Shawn McMurran TSSA Winter 2010

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Shawn McMurran TSSA Fall 2008

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

Shawn McMurran TSSA Winter 2013

Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice

The evolution of electronic tracking, optical, telemetry, and command systems at the Kennedy Space Center

A history is presented of the major electronic tracking, optical, telemetry, and command systems used at ETR in support of Apollo-Saturn and its forerunner vehicles launched under the jurisdiction of the Kennedy Space Center and its forerunner organizations

Mind, Body, Motion, Matter

Mind, Body, Motion, Matter investigates the relationship between the eighteenth century’s two predominant approaches to the natural world – mechanistic materialism and vitalism – in the works of leading British and French writers such as Daniel Defoe, William Hogarth, Laurence Sterne, the third Earl of Shaftesbury and Denis Diderot. Focusing on embodied experience and the materialization of thought in poetry, novels, art, and religion, the literary scholars in this collection offer new and intriguing readings of these canonical authors. Informed by contemporary currents such as new materialism, cognitive studies, media theory, and post-secularism, their essays demonstrate the volatility of the core ideas opened up by materialism and the possibilities of an aesthetic vitalism of form. This title was made Open Access by libraries from around the world through Knowledge Unlatched

Additional interventions to enhance the effectiveness of individual placement and support: a rapid evidence assessment

Topic: Additional interventions used to enhance the effectiveness of individual placement and support (IPS). Aim: To establish whether additional interventions improve the vocational outcomes of IPS alone for people with severe mental illness. Method: A rapid evidence assessment of the literature was conducted for studies where behavioural or psychological interventions have been used to supplement standard IPS. Published and unpublished empirical studies of IPS with additional interventions were considered for inclusion. Conclusions. Six published studies were found which compared IPS alone to IPS plus a supplementary intervention. Of these, three used skills training and three used cognitive remediation. The contribution of each discrete intervention is difficult to establish. Some evidence suggests that work-related social skills and cognitive training are effective adjuncts, but this is an area where large RCTs are required to yield conclusive evidence

A ‘criminal personas’ approach to countering criminal creativity

This paper describes a pilot study of a ‘criminal personas’ approach to countering criminal creativity. The value of the personas approach has been assessed by comparing the identification of criminal opportunity, through ‘traditional’ brainstorming and then through ‘criminal personas’ brainstorming The method involved brainstorm sessions with Computer Forensics Practitioners and with Product Designers, where they were required to generate criminal scenarios, select the most serious criminal opportunities, and propose means of countering them. The findings indicated that there was merit in further research in the development and application of the ‘criminal personas’ approach. The generation of criminal opportunity ideas and proposal of counter criminal solutions were both greater when the brainstorm approach involved the group responding through their given criminal personas

Psychoeducation with problem-solving (PEPS) therapy for adults with personality disorder: a pragmatic randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of a manualised intervention to improve social functioning

Main outcome measures: The primary outcome was measured by the Social Functioning Questionnaire (SFQ). Secondary outcomes were service use (general practitioner records), mood (measured via the Hospital Anxiety and Depression Scale) and client-specified three main problems rated by severity. We studied the mechanism of change using the Social Problem-Solving Inventory. Costs were identified using the Client Service Receipt Inventory and quality of life was identified by the European Quality of Life-5 Dimensions questionnaire. Research assistants blinded to treatment allocation collected follow-up information. Results: There were 739 people referred for the trial and 444 were eligible. More adverse events in the PEPS arm led to a halt to recruitment after 306 people were randomised (90% of planned sample size); 154 participants received PEPS and 152 received usual treatment. The mean age was 38 years and 67% were women. Follow-up at 72 weeks after randomisation was completed for 62% of participants in the usual-treatment arm and 73% in the PEPS arm. Intention-to-treat analyses compared individuals as randomised, regardless of treatment received or availability of 72-week follow-up SFQ data. Median attendance at psychoeducation sessions was approximately 90% and for problem-solving sessions was approximately 50%. PEPS therapy plus usual treatment was no more effective than usual treatment alone for the primary outcome [adjusted difference in means for SFQ –0.73 points, 95% confidence interval (CI) –1.83 to 0.38 points; p = 0.19], any of the secondary outcomes or social problem-solving. Over the follow-up, PEPS costs were, on average, £182 less than for usual treatment. It also resulted in 0.0148 more quality-adjusted life-years. Neither difference was statistically significant. At the National Institute for Health and Care Excellence thresholds, the intervention had a 64% likelihood of being the more cost-effective option. More adverse events, mainly incidents of self-harm, occurred in the PEPS arm, but the difference was not significant (adjusted incidence rate ratio 1.24, 95% CI 0.93 to 1.64). Limitations: There was possible bias in adverse event recording because of dependence on self-disclosure or reporting by the clinical team. Non-completion of problem-solving sessions and non-standardisation of usual treatment were limitations. Conclusions: We found no evidence to support the use of PEPS therapy alongside standard care for improving social functioning of adults with personality disorder living in the community. Future work: We aim to investigate adverse events by accessing centrally held NHS data on deaths and hospitalisation for all PEPS trial participants

