Cultural Diversity in Child and Family Training: Task Force Survey Results

2010 ◽  
Author(s):  
Yo Jackson ◽  
Cari McCarty
Keyword(s):  
Cultural Diversity ◽  
Task Force ◽  
Training Task ◽  
Survey Results

Generation IV International Forum Education and Training Webinars: Education Tools for the Next Generation Workforce

2018 ◽  
Author(s):  
Patricia Paviet
Keyword(s):  
Nuclear Power ◽  
Task Force ◽  
Education And Training ◽  
Direct Result ◽  
Fiscal Year ◽  
Training Task ◽  
International Forum ◽  
Monthly Basis ◽  
Gen Iv ◽  
And Training

The Gen IV International Forum (GIF) Education and Training Task Force was created to respond to the challenge of not only forming, training and/or retaining qualified Gen IV workforce but also educating and informing a more general public, policy makers on topics related to Gen IV reactor systems and cross-cutting subjects. The task force serves as a platform to enhance open education and training as well as communication and networking in support of GIF, and its objectives are to maintain the know-how in this field, to increase the knowledge of new advanced concepts, and to avoid the loss of the knowledge and competences that could seriously and adversely affect the future of nuclear energy. While many countries are either ramping up or developing nuclear power production as an important step towards economic development and environmental protection, a decrease or uncertainty of the fiscal year budgets have left organizations and agencies looking for new avenues for training and educating a qualified workforce. This has led to an increase in those looking for readily available education and training resources. Using modern internet technologies, the GIF Education and Training Task Force has launched a webinar series on Gen IV systems in September 2016, which is accessible to a broad audience and is educating and strengthening the knowledge of participants in applications to advanced reactors. This achievement is the direct result of partnering with university professors and subject matter experts who conduct live webinars on a monthly basis. The live webinars are recorded and archived as an online educational resource to the public from the GIF website (www.gen-4.org). In addition, the webinars offer unprecedented opportunities for interdisciplinary crosslinking and collaboration in education and research. The GIF webinars, with their expansion of topics, targets a large spectrum of those that do not know but are desiring to learn about the many aspects of advanced reactor systems. The details and examples of the GIF webinar modules will be presented in our paper.

scholarly journals Views on the Nine Principles of Archaeological Ethics from the 2020 SAA Ethics Survey

2021 ◽  
Author(s):  
Kaylee Pruski ◽  
Ben Marwick ◽  
Eloise Potter ◽  
Raelee Hampton ◽  
Li-Ying Wang
Keyword(s):  
Task Force ◽  
American Archaeology ◽  
Archaeological Ethics ◽  
Level Of Satisfaction ◽  
Survey Results ◽  
Career Practice

In the spring of 2018, the Society for American Archaeology (SAA) initiated the process of updating and revising the SAA Principles of Archaeological Ethics. As part of this process, the SAA created the Task Force on Revising the SAA Principles of Archaeological Ethics: Stage Two (TF-2), which would collect, organize, and analyze results from a survey (see Rakita and Gordon, this issue, for more details about the work of TF-2). This survey was available online between April and June of 2020 and was open to SAA members and non-members. Consisting of 31 questions, the survey received responses from 1,542 people (including 1,112 SAA members). A key objective was to gauge reactions and attitudes of respondents toward the current SAA Principles of Archaeological Ethics. This article reports the survey results relevant to those principles, which can be found at https://www.saa.org/career-practice/ethics-in-professional-archaeology and which are reprinted in this issue of the Record. We first summarize the respondents’ demographics, and how they are using the principles. We then summarize reactions to each of the nine principles and responses to questions about how the principles address situations and concerns. These data provide an indication of the overall level of satisfaction with the current SAA Principles of Archaeological Ethics. Finally, we conclude with some guidance for considering future revisions of the principles.

Teaching residents how to break bad news: piloting a resident-led curriculum and feedback task force as a proof-of-concept study

2021 ◽  
pp. bmjstel-2021-000897
Author(s):  
Joseph Sleiman ◽  
David J Savage ◽  
Benjamin Switzer ◽  
Colleen Y Colbert ◽  
Cory Chevalier ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Communication Skills ◽  
Task Force ◽  
Educational Innovation ◽  
Field Testing ◽  
Bad News ◽  
Two Phase ◽  
Academic Medical Centre ◽  
Internal Medicine Residents ◽  
Survey Results

BackgroundBreaking bad news (BBN) is a critically important skill set for residents. Limited formal supervision and unpredictable timing of bad news delivery serve as barriers to the exchange of meaningful feedback.Purpose of studyThe goal of this educational innovation was to improve internal medicine residents’ communication skills during challenging BBN encounters. A formal BBN training programme and innovative on-demand task force were part of this two-phase project.Study designInternal medicine residents at a large academic medical centre participated in an interactive workshop focused on BBN. Workshop survey results served as a needs assessment for the development of a novel resident-led BBN task force. The task force was created to provide observations at the bedside and feedback after BBN encounters. Training of task force members incorporated video triggers and a feedback checklist. Inter-rater reliability was analysed prior to field testing, which provided data on real-world implementation challenges.Results148 residents were trained during the 2-hour communications skills workshop. Based on survey results, 73% (108 of 148) of the residents indicated enhanced confidence in BBN after participation. Field testing of the task force on a hospital ward revealed potential workflow barriers for residents requesting observations and prompted troubleshooting. Solutions were implemented based on field testing results.ConclusionsA trainee-led BBN task force and communication skills workshop is offered as an innovative model for improving residents’ interpersonal and communication skills in BBN. We believe the model is both sustainable and reproducible. Lessons learnt are offered to aid in implementation in other settings.

scholarly journals Perceived Impact of COVID-19 on Pediatric Radiology Departments Around the World: WFPI COVID-19 Task Force Survey Results from 6 Continents

2020 ◽  
Vol 2 (5) ◽  
pp. e200422
Author(s):  
Alexandra Foust ◽  
Patrick R. Johnston ◽  
Joanna Kasznia-Brown ◽  
Winnie C. Chu ◽  
Pilar Garcia-Pena ◽  
...  
Keyword(s):  
Pediatric Radiology ◽  
Task Force ◽  
The World ◽  
Survey Results ◽  
Perceived Impact
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