Using concept mapping to understand motivational interviewing practice

Purpose Motivational interviewing (MI) has developed considerably since its inception, which may have led to diverse practice across contexts and differential understanding of core principles. Concept mapping is one potential method for offering insight into practitioner awareness, understanding and application of MI. The paper aims to discuss this issue. Design/methodology/approach In total, 29 professionals from a range of disciplines, including counselling, education and health, completed concept maps about MI, following brief training at the UK regional MI interest network. In total, 17 completed maps were submitted for analysis using quantitative and qualitative methods. Findings A total of 186 concepts and 175 propositional links were found within the 17 maps. The most commonly identified concepts were: change, empathy, collaboration, open-ended questions, affirmations, reflections, summaries (OARS), client centred and compassion. The concept maps also suggested differing levels of expertise across network members using concept mapping morphology classification. Research limitations/implications The sample was small scale and located in one region of the UK. Maps were submitted anonymously meaning that participant data could not be matched to the maps. Practical implications Concept mapping is a potentially useful method for auditing practice and developing skills in MI, as well as exploring participants’ understanding of related concepts and therapeutic mechanisms. Social implications MI has a strong evidence-based across a variety of disciplines and contexts. Refining practitioner skills in MI has implications for the integrity of delivery, and improved client outcomes in areas such as substance use, health promotion and educational disaffection. Originality/value This is the first study to investigate concept mapping as a means of understanding MI practice. It has potential implications for training, monitoring, supervision and development in MI practice

Folic acid in pregnancy and mortality from cancer and cardiovascular disease : further follow-up of the Aberdeen folic acid supplementation trial

Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. Acknowledgements The authors wish to acknowledge Professor Marion Hall, who set up the original randomised trial of folic acid supplementation. The authors also thank Ms Katie Wilde and the Data Management Team, University of Aberdeen, for their help with the extraction and linking of data and the data analysts from ISD Scotland.Peer reviewedPublisher PD

A Public Spirit: George H. Atkinson’s Written Legacy

George Henry Atkinson (1819-89) was a son of New England who arrived in the Oregon Territory in 1848, sent by the American Home Missionary Society. Although his commission from the Society specified that his work was to be ecclesiastical and educational, he took an approach to that assignment which went well beyond his mandate. Well-informed and energetic, he made an impact on the Congregational churches of the Northwest, while using that base of action to spread his influence far beyond the churches that were his primary area of responsibility. He believed that a successful future for his adopted region required productive, intelligent, moral communities. This broad perspective led him to assume—and maintain for four decades—public leadership in subjects as diverse and significant as railroads, prisons, public and private schools, Native American relationships, agriculture, engineering, commerce, and meteorology. He left an impressive written legacy, in personal correspondence and in print. This volume contains a number of Atkinson’s longer writings. Most were published in the state’s leading newspaper, the Oregonian, although several appeared in other publications or reports. Two were included in the records of the State Legislature and two were submitted to the Centennial Exposition in Philadelphia in 1876. Taken together, his writings tell us much about the man George Henry Atkinson, and about the times and places where he implemented his vision.https://commons.pacificu.edu/beetree/1000/thumbnail.jp

Using digital television signals for radar imaging

This thesis presents the first systematic theoretical and experimental study of passive bistatic Synthetic Aperture Radar (SAR) imaging utilising Digital Television Broadcasting - Terrestrial (DVB-T) as an illuminator of opportunity. It presents the theoretical background for radar, SAR, and DVB-T transmissions, and studies the waveform on the basis of its ambiguity function. It considers the theoretical constraints of DVB-T SAR, including the impact of multiple transmitters and the properties of the DVB-T signal on image formation. It tracks the development and evolution of a receiver system and image formation algorithm, which is then validated through a series of ground-based and airborne experimental campaigns. From these campaigns, a catalogue of images are produced and analysed in order to establish the informational potential of DVB-T SAR imagery in both quasi-monostatic and bistatic environments. Specifically, the quality of images formed from a range of bistatic angles from 4 to 140 degrees is considered

Effectiveness of iLearn as a Formative Assessment Tool in Title I Middle Grade Mathematics

Because students in two Georgia middle schools, Grades 6 through 8, performed poorly in standardized mathematics testing during the 2016-17 school term, the district sought improvements by using the computer-assisted formative assessment tool iLearn. The purpose of this quantitative project study was to determine whether the use of iLearn predicted increased mathematics achievement and to support professional development sessions for teachers to improve their pedagogy. With the theoretical framework of mastery learning theory, the study addressed the effectiveness of iLearn as a formative assessment tool, hypothesizing a positive relationship between iLearn and end-of-grade (EOG) assessment scores; a moderating effect of studentsâ gender, ethnicity, and socioeconomic status (SES); and a score difference between students who did and did not use iLearn. Based on a causal-comparative and correlational analysis using archived data from 1,582 students, results indicated that the use of iLearn significantly predicted EOG scores, explaining nearly a quarter of their variance. Ethnicity and SES significantly moderated the relationship between iLearn and EOG scores; however, their moderating effect was too small to count. Finally, iLearn participants had significantly higher EOG scores than nonparticipants, displaying a small to medium effect size. Results showed that iLearn may be used in educational practice as a formative assessment tool regardless of studentsâ gender, ethnicity, and SES. The project included a professional development plan for teachers who use iLearn in the classroom. This study may be used to increase achievement of middle school students in mathematics

