Academic literature on the topic 'Post-entry experiences'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Post-entry experiences.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Post-entry experiences"
1
O’Brien, Patricia, and Robin Bates. "Women’s post‐release experiences in the U.S: Recidivism and re‐entry." International Journal of Prisoner Health 1, no. 2/3/4 (2005): 207–21. http://dx.doi.org/10.1080/17449200600554579.
Full text
2
Preyde, Michèle, Shrenik Parekh, Anna Markov, Hayley Carpenter, and John Heintzman. "School Re-Entry of Adolescent Patients Discharged from Psychiatric Hospital: One Step in Continuous Quality Improvement." Adolescent Psychiatry 11, no. 4 (2021): 260–75. http://dx.doi.org/10.2174/2210676611666211105121616.
Full textAbstract:
Objective: School re-entry following hospitalization for psychiatric care has been reported as difficult for many adolescent patients. Continuous quality improvement initiatives may improve programming to enhance school re-entry experiences. The purpose for this study was to explore the school re-entry perspectives of the youth discharged from a psychiatric inpatient unit after implementing programs that patients previously identified as needed. Methods: A survey was administered to the youth about one month after discharge to gather their perspective of their school re-entry, along with self-rated resilience and stress. Results: Twenty-six youth (23%) participated in the post-discharge survey who reported a mean age of 15.6 years (SD 1.0), 77% identified as female, 13 (50%) provided very positive re-entry comments, eight (31%) reported moderately positive experiences, and five (19%) reported a very poor school re-entry. Mean perceived resilience (4.01, SD 0.6) and stress (3.42, SD 0.8) scores suggest youth thought they had good resilience and moderate stress. Conclusions: Most youth reported a good school re-entry. Considerable concerns remain for the 19% who reported a poor school re-entry who may benefit from specialized outpatient or day programming post-discharge before attempting a return to school. Future directions for research are provided.
3
Nashwan, Ayat, Sherry M. Cummings, and Kara Gagnon. "Older female Iraqi refugees in the United States: Voices of struggle and strength." International Social Work 62, no. 2 (2017): 653–68. http://dx.doi.org/10.1177/0020872817742699.
Full textAbstract:
A particularly vulnerable subgroup of refugees are older adults. This qualitative study examined experiences of 22 older Iraqi refugee women. Employing the Conservation of Resources framework, stressors experienced and resiliency demonstrated are explored. Narratives emphasized challenges faced prior to and post entry; participants’ expectations and actual experiences of life in the United States; and coping strategies employed. Common themes included expectations shaped by media; loss of homeland, culture, and loved ones; and importance of personal and environmental resources for adaptation. Despite commonalities, variations emerged. Findings highlight the importance of individualized assessment of older refugees and tailored responses to promote acculturation and healthy functioning.
4
Frögéli, Elin, Stefan Annell, Ann Rudman, Miguel Inzunza, and Petter Gustavsson. "The Importance of Effective Organizational Socialization for Preventing Stress, Strain, and Early Career Burnout: An Intensive Longitudinal Study of New Professionals." International Journal of Environmental Research and Public Health 19, no. 12 (2022): 7356. http://dx.doi.org/10.3390/ijerph19127356.
Full textAbstract:
Burnout was originally conceptualized based on experiences of new professionals. Role clarity, task mastery, and social acceptance are recognized as key resources enabling new professionals’ management of the challenges of the new profession. However, relations between these resources and stress, strain, and burnout have not yet been thoroughly investigated at professional entry. Increased understanding of these relations could have implications for strategies to prevent burnout. The aim of the study was to investigate within- and between-individual effects over the first months and relations to burnout at one-year post-entry. Data (n = 322) was collected weekly over the first 13 weeks and again 9 months later. Relationships were modelled using a multilevel regression model and correlation analysis. Results showed that on weeks when participants experienced higher role clarity, task mastery, and social acceptance, they reported significantly less stress, and that participants who experienced higher levels of the resources in general, reported significantly less strain. Levels of the resources at three months were related to symptoms of burnout at 12 months. The study findings provide support of the role of task mastery, role clarity, and social acceptance as resources buffering the impact of demands at professional entry on experiences of stress, strain, and burnout.
5
Schilling, Jim F. "Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives." Athletic Training Education Journal 6, no. 2 (2011): 99–106. http://dx.doi.org/10.4085/1947-380x-6.2.99.
