The Development of a Sustainable, Community-Supported Children's Bereavement Camp

2013 ◽  
Vol 67 (1-2) ◽  
pp. 21-35 ◽  
Author(s):  
Betty Bachman
Keyword(s):  
Outcome Measures ◽  
Family Members ◽  
First Year ◽  
Program Participation ◽  
Project Development ◽  
Normal Children ◽  
Sustainable Community ◽  
Post Evaluation ◽  
Bereavement Camp ◽  
The Creation

This article describes the creation and development of a sustainable, community-supported children's bereavement camp. Numerous grief camps were examined prior to the project development. The project development was guided by the S.M.A.R.T. (S—Strategic/specific; M—Measurable; A—Achievable/attainable; R—Realistic; and T—Time-framed) stratagem to direct steps toward the development of the bereavement camp. Outcome measures included program participation, as well as evaluations completed by campers, family members, and volunteers. Camp attendance continues to grow, with 48 children the first year and an average of 65 the following 3 years. According to post-evaluation surveys, campers were able to integrate back into school with a decrease in stress and an increase in their ability to verbalize their grief, share feelings and begin to trust others. One child “got her sparkle back” according to her grandmother. Several campers commented that camp allowed them to see themselves as normal children. The goal of Camp Healing Hearts was that campers would laugh again, and they are.

scholarly journals Renal recipients’ knowledge and self-efficacy during first year after implementing an evidence based educational intervention as routine care at the transplantation clinic

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Kristin Hjorthaug Urstad ◽  
Astrid Klopstad Wahl ◽  
Torbjørn Moum ◽  
Eivind Engebretsen ◽  
Marit Helen Andersen
Keyword(s):  
Outcome Measures ◽  
Educational Intervention ◽  
Education Program ◽  
Self Efficacy ◽  
Longitudinal Design ◽  
Routine Care ◽  
First Year ◽  
Evidence Based ◽  
Post Transplantation ◽  
Post Transplant

Abstract Background Following an implementation plan based on dynamic dialogue between researchers and clinicians, this study implemented an evidence-based patient education program (tested in an RCT) into routine care at a clinical transplant center. The aim of this study was to investigate renal recipients’ knowledge and self-efficacy during first year the after the intervention was provided in an everyday life setting. Methods The study has a longitudinal design. The sample consisted of 196 renal recipients. Measurement points were 5 days (baseline), 2 months (T1), 6 months (T2), and one-year post transplantation (T3). Outcome measures were post-transplant knowledge, self-efficacy, and self-perceived general health. Results No statistically significant changes were found from baseline to T1, T2, and T3. Participants’ levels of knowledge and self-efficacy were high prior to the education program and did not change throughout the first year post transplantation. Conclusion Renal recipients self-efficacy and insight in post-transplant aspects seem to be more robust when admitted to the hospital for transplantation compared to baseline observations in the RCT study. This may explain why the implemented educational intervention did not lead to the same positive increase in outcome measures as in the RCT. This study supports that replicating clinical interventions in real-life settings may provide different results compared to results from RCT’s. In order to gain a complete picture of the impacts of an implemented intervention, it is vital also to evaluate results after implementing findings from RCT-studies into everyday practice.

A NOMOGRAM FOR THE X-RAY EVALUATION OF SOME MORPHOLOGICAL ANOMALIES OF THE PELVIS IN THE DIAGNOSIS OF MONGOLISM

PEDIATRICS ◽  
1963 ◽  
Vol 32 (6) ◽  
pp. 1074-1077
Author(s):  
F. B. Nicolis ◽  
G. Sacchetti
Keyword(s):  
Quantitative Estimation ◽  
Numerical Calculations ◽  
First Year ◽  
Discriminant Functions ◽  
Normal Children ◽  
X Ray ◽  
Morphological Anomalies ◽  
First Year Of Life

Some morphological anomalies of the pelvis were radiologically evaluated in 25 mongoloid children within the first year of life, in comparison with 45 normal children, through the measurements of the acetabular and iliac angles. The results were statistically analyzed according to the model of discriminant functions, and the combination of the two measurements which gives the best discrimination between mongoloid and normal children was established; on this basis, a nomogram is presented, where-by a quantitative estimation of the morphological anomalies can be made, for diagnostic purposes, without numerical calculations and with a low error.

