Preparation Workshops Research Articles

RATIONAL OF THE HOPPER-DOSER HOPPER SIZE DETERMINATION

The article presents the results of analytical and experimental determination of the required size of the hopper of the seed seed hopper-dispenser. It was determined that the necessary size of the bunker-doser hopper is directly related to its productivity and the residual hairiness of the seed. Taking into account that the recommended productivity of hairy seed preparation workshops is equal to 3 t/h, the rational size of the hopper was determined. It was concluded that the seed should be from 8.57 to 11.14 m 3 depending on the residual hairiness of the seed.

Instrumentation for measuring the level of chips in bins

Most of the products produced on the basis of wood are the result of its mechanochemical processing, the raw material for which is technological chips. This chip is obtained in wood preparation workshops, and at the front of its further processing it is stored in open piles or in bunkers of various capacities. Measuring the volume of chips in piles is not very difficult. Operational accounting of chips in bunkers closed from a free view needs instrumentation. The article discusses the basic options of devices that allow solving this problem.

Newly qualified registered nurses’ and midwives’ experiences from rural health district placement in Namibia

BackgroundThe transition period for newly qualified registered nurses/midwives (NQRN/Ms) is a fundamental phase in their career. Yet, transition experiences have been studied mostly within urban and/or specialised healthcare settings in high-resource countries. This study aimed to explore and describe the experiences of NQRN/Ms in a rural health district in Namibia.MethodsA qualitative, descriptive, explorative, and contextual design was followed. The sample consisted of eight participants who were purposively selected. Data were collected via in-depth individual interviews and analysed following a reflexive thematic analysis. The researchers were guided by Lincoln and Guba’s strategies for establishing trustworthiness.FindingsThemes conceptualised from the analysis include encounters with rural community members; encounters with colleagues; staffing, management, and supervision; shortage of resources; poor infrastructure; unreliable communication networks; and the lack of social life.ConclusionThe NQRN/Ms had mixed experiences related to a variety of aspects such as social life, resources, colleagues and community members. These findings can be used to improve undergraduate nursing curricula, as well as to create graduate job preparation workshops and support networks.

How to Organise Intergenerational Workshops? Manual of Good Practices in Intergenerational Learning for Adult Educators

Thesis. This paper aims to present the Intergenerational Bridge: Connect to Create project and its final results. The project enabled the collection of good practices, development of the set of activities, and structuring the knowledge regarding intergenerational learning (IGL) approach and its use with the groups of senior-aged (55+) and younger (16-30 years old) learners.
 Concept. In the frame of this project partners shared best practices in IGL approach, developed new ideas of IGL workshops, and implemented them in local communities. The Manual includes theoretical basics concerning intergenerational learning, two preparation workshops for educators that would like to know more about Intergenerational education, and 12 tried and tested intergenerational activities.
 Results and conclusion. During the course of the project, a toolkit of more than 80 pages was prepared in order to provide Adult educators with the knowledge and skills required to deliver their own workshops with the use of an IGL approach. Workshops were tested with seniors and young people from 6 different countries. At least 20 older people (55+) and 10 younger people (16+) per each country attended the workshops. The presented set of activities can be used by senior citizens' clubs, third age universities and other informal educational and therapeutic groups. The examples collected in this manual show that, in addition to activities designed to harness the potential of different generations, it is also worth considering how to adapt typical activities to the needs of intergenerational education.