Full textAbstract:
Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.
6
Schilling, Jim. "Educational Preparation and Experiences in the Clinical Setting: Entry-Level Clinical Athletic Trainers' Perspectives." Athletic Training Education Journal 6, no. 3 (2011): 145–53. http://dx.doi.org/10.4085/1947-380x-6.3.145.
Full textAbstract:
Context: The clinical job setting: (Outpatient/Ambulatory/Rehabilitation Clinic) should no longer be referred to as a nontraditional setting as it employs the greatest percentage of certified members. Understanding the experiences, knowledge, and skills necessary to be successful in the clinical setting as entry-level certified athletic trainers (ATs) is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain an understanding of the general experiences encountered and perceived educational preparation necessary for entry-level ATs in the clinical setting. Design: Online questionnaire. Setting: Clinical. Participants: 15 entry-level clinical ATs. Main Outcome Measures: Experiences and educational preparation in the clinical setting as perceived by clinical ATs using an inductive content analysis strategy. Results: Most subjects entered the clinical setting upon graduation and were attracted by fewer hours and higher salaries. The most positive experience once hired was learning from colleagues and the greatest job satisfaction occurred when helping people. The participants also suggested that future graduates should feel confident when entering this setting. While the participants felt ill-prepared regarding insurance issues and communication skills, they felt well-prepared in injury evaluation and treatment. Overall, they found insurance restrictions limiting the scope of care they could give the most challenging. Conclusion: Athletic training graduates are attracted to the higher salary and shorter work hours associated with the clinical setting, but still associate helping people as primary to their job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the clinical setting, weakness in the areas of insurance issues and communication skills were identified.
7
Du, Xujia. "The impact of semester-abroad experiences on post-sojourn L2 motivation." Studies in Second Language Learning and Teaching 9, no. 1 (2019): 117–55. http://dx.doi.org/10.14746/ssllt.2019.9.1.6.
Full textAbstract:
Numerous studies have examined sojourners’ L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants’ post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants’ ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants’ future work and life. The findings also reveal that the participants’ understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.
8
Enslein, Terri W., and Brenda Wiles. "Impact and Reasoning: Applying Community Service Learning in a Non-Traditional Field." Journal of Experiential Education 43, no. 2 (2020): 136–55. http://dx.doi.org/10.1177/1053825920902797.
Full textAbstract:
Background: Health care today is presented with a complex set of circumstances requiring exploration of new and varied teaching methodologies to produce requisite student reasoning and prepare them for professional practice. Health care practitioners require high-level clinical reasoning skills to practice, skills traditionally achieved through clinical experiences. Purpose: The purpose of this study was to explore the impact of a community service learning clinical experience on the clinical reasoning skills of pre-licensure nursing students. Methodology/Approach: A sample of junior-level nursing students was recruited and given the Health Science Reasoning Test pre-test. Participants then completed a community service learning clinical experience, after which they took a post-test and completed a reflective journal entry. Findings/Conclusions: Quantitative data analysis was inconclusive due to limitations. Qualitative data analysis suggested that clinical reasoning skills were affected and identified major themes (communication, holistic care, and knowledge and skills). Implications: Community service learning clinical experiences have the potential to enhance clinical reasoning skills and should be further evaluated for inclusion in today’s nursing programs.
9
Shaya, Janah, Sulafudin Vukusic, Asli Hassan, et al. "Adapting Premedical Post-Baccalaureate Approaches to Support US-style Medical Education in the United Arab Emirates." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052095311. http://dx.doi.org/10.1177/2382120520953119.
Full textAbstract:
A recent academic paradigm shift in the United Arab Emirates (UAE) introduced US-style medical education to meet the nation’s growing need for medical practitioners. This newly established Doctor of Medicine (MD) program at Khalifa University of Science and Technology (KU) left gaps in student preparedness. To address this problem, KU simultaneously developed a post-bachelor’s premedical program, commonly known as a pre-medicine post-baccalaureate (PMPB) program, that prepared students for entry into the UAE’s first MD program. The authors adapted US-style post-baccalaureate approaches to create KU’s PMPB program that gave students unique opportunities to take coursework that filled gaps in previous knowledge and prepare for the Medical College Admission Test (MCAT) exam. The 1-year bridging program harnessed academic strengths from the Association of American Medical Colleges (AAMC) post-baccalaureate premedical programs network and Kaplan, Inc. Overall, 19 (12 Emirati and 7 international) students achieved admissible MCAT scores (group’s minimum score = 485, average score = 492, and maximum score = 509) and gained research experiences that supported their entry into KU’s medical school. The PMPB program supplied two-thirds of the medical schools’ fall 2019 inaugural class, increased local awareness and interest in medicine and created a novel platform to help students pursue a career in medicine in the UAE.
