Relevant bibliographies by topics / Individual practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Individual practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Individual practice"

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Papachroni, Angeliki, and Loizos Heracleous. "Ambidexterity as Practice: Individual Ambidexterity Through Paradoxical Practices." Journal of Applied Behavioral Science 56, no. 2 (April 3, 2020): 143–65. http://dx.doi.org/10.1177/0021886320913048.

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Following the turn to practice in organization theory and the emerging interest in the microfoundations of ambidexterity, understanding the role of individuals in realizing ambidexterity approaches becomes crucial. Drawing insights from Greek philosophy on paradoxes, and practice theory on paradoxes and ambidexterity, we propose a view of individual ambidexterity grounded in paradoxical practices. Existing conceptualizations of ambidexterity are largely based on separation strategies. Contrary to this perspective, we argue that individual ambidexterity can be accomplished via paradoxical practices that renegotiate or transcend boundaries of exploration and exploitation. We identify three such paradoxical practices at the individual level that can advance understanding of ambidexterity: engaging in “hybrid tasks,” capitalizing cumulatively on previous learning, and adopting a mindset of seeking synergies between the competing demands of exploration and exploitation.
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Koçyiğit, Melike. "An Investigation of Group Supervision Process of “Individual Counseling Practice Course”." Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–31. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.3m.

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Melton, Jane, Kirsty Forsyth, and Della Freeth. "The Individual Practice Development Theory: an individually focused practice development theory that helps target practice development resources." Journal of Evaluation in Clinical Practice 18, no. 3 (January 11, 2011): 542–46. http://dx.doi.org/10.1111/j.1365-2753.2010.01618.x.

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Tomlinson, Caroline. "An Individual Budget in Practice." Journal of Integrated Care 14, no. 1 (February 2006): 35–37. http://dx.doi.org/10.1108/14769018200600008.

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Tello, Steven, Scott Latham, and Valerie Kijewski. "Individual choice or institutional practice." Management Decision 48, no. 8 (September 7, 2010): 1261–81. http://dx.doi.org/10.1108/00251741011076780.

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Milbrath, Christine D., and Paula S. Forté. "In Praise of Nursing’s Collective Practice." Creative Nursing 16, no. 1 (February 2010): 5–7. http://dx.doi.org/10.1891/1078-4535.16.1.5.

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Nurses are credentialed as individuals; recruited, selected, and retained as individuals; and judged by managers and peers on the basis of individual practice. Developing a collective practice, which requires different ways of knowing, collaborating, and measuring success as well as a different perspective on our work, allows us to adhere to standards, achieve best practices, reduce variability, and enhance the predictability of patient outcomes.
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Jerger, James. "Evidence-Based Practice and Individual Differences." Journal of the American Academy of Audiology 19, no. 09 (October 2008): 656. http://dx.doi.org/10.3766/jaaa.19.9.1.

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Arlington, Roseanne. "Health Care Reform affects individual practice." Orthopaedic Nursing 13, no. 5 (September 1994): 75. http://dx.doi.org/10.1097/00006416-199409000-00024.

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Zellers, Linda. "Health Care Reform affects individual practice." Orthopaedic Nursing 13, no. 6 (November 1994): 55. http://dx.doi.org/10.1097/00006416-199411000-00015.

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Summerskill, William. "Evidence-based practice and the individual." Lancet 365, no. 9453 (January 2005): 13–14. http://dx.doi.org/10.1016/s0140-6736(04)17680-0.

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Dissertations / Theses on the topic "Individual practice"

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Low, William R. "College Athletes' Approaches to Individual Practice." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1373299277.

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Brecht-Haddad, Daniel Nagib. "Discovery, video self-confrontation, and intervention as a means to improve quality of individual instrumental practice." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35409.

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Doctor of Philosophy
Department of Curriculum and Instruction
Frederick Burrack
The purpose of this research is to discover influences that guide practice habits of collegiate instrumental music students, explore student self-discovery of practice needs, and create strategies that can be used to improve the quality of students’ individual music practice. To best address these intentions, three unique yet sequential studies were implemented. The Discovery study focused on the uncovering prior experiences that shaped students’ practice habits before entering college to get an idea of how current practice habits were formed. The Video Self-Confrontation study had participants watch a video recording of a practice sessions to address possible gaps between their perception and the reality of their practice habits. The video self-confrontation prompted discussion about possibilities for enhanced practice skills. The Intervention study expanded upon information from previous studies to develop and administer personalized interventions designed to address weaknesses and identify effect on participants’ practice habits. Independent practice, the time after instruction when a student works toward mastery of skills or concepts, is widely recognized as a critical component of improvement in the performance music. These studies aim to help bridge the gap between practice theories and optimal experiences. These studies explored elements related to practice behavior. Because each person had unique experiences and diverse ways to describe their experiences, a methodology for each study was required that allowed for structured data collection and organization. As such, the constructivist paradigm supported these studies.
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Eriksson, Jesper. "My Improvisation Practice : the act of improvising in individual instrumental practice, collaboration projects and performance." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1654.