Getting College Students Back on Track

2016 ◽  
Vol 20 (3) ◽  
pp. 350-368
Author(s):  
Corinne M. Kodama ◽  
Cheon-Woo Han ◽  
Tom Moss ◽  
Brittany Myers ◽  
Susan P. Farruggia
Keyword(s):  
College Students ◽  
Academic Preparation ◽  
First Year ◽  
College Graduation ◽  
Program Participation ◽  
Summer Bridge ◽  
Grade Point ◽  
College Life ◽  
First Year College ◽  
First Year College Students

The present study examines the outcomes of a 5-week summer bridge writing program at a Midwestern, urban, public university designed to provide remedial instruction for incoming first-year college students, approximately 500 students annually for 7 years. Regression results showed that program participation was a positive, significant predictor on the outcomes of 6- and 4-year graduation, first-year earned credits, and first-year college grade point average, even after controlling for demographic and academic preparation variables. The combination of academic preparation and an introduction to the college experience helped to prepare students for college success. This institutionally funded program shows promise in addressing the remediation needs of students and preparing them for success in credit-bearing courses as well as college life in general, getting them on track for timely college graduation.

scholarly journals Hybrid Java: The creation of a Hybrid Programming Environment

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Mark Noone ◽  
Aidan Mooney ◽  
Keith Nolan
Keyword(s):  
Programming Languages ◽  
Programming Language ◽  
Visual Programming ◽  
First Year ◽  
Programming Environment ◽  
Programming Environments ◽  
Hybrid Programming ◽  
Java Language ◽  
The Creation ◽  
Visual Programming Language

This article details the creation of a hybrid computer programming environment combining the power of the text-based Java language with the visual features of the Snap! language. It has been well documented that there exists a gap in the education of computing students in their mid-to-late teenage years, where perhaps visual programming languages are no longer suitable and textual programming languages may involve too steep of a learning curve. There is an increasing need for programming environments that combine the benefits of both languages into one. Snap! is a visual programming language which employs “blocks” to allow users to build programs, similar to the functionality offered by Scratch. One added benefit of Snap! is that it offers the ability to create one’s own blocks and extend the functionality of those blocks to create more complex and powerful programs. This will be utilised to create the Hybrid Java environment. The development of this tool will be detailed in the article, along with the motivation and use cases for it. Initial testing conducted will be discussed including one phase that gathered feedback from a pool of 174 first year Computer Science students. These participants were given instructions to work with the hybrid programming language and evaluate their experience of using it. The analysis of the findings along with future improvements to the language will also be presented.

scholarly journals A Virtual Counseling Application Using Artificial Intelligence for Communication Skills Training in Nursing Education: Development Study (Preprint)

2019 ◽  
Author(s):  
Shefaly Shorey ◽  
Emily Ang ◽  
John Yap ◽  
Esperanza Debby Ng ◽  
Siew Tiang Lau ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Communication Skills ◽  
Family Members ◽  
Real Life ◽  
Skills Training ◽  
Communication Skills Training ◽  
Open Communication ◽  
The Creation ◽  
Virtual Counseling

BACKGROUND The ability of nursing undergraduates to communicate effectively with health care providers, patients, and their family members is crucial to their nursing professions as these can affect patient outcomes. However, the traditional use of didactic lectures for communication skills training is ineffective, and the use of standardized patients is not time- or cost-effective. Given the abilities of virtual patients (VPs) to simulate interactive and authentic clinical scenarios in secured environments with unlimited training attempts, a virtual counseling application is an ideal platform for nursing students to hone their communication skills before their clinical postings. OBJECTIVE The aim of this study was to develop and test the use of VPs to better prepare nursing undergraduates for communicating with real-life patients, their family members, and other health care professionals during their clinical postings. METHODS The stages of the creation of VPs included preparation, design, and development, followed by a testing phase before the official implementation. An initial voice chatbot was trained using a natural language processing engine, Google Cloud’s Dialogflow, and was later visualized into a three-dimensional (3D) avatar form using Unity 3D. RESULTS The VPs included four case scenarios that were congruent with the nursing undergraduates’ semesters’ learning objectives: (1) assessing the pain experienced by a pregnant woman, (2) taking the history of a depressed patient, (3) escalating a bleeding episode of a postoperative patient to a physician, and (4) showing empathy to a stressed-out fellow final-year nursing student. Challenges arose in terms of content development, technological limitations, and expectations management, which can be resolved by contingency planning, open communication, constant program updates, refinement, and training. CONCLUSIONS The creation of VPs to assist in nursing students’ communication skills training may provide authentic learning environments that enhance students’ perceived self-efficacy and confidence in effective communication skills. However, given the infancy stage of this project, further refinement and constant enhancements are needed to train the VPs to simulate real-life conversations before the official implementation.