10
Rolston, Bill, and Lillian Artz. "Re-entry problems: the post-prison challenges and experiences of former political prisoners in South Africa and Northern Ireland." International Journal of Human Rights 18, no. 7-8 (2014): 861–80. http://dx.doi.org/10.1080/13642987.2014.960922.
Full textDissertations / Theses on the topic "Post-entry experiences"
1
Jacobs, Carolyne. "Social networking as a bridge between higher education students' pre-entry expectations and post-entry experiences." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/ffd41f10-b1d2-4b3e-bc3a-3e11cab1bca3.
Full textAbstract:
Students’ expectations and experiences have been the focus of attention in the literature and in research for a number of years. But despite the body of research in this area and efforts made by universities to ease students’ transition, many students are still unprepared for higher education level study, unsure what learning at university will involve and have difficulty integrating into university life.
2
Williamson, Carol Jacqueline. "African-Caribbean students' experiences in British higher education : student perceptions & interpretations of post-entry influences upon retention and attainment." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532313.
Full textAbstract:
Diverse literatures about the student experience of British Higher Education now exist. In spite of references to racially-differentiated experience within British Higher Education Institutions, African-Caribbean Higher Education student’s points of view are, largely, unwritten. This study explores the ways in which silences about particular versions of ‘difference’ in British Higher Education research, policy and practice, can obscure the experiences of certain types of student. Moving beyond Access and Widening Participation, the study examines African-Caribbean student perspectives of post-entry institutional experiences and how this critically influences their Higher Education retention and attainments. Using a modified Grounded Theory approach, the thesis addresses students’ narratives of lived experience across different Higher Education Institution contexts. The accounts reveal distinctive cultural perceptions articulated through the lens of ‘raced’ culture (see Taylor 2001), as opposed to ethnicity. Findings indicate a requirement to adjust the practice of discounting ‘race’ in the formulation of policy, and in literatures, about British Higher Education practice and research. Culturally appropriate strategies are recommended as a means for understanding and improving African-Caribbean students’ experiences, retention and attainments within British Higher Education.
3
Sutton, Gigi. "An integrated model of job satisfaction : expectations, experiences and psychological contract violation." Thesis, Queensland University of Technology, 2000.
Find full text
4
Thorne, Terence Michael. "The socialisation of student nurses : the 'peri-entry' approach to the socialisation trajectory : a four-study examination of the pre- and post-entry socialisation experiences of new entrants into nurse education." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/14449/.
Full textAbstract:
This thesis examines the socialisation trajectory experienced by new entrants into nurse education. Specifically, it presents for consideration, the 'peri-entry' approach to the socialisation process. The 'peri-entry' approach is so called because it concentrates, both on the period prior to commencement, and after commencement. The approach covers three phases, the pre-entry phase, the entry/encounter phase, and the post-entry phase. The approach consists of four conceptual components, and these are located in its conceptual framework in the three phases. These conceptual components are; the pre-entry expectation formation phenomenon, Reality Shock, changing images of nursing, and changes in the individual's 'nursing' self-concept. The 'peri-entry' approach suggests that consideration be given to the possibility that reported changes in attitude and emotional states following entry may be due to expectations about the course, formed in the pre-entry period, not being matched by post entry experiences. These post-entry changes, the 'peri-entry' approach suggests, appear to occur in the dimensions of the four conceptual components. In order to examine the likelihood of this, the four dimensions of the approach are examined empirically by four studies, within the practitioner research philosophy. Each of the studies gave some measured support for the propositions made by the 'peri-entry' approach. Students did appear to hold inappropriate expectations on entry, there was evidence of Reality Shock, their images of nursing did become more negative, and their 'nursing' self-concept did grow progressively more positive. iii Recommendations were made as to the most appropriate ways to minimise any negative attitudes towards nursing, and nurse education, that students may develop. Also, suggestions for further research into socialisation in nurse education were made. These further studies, it is anticipated, may identify further possible aspects of socialisation that may also impinge on the educational lives of the students who choose to enter nursing as a career.
