic function ϱ0(x) and that the periodic acoustic operator\(A_0 = - abla \cdot \tfrac{1}{{\varrho _0 (x)}} abla \) has a gap in the spectrum. We prove the existence of localized waves, i.e., finite energy solutions of the acoustic equations with the property that almost all of the wave's energy remains in a fixed bounded region of space at all times, with probability one. Localization of acoustic waves is a consequence of Anderson localization for the self-adjoint operators\(A = - abla \cdot \tfrac{1}{{\varrho _0 (x)}} abla \) onL2(ℝd). We prove that, in the random medium described by ϱ(x), the random operatorA exhibits Anderson localization inside the gap in the spectrum ofA0. This is shown even in situations when the gap is totally filled by the spectrum of the random opertor; we can prescribe random environments that ensure localization in almost the whole gap.

Attitudes About Aging Well Among a Diverse Group of Older Americans: Implications for Promoting Cognitive Health

Abstract: Purpose: To examine perceptions about aging well in the context of cognitive health among a large and diverse group of older adults. Design and Methods: Forty-two focus groups were conducted with older adults living in the community (N = 396; White, African American, American Indian, Chinese, Vietnamese, and Hispanic). Participant descriptions of ?someone who you think is aging well? were analyzed. Constant comparison methods examined themes by race/ethnicity. Results: There were notable race/ethnicity differences in perceptions of aging well. Compared with other racial/ethnic groups Chinese participants were more likely to emphasize relationships between mental outlook and physical abilities, Vietnamese participants were less likely to emphasize independent living. American Indians did not relate aging well to diet or physical activity. Important themes that emerged about aging well for all racial/ethnic groups were as follows: living to advanced age, having good physical health, having a positive mental outlook, being cognitively alert, having a good memory, and being socially involved. Implications: To promote cognitive health among diverse populations, communication strategies should focus on shared perceptions of aging well, such as living to an advanced age with intact cognitive function, having a positive attitude, and being mobile. Health promotions may also create a range of culturally sensitive messages, targeted to views that are more salient among some racial/ethnic groups.

Cooperative Learning and Peer Orientation Effects on Motivation and Achievement

Abstract: The effects of graduate students' peer orientation on achievement and motivation to learn with cooperative learning strategies while enrolled in a 1-semester educational research methods course were investigated. During 15 weekly lessons (2 hr and 50 min each), students with high and low peer orientation were exposed to cooperative-learning instruction that involved face-to-face promotive interaction, positive interdependence, individual accountability enforced by group members, collaborative skills, and group processing. At the end of the course, the students' achievement and motivation levels were assessed. Differences in the achievement of students with high and low peer orientation were not statistically significant. However, students with high peer orientation were significantly more motivated to learn than were students with low peer orientation. Potential causes and ramifications of the findings are discussed.

The role of centrality of events in posttraumatic distress and posttraumatic growth.

Abstract: Disruptions to core beliefs, rumination, and finding meaning have been associated with the development of posttraumatic distress (Janoff–Bulman, 1992, 2006). These variables have also contributed to the development of posttraumatic growth, which is the experience of a positive life change as the result of a traumatic experience (Tedeschi & Calhoun, 1996). A new variable, centrality of event, has recently been implicated in both processes (Boals & Schuettler, 2011), although it remains unclear if centrality of event is a unique contributor to posttraumatic outcomes beyond the influence of other variables known to do so. The present study examined the unique contribution of centrality of event to the development of both posttraumatic distress and posttraumatic growth. Centrality of event was a unique predictor of both variables. This seemingly paradoxical finding underscores the need for further research in this area, particularly concerning the perceived valence of a major event that may be interpreted as central. Clinicians may usefully attend to centrality when working with individuals who have experienced a potentially traumatic event.