Bio: Rachael Elrod is an academic researcher from University of Florida. The author has contributed to research in topics: Information literacy & Higher education. The author has an hindex of 3, co-authored 14 publications receiving 77 citations.
TL;DR: An interdisciplinary handbook of trauma and culture ebook postscripts tulane school of social work curriculum vitae marva, a guide for kids who have experienced trauma people, and a list of references & bibiography brieftherapyconference.
Abstract: encyclopedia of trauma: an interdisciplinary guide encyclopedia of trauma an interdisciplinary guide haow encyclopedia of trauma an interdisciplinary guide wcbk encyclopedia of trauma an interdisciplinary guide the encyclopedia of psychological trauma cofp encyclopedia of trauma: an interdisciplinary guide the encyclopedia of psychological trauma ztrd the encyclopedia of psychological trauma jlip trauma, dissociation and ptsd research group 2015-2016 summer 2013 impact child trauma home book the encyclopedia of psychological trauma usoforal summer 2013 conversations about historical trauma: part two cv eugenia l.weiss 2015 university of southern california the vtt navaa benjamin b. keyes page 1 regent weiss curriculum vitae 32013 university of southern curriculum vita the college of psychology at nsu category title isbn publisher pub date coaching understood sl gilkey, cv 2015 tamuk vicarious trauma, compassion fatigue and burnout in editor charles r. figley tulane university list of references & bibiography brieftherapyconference interdisciplinary handbook of trauma and culture ebook postscripts tulane school of social work curriculum vitae marva l. lewis april 2015 i. contact shifting the paradigm 2015 assembled answers liz additions generac power systems manual quafe autostart hdr manual avexfx healing daysa guide for kids who have experienced trauma people v gathings hsandc a windows dos study guide vrsell siberian keepers upsky free ebooks encyclopedia of the vatican and papacy loved by the cowboy angfit
TL;DR: Various ways in which 3D printing is being used to enhance classroom learning in the K-12 environment are reviewed and how one academic library is supporting that endeavor is highlighted.
Abstract: Purpose Three-dimensional (3D) printing, also known as additive manufacturing, is a growing field for many professionals, including those in education. The purpose of this paper is to briefly review various ways in which 3D printing is being used to enhance classroom learning in the K-12 environment and to highlight how one academic library is supporting that endeavor. Design/methodology/approach According to “3D Printing Market in Education”, which reports on the anticipated development of 3D printing in the educational market for 2015-2019, 3D printing is expected to grow at a compound annual growth rate of 45 per cent (Business Wire). Findings In 2012, an article in The Economist declared 3D printing “the third industrial revolution”. The following year, President Obama, in his State of the Union address lauded 3D printing saying, “A once shuttered warehouse is now a state-of-the-art lab where new workers are mastering the 3D printing that has the potential to revolutionize the way we make almost everything” (Gross, 2013). Originality/value In China, 3D printer manufacturer Tiertime estimates that “90 per cent of its domestic market share comes from school laboratories, which need desktop 3D printers so students can learn, experience and design” (China taps 3D printing consumer market, 2015).
TL;DR: The Education Library at the University of Florida (UF) supports the teaching, research, and learning needs of the College of Education (COE), including early childhood education, elementary education, English education, ESOL/bilingual education, and reading and literacy education programs.
Abstract: The Education Library at the University of Florida (UF) supports the teaching, research, and learning needs of the College of Education (COE), including early childhood education, elementary education, English education, ESOL/bilingual education, and reading and literacy education programs.
TL;DR: The process of implementing a 3D printing service in the Education Library of The University of Florida, Gainesville, a large, doctoral-degree granting, research university, is described.
Abstract: Opportunities to utilize 3D printing in the K-12 classroom are growing every day. This paper describes the process of implementing a 3D printing service in the Education Library of The University of Florida, Gainesville, a large, doctoral-degree granting, research university. Included are examples of lesson plans featuring 3D printing, creation of 3D models, how to find existing models, and examples of how to integrate 3D printing into the K-12 curriculum. The author addresses the benefits and challenges of this process for library staff and patrons as well as potential uses for the future.
01 Jan 2008
TL;DR: The Future of Drylands (FOD) conference as mentioned in this paper is an international scientific conference dedicated to science, education, culture and communication in arid and semi-arid zones.