5
Jin, Tuofu. "Post-entry operation of foreign firms in a host country: the role of mutual forbearance and organisational learning in their product segment entry choices." Master's thesis, Canberra, ACT : The Australian National University, 2017. http://hdl.handle.net/1885/139178.
Full textAbstract:
International business scholars who are interested in how foreign
firms enter and operate in a host market have predominantly
focused on the decisions managers make at the time of entry.
Consequently, as Hennart and Slangen (2015) have pointed out, we
know relatively little about foreign firms’ post-entry
operation. Moreover, the few studies that have examined the
post-entry operation of foreign subsidiaries in a host market
have focused mostly on changes in governance mode (Chang &
Rosenzweig 2001; Driffield, Mickiewicz & Tethemouri 2016; Puck,
Holtbrügge & Mohr 2009). Changes of product scope in the host
country—which is a function of the subsidiary’s choice of
which product segments in the host country to enter or stay out
of—has received comparatively sparse attention (except for
Chang 1995; Mitchell, Shaver & Yeung 1994).
In this study, I examined the product segment entry decisions
of foreign automobile assemblers in the United States in a bid to
better understand their post-entry dynamics in their product
scope. First, I took a historical approach and examined Honda
Motor and BMW’s initial entry and product scope dynamics in the
United States auto market. Next, I conducted a quantitative study
to understand the potential drivers of foreign firms’ segment
choices during their post-entry into a host market. Specifically,
I developed predictions from mutual forbearance and
organisational learning perspectives, and tested them using data
on product segment entries by foreign automobile assemblers in
the United States between 1987 and 2015.
Results show that foreign firms take into account both their
rivals’ reaction function and their own operating experience in
a product segment when they make segment choice decisions.
Specifically, a foreign firm’s probability of entering a
product segment has a curvilinear relationship with its
multi-segment contact level with rivals in that segment and a
positive relationship with its own prior experience in that
segment. Further, the curvilinear relationship between segment
entry likelihood and multi-segment contact is strengthened as a
foreign firm’s prior segment experience increases.
This study makes three theoretical contributions. First, it
adds to international business scholars’ knowledge of foreign
firms’ post-entry operation, particularly their segment choice
dynamics. Second, it discusses two time orientations, namely,
future and past’s role in foreign firms’ segment choice
decision-making. Third, my focus on product segment choice aligns
the foreign market entry literature with the real business
environment. Indeed, after their initial entry into a host
market, foreign firms will face competition at the product
segment level; yet, to date, overwhelming attention has been
given to geographical market choice.
Books on the topic "Post-entry experiences"
1
Ross, Anna. Beyond the Barricades. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833826.001.0001.
Full textAbstract:
Beyond the Barricades is an original study of government after the 1848–9 revolutions. It focuses on a number of conservative ministers in Prussia who sought to learn lessons from their experiences of upheaval and introduce a wave of reforming activity in the 1850s. Using extensive primary research, the work explores Prussia’s entry into the constitutional age, charting initiatives to recast criminal justice, agriculture, industry, communications, urban life, and press management. The reforms of the 1850s strengthened state contact with the Prussian population, making this a classic episode of state-building. But Beyond the Barricades seeks to go further. It makes a case for taking notice of government activity at this particular juncture because the measures endorsed by conservative statesmen in the 1850s were designed to remove the feudal intermediaries that had lingered so long, albeit in significantly weakened forms, into the nineteenth century. In other words, this book recasts the post-revolutionary period as one in which an old world is increasingly replaced with a new one, pivotal to the making of modern Prussia and, ultimately, modern Germany.
2
Leonard, Pauline, and Rachel J. Wilde. Getting In and Getting On in the Youth Labour Market. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781529202298.001.0001.