Efektivitas Aplikasi Ujian Berbasis Komputer Noninternet dalam Penilaian Akhir Semester Siswa Menengah Atas

The purpose of this study is to find out; (1) assessment techniques used in the end-of-semester assessment at SMA Negeri 1 Rantau Selamat before using a computer-based examination application; (2) how to implement a non-internet computer-based examination application at SMA Negeri 1 Rantau Selamat, and; (3) the effectiveness of non-internet computer-based exam applications as a means of in the end-of-semester assessment at SMA Negeri 1 Rantau Selamat. The research method used is a qualitative descriptive method. Data were collected by the method of interviews, observations and study of documents. The sampling technique used in this study was purposive sampling. The results showed that (1) the assessment technique that is often used in end-of-semester assessments is to use test papers and also use online exams based on internet by utilizing Google LMS and Microsoft LMS; (2) The implementation of non-internet computer-based exams is carried out with the planning stages of the IT team, question preparation workshops by teachers, and scheduled implementation of exams; (3) the application of non-internet computer-based examinations has an impact on the efficiency of the results examination time, the objectivity of the assessment, and the optimization of the academic honesty of students.

An evaluation of an apprentice selection process

Orientation: The artisan job family is the number one area of concern with regard to filling vacancies both nationally and globally. Hence, artisanship has been identified as a scarce and critical skill. The domestic economy and the effectiveness and success of many organisations could be strengthened if the artisanal crisis is adequately addressed.Research purpose: This article proposes a screening process for organisations to use during the selection of apprentices. The selection process has four phases: application review, rating of application documentation, aptitude testing and skills-based teamwork assessment, and interviews. The effect of the selection phases on the survival of the applicants was investigated.Motivation for the study: This study adds to the limited body of literature on artisans, apprentices and the selection of individuals for these technical positions. In addition, it provides recommendations to optimise the selection process for this job family.Research design, approach and method: Large amounts of archived data from an annual apprentice selection process at a large multinational automotive firm were accessed. A quantitative measure, survival analysis, was used to assess whether the survival curves were statistically different across the groups.Main findings: The four selection phases had a significant effect on the survival time of the applicants in the selection process. The significance of the Gehan–Wilcoxon statistic suggests that the survival distribution across the applicants was not because of chance but rather indicates a true difference in the data. The constructs assessed at each phase had a significant effect on the selection success of the apprentice applicants. The termination rate of applicants was steady across all four selection phases.Practical/managerial implications: The multiple-hurdle selection process employed in this study should be replicated and employed as the national selection tool for apprentices. The use of standardised application documentation is recommended, and job preparation workshops should be provided to assist apprentice applicants.Contribution/value-add: The findings of this study are relevant to the South African automotive industry, as well as the manufacturing sector. The findings are also of value to human resource practitioners, educators, social scientists, and industrial and organisational psychologists.

Assessing the feasibility of MOVING FORWARD, a multicentre transition intervention model across adolescent secure services in England: A cluster randomised feasibility trial

IntroductionYoung people moving from adolescent secure inpatient units to adult care in the UK present with multiple and complex needs and are more likely to experience poor transition outcomes related to enduring dependency on mental health services. However, there is lack of knowledge about the feasibility of transitional care models improving transition outcomes.ObjectivesThe MOVING FORWARD study aims to implement a new transition intervention model for young people transitioning from adolescent secure services to adult-oriented settings and test the feasibility of a future cluster trial measuring its effectiveness.MethodsThe design of the study is a three-arm feasibility, cluster randomised controlled trial comparing the MOVING FORWARD intervention against standard transition preparation in six adolescent secure services.Young people between 17-19 years, their parents/carers and key workers will be allocated in two conditions and will receive four transition preparation workshops across six months. Data will be collected at three time points: (T0) baseline, (T1) 6-12 months post-intervention, and (T2)18-24 months post-baseline.ResultsThirteen young people and 17 staff members have contributed to the intervention design through online Advisory Groups. Common identified themes included appropriateness of module content and support during delayed transitions. An intra-class correlation coefficient will be calculated to inform the power of sample size. With a sample size of 50, we will be able to estimate a drop-out rate of 80%.ConclusionsThis research will provide practitioners and policy makers with an evidence-based framework about barriers and facilitators to the proposed intervention and will enable services to reflect on quality of transitional care delivery.DisclosureNo significant relationships.

Increasing the Number of Faculty With CNE® Certification: A Statewide Initiative.