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In this study I research and reflect on the way I have been practicing with my saxophone, how I have been collaborating with others and how I’ve worked with performance during my two master years, with a focus on improvisation. The study is a presentation of my Professional Integration Project on NAIP-European Master of Music-program. I have had many different projects that will be presented. By playing, listening, and analyzing free improvisation I wanted to learn more about myself as a musician and about improvisation in general. I am also going to present individual exercises for improvisation I’ve been using, as well as exercises for group improvisation. I am going to present time-lines of events to see how one thing leads to another. I will present the product of a piece with improvised aspects, that led me and my collaborators to find our own ways of rehearsing. By summarizing the many aspects, I present my findings by describing what I want to learn, and how I want to learn it, and how I’ve been working with free improvisation groups and music collaboration, and what is important for me while performing improvisations. The findings of my studies suggest that I have developed my improvisational skills by playing free improvisation and doing exercises. My projects has also shown that you can combine written music with improvisational aspects in a classical setting by using different ways of rehearsing. Lastly, I found that it is important that, while improvising, musicians have a total mental presence to avoid energy loss in the music.

Självständiga arbete, Master, 40 hp.

Program examenskonsert:

ImprovisationKvintett

Jesper Eriksson saxofon, Linnea Andreassen röst, Maiju Kopra röst, Viktor Rydén röst, Amanda Larsson röst.

Jesper ErikssonKvartett (2014), uruppförande

Alexander Rydberg violin, Jesper Eriksson saxofon, Emma Augustsson cello, Anton Svanberg tuba.

ImprovisationTrio

Jesper Eriksson saxofon, Jaan Krivel röst och klarinett, Kristoffer Linder slagverk

Extranummer: Friimprovisationsorkester

Jesper Eriksson saxofon, Alexander Rydberg violin, Emma Augustsson cello, Anton Svanberg tuba, Linnea Andreassen röst, Maiju Kopra röst, Viktor Rydén röst, Amanda Larsson röst, Jaan Krivel röst och klarinett, Kristoffer Linder slagverk, Bernhard Greter piano.

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Cakuls, Tom. "The individual, property and discursive practice in Burton and Locke /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56959.

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This thesis attempts a critical analysis of modern individualism through an examination of its origins in the seventeenth century. In this thesis I discuss the notion of autonomous and self-responsible individuality as a culturally constructed and culturally specific idea. Furthermore, I describe autonomy as only one of a complex of related features of the modern individual, including a withdrawn and objectifying stance toward the natural world, values and other human beings.
In this thesis, I examine two seventeenth-century authors--Robert Burton and John Locke--each of whom represents a different conception of individuality. Burton emulates communal conceptions of identity characteristic of the Middle Ages and Renaissance, while Locke describes an essentially modern, analytical individuality based on the control and possession of an objectified "other".
The theoretical framework for this analysis is derived from Michel Foucault and Timothy Reiss' description of the transition from the Renaissance to the seventeenth century as a transition between different epistemes or discourses. Throughout this thesis, I supplement this essentially structuralist approach with perspectives from Medieval, Renaissance and seventeenth-century cosmology, literary theory, political theory and epistemology.
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Gul, Amar. "Practice, stimulus-specific effects and individual differences in task switching." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3658/.

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This thesis points to the important roles of learning, individual differences in emotional intelligence (EI) and general intelligence (IQ), and culture (British vs. South Asian), on task switching. Participants switched between word identities and colour and between different face dimensions (emotion, gender and occupation). In general switch costs were reduced as participants practiced. Most interestingly, Stroop interference across blocks of trials was stronger for stimuli that form integrated representations, providing evidence that learned bindings between word forms and colours influence Stroop effects. In a separate study, people with high IQ were generally better able to task-switch while EI had a selective effect depending on the task. Individuals with high EI had low switch costs when emotion classification was involved, but not when switches were made between gender and occupation decisions. In a third set of studies, culture was found to affect the speed of face categorization, which may reflect cultural biases to emotion (in the White British population) and unfamiliarity in using facial cues to gender in South Asian participants. Finally, there was also evidence of implicit coding of facial emotion and gender - but not occupation. The implications for understanding task switching were reviewed in a final chapter.
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Zhao, Yinan. "Individual Differences in Adolescents’ Driving Practice during the Learner Stage." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2209.