Full textAbstract:
This timely book provides a thorough analysis of contemporary youth employment entry route schemes in the U.K.Drawing on a Post-Foucauldian approach, the book providesa critical interrogation of the policy contexts governing a range of youth employment training schemes in four diverse regional economies within England and Scotland, including employability training, enterprise training, internships and volunteering. Supplemented with new ethnographic case study research conducted by the authors, the book’s chaptersexplore each training scheme in turn through the eyes of regional policy makers, trainers, work experience providers and young people. The authors demonstrate how neoliberal beliefs and practices, such as individualisation, responsibilisation, flexibility and resilience to risk are thoroughly implicated in youth employment policy and training practice. The book also makes obvious how the constraints faced by, and opportunities permitted to, different young people are shaped by the broad and complex interplay of national and regional historical events, economic processes and social structures.These function not only to reproduce but often to further retrench social inequalities, positions of liminality and vulnerability to risk for young people trying to get in and get on in good quality work across the different regional economies of the U.K.
3
Nikiforov, Konstantin V., Anna K. Aleksandrova, Ella G. Zadorozhnyuk, and Aleksandr S. Stykalin, eds. Transformational Revolutions in the Countries of Central And South-Eastern Europe on their Thirtieth Anniversary. 1989–2019. Institute of Slavic Studies, Russian Academy of Sciences; Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/2712-8342.2021.2.
Full textAbstract:
This collective monograph validates the relevance of the complex concept of “Transformational Revolutions” introduced here for the first time in academic circulation, which essentially expands the perspective of revolutionary origins and outcomes in Central and South-Eastern Europe. The authors analyze the prerequisites, course, and results of transformational revolutions in the countries of the region during the thirty-year period of their modern history. The studies describe the features of post-socialist modernization and the domestic and foreign political crises inherent in each country, the pros and cons of their involvement in the processes of European integration, and the benefits of joining NATO. The previously used term, “Velvet” revolution, does not cover the entire set of fundamental transformations in these countries in domestic and foreign policy. The researchers underline the specifics of a democratic political structure combined with a market economy for the countries in the region, with particular emphasis on ideological and political confrontation between the forces of the left and right in the framework of a multiparty system, and characterize the mechanism of changes in power during elections. They portray the correlation of euro-optimism and euro-scepticism in different countries, and their opposition to the dictates of Brussels. The authors emphasize that not only the Soviet perestroika, but also the various versions of revolution in the countries of the region led to the reformatting of the European and even global civilizational space. They reveal that many events of 30 years ago still determine the course of current events in the countries of the region and these countries may have incomplete transformation processes. The authors for the first time conduct a comparative analysis of the inclusion of the former GDR as part of a single German state in the EU and the divergent processes in the former socialist federations of Czechoslovakia and Yugoslavia. They pay special attention to the relationship between European, regional, and national components in the course of the revolutions and also the resulting conflicts. The authors also examine the specifics of the entry of Central European countries and later the Balkan subregions into NATO and the EU, and the role played by religious-cultural factors in individual countries. This monograph examines the lessons of Greece's recovery from the financial and economic crisis, as well as on Turkey's special Balkan interest in a larger Euro-Asian context. These revolutions are investigated from a comparative historical point of view with the reasons, processes, and results of the deep changes in the countries of Central and South-Eastern Europe during their 30-year modern history analyzed. In addition, their experiences of post-socialist modernization, which includes their search and elaboration of optimal models for interaction among themselves as well as with the countries of the East, particularly Russia, and West, is described, and hindering factors are identified.
Book chapters on the topic "Post-entry experiences"
1
Liu, Chang, Zijie Li, Yi Li, and Yuting Liang. "Institutional Environment and Multinational Enterprises’ Post-Entry Choice: An Institutional Perspective." In Experiences of Emerging Economy Firms. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137472281_4.
Full text
2
Sadowski-Smith, Claudia. "The Post-Soviet Diaspora in Comparative Perspective." In New Immigrant Whiteness. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9781479847730.003.0006.