This article describes outcomes of a statewide initiative to increase the number of faculty with the National League for Nursing’s Certified Nurse Educator (CNE®) credential. After offering CNE preparation workshops and creating a certification award, data were collected on perceived workshop effectiveness, readiness to test, certification pass rates, and characteristics of award recipients. The number of certified faculty increased by 92.3 percent, representing 24 of 28 nursing programs. Maryland faculty were awarded $625,000 through the Academic Nurse Educator Certification award.

Assessing the Feasibility of a Multicenter Transition Intervention Model Across Adolescent Secure Services in England (MOVING FORWARD): Protocol for a Feasibility Cluster Randomized Controlled Trial.

BackgroundYoung people moving from adolescent secure inpatient units to adult care in the United Kingdom have multiple and complex needs and are more likely to experience poor transition outcomes. Poorly managed transitions can lead to enduring use and dependency on mental health services. However, there is a lack of knowledge about the feasibility of transitional care models.ObjectiveThis paper presents the protocol for a study that aims to test a feasibility cluster randomized controlled trial for young people transitioning from adolescent secure services to adult-oriented settings. The overarching aim of the MOVING FORWARD study is to provide a preliminary estimate of the effectiveness and cost-effectiveness of a new transition intervention model and to inform a future full-scale cluster randomized controlled trial.MethodsThe design of the study is a 3-arm feasibility cluster randomized controlled trial comparing the MOVING FORWARD intervention against standard transition preparation conducted at 6 adolescent secure services, of which 4 units will receive the intervention and 2 will serve as controls. Eligible young people between 17-19 years, their parents/carers, and key workers will be invited to participate. Young people and parents/carers will be allocated to two conditions (young people alone and young people with a parent/carer) and will receive 4 transition preparation workshops across 6 months. Six adolescent secure hospitals will be randomly allocated, stratified by area and service type. Data will be collected at 3 time points: baseline (T0), 6-12 months postintervention (T1), and 18-24 months postbaseline (T2). Primary and secondary outcomes will be based on assessment measures and interviews conducted at T1 and T2.ResultsA total of 13 young people and 17 staff members have contributed to the intervention design through online advisory groups on the design of the study and important themes for transition. We have also consulted members of the public (a steering group) including 2 young people who have transitioned to the community and 2 parents/carers. Common identified themes included appropriateness of module content and support during delayed transitions. The content of the intervention will be finalized during the first 6 months of the study. Participants will be recruited over the course of 6 months. An intraclass correlation coefficient will be calculated to inform the power of the sample size for a further large-scale trial. With a sample size of 50, we will be able to estimate a dropout rate of 80% (95% CI –11% to 11%).ConclusionsThis research will provide practitioners and policy makers with an evidence-based framework of how training and familiarization with the prospective transitions can yield positive outcomes. This study will test whether a psychosocial intervention can be implemented in adolescent secure hospitals. The results will identify barriers and facilitators to the proposed intervention and will enable services to reflect on the quality of transitional care delivery.International Registered Report Identifier (IRRID)PRR1-10.2196/29273

Enhancing English Proficiency Skills Through Workshop

This study applied descriptive methods to determine the extent improvement of English Proficiency Test (EPT) score which was equivalent with TOEFL. The preparation workshop included skills and strategies workshop regarding to the TOEFL experience. This research purposed to describe the improvement as the result of workshop. The data collection techniques were (1) observation, (2) training, and (3) document analysis. The participants were assisted to discover of how to deal with TOEFL test type of questions. The sample is the training participants from 209 students came from several different major. The results of the data analysis showed that broadly speaking, there was a significant correlation between the preparation workshops and score achievement of EPT. The results indicated that the hardest part or section experienced by the students was structure and written expression 41%, while in the part of listening was 33%, meanwhile the easiest part assumed by the student was reading comprehension 26%. Based on the result, it was proved by the EPT score achieved by the students. The average score was 443, and the best score reached by the student was in the section of reading comprehension. It was in line with the result of the workshop described the ability of mastering the skills in TOEFL section

