Готові списки джерел за темами / Group experience

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Добірка наукової літератури з теми "Group experience"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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Статті в журналах з теми "Group experience"

Wadsworth, John. "The Group Experience." Rehabilitation Research, Policy, and Education 22, no. 4 (August 1, 2008): 257–66. http://dx.doi.org/10.1891/2168-6653.22.4.257.

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Knowledge of group dynamics and leadership activities is a component of the CORE Standards for the Master's degree curriculum in Rehabilitation Counseling. A group experience is often included as a learning activity in rehabilitation counselor education curricula as an instructional method of imparting knowledge of group dynamics. Group experience pedagogy may include process-observer methods, T-groups, demonstration groups, role-play groups, and activity groups. The choice of group experience method must balance the needs of the counselor-in-training with protection of the public and fellow trainees from harm. Harm can be reduced through the choice of a method congruent with the type of groups rehabilitation counselors are expected to lead.

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Taylor, Tony. "A group experience." Nursing Standard 5, no. 3 (October 10, 1990): 20–21. http://dx.doi.org/10.7748/ns.5.3.20.s36.

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Wadsworth, John. "The Group Experience." Rehabilitation Education 22, no. 3 (July 1, 2008): 257–65. http://dx.doi.org/10.1891/088970108805059417.

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Nina W. Brown. "Facilitating a Corrective Emotional Experience in Group Therapy." Group 40, no. 3 (2016): 223. http://dx.doi.org/10.13186/group.40.3.0223.

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Rees, Harvey. "Experience in group analytic psychotherapy." Psychiatric Bulletin 23, no. 2 (February 1999): 101–3. http://dx.doi.org/10.1192/pb.23.2.101.

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The Royal College of Psychiatrists classifies group psychotherapy as required experience for psychotherapy training as part of general psychiatric training (Grant et al, 1993). This is defined as group experience in in-patient and/or out-patient settings, with an experienced co-therapist and/or supervision. Previous surveys estimate that the percentage of trainees gaining such experience ranges from only 9% (Arnott et al, 1993) to 58% (Hwang & Drummond, 1996). The limited duration of psychiatric training does not allow experience in all types of psychotherapy and trainees must therefore be selective in respect to their own training, depending on what is available.

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Yağcan, Hande, Buse Güler Güler, and Manolya Parlas. "CHILDBIRTH EDUCATION AND BIRTH EXPERIENCE: A FOCUS GROUP STUDY." e-Journal of New World Sciences Academy 16, no. 1 (January 30, 2021): 9–18. http://dx.doi.org/10.12739/nwsa.2021.16.1.1b0102.

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Clifton, T. "Group cohesion and intramural football." Journal of Kinesiology & Wellness 1, no. 1 (November 1, 2012): 51–57. http://dx.doi.org/10.56980/jkw.v1i1.41.

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Teams with higher levels of team cohesion more often outperform teams with lower levels of cohesion. The purpose of this study was to compare team cohesion levels between inexperienced and experienced subjects participating in intramural flag football. Null Hypothesis: There was no difference in team cohesion between inexperienced and experienced teams. The population consisted of college males participating in intramural flag football (N=20). Ten were inexperienced (G1IN; n=10) and ten were experienced (G1E; n=10). Skill level varied from no experience through varsity high school football. Two years or less of high school football experience were considered inexperienced. Participants with more than two years of high school football playing experience were considered experienced. The modified questionnaire (Weinberg & Gould, 2007) contained twelve questions formatted to fit a Likert scale. Each group of participants were instructed in the same environment using a script to ensure uniform presentation. Packets were distributed to subjects that included an informed consent waiver, logistics sheet, and questionnaire. Means for both groups (inexperienced and experienced players) were computed. A two-tailed independent t-test was used to assess difference. No differences were found. The null hypothesis was not rejected. Since cohesion was multidimensional, no single factor predicted group cohesion. The amount of competitive experience an individual possessed, past experience in the specific sport, and/or if sports were encouraged in the participant’s household during childhood were other factors of interest in group cohesion predictions.

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Hurdle, Donna E. "The Ethnic Group Experience." Social Work With Groups 13, no. 4 (March 1991): 59–69. http://dx.doi.org/10.1300/j009v13n04_05.

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Russell, Daniel M. "User experience research group." ACM SIGCHI Bulletin 30, no. 2 (April 1998): 90–94. http://dx.doi.org/10.1145/279044.279166.

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Lewis, William B. "A Group-Centered Experience." Child & Youth Services 11, no. 2 (August 7, 1989): 163–77. http://dx.doi.org/10.1300/j024v11n02_18.