Full textAbstract:
This chapter analyzes additional data from my interviews with post-Soviet immigrants and Gary Shteyngart’s novel Super Sad True Love Story (2010) in order to outline connections between post-USSR, Latina/o, and Asian American migration. In the interviews, post-Soviet migrants largely stressed their ambivalence toward laws like Arizona’s 2010 Senate Bill 1070 that target undocumented migration and from which they expected exemption because of their differential modes of entry. Because of their shared status as immigrants or experiences with state surveillance in the USSR or in post-Soviet nations, however, interviewees also expressed empathy with Mexican immigrants as the group most targeted by the law. While these views are reminiscent of turn of the twentieth century European immigrants’ insistence on their differences from nonwhite contemporaries, they also recall eastern European Jewish immigrants’ ambivalence toward or rejection of white supremacy through empathy with African Americans because of their own marginalization in the Russian empire. Set in a dystopian United States that is undergoing similar neoliberal shock therapies as the former Soviet Union, Shteyngart’s novel draws attention to parallels between second-generation Russian Jewish immigrants and Asian Americans, who are similarly associated with upward mobility, while Latina/os and African Americans are considered losers in the neoliberal era.
3
Callahan, William A. "Conclusion." In Sensible Politics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071738.003.0013.
Full textAbstract:
The book’s conclusion considers how the author’s filmmaking and garden-building experiences reframe questions of theory, method, and ethics. It recounts how using the visibility and the visuality strategies to examine images and artifacts from Euro-America, the Middle East, and Asia allows us to address questions of ideology and affect in interesting ways. It argues that we need to think beyond critical IR’s focus on inside/outside and self/Other as sites of identity, security, and exclusion to better appreciate how visuals engage in broader projects of social-ordering and world-ordering. While it is common to respond to the challenges of the “post-truth” era by deconstructing “fake news,” the conclusion argues that political critique also needs to creatively produce films that, for example, move and connect people to creatively build affective communities of sense to fight such populism. Although the book focuses on visual IR to critique verbal-textual modes of analysis, it concludes that we need to also expand from our focus on the visual to appreciate multisensory IR, while reconsidering the role of the verbal/multisensory dynamic in international politics. Finally, it argues that it’s best not to frame sensible politics as a subdiscipline of IR, because sensible politics can serve as an oblique entry into broader considerations of social theory and international studies.
4
Vaughan-Williams, Nick. "Exceptional Times, Emergency Borders." In Vernacular Border Security. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198855538.003.0002.
Full textAbstract:
Chapter 2 examines the role of elite governmental actors in producing the narrative of the so-called 2015 ‘migration crisis’ and creating the conditions under which walling and deterrent border security policies flourished. The first part of the chapter draws on key press releases, speeches, and policy documents issued by the EU Commission and its agencies in order to map the emergence and trajectory of this elite ‘crisis’ narrative from the so-called ‘ghost ship’ arrivals to the height of ‘irregular’ arrivals that year. The second part shows how this ahistorical, Euro-centric, and (post)colonial governmental frame—with its reductionist depiction of mobile populations and sanitized one-sided view of border-related violence—has been problematized and disaggregated by research that documents the experiences of those seeking entry to the EU. The third part draws on theoretical literatures on the politics of crisis in order to argue that, irrespective of its empirical accuracy, the so-called ‘crisis’ narrative has enabled the intensification of deterrent border security measures on- and off-shore and the re-emergence of disciplinary walling techniques among EU Member States in ways that would be otherwise unpalatable in liberal democracies during ‘non-crisis’ times. But while extant work on crisis enables a critical analysis of the politics of ‘crisis bordering’ that is essential for any attempt to grapple with the book’s overarching puzzle, ultimately it falls short of explaining why populist calls to ‘take back control’ have been stoked rather than satiated by such bordering and therefore it is necessary to investigate those calls—and their reception—among diverse publics in closer detail.
5
Pinchevski, Amit. "Introduction:The Mediation of Failed Mediation." In Transmitted Wounds. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190625580.003.0003.
Full textAbstract:
In 1995 Binjamin Wilkomirski published a book that was to become a source of fierce controversy. Fragments: Memories of a Wartime Childhood recounts Wilkomirski’s experiences of surviving alone two concentration camps as a small Jewish child from Poland. Having lived most of his life as Bruno Dössekker, the adopted son of a Swiss couple, Wilkomirski claimed to have discovered his true identity through a long psychoanalytic process, which led to writing his story. The book quickly received popular and critical acclaim and won a number of literary prizes, including the National Jewish Book Award. What happened next is fairly well known: a 1998 newspaper article cast doubt as to the authenticity of Wilkomirski’s account, revealing instead the story of a Bruno Grosjean, the illegitimate son of an unmarried woman who had given him away for adoption in Switzerland. The book’s publisher then commissioned a historian to look into the allegations, which were consequently found to be correct. The book previously described as “achingly beautiful” and “morally important” was now declared as fake and its author a fraud. The Wilkomirski case has since figured in debates on Holocaust memory as a cautionary tale about the facility with which one can pass as a survivor— and convince a worldwide audience. The book was discontinued as memoir only later to be released in tandem with the historical study finding it false. While Wilkomirski’s memories may have been fabricated, the way they were depicted in the book is a fairly accurate description of traumatic memory. Even if the content of these memories is made- up their structure very much conforms to a psychology textbook entry on post- trauma. Evidently Wilkomirski was aware of this fact, as in the afterword to the book, he urges others in a similar situation to “cry out their own traumatic childhood memories.”