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The implementation of Graduated Driver Licensing (GDL) policies has reduced the rate of car crashes among adolescents. However, limited research has focused on adolescents’ supervised driving during the learner permit stage of GDL. The study aimed to describe supervised driving practice during the learner permit stage and to test predictors of individual differences in the amount and the quality of supervised driving. 183 adolescents (M age = 16.4 years, 54.1% female) and their parents (84.1% mothers) participated. Adolescents reported driving an average of 25 minutes per day. Adolescents living in single-parent households, with less family income, and with a stronger motivation to drive reported more daily driving. Adolescents with a stronger motivation to drive reported driving in more settings. Discussion focuses on implications for developing effective driving-specific parenting strategies and helping to enrich adolescents’ supervised driving experiences.
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Serio, Alessandro. "Theory and practice of «special support» between system and individual." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30009.

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The main purpose of this work is to analyse how teachers perceive and deal withdiversity, where they put the limit between «normality» and «otherness», how theyrelate to the documentation proceeding from public institutions.Using an ethnographic methodology based on participant observation and semistructuredinterviews, I shall apply Pierre Bourdieu's theories about social reproductionand distinction to a high school in Skåne, with the purpose of better understanding thedifference between change and reconversion in dealing with «otherness» in the form of«learning disabilities».This study aims at better understanding how «otherness», «diversity», and «plurality»are categorized, hierarchically organized, considered as «distortions», «defects»,«syndromes» to be cured, when instead they could actually constitute means toovercome the ancestral «fear of the other», the rejection of «complexity» and to fill theperceived gap between theory and practice, between the «school of diversity andplurality» and the school of «kunskapsmål», «performance», «driven-ness», bothpresent in the current Läroplan (LPF-94) and likely to be found in the new one.Finally, this analysis tries to point at the necessity to question the unquestionable. Thatis, to question the values that are considered to be established for good and foreverybody, understanding them as historical products, not as philosophical a priori. Farfrom being historical invariables, those values and principles are the result of actualpolitical fights, even of revolutions, and of debates occurred for centuries or evenmillennia. School has been focusing on having them internalised and naturalised,instead of developing adequate instruments to let them be critically understood,reflected upon, talked about, and of course experienced in their many contexts.The study's main result lies in individuating the structural and individual factors thatallow the teachers to deal with «otherness» and «diversity» as a problem instead as aresource, underlining the symbolic violence implicit in the process of naturalisation ofvalues and principles.
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Cleeton, Lorraine. "Individual differences in learning strategies and external representations." Thesis, University of Birmingham, 2000. http://etheses.bham.ac.uk//id/eprint/439/.

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This thesis is about learning strategies that are specifically taught, presented in instruction booklets and then learned, in order to perform verbal recall tasks. It is also about how learning strategies that are not specifically taught and in this thesis called 'representations' are used by individuals to work out problems. There are two parts to the thesis. The first part used wordlists and learning strategies to assist subjects in learning lists of words. The second part of the thesis used problems and no taught or instructed learning strategies, but asked the subjects to show their 'workings out' in answering the various problems. Four experiments are reported in the first part of the thesis. Subjects were aged 13 - 14 years in the first two experiments and 10 - 11years in the latter two experiments. The Cognitive Styles Analysis was only used in the fourth experiment. The words chosen in all the four experiments were familiar nouns and adjectives and selected from common categories including: food, mode of transport, and animals. The results of these experiments show that either being taught or learning the strategies from written instructions does not greatly influence subjects' list learning performance. Also, it is unclear from the literature if the learning of learning strategies in learning lists of words, has a long lasting effect on the learner. The second part of the thesis examined the 'workings out' of subjects after completing a variety of problems including: analytic reasoning, verbal reasoning, spatial, and mathematical word. This part of the thesis included two studies and in both the Cognitive Styles Analysis (Riding, 1991) was given. The subjects were postgraduates and undergraduates in experiments five and six, respectively. The data was analyzed in terms of not how many problems were correctly answered but how much representation and how many different types of representations were used in arriving at a solution to each problem The representations were categorised according to the number of 'characters',' lines', 'pictures' 'ideas' and 'letters' (number of characters used in total - the number of characters used in the answer) used in each problem The results showed that most subjects used representations in solving problems. They also showed that such factors as age and cognitive style had an influence on the type of representation used.
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Sarac, Cakil. "The Association Between Organizational Culture And Individual Factors On Medical Practice." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608501/index.pdf.

