An Exploration Of Bisexual+ Women’s Preferences For Sexual Violence Vulnerability Reduction Interventions: A Multi-Ethnic, Multi-Racial Sample

Bisexual women are disproportionately victimized by sexual violence due to minority stress. Understanding their acceptability of and preferences for sexual violence vulnerability reduction interventions is critical for successful prevention efforts. Self-report data was collected online from 240 ethnoracially- and gender-diverse bi+ women and 65 heterosexual, white cisgender women (controls). Bi+ women preferred bi+ inclusive interventions. The sole intervention found significantly acceptable for most bi+ women (62%) was a modified, bi+ inclusive Bringing in the Bystander®. Yet, most bi+ women ranked the Sexual Assault Risk and Alcohol Use Reduction Program and Brief Drinking Intervention as most preferred. The Hookup Reduction Intervention was found least acceptable by all women. Confidentiality was ranked in the top five most important intervention elements by the majority of all women. Most bi+ women (80%; 49% of controls) reported adult sexual victimization histories. Anticipated stigma/victim-blaming may explain lower acceptability rates for interventions targeting victimized women over bystanders/perpetrators

A Scholar\u27s Guide to Poster Power

Have you ever presented a poster at a conference? No? Want to try? It\u27s an easily implementable initial entry into conference presenting in a more intimate, low-key and low-threshold environment than it would be to start off with a formal presentation to a huge audience. Sometimes, conference fees are even waived. Regardless, the experience can bring about valuable partnerships. View this poster to learn tricks of the trade for powerful poster presentations. Remember, it\u27s really easy to make a bad poster, but not too difficult to make a great poster, especially if you follow these practical tips.https://commons.und.edu/cfl-lpp/1000/thumbnail.jp

Quality Journal Indicators & Tools in Education

Slide presentation from a workshop facilitating the discovery of library-subscribed and open access resources for the purpose of assisting Education faculty in investigating journal quality to create departmental good quality journal lists and develop individual publishing strategies.https://commons.und.edu/cfl-lpp/1003/thumbnail.jp

An Overview and Discussion of Fred E. Fiedler\u27s Contingency Model of Leadership Effectiveness

A discussion of the components of Fred E. Fiedler\u27s (Professor Emeritus of Psychology at the University of Washington) Contingency Model of Leadership Effectiveness (1964), including its applicability to public libraries

Library Scholarly Communication Initiatives at the University of North Dakota

Librarians at the University of North Dakota (UND) are implementing scholarly communication initiatives in partnership with faculty and other campus groups to bring about a greater awareness and understanding of related topics, including: open access, open educational resources, researcher IDs and communities, metrics and altmetrics, journal quality indicators, data management, copyright and author’s rights, and publishing strategies. At UND, there is a campus-wide effort for colleges to identify the top high quality journals in their fields or disciplines, and to track faculty scholarly publishing/research outputs for heightened research visibility and impact. The presenters share their experience engaging in these initiatives, as well as information on the broader environment surrounding scholarly communication activities on campus.https://commons.und.edu/cfl-lpp/1004/thumbnail.jp

Understanding the reminiscence bump: A systematic review

One of the most consistently observed phenomena in autobiographical memory research is the reminiscence bump: a tendency for middle-aged and elderly people to access more personal memories from approximately 10–30 years of age. This systematic review (PROSPERO 2017:CRD42017076695) aimed to synthesize peer-reviewed literature pertaining to the reminiscence bump. The researchers conducted searches in nine databases for studies published between the date of inception of each database and the year 2017. Keywords used included: reminiscence, bump, peak, surge, blip, reminiscence effect, and reminiscence component. Sixty-eight quantitative studies, out of 523, met the inclusion criteria. The researchers implemented a thematic analytic technique for data extraction. Four main themes were generated: methods of memory activation/instruction for life scripts, types of memory/life scripts recalled, location of the reminiscence bump, and theoretical accounts for the bump. The two prevailing methods of memory activation implemented were the cuing method and important memories method. Three types of memories/life scripts were recalled: personal/autobiographical memory, memories for public events, and life script events. The findings illustrate differing temporal periods for the bump: approximately 10–30 years for memories for important events, approximately 5–30 years for memories that were induced by word cues, and 6–39 years for studies using life scripts. In explaining the bump, the narrative/identity account and cultural life script account received the most support

RSD7: Researcher Skill Development Framework (US English Edition)

Created by John Willison and Kerry O\u27Regan. www.rsd.edu.au Adapted for the US context by Sara K. Kuhn. The seven-level Researcher Skill Development framework extends the RSD\u27s original 5 levels of student autonomy to include the degree of autonomy required for a successful research career. It therefore addresses not only students, but also early, middle and late career researchers. This involves the extension of the same facets of inquiry that appear in the original RSD framework to include two higher levels: 6 and 7. -- https://www.adelaide.edu.au/rsd/framework/rsd7/ For more information, see: Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393-409. Retrieved from https://www.adelaide.edu.au/rsd/evidence/related-articles/RSD_article_web.dochttps://commons.und.edu/oers/1005/thumbnail.jp

Researcher Skill Development Framework (US English Edition)

Created by John Willison and Kerry O\u27Regan. www.rsd.edu.au Adapted for the US context by Sara K. Kuhn. Research Skill Development (RSD) is about making explicit and coherent in regular university coursework the incremental attainment of research skills in a specific discipline. In the RSD, there are six facets of the research process, identified from the literature and modified according to Bloom’s taxonomy and our experiences of using the framework in the disciplines. The meaning of ‘research’ in this context is: students actively finding information new to themselves. Underlying this notion is the ‘degree of knowness’ of knowledge: whether research involves developing knowledge that is commonly known to humanity, commonly unknown or totally unknown. We see that even inquiry into the commonly known is all part of the process of research skill development. Indeed, to overlook the development of skills in earlier years of education (such as First Year university) is to miss the potential development of skills required of ‘ blue-sky’ researchers or by industry and employment. -- https://www.adelaide.edu.au/rsd/framework/explanation/ Description adapted from: Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393-409. Retrieved from https://www.adelaide.edu.au/rsd/evidence/related-articles/RSD_article_web.dochttps://commons.und.edu/oers/1004/thumbnail.jp