661 research outputs found

    The George-Anne

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    The Anchor, Volume 86.09: November 9, 1973

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    The Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). As of Fall 2019 The Anchor has moved to monthly print issues and a more frequently updated website. Occasionally, the volume and/or issue numbering is irregular

    Itinerant Cinematic Practices In and Around Thailand During the Cold War

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    This article returns to an untimely cinematic practice. Watching feature-length narrative films in rural and urban Thailand, and around the northeastern and southern borderlands, during the mid-twentieth century did not necessarily mean going to cinema theatres. The predominant modality of cinematic encounter and experience would have been via itinerant makeshift cinema. Mobile film troupes criss-crossed the country, and wandered into territories beyond that of the nation-state, with their assemblage of voice performers, 16mm reels and projector, speakers, electricity generator, and an array of other technical tools and locomotives. A variety of events above and beyond commercial ones aiming to sell tickets occasioned the arrival of the projection performance troupes. There were shows to promote goods, to give offerings and thanks to the spirits, and also to propagate anti-communist messages and feelings. What kind of a cinematic apparatus is itinerant makeshift cinema? My article proposes to understand itinerant makeshift cinema as a cinematic apparatus, or more precisely, a dispositive whose ontological basis for manifesting moving images and occasioning bodily experiences of images are grounded in itinerancy of display, intensified durational dilation and indeterminacy, and a logic of transmission that associates presence and transformation with the exchanging and channelling of forces between the human and non-human

    Can Healthcare Assistant Training (CHAT) improve the relational care of older people? A developmental and feasibility study of a complex intervention

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    Background: Older people account for an increasing proportion of those receiving NHS acute care. The quality of healthcare delivered to older people has come under increased scrutiny. Healthcare assistants (HCAs) provide much of the direct care of older people in hospital. Patients’ experience of care tends to be based on the relational aspects of that care including dignity, empathy and emotional support. Objective(s): We aimed to: understand the relational care training needs of HCAs caring for older people; design a relational care training intervention for HCAs; and assess the feasibility of a cluster-randomised controlled trial to test the new intervention against HCA training as usual. Design: (1) Telephone survey of all NHS hospital Trusts in England to assess current HCA training provision; (2) focus groups of older people and carers and (3) semi-structured interviews with HCAs and other care staff to establish training needs and inform intervention development; (4) feasibility cluster-randomised controlled trial. Setting: (1) All acute NHS hospital Trusts in England; (2,3,4) Three acute NHS hospital Trusts in England and the populations they serve. Participants: (1) 113 of 161 (70.2%) Trusts took part in the telephone survey; (2) 29 older people or carer participants of three focus groups; (3) 30 HCA and 24 ‘other staff’ interviewees; (4) 12 wards (four per Trust); 112 HCAs; 92 patients during the pre-randomisation period and 67 patients during the post-randomisation period. Interventions: For the feasibility trial a training intervention (Older People’s Shoes) for HCAs developed as part of the study was compared with HCA training as usual. Main outcome measures: Patient level outcomes were the experience of emotional care and quality of life during their hospital stay as measured by the Patient Evaluation of Emotional Care during Hospitalisation (PEECH) and the European Quality of Life (EQ-5D) questionnaires. HCA outcomes were empathy measured by the Toronto Empathy Questionnaire (TEQ) and attitudes towards older people measured by the Age Group Evaluation and Description (AGED) Inventory. Ward level outcomes were the quality of HCA/patient interaction measured by the Quality of Interaction Scale (QUIS). Results: (1) A third of Trust telephone survey participants reported HCA training content that we considered to be ‘relational care’. Training for HCAs is variable across Trusts and focused on new recruits. The biggest challenge for HCA training is getting HCAs released from ward duties. (2) Older people and carers are aware of the pressures ward staff are under but good relationships with care staff determines whether the experience of hospital is positive. (3) HCAs have training needs related to ‘difficult conversations’ with patients and relatives; they have particular preferences for learning styles that are not always reflected in available training. (4) In the feasibility trial 187 of the 192 planned ward observation sessions were completed; response to HCA questionnaires at baseline, eight and 12 weeks post-randomisation was 64.2%, 46.4% and 35.7% respectively; 57.2% of eligible patients returned completed questionnaires. Limitations: This was an intervention development and feasibility study so no conclusions can be drawn about the effectiveness of the intervention. Conclusions: The intervention had high acceptability among nurse trainers and HCA learners. Viability of a definitive trial is conditional on overcoming specific methodological (patient recruitment processes) and contextual (involvement of wider ward team) challenges. Future work: Methods to ease the burden of questionnaire completion without compromising ethics or methodological rigour need to be explored. Study registration: ISRCTN1038579

    A Theatre of Applied Performativity: Play and the aesthetics of the Scripted Performance Workshop in Peer-facilitated Relationships and Sex Education