Building the World War II Memorials, 1945–1960

2018 ◽  
pp. 183-221
Author(s):  
Thomas H. Conner
Keyword(s):  
World War Ii ◽  
Second Generation ◽  
Family Members ◽  
Special Treatment ◽  
World War ◽  
The Public ◽  
The Us ◽  
The World ◽  
Us Government ◽  
The Creation

This chapter looks at the longer aftermath of WWII and traces the creation of the second generation of ABMC sites. Focusing on the process of securing grounds overseas, allowing family members to decide where their loved ones would be buried, and obtaining US government clearance on designs, the account is reminiscent of the start of the ABMC and its first project. By 1960, fourteen cemetery memorials had been dedicated. This chapter also highlights the leadership of the agency’s second chairman, General George C. Marshall, and his direction of the building of memorials in eight countries to remember the 400,000 Americans who had died and the 16 million who had served in WWII. Marshall’s high standing in the US government and in the public esteem, just as was true of Pershing, greatly helped the agency to fulfill its renewed mission. The special treatment shown the grave of General George S. Patton in the Luxembourg American Cemetery is also detailed.

scholarly journals Emergent learning and interactive media artworks: Parameters of interaction for novice groups

2011 ◽  
Vol 12 (7) ◽  
pp. 40 ◽  
Author(s):  
Marta Kawka ◽  
Kevin Larkin ◽  
Patrick Alan Danaher
Keyword(s):  
Interactive Learning ◽  
Interactive Media ◽  
Learning Task ◽  
Learning Assessment ◽  
First Year ◽  
Media Arts ◽  
Participant Engagement ◽  
Emergent Learning ◽  
The Creation ◽  
Conventional Models

<p class="MsoNormal" style="margin: 0cm 0cm 10pt; text-align: justify; text-justify: inter-ideograph;">Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, &amp; Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of “cooperative systems” (Shirky, 2005), systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge.</p><p class="MsoNormal" style="margin: 0cm 0cm 10pt; text-align: justify; text-justify: inter-ideograph;">This paper theorizes an emergent learning assessment item (Flickr photo-narratives) within a first-year media arts undergraduate education course. It challenges the conventional models of student–lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework). This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks) and suggests how these strategies might be applied to emergent generative outcomes with first-year education students.<br /><br />We build upon Williams et al.’s framework of emergent learning, where “content will not be delivered to learners but co-constructed with them” (De Freitas &amp; Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments “considerable effort is required to ensure an effective balance between openness and constraint” (Williams et al., 2011, p. 39). We assert that for a learning event within a Web 2.0 environment to be considered emergent, not only does there need to be an effective balance between teacher-directed content and student-directed content for knowledge to be open, creative, and distributed by learners (Williams et al., 2011), but there also need to be multiple opportunities for interaction and communication between students within the system and that these “drive the emergence of structures that are more complex than the mere parts of that system” (Sommerer &amp; Mignonneau, 2002, p. 161). <br /><br /></p>

Ecosystem for the emergence of spin-offs from the family business

2017 ◽  
Vol 30 (3) ◽  
pp. 290-311 ◽  
Author(s):  
Melquicedec Lozano
Keyword(s):  
Family Business ◽  
Design Methodology ◽  
Family Members ◽  
Parent Company ◽  
Content Type ◽  
The Family ◽  
The Creation

Purpose The purpose of this paper is to identify the minimum conditions for the formation of an ecosystem that favours the emergence of spin-offs whose parent company is a family business. Design/methodology/approach Three family companies that have experienced processes supporting the creation of new companies led by family members were used for this exploration. Findings The findings show that it is possible to form an ecosystem with five basic components from which other factors of a different kind are derived, and that would favour the minimum conditions for new companies to emerge from the family business. Originality/value Spin-off companies have received valuable recognition in recent years. The vast majority of research on spin-offs considers those arising under the protection of a private innovation centre, a corporation, or university. This research gives more breadth to this coverage, by studying the emergence of spin-offs that rely on the family business as the parent company.

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