Abstract: On behalf of Mr. Koichiro Matsuura, Director-General of UNESCO, it is my great pleasure to welcome you all to this international scientific conference. Drylands are often considered fragile ecosystems, yet they have a remarkable resilience to stress. They are home to unique and well-adapted plant and animal species that we need to conserve. Some of the world’s greatest cultures and belief systems have originated in drylands. On the other hand, desertification and land degradation in drylands often result in poverty and cause environmental refugees to abandon their homes. These problems can only be addressed in a holistic manner, based on sound scientific research and findings. Solutions to the problems of dryland degradation need to be communicated as widely as possible through education at all levels. These are many reasons why UNESCO – within its mandate of science, education, culture and communication – took the intiative to organize this conference. And we are glad that so many partners have responded to our call. UNESCO considers this conference as its main contribution to the observance of the International Year of Deserts and Desertification in 2006. We have deliberately chosen the title ‘The Future of Drylands’ as we feel it is time to redefine our priorities for science, education and governance in the drylands based on 50 years of scientific research in arid and semi-arid zones. In fact UNESCO has one of the longest traditions, within the UN system, of addressing dryland problems from an interdisciplinary, scientific point of view. In 1955, the ‘International Arid Land Meetings’ were held in Socorro, New Mexico (USA). They were organized by the American Association for the Advancement of Science (AAAS), sponsored by UNESCO and supported by the Rockefeller Foundation. One important output of the International Arid Land Meetings was a book entitled The Future of Drylands, edited by Gilbert F. White and published in
TL;DR: In this paper, the authors synthesize these dispersed bodies of research to provide a state-of-the-art literature review of where and how 3D printing is being used in the education system.
Abstract: The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state-of-the-art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing-based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.
TL;DR: A learning path recommendation model is designed for satisfying different learning needs based on the multidimensional knowledge graph framework, which can generate and recommend customized learning paths according to the e-learner’s target learning object.
Abstract: E-learners face a large amount of fragmented learning content during e-learning. How to extract and organize this learning content is the key to achieving the established learning target, especially for non-experts. Reasonably arranging the order of the learning objects to generate a well-defined learning path can help the e-learner complete the learning target efficiently and systematically. Currently, knowledge-graph-based learning path recommendation algorithms are attracting the attention of researchers in this field. However, these methods only connect learning objects using single relationships, which cannot generate diverse learning paths to satisfy different learning needs in practice. To overcome this challenge, this paper proposes a learning path recommendation model based on a multidimensional knowledge graph framework. The main contributions of this paper are as follows. Firstly, we have designed a multidimensional knowledge graph framework that separately stores learning objects organized in several classes. Then, we have proposed six main semantic relationships between learning objects in the knowledge graph. Secondly, a learning path recommendation model is designed for satisfying different learning needs based on the multidimensional knowledge graph framework, which can generate and recommend customized learning paths according to the e-learner’s target learning object. The experiment results indicate that the proposed model can generate and recommend qualified personalized learning paths to improve the learning experiences of e-learners.
TL;DR: In this article, an extensive bibliometric review of the literature dealing with the impact of AM on industry, business and society, by mapping prior research in the field, across a wide spectrum of journals, is provided.
Abstract: In this paper, we provide an extensive bibliometric review of the literature dealing with the impact of AM on industry, business and society, by mapping prior research in the field, across a wide spectrum of journals. The analysis illustrates the evolution of AM research over the last few decades, the main outlets for publication, the level of concentration or fragmentation of the scientific community, the geographical density of the research collaborations and the employed methodologies. We also disentangle the main topics that have been addressed by the community of scholars debating the impact of AM and depict the current knowledge base on which AM research is grounded.
TL;DR: Smartphone delivered mindfulness interventions may provide more benefits for novice nurses than traditionally delivered mindfulness Intervention, however, the smart‐phone intervention may be better indicated for nurses without existing symptoms of posttraumatic stress.
Abstract: Purpose The current study compares the effects of a traditionally delivered mindfulness (TDM) intervention to a smartphone delivered mindfulness (SDM) intervention, Headspace, an audio-guided mindfulness meditation program, in a group of novice nurses. Design and Methods Novice nurses participating in a pediatric nurse residency program were asked to participate in either a TDM or SDM intervention. Participants (N = 95) completed self-administered pencil and paper questionnaires measuring mindfulness skills, and risk and protective factors at the start of their residency and three months after entering the program. Results Nurses in the SDM group reported significantly more “acting with awareness” and marginally more “non-reactivity to inner experience” skills compared to the TDM group. The smartphone intervention group also showed marginally more compassion satisfaction and marginally less burnout. Additionally, nurses in the SDM group had lower risk for compassion fatigue compared to the TDM group, but only when the nurses had sub-clinical posttraumatic symptoms at the start of the residency training program. Conclusions Smartphone delivered mindfulness interventions may provide more benefits for novice nurses than traditionally delivered mindfulness interventions. However, the smart-phone intervention may be better indicated for nurses without existing symptoms of posttraumatic stress. Practice Implications Mindfulness interventions delivered through smartphone applications show promise in equipping nurses with important coping skills to manage stress. Because of the accessibility of smartphone applications, more nurses can benefit from the intervention as compared to a therapist delivered intervention. However, nurses with existing stress symptoms may require alternate interventions.