Correlation between Creative Tourism and Agrotourism Services Experiences: An Empirical Research in the Mexican Rural Tourism Environment

There is an immediate need to promote rural areas, where Mexico’s highest poverty is concentrated, but the most potential exists for future development. The preferences of the new modern tourist are based mainly on living experiences rather than just sights and souvenirs. The creative experience as the basis of Creative Tourism can be adopted by agrotourism, a type of Rural Tourism, that consist of tourist activities which are based on experiences that natives in the rural area experience on a daily basis. Thirty tourists from 18 to 23 years of age participated in agrotourism activities such as ointment workshops, food workshops, pulque (an alcoholic beverage made from the fermented sap of the maguey- agaveplant) preparation workshops, embroidery workshops, farming workshops, and a guided trip to the ecological reserve. With the use of narratives, experience maps, and audiovisual materials, the results show that the essence of Creative Tourism was understood as active participation and creativity. Many of the participants expressed novelty as a written and graphic expression of creative tourism which enabled them to have a better overall experience. This finding suggests that agrotourism should include different aspects of creative tourism as part of a “creative experience” for those in charge of the tourism industry in Mexico.

LA SUPERACIÓN PSICOPEDAGÓGICA DEL DOCENTE DE LA ENSEÑANZA MEDIA: UNA NECESIDAD PARA EL TRABAJO EDUCATIVO

En el contexto actual es un reto la superación psicopedagógica de los profesionales de la educación, la que se ha convertido en una necesidad insoslayable ante la pertinencia de elevar la calidad de la educación en el marco social actual. El estudio que se presenta contribuye a elevar la preparación psicopedagógica de los docentes de la enseñanza media. Su objetivo se enmarca en demostrar la necesidad de adquirir conocimientos, habilidades, capacidades, así como recursos personológicos que le permitan actuar con eficiencia ante las disímiles situaciones que se les presentan en el ámbito educativo. Para la concreción de la investigación se emplean los métodos, análisis-síntesis, inducción-deducción, el estudio histórico-lógico y las consultas a las fuentes. Los talleres de preparación psicopedagógica permiten elevar su preparación psicológica y pedagógica, así como la adquisición de herramientas importantes para el desempeño eficiente de su rol como educador en el trabajo educativo con adolescentes y jóvenes.

Increasing College-Going Rate, Parent Involvement, and Community Participation in Rural Communities

This study examined the perceptions of leaders of grant-supported projects aimed at increasing the college-going rate of high school students in rural Appalachian counties in Mississippi to determine which factors they felt most influenced the college-going rate, parental participation in school activities, and community participation. Analysis of the leaders’ responses to questions related to these items showed that college visits and ACT preparation workshops were perceived as having the greatest impact on increasing the college-going rate at the schools. No one factor was perceived as having the least impact on increasing the college-going rate at the schools. Factors influencing parental and community participation included events and workshops for parents, especially those which involved community members as mentors. Acknowledgement: This research was supported by Appalachian Regional Commission Grant MS-16115.

The Design and Implementation of the ASTA Mentor Program: Perceptions of Program Developers and Mentor Preparation Workshop Participants

The purpose of this research was to examine the development and implementation of the ASTA Mentor Program. Research questions included: (a) How did ASTA staff, leadership, and Mentor Preparation Workshop providers describe the opportunities and challenges associated with the development of a national level mentor program?, (b) What were the perceived successes and benefits of the Mentor Preparation Workshop?, and (c) What suggestions did mentor teachers have for future ASTA Mentor Preparation Workshops? Data were collected via interviews, a workshop evaluation, and researcher logs. Potential program opportunities included targeted mentoring leading to student growth, lifespan professional development for ASTA members, increased ASTA member recruitment and retention, and association-level leadership. Implementation challenges included mentor effectiveness, design and implementation of processes and supports, and long-term sustainability. The workshop was perceived to be successful and beneficial through mentors’ increased understanding of novice teacher needs, development of effective observation and conferencing skills, and increased ability to help beginning teachers prioritize string-specific instruction. Suggested workshop improvements included more hands-on activities, access to all workshop materials, and more opportunity for interaction among the mentors.