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Дисертації з теми "Group experience"

Bitter, James Robert. "Adlerian Group Counseling: An Experience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5235.

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Adlerian group counseling/therapy was initiated in private practice by Rudolf Dreikurs and developed more fully by his student/colleague, Manford Sonstegard. This is an experiential workshop, the endpoint of which is the development of a therapeutic community where the members of the group come to understand each other emotionally and dynamically, encouraging and supporting each other in the process.

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Kailie, Josef S. "Inner healing prayer in a small group experience." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.

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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.

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Rodaway, Paul W. "Experience and everyday environment : a group reflective strategy." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6846/.

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The distinctiveness of this thesis lies in its use of Group and Researcher Reflection. It is a responsive and experiential study, which has two main aims: to explore the phenomenon, experience in the everyday environment, and to develop an appropriate method. The study centres round Group Reflection, which consists of a small group of local residents (in Ushaw Moor, Co Durham), who met regularly over a year, to reflect together. They met to explicate and explore their experience, particularly heightened experience, of their everyday environment, and together to recognise themes, and so reveal, develop and share their understanding. The group collected their themes under three general headings: nature, buildings and people. A report summarising this Group Reflection was produced with the group. The whole of the Group Reflection forms the basis for subsequent Researcher Reflection. This seeks alternative orderings and interpretation of the material explicated, themes and experiences, and considers their relationship to the wider literature on environmental experience. A number of alternative themes, or gatherings, are suggested: looking language, social concept, ordering regimes, person-environment engagement. Then, the concepts experience, place and dwelling are explored in the context of everyday environment, and a number of speculations are made about the possible changing nature of dwelling. The study is inspired by Phenomenology, and therefore seeks to allow the phenomenon to speak of itself: through those who have direct experience of it, and it hopes to take into account the essential entanglement of what is studied with those who study. Finally, it seeks to encourage readers to continue the reflective journey into their own exploration of experience in the everyday environment.

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Dehler, Christina M. "The effects of group membership and task experience on asynchronous computer-mediated group performance, group competencies and group member reactions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59219.pdf.

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McMillan, Kathleen Margaret. "The minority ethnic group experience in Scottish higher education." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/5893/.

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This study explores the contexts and learning experiences of a group of minority ethnic group learners as higher education students in the University of Dundee. The research serves a scoping purpose, aiming to examine the influences, values, attitudes, behaviours and policies that affect the learning experiences of these bilingual minority ethnic group students in the monocultural and monolingual Scottish educational system. An initial exploration of these factors lays the foundation for the further aim of appraising the ways in which ethnicity, cultural values and bilingualism contribute to the learning profile of such students. Quantitative data were obtained from public domain statistical records, and qualitative data from a pilot postal questionnaire, focus group meetings and single or paired interviews. Research literature underpinning and informing the study draws from various fields including anthropology, bilingual education, demography, cognitive psychology, education, language acquisition, linguistics and sociology. The voices of the students combine to provide a powerful commentary of their experiences and this gives rise to the emergence of several themes in this research. A key theme, the importance of identity, is one that is woven through this work. Changing emphases can be observed in the developing Ethnic, Academic and Global modes of Self as these mutate in response to tensions that arise for the students as they straddle the dichotomy of heritage and educational cultures. The difference that distinguishes resident bilinguals from dominant ethnic group students can be seen in their differing language profiles. Problematic aspects of learning at university can apply to all learners, but such difficulties seem to be accentuated in the case of resident bilinguals. The acquisition of academic literacies is one such problematic area and, while both resident bilingual and dominant ethnic group students can be challenged in these areas, this can be in subtly different ways.

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Parker, Kenneth. "A group experience in counseling Black conduct disordered adolescents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/3066.

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The purpose of this study is to confirm whether or not group counseling improves the self-concept and associated behaviors in Black American adolescents who are assessed to be conduct disordered. The instruments utilized in the study are the Tennessee Self-Concept Scale and the Devereux Adolescent Behavior Rating Scale. Twenty (20) subjects were randomly selected from a population of behavior disordered adolescents. Ten (10) subjects were randomly placed in control and ten (10) experimental groups. The study was implemented by two counselors employed by the community agency conducting the study. Two (2) hypotheses were examined in this study. Analysis of Covariance was used to analyze the data. The variables selected for the study included the following: Positive Score-Identity, Moral-Ethical Self, Personal Self, Total Positive Score, Unethical Behavior, Defiant-Resistive, Poor Emotional Control and Inability Defiant-Resistive, Poor Emotional Control and Inability to Delay. The two null hypotheses were rejected and were significant at the p<.05 level indicating a significant difference between the control and experimental groups. The results of this study supported the hypotheses that Black American conduct disordered adolescents who received group counseling will have significantly higher self-concept and behavioral profiles than adolescents who do not receive such counseling. The utilization of this counseling modality can improve the behaviors of Black American adolescents who have conduct disorders.

