Trial by Fire: Lessons Learned by a First-Time Group Therapist

2005 ◽  
Author(s):  
Karin Hodges ◽  
Lorraine Mangione
Author(s):  
Marcin Piatkowski

The book is about one of the biggest economic success stories that one has hardly ever heard about. It is about a perennially backward, poor, and peripheral country, which over the last twenty-five years has unexpectedly become Europe’s and a global growth champion and joined the ranks of high-income countries during the life of just one generation. It is about the lessons learned from its remarkable experience for other countries in the world, the conditions that keep countries poor, and challenges that countries need face to grow and become high-income. It is also about a new growth model that this country—Poland—and its peers in Central and Eastern Europe and elsewhere need to adopt to continue to grow and catch up with the West for the first time ever. The book emphasizes the importance of the fundamental sources of growth—institutions, culture, ideas, and leaders—in economic development. It argues that a shift from an extractive society, where the few rule for the benefit of the few, to an inclusive society, where many rule for the benefit of many, was the key to Poland’s success. It asserts that a newly emerged inclusive society will support further convergence of Poland and Central and Eastern Europe with the West and help sustain the region’s Golden Age, but moving to the core of the European economy will require further reforms and changes in Poland’s developmental DNA.


Author(s):  
Jim Wallace ◽  
Harpreet Dhariwal

MIE 515, Alternative Energy Systems, an engineering technical elective course open to senior undergraduates and graduate students, was delivered as an on line course for Fall 2011. This is the first time an undergraduate engineering course at the University of Toronto has been offered online. The course is also one of five pilot online courses across the University. The move online is being accomplished in two steps. For Fall 2011, a small lecture section of 25 students was used as a setting for video capture and the remaining 110 students accessed the course lectures online asynchronously. A live tutorial was offered once a week. All students were physically present for the midterm examination and the final examination. For Fall 2012, the course will be delivered entirely online, with the exception of student physical presence for the two examinations. Pedagogical and technical lessons learned during this transition year will be presented. The benefits and drawbacks of online delivery will be discussed from the perspective gained this year and compared with our expectations. Student feedback will also be presented and discussed.


2021 ◽  
pp. 159-167
Author(s):  
A. A. Zernin ◽  
E. S. Ziuzev ◽  
A. S. Sergeev ◽  
R. M. Khismatullin ◽  
M. A. Starikov

The authors of the article have summarized the experience of multilateral well application, performed an efficiency analysis of multilateral wells vs horizontal wells in Rosneft Oil Company's fields with various subsurface architecture. The algorithm for multilateral well efficiency estimation, compared to other type of well completions, was developed. This algorithm is based on the selection of areas for well locations with similar reservoir properties, reservoir energy conditions, and reservoir development conditions to evaluate production startup parameters, decline rates, cumulative parameters for the areas of over 6 month production. A matrix of multilateral well applicability in various geological conditions was generated, and recommendations for preferable well design were made. This type of analysis was conducted for the first time due to collection of sufficient statistical data, because of a multiple increase in the amount of drilling complex wells in the recent years. The obtained results provide an opportunity to design an efficient field development system for new assets, perform an adjustment of brownfields development systems, select multilateral well design for certain geological conditions based on lessons learned.


Author(s):  
Michael Derntl

Blogs are an easy-to-use, free alternative to classic means of computer-mediated communication. Moreover, they are authentically aligned with web activity patterns of today’s students. The body of studies on integrating and implementing blogs in various educational settings has grown rapidly recently; however, it is often difficult to distill practical advice from these studies since the application contexts, pedagogical objectives, and research methodology differ greatly. This paper takes a step toward an improved understanding of employing blogs in education by presenting a follow-up case study on using blogs as reflective journals in an undergraduate computer-science lab course. This study includes lessons learned and adaptations following from the first-time application, the underlying pedagogical strategy, and a detailed analysis and discussion of blogging activity data obtained from RSS feeds and LMS logs.


2014 ◽  
Vol 543-547 ◽  
pp. 858-861
Author(s):  
Xiao Tian Liu ◽  
Yong Wang ◽  
Shao Rui Niu ◽  
Yan Zhao Zhang ◽  
Zhen Hao Shi ◽  
...  

This first step of ageing management in nuclear power plant is to determine the objectives and their priorities. The characteristics of the objectives are complex and highly nonlinear coupling. A fuzzy logic based screening and grading method have been developed in this research for the first time which combined the genetic ageing lessons learned and field expert experience to resolve the problem. The method have been approved of highly applicability and applied to ageing management in multiple nuclear power plants.


Journalism ◽  
2019 ◽  
pp. 146488491989127 ◽  
Author(s):  
Nobuyuki Okumura ◽  
Kaori Hayashi ◽  
Koji Igarashi ◽  
Atsushi Tanaka

The Disaster and Media Research Group conducted for the first time, extensive, in-depth interviews with newsroom executives of 14 Japanese mainstream national media outlets (8 newspapers and wire services, and 6 broadcasting networks) on their reflections of Japanese media coverage of the 2011 Great East Japan Earthquake and Tsunami. The Japanese media takes pride in their ability to swiftly communicate news alerts and evacuation announcements. However, they recognized little issue in merely conveying official information from the government and power industry in coverage of the nuclear disaster, rather than demonstrating journalistic effort by seeking alternative sources, particularly for assessing the seriousness of radiation exposure. The main findings from the interviews were that Japanese media (1) are well prepared for broadcasting of immediate reports on seismic scales and tsunami alerts, but less so for assessing the risks of nuclear disaster; (2) share the view that the media’s role is to cooperate with the government to communicate during emergencies, even if this means sacrificing their watchdog role; (3) are steadfast in their belief in traditional platforms while lacking a strategy to adopt the web and smartphone; (4) have little or no interest in collaborative news gathering or journalism sharing; and (5) are negative to the idea of training reporters to specialize in nuclear science, nuclear plant safety measures, or radiation exposure (with the exception of two media interviewed).