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    Originally grounded in psycho-social theory, this thesis theorises the performative practices manifest in a body of work within the field of classroom-based relationships and sex education. The interventions originated in the University of Exeter during the 1990s, operating under the aegis of ‘Apause’. The thesis focuses on how the interventions manifest as the ‘action matter’ of classroom workshops and argues that the incumbent theory base and discourse falls short of representing the subjects’ experiences and transformative processes. The three projects investigated - ‘Apause Peers’, ‘Get-WISE’ and ‘RAP’ - are facilitated by other, slightly older students, dubbed ‘peer-facilitators’, and play, as intrinsic to these events, has been hitherto unacknowledged. Deploying pedagogical, presentational and theatrical conventions, classroom action is highly participatory. Published evaluations establish Apause as uniquely effective at enabling young people to have greater control in their relationships and reduce their exposure to sexual health risks. Data is presented primarily as transcriptions of the action matter. By adopting post-structuralist practices as the means of analysing the interventions and juxtaposing these sensibilities with psycho-social constructs, an increasingly integrative model emerges. Groups of parameters are organised into two reciprocating frameworks - one regulative, one constitutive. The regulative framework is inscribed within the workshops’ scripted guidelines, codifying cultural, psycho-social and health prerogatives. The second framework comprises aesthetic parameters. Liminality, the collapsing of binaries and autopoiesis combine as play to effect durable transformations. These define the transformative interactions constituted within the time and spatially bounded liminal event. Having rubricised the nature and function of these frameworks, the wilfully ambiguous character of play threatens to confound and destabilize these parameters. Despite, or perhaps because of, these paradoxes, it is argued the Scripted Performance Workshop, is an enculturating event, achieving efficacy, utility and durability through the sanctioning of play

    Teacher and student perceptions of online instructional methodology in higher education: an explanatory mixed-method study

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    This mixed method Explanatory study examined the thoughts and beliefs of teachers and students at Southeastern Louisiana University (SLU) involved in online teaching and learning. Three research questions addressing faculty perceptions about their online teaching at SLU, effective teaching methods or strategies employed by online faculty at SLU, and the student perceptions about online teaching at SLU were addressed. There were two sequences of data collection: the first consisted of two surveys sent to online teachers and another to students enrolled in online courses in three academic colleges. The second sequence of interviews with nine experienced online teachers provided a fourth data source. Quantitative analysis of survey data was conducted and qualitative analysis of the interviews was accomplished. Survey findings revealed that faculty and students agreed that giving effective feedback, and providing clearly stated guidelines were important. The students said providing more clearly stated guidelines were among the things that faculty could have done more of to assist their online learning. Additional survey results and interviews with nine experienced online teachers revealed what methods and strategies were employed by online teachers at SLU within and across disciplines to build online learning communities. Findings indicated that most technical skills were not considered critical for effective online teaching; however facilitation skills such as giving effective feedback and engaging the online learner were the most critical. There was general agreement among online teachers that online teaching and face-to-face teaching were very different. Teachers who were interviewed reported that they used e-mail as the prime source of one-to-one communication with learners

    Central Florida Future, April 14, 1999

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    Judicial decision overturned; Students may benefit from website facelift; UCF professor studies family dynamics in foreign lands.https://stars.library.ucf.edu/centralfloridafuture/2495/thumbnail.jp

    Effects of Art Styles on Video Game Narratives

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    The effect of an art style on a video game's narrative is not widely studied and not much is known about how the general player base views the topic. This thesis attempts to answer this question through the use of two different surveys, a general theory related one, and one based upon images and categorization and a visual novel based interview that aims at gaining a further understanding of the subject. The general results point to the art style creating and emphasizing a narrative's mood and greatly enhancing the player experience. Based on these results a simple framework ASGDF was created to help beginning art directors and designers to create the most fitting style for their narrative

    Complete Issue Fall 2021: Innovation in Churches

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    Apprentice Life: Finding Life in the Way of Jesus

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    The Apprentice Life: Finding Life in the Way of Jesus course is a project designed to address the difficulty of mobilizing more experienced believers at a large, western Canadian, evangelical anabaptist church to embrace their role in helping new believers grow up in their faith. The author has explored Old and New Testament teachings, various historic Christian traditions, contemporary faith formation theory, disciple-making literature, and the insights of local and expert contributors. Based on these discoveries, new believers are most likely to become resilient apprentices of Jesus when more experienced mentors in faith accept responsibility to pass on a living memory of God’s saving work through Christ and the Spirit through loving, intentional relationships. Apprentice Life provides a framework and content for a relational disciple-making and catechetical experience incorporating teaching, class and small group interaction, one-on-one mentoring, and personal exploration. Through a series of 13 interactive sessions, new believers (drawn from various evangelistic and seeker-oriented efforts) discover the key elements of basic discipleship; mentors receive training and resources for spiritual accompaniment, and journey alongside a new believer for the duration of the course
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