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Beuster, Vivette. "The co-construction of experience during multicultural group encounters." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/843884/.

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Researchers have examined non-native English speaking (NNES) student integration problems and survival strategies in U.S. academic classes mainly from NNES student perspectives. Noticeably scarce or absent are studies investigating the role of U.S. students during multicultural interactions, the impact of NNES students on U.S. students, or the socially constructed nature of group work. Guided by a social constructionist methodology, this study approached group work interaction from both a U.S. and NNES college student perspective. Intensive interview data were gathered and analysed by employing constructivist grounded theory strategies, which exposed behaviours and processes participants reported using in groups. Discourse analysis was used to gain a deeper understanding of what participants tried to achieve with their language. The findings confirm that multicultural interaction is extremely complex and changeable and poses difficult but different interpersonal problems for both parties, though NNES students are more profoundly affected. Analyses suggest that students used a discourse of difference to position themselves and others. In the discourse, U.S. student group work conduct was used as the standard against which NNES student behaviour was measured. The discourse favoured U.S. students and disturbed power circulation accordingly. Positioning acts and story lines anchored in the discourse seemed to be part of changeable substructures, specific to the individual and the situation. The substructures, consisting of needs and expectations, formed the local moral order that determined participants' rights and duties. Positioning involved complicated decisions about whether individuals should take social risks, leave comfort zones, reposition themselves, revise story lines, perform emotion work, or change ideas and expectations. Consequences of decisions were group inclusion or exclusion, becoming visible or invisible in class, and learning or not learning from group encounters. Trying to alleviate U.S.-NNES group interaction problems involves a broad approach that includes creating institutional commitment to diversity through setting meaningful educational goals and making individuals aware of personal stakes and responsibilities.

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Ohrt, Jonathan. "The Effects of Two Group Approaches on Counseling Students' Empathy Development, Group Leader Self-Efficacy Development, and Experience of hte Therapeutic Factors." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3732.

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Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (ASGW, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (e.g., personal growth) (48%), and structured (e.g., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling students' empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index ; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument ; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument ; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) MANCOVA, (b) disrciminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Holmes, Jason Kenneth. "Inside a gay world : a heuristic self-search inquiry of one gay man's experience of a 'cultic' gay male friendship group." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33072.

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This thesis is a Heuristic Self-Search Inquiry (HSSI) that explores the personal experience of one gay man's participation in a gay male friendship group whose culturally constructed sense of being gay, characterised by specific places, customs and practices the researcher considers 'cultic'. The study is undertaken through the researcher who found himself outside a closed group of emotionally intimate gay friends, which represented an entire world. Using the HSSI model created by Sela-Smith (2002), this profoundly personal qualitative study considers the researcher's internal experiencing as the primary source of knowledge. Material from online images, academic papers and personal writing of the inquirer's lived experience of the research topic provided for periods of contemplative incubation and illumination, typical of HSSI. The output was the depiction of six emergent themes that highlight the qualities and nuances of the topic: pain, frustration, mistrust, joy, disgust and confusion. The other main findings are: this gay male friendship group developed characteristics of a symbolically enclosed cultic institution; that gay men are susceptible to forming cultic relationships; and a depth of distress experienced when intimate friendships between gay men fail. The findings finish by offering a creative synthesis, which captures the resultant integrated understanding of the experience in the form of a short story. Recommendations are made for counselling professionals to trouble their understanding of gay male friendship groups, and for public and third sector organisations working with Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) identifying peoples to begin discussing interpersonal issues inside LGBTQ populations.

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Книги з теми "Group experience"

Ottaway, A. K. C. Learning through group experience. London: Routledge, 1998.

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Napier, Rodney. Groups: Theory and experience. 6th ed. Boston: Houghton Mifflin, 1999.

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K, Gershenfeld Matti, ed. Groups: Theory and experience. 5th ed. Boston: Houghton Mifflin Company, 1993.

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Napier, Rodney. Groups: Theory and experience. 4th ed. Boston: Houghton Mifflin, 1988.

