Proceedings from the National Technology Assessment Workshop on Animal Assisted Programs for Youth At Risk

Workshop held December 6-7, 2007 in Baltimore, Maryland Co-sponsored by Humane Society of the United States and Center for Prevention of Youth Violence of the Johns Hopkins University Bloomberg School of Public Health with support from the Laura J. Niles Foundationhttps://www.wellbeingintlstudiesrepository.org/ebooks/1014/thumbnail.jp

Educating Counselors about Offenders with Mental Illness: An Exploratory Study

Racially and economically disenfranchised offenders with mental illness (OMI) are incarcerated at disproportionately high rates but experience less access to and utilization of mental healthcare. There is a need for trained counselors to work in forensic environments who are competent to provide multiculturally sensitive social justice-oriented interventions. However, there is little research exploring the extent counseling students are offered didactic or experiential training for working with OMI. Utilizing concurrent embedded mixed methods to explore relationships between opportunities and obstacles to counseling programs offering this training, this study finds interest in training exists but potential concerns about bias, safety, and other barriers need to be considered. Analysis of these findings and implications for further study, advocacy and continuing education are discussed

Design Otherwise: Towards a locally-centric design education curricula in Jordan

This research considers the possibility of a locally-centric design education curricula in Amman, Jordan by investigating the philosophies, theories, practices and models of curriculum and pedagogy most appropriate for design education. It describes perceptions of design and examines the possibilities for shifting these perceptions to move towards transforming design education. Jordan is a neopatriarchal society, and education re-enacts the dominant structures of the state within curriculum and pedagogy centred on the authority of the educator. This thesis argues for a decolonised design education based on a student-centred pedagogy drawn from the process and praxis curriculum models—a design education and design otherwise. Working with a range of designers, students and educators, it investigates the potential of these actors to contribute to the development of a pedagogy for design education in Jordan that is relevant to the milieu and locality. It poses the following questions: What philosophies, theories, practices, models of curriculum, and pedagogy are appropriate?; What potential shifts could this require and create?; How do we shift perceptions? This qualitative research uses interviews, focus groups, and design charrettes for data collection. Through participation and engagement with people that have most at stake in design education—designers, design educators and design students—I argue for an emancipatory design education that reflects on design beyond its traditional service-provider definition. Drawing on scholarship from design and education studies, and literature from fields such as history, decolonial studies, architecture and urbanism, political science, economics and philosophy, I argue for a curriculum model and student-centred pedagogy that considers design’s role in society. Literature on Arab higher education is preoccupied with reforms to help the Arab region build a knowledge-society without considering the role of curriculum models and pedagogy nor addressing power structures. In addition, within design, little literature exists on the Arab region or Jordan, leaving its design culture(s) largely undocumented. My thesis investigates design education in higher education in Jordan by concentrating on models of pedagogy and curriculum and provides an overview of Jordan’s contemporary design culture

Ballroom in the Big Peach: The History of Organized Ballroom Dancing in Atlanta, 1950-1984

This dissertation argues that in the years 1950 to 1984, ballroom dance studios in Atlanta were spaces where participants forged identities. Atlanta is used as a case study to interrogate how ballroom dance studios functioned, and to demonstrate the lived experience of those who worked in the industry. Mirroring the rise of consumerism, and conspicuous consumption, in post-World War II United States, ballroom dance studios in the fifties through eighties saw themselves as, first and foremost, business entities. Ballroom studios were spaces where wealthy clients could reinforce their elite status in society, by spending large amounts of money on dancing, and receiving personal attention from qualified instructors, and personnel. Simultaneously, clients and teachers forged close personal bonds which created a welcoming environment that encouraged clients to spend more time, and money, in the studio. The familyness that developed within studios created a client/teacher relationship that was intimate, but based on a monetary exchange. The familial relationships cultivated within the studio setting were not limited to teacher-client relationships, but also grew between teachers within the studio. Using the words of teachers in Atlanta who taught in the period under investigation, this project shines a spotlight on a group of individuals who have been a presence in the economy, and society, but have remained under-examined by academics. Contrary to the image of men being dominant on the dance floor, the experience of Atlanta teachers shows that women were powerful actors in the business, and that women ironically taught men how to be masculine on the dance floor. “Ballroom in the Big Peach” also reveals that, despite the dominance of white clients in ballroom studios in the twenty-first century, there were black ballroom studios in Atlanta in the 1950s and 1960s, and they appear to have functioned much like white studios, catering to black elites. They were also spaces where black women asserted their expertise and business knowledge. By 1984 the ballroom dance industry had become dominated by competitive dancing, leading to a renaming of the national body, and a change in focus of most studios to competitive dancing, rather than social dancing

The Spinnaker Vol. 31 No. 14

Student newspaper for the UNF community

University of San Diego News Print Media Coverage 2004.05

Printed clippings housed in folders with a table of contents arranged by topic.https://digital.sandiego.edu/print-media/1016/thumbnail.jp

Combination adherence strategy to support HIV antiretroviral therapy and pre-exposure prophylaxis adherence during pregnancy and breastfeeding: protocol for a pair of pilot randomised trials.