6
Robert, Krisztina. "The unsung heroines of radical wartime activism: gender, militarism and collective action in the British Women’s Corps." In Labour, British radicalism and the First World War. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526109293.003.0009.
Full textAbstract:
Drawing on wartime press articles and photographs, post-war memoirs and oral history interviews, Krisztina Robert identifies two main strategies, both actual and discursive, through which the women constructed the meaning of their work in the British Women’s Corps. The first one, militarisation, entailed working under martial discipline at military sites, wearing service uniforms of khaki (controversial for some) and performing duties previously done by soldiers, sailors and airmen. The second strategy included a strong emphasis on occupational training and/or previous experience as an entry condition into the Corps, with emphasis on the mental and physical difficulty of the jobs and the use of modern technology in the work processes
7
Lamm, Kimberly. "Rewriting maternal femininity in Mary Kelly’s Post-Partum Document." In Addressing the other woman. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526121264.003.0006.
Full textAbstract:
The subject of chapter 5 is the installation Post-Partum Document (1973–79). The chapter traces how Mary Kelly’s engagement with the visual appearance of language became a tool to deconstruct idealised myths of maternal femininity. By taking material desires – so often pathologised – as her aesthetic subject, Kelly challenged white ideals of maternal femininity as an identity women naturally assume. Crucial to this challenge was the psychoanalytic argument that through pregnancy and the first months of infant care, women re-experience their psychic lives before their negative entry into the Oedipus Complex. Kelly shows that mining the feminine pre-Oedipal for its affective and aesthetic plenitude opens up the feminist possibility that women can do more than serve as the ground for patriarchal losses; they can actually compose their own forms of fetishisation, a ‘language’ capable of writing women’s desires into cultural visibility. Kelly draws upon the visual language of the hieroglyph to represent this fetishisation. And with elegant hieroglyphic forms, Post-Partum Document touches upon the legacies of British colonial history and its manifestations as metropolitan racism in the London of the 1970s. As Kelly demonstrates, this structural racism was consolidated through the naturalisation of maternal femininity that Post-Partum Document puts into question.
8
Spranger, Angela Nicole. "The Inclusive Leader's Toolkit." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7379-2.ch013.
Full textAbstract:
This chapter provides basic definitions of diversity, equity, and inclusion (DEI) and identifies skills and competencies necessary for the chief diversity officer (CDO) in higher education, post-2020. Specific concepts from research and industry provide strategies and tactics for the professional stepping into “the work.” This chapter enters the dialogue about DEI from the entry point of consulting as change manager with faculty experience. It proceeds from there to discuss the five terrains of inclusive excellence that offer a new foundation for equity of policy and practice in higher education. The terrains lead into an examination of intersectionality and the work of creating an intentionally diverse community. Decision quality and critical thinking and other competencies for inclusive excellence leadership, such as emotional intelligence and cultural competence, round out the dialogue with specific observations from and suggestions for research and practice.
9
Cleveland-Innes, Martha, Randy Garrison, and Ellen Kinsel. "The Role of Learner in an Online Community of Inquiry." In Solutions and Innovations in Web-Based Technologies for Augmented Learning. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-238-1.ch001.
Full textAbstract:
Learners experiencing an online educational community for the first time can explain the adjustment required for participation. Findings from a study of adjustment to online learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in 2 graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of learner role requirements in an online community of inquiry. Five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first-time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.
10
Cleary, Daniel R., and Sharona Ben-Haim. "Dorsal Root Entry Zone Lesioning for Brachial Plexus Avulsion Pain." In Pain Neurosurgery. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190887674.003.0009.