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K, Gershenfeld Matti, ed. Groups: Theory and experience. 3rd ed. Boston: Houghton Mifflin, 1985.

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Napier, Rodney. Groups: Theory and experience. 7th ed. Boston: Houghton Mifflin, 2004.

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Napier, Rodney W. Groups: Theory and experience. 5th ed. Boston: Houghton Mifflin Company, 1993.

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Hopper, Earl. Traumatic experience in the unconscious life of groups: A theoretical and clinical study of traumatic experience and false reparation. Philadelphia, PA: Jessica Kingsley Publishers, 2003.

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Hart, Lois Borland. Saying goodbye: Ending a group experience. 2nd ed. King of Prussia, Pa: Organization Design and Development, 1989.

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Norberg, Ragnar. Experience rating in group life insurance. Copenhagen: Laboratory of Actuarial Mathematics, University of Copenhagen, 1989.

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Частини книг з теми "Group experience"

Alvarez, Tony G., Gary Stauffer, D. Maurie Lung, Kim Sacksteder, Bobbi Beale, and Anita R. Tucker. "Facilitating the Experience." In Adventure Group Psychotherapy, 138–68. New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003103103-9.

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Berg, Robert C., Garry L. Landreth, and Kevin A. Fall. "The Group Leader’s Internal Experience." In Group Counseling, 73–83. Sixth edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315157757-6.

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North, Pierre, Anne Passadori, and Paul Millemann. "The Delta Group Experience." In International Handbook of Neuropsychological Rehabilitation, 273–81. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4757-5569-5_18.

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Manulis, Mark, Ahmad-Reza Sadeghi, and Jörg Schwenk. "Linkable Democratic Group Signatures." In Information Security Practice and Experience, 187–201. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11689522_18.

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Davis, Philip J., Reuben Hersh, and Elena Anne Marchisotto. "Sample Group Activities." In The Companion Guide to the Mathematical Experience, 89–99. Boston, MA: Birkhäuser Boston, 1995. http://dx.doi.org/10.1007/978-1-4612-4280-2_12.

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Deter, H. C., and C. Heintze-Hook. "Body Therapeutic Techniques in Disease-Oriented Psychoanalytic Group Therapy with Asthma Patients." In Body Experience, 91–103. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-73412-0_7.

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Fehr, Scott Simon. "Group Psychotherapy as a Negative Experience." In Introduction to Group Therapy, 231–44. 3rd edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351007481-15.

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Berggren, Christian. "Shop-Floor Power and the Dynamics of Group Work." In The Volvo Experience, 221–31. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-13528-8_12.

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Gu, Zhenyu, Jia Ming Yu, Zhanwei Wu, and Zhan Xun Dong. "Visualizing Group User Behaviors for Social Network Interaction Design Iteration." In Design, User Experience, and Usability: Interactive Experience Design, 36–45. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20889-3_4.

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DiGioia, Anthony M., and Shapiro Eve. "Develop Your Care Experience Working Group." In The Patient Centered Value System, 69–92. Boca Raton : Taylor & Francis, 2018. | “A CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.“: Productivity Press, 2017. http://dx.doi.org/10.1201/9781315165615-6.

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Тези доповідей конференцій з теми "Group experience"

Nunamaker, J. F. "Group support systems user experience." In Proceedings of HICSS 32 - 32nd Annual Hawaii International Conference on System Sciences. IEEE, 1999. http://dx.doi.org/10.1109/hicss.1999.772727.

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Guimaraes, Mario A. M. "Experience teaching an introduction to DBMS." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349395.

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Walch, Simon, Hannes Hick, Josef Edtmayer, Thomas Wopelka, and Herwig Friedl. "Multimethod Concept for Continuous Wear-Analysis of the Piston Group." In WCX World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2018. http://dx.doi.org/10.4271/2018-01-0839.

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Purgal, Frédéric. "Sculpture Experience." In SIGGRAPH '21: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450615.3464541.

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Izhikevich, Katherine, Kyeling Ong, and Christine Alvarado. "Exploring Group Dynamics in a Group-Structured Computing Undergraduate Research Experience." In ICER 2022: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501385.3543959.

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Weganofa, Riza, Umiati Jawas, Ayu Liskinasih, Rizky Lutviana, and Henni Anggraini. "International Group Membership on Facebook - Students’ Experience." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007420203400343.

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Babu, Aravindh, Daniel Staaden, Sage Kokjohn, and Adam Dempsey. "Emissions Benefits of Group Hole Nozzle Injectors under Conventional Diesel Combustion Conditions." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2020. http://dx.doi.org/10.4271/2020-01-0302.