Advanced organic chemistry laboratory curricula in Australian universities: Investigating the major topics and approaches to learning

A key goal of tertiary education is to prepare graduates with the training, skills, and knowledge necessary to thrive in the workforce. In chemistry, 50% of undergraduate students from Australia, New Zealand and the UK plan to pursue a career that uses chemistry (Ogunde et al., 2017). However, it has also been noted that there is a mismatch in the skills desired by industry when compared with what is taught to undergraduates (Martin et al., 2011; Yasin & Yueying, 2017). Laboratory work is an essential part of undergraduate programs with the objective of developing practical and interpersonal skills with ‘real world’ engagement in chemistry. It is therefore concerning to note the perception among industry stakeholders that the laboratory skills of high-achieving chemistry graduates do not meet the desired standard (Kirton et al., 2014). To extend our understanding regarding the importance and value of undergraduate laboratory skills, techniques, and equipment usage; semi-structured interviews were conducted with key external stakeholders, academics, and post-graduate teaching staff. This presentation will discuss the key findings from our perspectives analysis interviews with various organic chemistry experts across the country from both industry and academia. Key findings include the belief: the purpose of second-year laboratory courses is to teach and developing competency with laboratory skills, whilst third-year laboratory courses should build on this with student application of learned skills whether through lab project design or problem-solving tasks/challenges. REFERENCES Kirton, S. B., Al-Ahmad, A., & Fergus, S. (2014). Using Structured Chemistry Examinations (SChemEs) As an Assessment Method To Improve Undergraduate Students’ Generic, Practical, and Laboratory-Based Skills. Journal of Chemical Education, 91(5), 648-654. Martin, C. B., Schmidt, M., & Soniat, M. (2011). A Survey of the Practices, Procedures, and Techniques in Undergraduate Organic Chemistry Teaching Laboratories. Journal of Chemical Education, 88(12), 1630-1638. Ogunde, J. C., Overton, T. L., Thompson, C. D., Mewis, R., & Boniface, S. (2017). Beyond graduation: motivations and career aspirations of undergraduate chemistry students [10.1039/C6RP00248J]. Chemistry Education Research and Practice, 18(3), 457-471. Yasin, N. Y. B. M., & Yueying, O. (2017). Evaluating the Relevance of the Chemistry Curriculum to the Workplace: Keeping Tertiary Education Relevant. Journal of Chemical Education, 94(10), 1443-1449

Advanced Organic Chemistry laboratory curricula in Australian universities: Investigating the major topics and approaches to learning

A key goal of tertiary education is to prepare graduates with the training, skills, and knowledge necessary to thrive in the workforce. In chemistry, 50% of undergraduate students from Australia, New Zealand and the UK plan to pursue a career that uses chemistry (Ogunde et al., 2017). However, it has also been noted that there is a mismatch in the skills desired by industry when compared with what is taught to undergraduates (Martin et al., 2011; Yasin & Yueying, 2017). Laboratory work is an essential part of undergraduate programs with the objective of developing practical and interpersonal skills with ‘real world’ engagement in chemistry. It is therefore concerning to note the perception among industry stakeholders that the laboratory skills of high-achieving chemistry graduates do not meet the desired standard (Kirton et al., 2014). This project aims to investigate how we can better develop higher level undergraduate chemistry laboratory programs to improve training and competency with industrially relevant skills. This research will undertake an initial investigation into the current organic chemistry laboratory curricula of second- and third-year courses in Australian universities through content analysis of laboratory manuals and unit outlines. To extend our understanding, semi-structured interviews will be conducted with key external stakeholders, academics, and post-graduate teaching staff. This presentation will introduce the initial stages of this project and expand on our intentions to utilise these data to develop an intervention and set of recommendations for undergraduate laboratories. REFERENCES Kirton, S. B., Al-Ahmad, A., & Fergus, S. (2014). Using Structured Chemistry Examinations (SChemEs) as an assessment method to improve undergraduate students’ generic, practical, and laboratory-based skills. Journal of Chemical Education, 91(5), 648-654. Martin, C. B., Schmidt, M., & Soniat, M. (2011). A survey of the practices, procedures, and techniques in undergraduate organic chemistry teaching laboratories. Journal of Chemical Education, 88(12), 1630-1638. Ogunde, J. C., Overton, T. L., Thompson, C. D., Mewis, R., & Boniface, S. (2017). Beyond graduation: Motivations and career aspirations of undergraduate chemistry students. Chemistry Education Research and Practice, 18(3), 457-471. Yasin, N. Y. B. M., & Yueying, O. (2017). Evaluating the relevance of the chemistry curriculum to the workplace: Keeping tertiary education relevant. Journal of Chemical Education, 94(10), 1443-1449

Research note: “Should we stay or should we go? Exploring the outcomes of great power retrenchment”

Within foreign policy and academic circles in the United States and other western countries, retrenchment has become an increasingly controversial topic. In spite of the increased attention, there have been few empirical studies that rigorously examine the outcomes of great power retrenchment. In this paper, we seek to fill this gap by performing a quantitative analysis of great power retrenchment outcomes from 1870–2007. Counter to the retrenchment pessimists’ expectations, we find that retrenchment leads to relatively positive outcomes for declining states. States that choose to retrench experience shorter periods of economic decline and are less likely to be the target of predatory conflict initiation