The addition of a goal-based motivational interview to treatment as usual to enhance engagement and reduce dropouts in a personality disorder treatment service: results of a feasibility study for a randomized controlled trial

Background: There are high rates of treatment non-completion for personality disorder and those who do not complete treatment have poorer outcomes. A goal-based motivational interview may increase service users’ readiness to engage with therapy and so enhance treatment retention. We conducted a feasibility study to inform the design of a randomized controlled trial. The aims were to test the feasibility of recruitment, randomization and follow-up, and to conduct a preliminary evaluation of the effectiveness of the motivational interview. Methods: Patients in an outpatient personality disorder service were randomized to receive the Personal Concerns Inventory plus treatment as usual or treatment as usual only. The main randomized controlled trial feasibility criteria were recruitment of 54% of referrals, and 80% of clients and therapists finding the intervention acceptable. Information was collected on treatment attendance, the clarity of therapy goals and treatment engagement. Results: The recruitment rate was 29% (76 of 258). Of 12 interviewed at follow-up, eight (67%) were positive about the Personal Concerns Inventory. Pre-intervention interviews were conducted with 61% (23 out of 38) of the Personal Concerns Inventory group and 74% (28 out of 38) of the treatment as usual group. Participants’ therapy goals were blind-rated for clarity on a scale of 0 to 10. The mean score for the Personal Concerns Inventory group was 6.64 (SD = 2.28) and for the treatment as usual group 2.94 (SD = 1.71). Over 12 weeks, the median percentage session attendance was 83.33% for the Personal Concerns Inventory group (N = 17) and 66.67% for the treatment as usual group (N = 24). Of 59 eligible participants at follow-up, the Treatment Engagement Rating scale was completed for 40 (68%). The mean Treatment Engagement Rating scale score for the Personal Concerns Inventory group was 6.64 (SD = 2.28) and for the treatment as usual group 2.94 (SD = 1.71). Of the 76 participants, 63 (83%) completed the Client Service Receipt Inventory at baseline and 34 of 59 (58%) at follow-up. Conclusion: Shortfalls in recruitment and follow-up data collection were explained by major changes to the service. However, evidence of a substantial positive impact of the Personal Concerns Inventory on treatment attendance, clarity of therapy goals and treatment engagement, make a full-scale evaluation worth pursuing. Further preparatory work is required for a multisite trial

MATH 3100 Mathematical Thinking: Communication and Proof-sample writing (including typesetting) assignments

As a group, we hope through this FLC project to develop a course that promotes departmental SLOs, as well as University learning outcomes for a writing-intensive course. We focused on our new foundational course (MATH 3100 Mathematical Thinking: Communication and Proof). This course, designated as a writing-intensive course, introduces students to disciplinary ways of thinking and communicating in mathematics with emphasis on the construction of valid mathematical arguments, critiques of arguments, and structure of professional mathematical writing including typesetting. We would like to develop a library of useful materials that faculty members can adapt in their classrooms in order to increase Inquiry-Based Learning (IBL) practices. Effective materials could be then contributed to the library. Attached are a sample of our products addressing professional mathematical writing including typesetting