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Bosi, Filippo, Maria Antonietta Esposito, and Rafael Sacks. "Lean-Driven Passenger Experience Design." In 26th Annual Conference of the International Group for Lean Construction. International Group for Lean Construction, 2018. http://dx.doi.org/10.24928/2018/0489.

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Wang, Zhu, Xingshe Zhou, Haipeng Wang, Hongbo Ni, and Ruijuan Wu. "A Quantitative Evaluation Model of Group User Experience." In 2008 Pacific-Asia Workshop on Computational Intelligence and Industrial Application (PACIIA). IEEE, 2008. http://dx.doi.org/10.1109/paciia.2008.47.

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Yan, Zheping, Benyin Li, and Chao Deng. "A PSO algorithm based on group history experience." In 2012 10th World Congress on Intelligent Control and Automation (WCICA 2012). IEEE, 2012. http://dx.doi.org/10.1109/wcica.2012.6359163.

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Звіти організацій з теми "Group experience"

Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2892.

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Cao, Shudian, Soh Kim Geok, R. Samsilah, H. Sun, Soh Kim Lam, and J. Liu. Does Brief Mindfulness-Based Interventions Improve Sport-Related Performance? A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0086.

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Review question / Objective: This review aims to know whether brief mindfulness-based interventions could Improve sport-related performance. Eligibility criteria: 1. Full-text article published in English or Chinese 2. Participants who reported mindfulness experience were no more than 5% of total sample size3. Study used the brief mindfulness-based intervention in experimental group4. Without mindfulness intervention in control group5. Outcome measures are sport-related performance6. randomized controlled trials (RCTs), non-randomized controlled trials (nRCTs) and non-randomized non-controlled trials (nRnCTs) with two or more groups and single-group trials.

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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, May 2022. http://dx.doi.org/10.20933/100001247.

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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.

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Pires, Jose Claudio Linhares, Gunnar Gotz, Regina Legarreta, Diego Del Pilar, Stefania De Santis, Melanie Putic, Ruben Lamdany, Kai Preugschat, and Nadia Ramírez. Corporate Evaluation: Evaluation of Guarantee Instruments at the IDB Group. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0004191.

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This evaluation reviews the experience of the Inter-American Development Bank Group (IDB Group) with using medium- and long-term guarantees to support its clients during the period 2005 to 2020. This is the first evaluation by the Office of Evaluation and Oversight (OVE) of the guarantee instrument - an instrument that has the potential to mobilize private resources and has been in the tool kit of the Inter-American Development Bank (IDB) since its establishment (see IDB, 1996). The evaluation is delivered at a time when the IDB Group and its borrowers are looking for innovative ways to mobilize additional financing to confront the consequences of the COVID-19 pandemic, to meet the Sustainable Development Goals, and to comply with the Paris Agreement. The From Billions to Trillions initiative prepared jointly by several multilateral development banks (MDBs) aims to mobilize private financing for these goals (AfDB et al., 2015). This evaluation examines the extent to which the IDB Group has used guarantees to mobilize private resources and identifies the main challenges to the use of long- and medium-term guarantees. The focus is on guarantees as an instrument, and thus the evaluation does not assess the outcomes of projects and programs financed using guarantees.

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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.

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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Sharing Experience and Learning on Approaches to Influence Policy and Practice. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/core.2021.005.

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On 23 June 2021, Southern Voice and the Institute of Development Studies co-hosted an online dialogue which aimed to enhance efforts to inform and influence policy by sharing learning between CORE projects, at different stages in their policy engagement activities, on their approaches and experiences at sub-national, national, and regional levels. The event was attended by over 70 participants from across the CORE cohort and highlighted the experiences of CORE partners, Partnership for Economic Policy (PEP), International Centre for Research on Women (ICRW), and Group for the Analysis of Development (GRADE). This learning guide captures the practical insights and advice from the event to help inform the practice of both participants and other projects across the portfolio. The guide is structured around the key challenges identified in influencing policy, particularly within the changing parameters of the current pandemic, highlighting key messages and examples from the three partners.

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Weissinger, Rebecca. Evaluation of hanging-garden endemic-plant monitoring at Southeast Utah Group national parks, 2013–2020. Edited by Alice Wondrak Biel. National Park Service, October 2022. http://dx.doi.org/10.36967/2294868.

