Types Of Support Programs Research Articles

Structural and Investment Funds of the European Union as an Instrument for Creating a Low-Carbon Economy by Selected Companies of the Energy Sector in Poland

The main objective of this research is to identify the scope of the use of EU funds for the formation of a low-carbon economy by enterprises providing energy services in Poland in 2014–2020. As a result of the identification, a model for the use of EU funds based on the following criteria was identified: the purpose of the investment, the type of fund, the type of support program, the range of support values and the form and level of funding. As a research gap has been identified due to the insufficient investigation of the use of EU funds by the largest energy companies in Poland to shape a low-carbon economy, the findings presented are novel and contribute to a better understanding of the use of EU funds by Poland’s largest energy sector companies. Data on investment projects financed by EU funds were obtained from the database of the Ministry of Funds and Regional Policy for 2014–2020, while the characteristics of the companies were obtained from industry reports, the National Court Register and the Central Statistical Office. The results showed that EU funds were important in the financing of investments by the largest energy companies to decarbonize the economy. The analysis showed that the surveyed companies were pursuing the goals of Directive 2012/27/EU of the European Parliament and of the Council for energy efficiency, primarily concerning a low-carbon economy. Most EU aid funds were used for infrastructure investments, including those related to renewable energy sources. Little use has been made of EU funds for innovation and public awareness.

Self-perceived stressors of Bachelor of Oral Health students and implications for student support

Introduction: Despite a greater recent interest in students’ stressors in the dentistry learning environment, there is little research on oral health therapy students’ stressors. This study aimed to identify self-perceived stressors of Bachelor of Oral Health (BOH) students in order to determine whether the learning support provided to them at the University of Otago, Faculty of Dentistry is meeting their needs and to make recommendations for future support strategies. Methods: All Bachelor of Oral Health students (n = 135) were invited to complete an online modified version of the Dental Environmental Stress Survey in 2016. The questionnaire included 31 items on potential sources of stress, which students were asked to rate on a 5-point Likert-type scale ranging from 1 “not at all stressful” to 5 “extremely stressful”. Results: About half of the respondents were first-year students, with the remainder equally distributed between second- and third-year students. The items “fear of being unable to catch up if behind” and “examinations and assessments” scored the highest, indicating that the students perceived these to be their greatest stressors. Although there were some individual high-scoring self-perceived personal stressors for students, overall, academic requirements were the highest scoring stressors, regardless of year group. Clinical environment stressors were rated highest for students in the second year, corresponding to when students start seeing patients. Conclusion: This study identified several self-perceived stressors for BOH students. The findings suggest that students require extra support at different stages of the program, for example, when they begin to treat patients. Future research should be directed at investigating what types of support programs would be of most benefit to students.

Findings from Transforming Youth Recovery’s 2017 Recovery Census

In 2013, Transforming Youth Recovery (TYR) published the 38 Assets for Building Collegiate Recovery Capacity as a guide for its early stage grant program, Seeds of Hope. In 2014 and 2015, TYR surveyed its network of grantees to further validate the initial findings. In 2017, TYR undertook new efforts to understand the diverse types of support programs and services being offered to students in recovery at institutions of higher education. In late 2017 and early 2018, TYR spent time conducting research to: (1) Validate the assumption that institutions of higher education are offering diverse types of prevention, treatment, and recovery support programs and services for students, (2) Offer an expanded definitional framework for school-based recovery support services in higher education to assist in the classification of these resources for enhanced access by students and their families, and (3) Update census data on collegiate recovery programs and services in the U.S. This session covered the findings of this research, which included responses from 118 unique institutions of higher education to the Collegiate Recovery Census. These findings provide the most comprehensive census the field has to date.

Education reform with the support of the faculty--introduction of a supplementary education program including teacher support and individual guidance

To deal with declining levels of academic ability and motivation among students (a situation attributable to fewer high school graduates, a greater number of universities, and the diversification of entrance examination methods), one must comprehend the conditions of faculties collectively, and take appropriate measures. Using the results of examinations carried out in each grade as indices, we examined levels of academic ability and established various support programs based on the results. Basic chemistry, biology, and physics courses were designed to help first-year students acquire essential academic skills. For second, third, and fourth-year students, two types of support programs were implemented: supplementary instruction to help students improve their understanding of basic topics in pharmaceutical sciences, and an e-learning system to promote self-study, requiring minimal assistance from teachers. Although educational benefits were observed in many students, the number of learners whose understanding failed to improve as a result of the support programs continued to increase. Consequently, The Support Section for Pharmaceutical Education opened in October 2011 to address these concerns. The support section functions mainly to provide individual assistance to students who lack strong academic abilities, and provides teachers with information useful for educational reform. Here, we describe the educational support provided by our faculty and its effectiveness.

Computer-Mediated Support for Adolescents With Cerebral Palsy or Spina Bifida

Social support plays a key role in improving health outcomes for children with chronic conditions. Internet connections are an important component of adolescents' social networks and may overcome geographic and environmental barriers for those with disabilities. This article focuses on the processes associated with a 6-month online support intervention for adolescents with cerebral palsy or spina bifida. Specifically, the purpose was to determine the extent to which adolescents used an online peer support intervention, the processes used, and the perceived benefits and satisfaction with the intervention. Five peer mentors with the same disabilities provided information, affirmation, and emotional support. The online environment created a safe space to foster reciprocal interpersonal connections and appropriate social comparison. Two-thirds of the participants viewed the computer-mediated support intervention as fun. Factors influencing the perceived utility of the intervention included typing speed, cognitive skills, and perceived need for additional support. Girls were significantly more likely to contribute messages than were boys. Peer mentors wished that this type of support program had been available when they were teens, appreciated the supportive elements, and reported learning from the teen participants. Health professionals wanting to implement online support need to consider the age and ability levels of participants and the optimal length and format of the support program.