Understanding resilience involved in the capability of older adult disaster survivors to deal with one natural disaster to another has been the focal point of several studies. Various nursing theories explain resiliency after a disaster strikes. However, there is no theory that centers on the resiliency process among older adults post disaster. A qualitative study was conducted utilising a grounded theory approach. A total of 14 older adults Typhoon Haiyan survivors participated in the study. They were chosen by purposeful sampling followed by theoretical sampling in order to attain conceptual and theoretical saturation. The data were gathered through in-depth interviews which took place in temporary shelter homes. A grounded theory of disaster related resiliency theory was generated according to the subcategories and categories thus developed. The path of life recovery post-disaster were derived from three categories: (1) Participants' perception of strength, (2) Resilience started within oneself, and (3) Maintaining a Positive Attitude. This set of categories provides coping mechanisms which are important in adopting disaster resiliency.Understanding this process provides a more expedient and effective medical response to older adult survivors and allows an understanding of the factors which influence disaster resilience.
Efforts to improve students' learning outcomes have suggested the need to embed the use of educational technology in a learner-centered learning environment where students construct their own meanings. In this study, video documentaries that asked students to explore problems associated with farmers' use of ecologically unsound agricultural techniques were developed and used in a student-centered class. Their learning outcomes and experiences were compared to a group of students who studied the same topics in a teacher-centered learning environment. Results showed that the improvement of the student-centered group's understanding of the problems was consistently higher than the teacher-centered group. Data on learning experiences also showed that the learner-centered learning environment tended to engage students in knowledge construction, while the teacher-centered environment, information absorption. Overall findings suggest that technology can change and improve the quality of learning outcomes if designed to support knowledge construction in a learner-centered learning environment.
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