It ‘did what it said on the tin’ – Participant's views of the content and process of donor conception parenthood preparation workshops

Using donor conception treatment for family building brings challenges as well as rewards. As social model approaches to managing genetic difference within families gradually replace earlier medical models, parents are encouraged to be open with their children about their origins amidst greater social acceptance. Little is known about effective interventions to help prospective parents prepare for such family life. A survey was sent to participants in 16 Preparation for Parenthood workshops run in England by Donor Conception Network, a peer support organisation, between 2008 and 2010. The 79 respondents (32.4% response) included heterosexual couples, lesbian couples and single women considering sperm, egg or double donation. In 86% couples, both partners responded. The use of a range of techniques, a family lifespan approach, facilitators with personal as well as professional experience, medical and psychosocial specialists, and access to peer support were well received. Results suggest the value of attending cognitive and affective processes, acknowledging the impact of stigma and discussing how the donor's biography/presence can be conjoined with that of the new family. Findings suggest workshop approaches to donor conception parenthood preparation can be useful for prospective lesbian/single women/heterosexual-headed families considering donor conception. Such interventions have not previously been reported.

Participants’ views of attending parenthood preparation workshops for those contemplating donor conception parenthood

Objective: To gather respondent feedback about whether workshops for heterosexual couples, lesbian couples and single women considering donor conception treatment (i) aided decision-making and (ii) improved intentions and confidence about openness with offspring. Background: Research indicates donor offspring consider that risk to their well-being is heightened if not made aware of their origins from infancy. However, some parents do not disclose this information, especially heterosexual couples. Preparation for Parenthood workshops were run by Donor Conception Network, a UK support group, using parent facilitators. Methods: A survey was sent simultaneously to those who attended 16 workshops over two years (2008–2010) (n = 246), with each partner in couples invited to respond separately. Results were considered descriptively as follows: all respondents; those in heterosexual and lesbian couples by intended donation type; single women. Open comments provided tentative understanding of quantitative results. Results: Response rate: 32.4% (n = 79); both partners responded in 86% couples. Workshops were rated as predominantly helpful by all groups for deciding whether to proceed. There were similar improvements in feeling comfortable with the idea of becoming donor conception parents, surety about openness with children and knowing when and how to start the process. Openness with social networks appeared more challenging to achieve. Levels of congruent couple responses increased post-workshop, starting from low levels on some aspects. Couples considering egg donation showed the widest variation in responses. Conclusions: Workshops appear helpful in aiding decision-making and in preparing for openness with any offspring across family types and whether considering sperm, egg or double donation.

An intercultural psychodynamic counselling model: A preventive work proposition for plural societies

The purpose of this study is to present an Intercultural Psychodynamic Model developed by this researcher as the Intercultural Counselling Service in the Psychology Institute at São Paulo University, Brazil. The service was part of the research project ‘Psychosocial intervention in the cultural insertion process’. In order to develop and consolidate the intercultural approach in psychology, the project was based on the tripod teaching, research and intervention each with its own specific objectives. The intercultural approach promotes a broad, dynamic and flexible view of the psychosocial phenomena [Lambert, W. (1980). Introduction to perspectives. In Handbook of cross-cultural psychology. Perspectives, Vol. 1. Boston, MA: Allyn and Bacon, Inc.], and considers the human development and human manifestations a result of a dialectical relation between individual and his/her cultural and socio-political contexts [Berry, J., Poortinga, Y., Segall, M., & Dasen, P. (1992). Cross-cultural psychology: Research and applications. Cambridge: Cambridge University Press]. The service offers individual, couple, family and group short-term psychotherapy and counselling to immigrants, Brazilian immigrant descents, returned migrants and intercultural preparation workshops to Brazilian who are going to live abroad. Categories such as cultural and ethnic identity, gender roles, intergenerational relationships, transnational social networks, psychological acculturation, acculturation stress and prejudice emerge from the analysis of the session's material, indicating the profound psychological implications of cultural contact. The psychosocial intervention has a primary and secondary preventive attribute. Issues on how countries deal with their own ethnic/racial plurality emerge indicting the need of an intercultural perspective and promotion of culturally effective psychotherapist/professionals in order to guarantee that all peoples be heard and understood as an effective measure of their human rights.

