The present study employed a mixed-list mediation paradigm in which all Ss were administered mediation, interference and control pairs. Ten Ss from each of 5 grade levels (2,4, 6, 8, and college) followed a paired-associate anticipation method in learning a list of 9 high frequency word pairs. Analysis of errors failed to demonstrate any presence of an interaction between grade level and conditions. The third stage learning results showed that all grade levels performed best on the mediation pairs, intermediate on the control pairs, and poorest on the interference pairs, with the exception of of a slight reversal between control and mediation pairs for eighth graders.
test the preparation of responders for a number of scenarios. Preparation is considered a cornerstone as well as an effective tool to plan for and mitigate the effects of disasters. For those planning on working in humanitarian crises, it is an ideal method to evaluate a participant's competence prior to deployment into a real humanitarian setting. Additionally, simulation provides a safe way to introduce and practice competencies in a setting that does no harm and will be instructively added and beneficial to the participant and their employer. Long recognized in the developed world, simulations and drills are increasingly recognized as essential to response in the developing world. Structure/Method/Design: The primary objective was to evaluate the workforce personnel during a humanitarian crisis simulation and provide real-time feedback to the World Health Organization to help determine whether or not participants were immediately deployable in crisis response, or would need additional training in competency specific areas. Secondary objectives were to create and test the applicability of an evaluation tool that would be competency based, and incorporate within it the knowledge skills and behaviors required for crisis response. Results (Scientific Abstract)/Collaborative Partners (Programmatic Abstract): The evaluation forms for each participant reflected different skills and scenarios and the composite of all evaluations reflect each participant's core competencies. Each participant received an average score for each competency, and the standardized format allowed for comparison between individuals. Each person had a "roadmap" of areas to work on, which facilitators used to guide their recommendations about best next steps. This novel tool also allowed WHO leadership to assess select participants' suitability for deployment with an evidence-based approach. Summary/Conclusion: This tool will help to determine the core competency of humanitarian aid personnel. With this tool, one can teach and evaluate competencies and help to close the gap between the workforce presently available and that with the necessary competencies to do the job. This is a critical accountability step in the pathway to the professionalization of humanitarian workers and will create a workforce of providers who not only have discipline-specific knowledge but also the operational skills and attitudes necessary in crises situations.Background: Scientists have an increasing responsibility to share research findings. Yet, burgeoning amounts of information, and disparate information-sharing and retrieval systems challenge scientists to find the best venue and means to communicate their results to those who will receive the most value. The need for such targeted communication and information sharing is vital to the success of education and training necessary to mitigate the impact of emerging infections. As these diseases do not recognize borders, effective education and training can be difficult across governments, industry, and nongovernmental...
This chapter provides an intersectional perspective on gendered racial-ethnic identities (a gender identity that is racialized and a racial-ethnic identity that is gendered), with a focus on experiences of intellectual invalidation. Black women were the most likely to report these alienating campus experiences, and many responded with identity-protection coping strategies that led them to disconnect from campus life or limit their engagement to activities that affirmed their gendered racial-ethnic identity. This chapter illustrates the benefits and costs of certain Black interviewees' conscious decisions to disconnect from general college life. One approach was blanket rejection, while another involved severely narrowing the range of spaces and people that incorporated into the college experience. A third and more extreme form of disconnecting highlights the role that counterspaces play in making the disconnection from college life sustainable.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.