INTRODUCTION To realise the expected gains from prevention of mother-to-child HIV transmission initiatives, adherence to preventative and therapeutic antiretroviral regimens is critical and interventions deployable in busy programmatic settings with a high HIV burden are needed. Based on formative research, we developed an approach that integrates patient-centred counselling and engagement of an adherence supporter for pregnant and breastfeeding women initiating HIV treatment (ie, antiretroviral therapy (ART)) or biomedical HIV prevention (ie, pre-exposure prophylaxis (PrEP)). METHODS Tonse Pamodzi 2 is a pilot study designed to provide acceptability, fidelity and clinical outcomes data on a set of behavioural interventions for adherence support. The study comprises two parallel randomised trials, enrolling HIV-positive pregnant women initiating ART (Trial 1, n=100) and HIV-negative pregnant women with risk of HIV acquisition and willing to initiate PrEP (Trial 2, n=200). Within each trial, participants are randomised 1:1 to either the intervention or control group. The Tonse Pamodzi adherence intervention comprises patient-centred counselling (adapted Integrated Next Step Counseling(iNSC)) and external adherence support tailored to the clinical context (ie, for ART or PrEP). Participants randomly assigned to the control group receive standard counselling based on local HIV guidelines. Participants are followed for 6 months. To assess intervention acceptability, we will employ a mixed method approach to describe participant engagement, satisfaction, and discussion content. We will audit and score recorded counselling sessions to evaluate the implementation fidelity of iNSC sessions. We will also assess clinical outcomes at 3 and 6 months for both Trial 1 (retention in care and viral suppression of HIV) and Trial 2 (retention in care, and plasma and intracellular tenofovir drug concentrations). ETHICS AND DISSEMINATION The study protocol was approved by the Malawi National Health Science Research Committee (19/05/2334) and the University of North Carolina at Chapel Hill Institutional Review Board (19-1060). TRIAL REGISTRATION NUMBER NCT04330989

La Médiathèque de Monthey: vers un espace de vie et de rencontres

Le présent travail a été réalisé pour la Médiathèque de Monthey (MM), bibliothèque de lecture publique. Ses usagers venant pour d’autres raisons qu’uniquement l’emprunt, la MM souhaite tendre vers une bibliothèque troisième lieu. Celle-ci se caractérise par un espace physique accueillant, propice à la rencontre et à l’inclusion et promouvant une vision élargie des contenus culturels. Cette démarche renvoie au contexte global des bibliothèques qui, parce que le numérique et l’évolution des pratiques culturelles leur imposent un nouveau paradigme, cherchent à se réinventer. Ce travail se focalise sur trois problématiques identifiées à la MM : l’accessibilité liée aux horaires d’ouverture au public ainsi que l’adéquation des services et des espaces aux pratiques actuelles. Il a deux finalités principales. Il fournit d’abord une réflexion sur les tendances et les pratiques innovantes dans les bibliothèques de lecture publique principalement, ces dernières partageant une trame commune : celle de l’usager/habitant au centre des préoccupations. Il propose ensuite des recommandations concrètes – réalistes d’un point de vue financier dans un premier scénario, idéales et sans contrainte dans un second scénario. Une enquête portant sur les horaires, les espaces et les services a été réalisée via des entretiens avec le personnel de la MM et des usagers, un questionnaire aux usagers, des observations de l’usage des espaces, une comparaison brève des horaires d’ouverture de bibliothèques similaires et une analyse forces-faiblesses (SWOT). Le résultat de cette enquête est que, globalement, si la MM répond déjà à des critères de bibliothèque troisième lieu, une plage horaire plus étendue inclurait davantage d’individus aux rythmes de vie différents. Une organisation spatiale par zones, des services innovants comme des espaces d’apprentissages par le faire, un « bar à tablettes », etc. ajouteraient encore à l’attrait du lieu. Il ressort également de ce travail qu’une telle démarche implique du professionnel de quitter sa position de « sachant » pour une relation d’échange avec l’usager. Ce dernier devient acteur, producteur et co-créateur et non plus uniquement consommateur de savoir. La bibliothèque se fait “agorathèque”, espace propice au débat et à la démocratie et, en tant que portail d’accès gratuit à la culture, elle reconnaît les nouvelles pratiques d’apprentissage. Elle devient flexible, polyvalente et prête à s’adapter aux mutations de la société. Si ce travail s’appuie sur le contexte et les besoins spécifiques de la MM, il peut également servir de base de réflexion pour d’autres bibliothèques qui souhaitent s’engager dans la même démarche