Creating Sustainable Education Projects In Roat, Honduras Through Continuous Process Improvement

The investigators worked together with permanent residents of Roatán, Honduras on sustainable initiatives to help improve the island’s troubled educational programs. Our initiatives focused on increasing the number of students eligible and likely to attend a university. Using a methodology based in continuous process improvement, we developed tutoring programs, college preparation workshops, long-term plans for a local school, and solicited involvement by an island educational coalition. Lessons learned from these initiatives may be used to expand other efforts on the island and can be generalized to other programs in Central America.

An innovative model improving success at university for regional Australians suffering educational and social disadvantage

Regional Australia is critically short of registered nurses (RNs) due to an ageing nursing workforce and difficulty in attracting new staff. It is recognised that rural background is the most influential factor shaping a health professional's decision to practise in regional areas. Because of this, Charles Sturt University (CSU), with campuses throughout regional New South Wales (NSW), Australia, offered a bachelor of nursing by distance education (DE), enabling rural and remote enrolled nurses (ENs) trained by the Department of Technical and Further Education (TAFE) to upgrade their qualifications to RN. However, despite the flexible study mode offered, many rural and remote ENs were reluctant to progress to university study. This article describes an outreach model developed in recognition of the importance of supporting ENs to undertake RNs studies. Theories of social capital informed the model, which assisted understanding of the reluctance of rural and remote ENs to undertake university studies to become RNs. Most of the ENs lived and worked in communities where this was not an expectation; in addition, they were not members of social networks that knew about university study. The model assisted the development of participants by recognising and respecting barriers to their university participation. These barriers included their: self-perception as learners; concept of a university and themselves as university students; understanding of enrolment processes and course progression; understanding of what university study entails and the supports available in both community and university. Central to the model was the provision of face-to-face academic workshops for the ENs in the communities where they lived and worked. This allowed direct contact with university lecturers and support staff, enabling the rural ENs to establish the trustworthiness of 'the messengers'. Once this was achieved they were able to build a personal connection with the university and potential support providers, and to develop their own support networks. The workshops occurred at least 6 months before an intake of bachelor of nursing by DE. Eight academic preparation workshops were conducted between 2003 and 2008 throughout rural and remote NSW with a total of 168 participants. Currently 89 participants (63%) have enrolled in the CSU Bachelor of Nursing course by DE. Successive workshops have built on knowledge acquired in this process. The model was supported by CSU and industry partnerships; since 2005 the academic preparation workshops have been supported by area health services' (AHSs) promotion, participation and funding. The workshops now form part of the AHSs' nursing recruitment strategy and have been endorsed by the Nursing and Midwifery Office, Aboriginal Nursing and Midwifery, NSW Health. The CSU believes the model has potential application beyond prospective nursing.

Development and Implementation of a Comprehensive Faculty Development Program in PBL Core Skills

Large curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem-based learning (PBL) pedagogy. A faculty committee created a PBL core skills program based on experiential, developmentally appropriate approaches that resulted in constructive and social learning opportunities for the faculty participants. Nearly 70 percent of faculty members have participated in the facilitation preparation workshops and contributed to the D.D.S. curriculum as small-group, inquiry-based learning facilitators. Faculty development programs geared toward acquisition of specific teaching skills and based on adult learning principles can be devised locally and result in increased participation in a new curriculum.