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The aim of the present research was to investigate the relationships between patient safety culture within hospitals and individual factors on medical practice among physicians. A total of 240 physicians from ten different hospitals completed the Medical Practice Questionnaire, Hospital Survey on Patient Safety Culture, Maslach Burnout Inventory and Eysenck Personality Questionnaire Revised- Abbreviated Form. In order to assess frequency and types of medical errors, Medical Practice Questionnaire was developed by the author. Factor analysis of this Questionnaire demonstrated the existence of four subscales named as Patient Management/Information Delivery Errors, Execution Errors, Procedure Related errors and One Source Errors. ANOVA results revealed that males conduct more Procedure Related Errors than females. In support of the hypothesis, a number of differences observed on patient safety culture between types of institutions that public hospitals received lower scores on most of the safety dimensions. Regression analysis results revealed that personality dimensions and burnout levels were significantly related to types and frequency of errors. Considering significant predictors, while the extravert participants were found to report more Patient Management/Information Delivery, Execution and Procedure Related errors, Neurotics were found to report lower levels of errors on these three dimensions. Regression analysis of burnout levels showed that depersonalization were also associated with these three error dimensions.The level of depersonalization were found to increase the frequency of Patient Management/Information Delivery, Execution and Procedure Related Errors. The research findings however, did not support the assertion in a manner that safety culture dimensions were not found to have main effects on types of errors. The limitations of the current research and implications for further research were discussed.
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Winkens, Ronald Andreas Gerard. "Improving test ordering in general practice the effects of individual feedback /." Amsterdam : Maastricht : Thesis Publishers ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6960.

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Books on the topic "Individual practice"

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Clapton, Gary. Support groups for individual practice teachers. [s.l.]: [s.n.], 1989.

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McNamara, Noel. Individual inventor innovation in Ireland. Dublin: University College Dublin, 1993.

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Hutton, Marguerite R. Two 1989 individual tax return practice problems. Homewood, IL: Irwin, 1990.

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Simon, Sager Jon, and Rothman Jack, eds. Case management: Integrating individual and community practice. 2nd ed. Boston: Allyn and Bacon, 1998.

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Hutton, Marguerite R. Two 1990 individual tax return practice problems. Homewood, IL: Irwin, 1991.

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Hutton, Marguerite R. Two 1987 individual tax return practice problems. Homewood, Ill: Irwin, 1988.

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Harry, Ayers, ed. Individual counselling theory and practice: A reference guide. London: D. Fulton, 1995.

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National Association of Schoolmasters and Union of Women Teachers. Individual education plans: A model of good practice. Birmingham: NASUWT, 1999.

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Britain), Guidance Council (Great. Good practice guidelines for individual development in organisations. Winchester: Guidance Council, 1998.

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Lötter, Casper. Arbitration at work: Practice & procedure in individual dismissal disputes. Cape Town: Juta, 1993.

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Book chapters on the topic "Individual practice"

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Gruber, Hans, and Christian Harteis. "The Successful Individual." In Professional and Practice-based Learning, 31–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97041-7_3.

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Gruber, Hans, and Christian Harteis. "The Impeded Individual." In Professional and Practice-based Learning, 71–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97041-7_4.

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Klein, Waldo C., and Martin Bloom. "Preventing Individual Limitations/Problems." In Prevention in Practice Library, 99–155. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5931-3_4.

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Drewes, Gesa, and Bernd Runde. "Practice Chapter-Performance Appraisal." In Psychological Management of Individual Performance, 137–54. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013419.ch7.

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Pedro, J. Gomes, M. Benedita Monteiro, Arnaldo Carvalho, Madalena Patricio, F. Torgal-Garcia, Inacio Fiadeiro, and M. Lourdes Levy. "Early Interventions and Pediatric Practice." In Early Influences Shaping The Individual, 299–317. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-5634-9_25.

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Korin, Eliana C., Marlene F. Watson, and Monica McGoldrick. "Individual and Family Life Cycle." In Fundamentals of Clinical Practice, 21–46. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5849-1_2.

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Tourish, Dennis. "Communicating Beyond Individual Bias." In Interaction for Practice in Community Nursing, 190–216. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14757-1_8.

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Winkler, Brigitte. "Practice Chapter-Enhancing Performance through Training." In Psychological Management of Individual Performance, 267–91. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013419.ch13.

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Payne, Malcolm. "The state and the individual." In Social Care Practice in Context, 52–80. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04854-7_3.

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Cesari, Jocelyne. "The Secularization of Individual Islamic Practice." In When Islam and Democracy Meet, 43–63. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403978561_4.

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Conference papers on the topic "Individual practice"

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Raimova, Alfia Talgatovna, Valdimir Andreevich Gerts, and Lilia Viktorovna Syrodoeva. "Energy-efficient technologies and materials in modern individual construction." In International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-130497.