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Hanging gardens are the most common type of spring at Arches National Park (NP) and Natural Bridges National Monument (NM). They are also present at Canyonlands National Park, but hanging gardens are rare off the Colorado Plateau. Their cliffside setting provides stable access to water without flood disturbance. This combination provides unique habitat that is rich in endemic plant species. The diffuse, seeping emergence of water makes measuring springflow impossible at most sites. Park managers have an interest in monitoring hanging gardens—especially as the climate warms and aridity and water demand both increase. The Northern Colorado Plateau Net-work (NCPN) proposed methods for monitoring seven perennial endemic-plant species at hanging gardens as indicators of spring health and proxies for water availability. Because hanging gardens occur on bedrock outcrops, systematic or random sampling was not possible due to safety concerns and potential resource damage on steep, wet slopes. Examining eight years (2013–2020) of data, this report evaluates the suitability of endemic-plant count data at hanging gardens as a monitoring indicator. It also provides our first evaluation of status and trends at NCPN hanging gardens. The seven species included in monitoring were Rydberg’s thistle (Cirsium rydbergii), Kachina daisy (Erigeron kachinensis), alcove death camas (Zigadenus vaginatus), alcove bog orchid (Habenaria zothecina), cave primrose (Primula specuicola), alcove columbine (Aquilegia micrantha), and Eastwood’s monkeyflower (Mimulus eastwoodiae). Six of the seven species were found at each park. Up to 500 individuals of each species were counted at 42 hanging gardens in Arches NP, 14 hanging gardens in Natural Bridges NM, and 3 hanging gardens in Canyonlands NP. Larger populations were divided into count classes of 501–1,000, 1,001–10,000, and more than 10,000 individuals. Counts from two independent observers and from back-to-back years of sampling were compared for repeatability. Repeatability in count classes was less than 50% for Kachina daisy and Eastwood’s monkeyflower, which both propagate vegetatively via ramets and/or stolons. Repeatability was greater than 90% for only one species, Rydberg’s thistle. The remaining species were categorized in different classes between 15–40% of the time. Independent-observer comparisons were only available for 6.6% of the dataset, but these observations suggested that (1) observer bias was present and (2) the observer with more experience working in hanging gardens generally had higher counts than the observer with less experience in this system. Although repeatability was variable, it was within the range reported by other studies for most species. The NCPN, in discussion with park staff, has elected to make some modifications to the protocol but will continue using endemic plant counts as an indicator of hanging-garden health to maintain a biological variable as a complement to our physical-response data. This is due to their high value to park biodiversity and the difficulty of developing a more robust approach to monitoring in these sites. Endemic-plant monitoring will continue for the five species with the highest repeatability during pilot monitoring and will focus on detecting changes in smaller populations. Most hanging gardens have more than one endemic species present, so several populations can be tracked at each site. Our period of record is relatively brief, and the distribution of endemic-plant populations in different count classes at these sites has not yet shown any statistical trends over time. Be-cause of the large count classes, our methods are more sensitive to showing change in smaller populations (fewer than 500 individuals). Small populations are also of greatest concern to park managers because of their vulnerability to declines or extirpation due to drought. Over-all, more sites had endemic-plant populations of fewer than 100 individuals at the end...

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Martinho, Diogo, Hugo Sarmento, Ana Faria, Hadi Nobari, and Adam Field. Oral branched chain amino acids supplementation in trained participants: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0014.

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Review question / Objective: The present review following PICO criteria: (1) population – athletes or participants described with experience in sport; (2) intervention – oral branched chain amino acids (BCAAs) supplementation; (3) outcomes – indicators of performance, body composition, recovery, hormonal response or cellular signalling; (4) comparator – control group or placebo, and; (5) output – pre-and post-test changes. Exclusion criteria were: (1) studies that described participants as healthy or active; (2) articles classified as letter to editor or review, and; (3) BCAAs supplementation by infusion or combined with other substances. Condition being studied: The condition to be studied is the ingestion of branched chain amino acids in participants with training experience (participants involved in organized sports or with training experience). Note, the participants classified as active or healthy were not included in this review.

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Melnyk, Andriy. «INTELLECTUAL DARK WEB» AND PECULIARITIES OF PUBLIC DEBATE IN THE UNITED STATES. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11113.

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The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.

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Howard, Jo. Practical Guides for Participatory Methods: Rivers of Life. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/ids.2023.001.

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Through drawing of a river, this method helps to access and communicate personal experiences, and facilitate group dialogue around the issues that the groups themselves identify. The expectation is that, through staged group activities moving from individual activity to group discussion, trust and rapport can be built with the researcher, and between the participants.

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