2020 ◽  
Author(s):  
Daniel Nüst ◽  
Frank Ostermann ◽  
Carlos Granell ◽  
Alexander Kmoch

In an attempt to increase the reproducibility of contributions to a long-running and established geospatial conference series, the 23rd AGILE Conference on Geographic Information Science 2020 (https://agile-online.org/conference-2020) for the first time provided guidelines on preparing reproducible papers (Nüst et al., 2020) and appointed a reproducibility committee to evaluate computational workflows of accepted papers ( https://www.agile-giscience-series.net/review_process.html). Here, the committee’s members report on the lessons learned from reviewing 23 accepted full papers and outline future plans for the conference series. In summary, six submissions were partially reproduced by reproducibility reviewers, whose reports are published openly on OSF ( https://osf.io/6k5fh/). These papers are promoted with badges on the proceedings’ website (https://agile-giss.copernicus.org/articles/1/index.html). Compared to previous years’ submissions (cf. Nüst et al. 2018), the guidelines and increased community awareness markedly improved reproducibility. However, the reproduction attempts also revealed problems, most importantly insufficient documentation. This was partly mitigated by the non-blind reproducibility review, conducted after paper acceptance, where interaction between reviewers and authors can provide the input and attention needed to increase reproducibility. However, the reviews also showed that anonymisation and public repositories, when properly documented, can enable a successful reproduction without interaction, as was the case with one manuscript. Individual and organisational challenges due to the COVID-19 pandemic and the conference’s eventual cancellation increased the teething problems. Nevertheless, also under normal circumstances, future iterations will have to reduce the reviewer’s efforts to be sustainable, ideally by more readily executable workflows and a larger reproducibility committee. Furthermore, we discuss changes to the reproducibility review process and their challenges. Reproducibility reports could be made available to “regular” reviewers, or the reports could be considered equally for acceptance/rejection decisions. Insufficient information or invalid arguments for not disclosing material could then lead to a submission being rejected or not being sent out to peer review. Further organisational improvements are a publication of reviewers’ activities in public databases, making the guidelines mandatory, and collecting data on used tools/repositories, spent efforts, and communications. Finally, we summarise the revision of the guidelines, including their new section for reproducibility reviewers, and the status of the initiative “Reproducible Publications at AGILE Conferences” (https://reproducible-agile.github.io/initiative/), which we connect to related undertakings such as CODECHECK (Eglen et al., 2019). The AGILE Conference’s experiences may help other communities to transition towards more open and reproducible research publications.


2019 ◽  
Vol 10 (1) ◽  
pp. 115-127
Author(s):  
Jarosław Roman Marczewski

The aim of this paper is to discuss and answer for the first time the question of the earliest Polish presence at the École biblique et archéologique française de Jérusalem. As an outcome of archival research carried out at St. Stephan’s Convent in Jerusalem following conclusions can be drawn. First of all, the attendance of Poles at the École biblique dates back to the very beginning of the school. As early as in 1892 that is only two years after its first commencement a Polish priest from the Archdiocese of Warsaw, Rev. Adolf Józef Bożeniec Jełowicki started his biblical studies there. He had an occasion to meet in person the founder of the school and the famous professor Fr. Marie-Joseph Lagrange. Rev. Jełowicki was also a witness to the creation of the important periodical “Revue Biblique”. Lectures at that time were few, and in the process of studying, the emphasis was put not only on theoretical knowledge, but also on discovering the Holy Land through practical classes in archeology and topography. Lastly, the stay of Rev. Jełowicki at the École biblique was only one year long nevertheless it resulted in the publication of a professional guide to Jerusalem and its surroundings, as well as several dozen encyclopedic entries on biblical topics. However, after returning to the homeland, Jełowicki could not pursue an academic career path, but the lessons learned at the École biblique became his important asset to future pastoral challenges as a rector in Warsaw, and then as an auxiliary bishop in Lublin.


Author(s):  
Janice Miller-Young

Peer Instruction (PI) is a widely used pedagogy which generally includes the use of two main teaching strategies: student pre-class preparation with an associated online quiz, and active in-class engagement including small-group discussions about conceptual questions. As an instructor trying this pedagogy for the first time, my purpose was to investigate both students’ learning and attitudes in my first/second year engineering dynamics course, using their answers to the reading quizzes as the main source of data. In short, students with the highest quiz marks did well in the course, indicating successful reading and learning strategies. Similarly, students with the lowest quiz marks attained lower overall marks. Students who did less well in the course were also more negative about the PI format (the class size of 17 did not allow for statistical analysis). Negative comments tended to be related to an expectation that the teacher should lecture more, indicating less understanding of cognitive principles. These results will provide a baseline for evaluating future teaching efforts which will include examining whether more directly encouraging deep learning strategies will be more effective for student learning.


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