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"ADVISOR’S HELP IN PLANNING STUDENTS’ INDIVIDUAL EDUCATIONAL TRACK." In Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-15.

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Wan, Zeying, Yulin Fang, and Derrick J. Neufeld. "Individual Learning and Performance in Communities of Practice." In 2008 41st Annual Hawaii International Conference on System Sciences. IEEE, 2008. http://dx.doi.org/10.1109/hicss.2008.199.

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Tregubova, Ekaterina Anatolyevna. "Optimization of architectural forms and useful space in individual housing." In International Research-to-practice Conference for students. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113188.

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Millen, David R., and Michael A. Fontaine. "Improving individual and organizational performance through communities of practice." In the 2003 international ACM SIGGROUP conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/958160.958192.

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Thammasan, Nattapong, Ken-ichi Fukui, Koichi Moriyama, and Masayuki Numao. "DYNAMIC AND INDIVIDUAL EMOTION RECOGNITION BASED ON EEG DURING MUSIC LISTENING." In WCTP2014 — Workshop on Computing: Theory and Practice. WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814730464_0008.

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Kovrov, Vladinir Vikentievich. "The development of student's individual professional experience and subjective position at the university." In II International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463320.

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Belokoz, Elena Iosifovna. "Development of methodological support of students' individual work using the possibilities of educational portal." In X International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114011.

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Druzhinin, Gleb. "Corporation as a Phenomenon of Social Mobility of the Individual." In The First All-Russian Scientific and Practical Youth Conference “Mobility as a Soft Power Dimension: Theory, Practice, Discourse”. Institute of Philosophy and Law, Ural Branch of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.17506/articles.mobility.2018.6980.

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Anokhina, Svetlana. "Business Culture Ideology Represented In Its Educational Practice." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.5.

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Reports on the topic "Individual practice"

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Hackmann, Martin, Jonathan Kolstad, and Amanda Kowalski. Adverse Selection and an Individual Mandate: When Theory Meets Practice. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19149.

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Sternberg, Robert J., and Richard K. Wagner. Promoting Individual and Organizational Productivity Through Practice Intelligence: The Role of Tacit Knowledge in Personal and Organizational Effectiveness. Fort Belvoir, VA: Defense Technical Information Center, May 1991. http://dx.doi.org/10.21236/ada238086.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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Kim, Sonya, Marianne Mortera, William Reed, Bridget Chin, Pey-Shan Wen, Kristine Lundgren, Nicole Sasson, et al. Complementary and Integrative Health Practices for Individuals with Traumatic Brain Injury: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2021. http://dx.doi.org/10.37766/inplasy2021.6.0071.

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Keller-Glaze, Heidi, Jeff Horey, Kenny Nicely, Robert Brusso, Marisa M. Nihill, and M. G. Cobb. A Practical Decision Guide for Integrating Digital Applications and Handheld Devices into Advanced Individual Training. Fort Belvoir, VA: Defense Technical Information Center, July 2013. http://dx.doi.org/10.21236/ada587623.

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Corlin Christensen, Rasmus, Martin Hearson, and Tovony Randriamanalina. At the Table, Off the Menu? Assessing the Participation of Lower-Income Countries in Global Tax Negotiations. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/ictd.2020.004.

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Since 2013, the formal structure of global corporate tax policymaking at the OECD has changed. Decisions are no longer made by 37 OECD members, but by 137 countries from all regions and levels of development through the ‘Inclusive Framework’ (IF). Official documentation emphasises that all countries participate on an ‘equal footing’, but some participants and observers have emphasised that developing countries in particular face practical obstacles that lead to unequal participation in practice. In this paper, we assess these claims, drawing primarily on 48 interviews with negotiators, policymakers and stakeholders involved in global tax discussions. We find that the explosion in formal membership has not in itself led to the step-change in developing country influence that the raw numbers imply. This is because of a combination of structural obstacles that are not unique to the IF, and some challenging aspects of the OECD’s way of working. Yet, lower-income countries have made some modest achievements to date, and there are signs of incremental progress towards a more effective presence. We develop a typology of mechanisms through which successes have been achieved: association with the efforts of more powerful states, anticipation of lower-income countries’ needs by the OECD secretariat and others, collaboration to form more powerful coalitions, and the emergence of expert negotiators with individual authority.
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Olson, Eric, and Kelly L. Reddy Best. Transgender and Gender Non-Conforming Individuals and the Negotiation of Identity Development Through Embodied Practices While Traveling: Panopticism and Gendered Surveillance. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8421.

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