Full textAbstract:
Brachial plexus avulsion is often seen after motorcycle accidents or with high-speed ejection injuries. Rehabilitation focuses on regaining motor and sensory function, but the detrimental effect of pain is often underappreciated. Up to 90% of patients with avulsion injury will experience deafferentation pain, which until relatively recently has been difficult to treat medically or surgically. DREZotomy, the ablation of neurons in the dorsal root entry zone of the spinal cord, was introduced in the 1970s and has since changed how we treat brachial plexus avulsion and other forms of neuropathic pain. The procedure is straightforward: with a standard cervical approach, a hemilamiotomy is used to expose the area of interest. The dura is opened, and areas of root avulsion are identified. Using bipolar cautery, RF ablation, or ultrasound, the 2nd order neurons in dorsal horn are destroyed for the affected dermatomes. Complications include standard cervical spinal approach-related issues, such as infection, hematoma, CSF leak, and kyphosis. Risks specific to the procedure include post-operative motor or sensory deficits, due to the proximity of the corticospinal tracts and the dorsal columns to dorsal horn. As many as 18% of patients report a long-term neurological deficit post-operatively, but despite these complications, 80% of patients say they would repeat the procedure. Multiple outcomes series have been published since the procedure was introduced, and typically 70–80% of patients receive benefit from the procedure.
Conference papers on the topic "Post-entry experiences"
1
Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.
Full textAbstract:
Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
2
Alcantar, Jonathan, Akash Damani, Wadood El-Rabaa, Kishore Kumar Medavarapu, and Govindraj P. "Optimization of HPHT Stimulation Treatments in Offshore Multistage Completions, Krishna Godavari Basin, India." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205930-ms.
Full textAbstract:
Abstract This paper presents an analysis of the stimulation treatment design and the optimization of the stimulation treatments in the challenging ultra-HPHT environment (400°F and 15000psi) of the Krishna-Godavari (KG) basin, East Coast, India. In greater detail, the paper focuses on how the perforation placement and the stimulation treatment design have been optimized for each zone of a multi-zone treatment program in a deviated well to address the specific challenges (geological, completion, operational and logistical) associated with the environment. An in-depth analysis was performed on the stimulation design prior to mobilization of stimulation equipment and crew. The treatments were designed by utilizing as inputs tailored petrophysical and geomechanical models, well design data, stimulation material properties and equipment capacities, and analysis of prior stimulation experience in this area. Extensive sensitivity analysis was carried out to come up with the optimum perforation depths and stimulation treatment. Subsequently, when on location, the treatment design was fine-tuned using real-time data to optimally place the fracture. The overall goal was to determine the best stimulation treatment for the offshore well without inducing negatively impacting either the reservoir production or ultimate recovery. From adherence to fundamentals of well and frac design to completion optimization, major efforts were made in the treatment optimization for each zone based on the challenges associated with the KG basin. These challenges, in no particular order, include high temperature and high pressure, proximity to water zones and the necessity to isolate treatment stages using unconventional methods, presence of high fluid loss zones, and logistical/space constraints inherent from the offshore location. Stimulation treatments implemented in this field in the past were analyzed to better understand the pros and cons of the various stimulation techniques and practices that were employed. A key learning from this exercise was that the stimulation fluid selection is of utmost importance. With a BHST of 400°F, stimulation fluids that can provide adequate stability under these conditions are limited. This led to an increased focus on the engineering design of stimulation treatments in the pre-planning phase, which was then optimized as real-time data was acquired. Wellbore re-entry issues led to further re-evaluation and redesign of the perforation strategy. Improvements in treatment sizing were made during the stimulation as water zones needed to be avoided or stress conditions needed to be corrected from early design conditions assumed. Furthermore, upon completion of each stimulation stage, proper and unconventional isolation methods were needed from earlier stimulation due to tubular limitations. Post-frac evaluation using hydraulic fracture pressure match indicated that 3 out of the 5 zones were stimulated with highly conductive and long fractures, while minimal size treatments were placed in 2 troublesome zones. Also, treating a high-risk water zone was avoided. In conclusion, the authors believe that the stimulation program was optimally designed and conducted in an area with limited success in years past by using sound engineering in all the phases of the design and implementation.