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Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

We spoke to Commissioner Eva J. Henry about the weeks leading up to her family losing housing. Commissioner Henry lived out of her vehicle with her children for several weeks. Homelessness is an experience of trauma that is never forgotten and Commissioner Henry is using that experience to better the lives of Adams County's most marginalized residents. For more information, visit adcogov.org/understanding-homelessness.

Translation of: Mit Freuden Frau sein 2

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Understanding Ecosystem Management Partnerships: The Evolving Colorado Experience

A collaborative Internet Web page design project broke disciplinary, college, and classroom boundaries when used to re-imagine teaching-thinking-learning possibilities to reconfigure education. The collaboration, named Tools for the Mind: Using Technology for Mindwork, involved teacher education students and university professors from the University of Detroit Mercy; teachers from an urban elementary school; and pupils. Action research stimulated an interdisciplinary systems approach to developing discourse communities for breaking boundaries created by restrictive mental models. Initial brainstorming across cultural boundaries led to articulation of purpose, audience, and content ideas for the Web page. Participants shared resources and ideas in order to complete the planning. Once the initial planning group designed the beginnings of the Web page, they opened it up to interaction by all of the school's teachers attending a summer workshop in technology. The project found that cultural perspectives were essential in developing discourse communities to break boundaries, utilize differences, and strengthen collaboration. Issues of equity of access to knowledge, learning, and technology need to be addressed within context in order for visionary-practical change to occur. Seven appendices present information on (1) the Four Cities Professional Development School Network; (2) Tools for the Mind: Supporting Mindwork with Technology; (3) Strategic Plan (K-16) for Tools for the Mind; (4) Hampton Web Site Plan; (5) Cool Sites for Teachers/Curriculum/Kids--Hampton Web Site; (6) Hampton Web Site; and (7) Summer Curriculum Technology Workshops. (Contains 52 references.) (SM)

This paper is a plea for humanizing and personalizing education to enhance understanding of self and others, as opposed to focusing exclusively on intellectual gains. The author addresses himself to the contextual approach towards education which allows the individual to become intrinsically involved with the curriculum, through involvement of the total being: intellectual and affective. The teachers is seen as a catalyst and facilitator, promoting self discovery and interaction, and enlarging the child's horizon with alternatives. Developing Understanding of Self and Others (DUSO), an educational program developed by the author, is described. It focuses on helping the child become goal-and process-oriented via eight developmental tasks. These tasks focus on self-understanding, awareness of self and others, and resultant purposeful motivational involvement in the tasks of life. The author insists that the adequate personality will not emerge by chance, but by design, and therefore emotional development needs must be noted in establishing educational priorities. (KS)

Psychological and historical perspectives on what W.E.B. Du Bois described as "double-consciousness" or "twoness" offer distinct yet complementary viewpoints of the African American experience. A counseling psychologist and an American historian examined the issue of African American identity using an interdisciplinary teaching approach. The incorporation of print and audiovisual media helps reveal the African American experience of oppression, along with the development of identity and the demonstration of resilience. Knowledge of African American history and familiarity with psychological models of cultural identity development are prerequisite to increased therapist cultural sensitivity and multicultural counseling skills. (Contains 33 references.) (Author/JDM)

This report shares findings taken from a Community Analysis and identifies 1) structural challenges that communities face as they work to support transition age youth (TAY); 2) narratives about TAY that contribute to these challenges and policies and practices that create burdens for TAY in meeting their needs; and 3) creative solutions that build the capacity of communities to affirm, include, and support youth transitioning out of foster care.

This report shares findings taken from a Community Analysis and identifies 1) structural challenges that communities face as they work to support transition age youth (TAY); 2) narratives about TAY that contribute to these challenges and policies and practices that create burdens for TAY in meeting their needs; and 3) creative solutions that build the capacity of communities to affirm, include, and support youth transitioning out of foster care.

Gorelik, D., & Eastwood, J. (2022, May 30). Understanding Trait Boredom: An Experience Sampling Study. https://doi.org/10.17605/OSF.IO/RZ6BA

Gorelik, D., & Eastwood, J. (2022, May 30). Understanding Trait Boredom: An Experience Sampling Study. https://doi.org/10.17605/OSF.IO/RZ6BA

This study will look at customer service employees in BC and the degree to which they have been impacted due to COVID-19 precautionary measures (e.g., wearing a mask, hand and surface sanitization, physical distancing, etc.). Participants will respond to a variety of questions to evaluate their perception of the precautionary measures and their perception of the associated impact. They will also answer questions regarding personal levels of burnout, irritability, and mental health. This study will give participants an opportunity to convey their experience and how they've been affected, due to the newly imposed COVID-19 workplace requirements. Further, their participation will aid in the greater understanding of how COVID-19 has changed the landscape of the everyday work life in the customer service industry, and what some of the psychological implications may be.

Our everyday experience of crowds (buses, public transports, commercial streets...) is often unpleasant. And the negative valence of this experience is related to the physical density of people present. However, some experiences of dense crowds such as those at festivals, concerts or sports stadiums are not as unpleasant and can even be perceived as positive (Alnabulsi & Drury, 2014; Neville & Reicher, 2011). Consequently, these authors (and others, such as Novelli et al., 2013) suggest social identity theory as an explanation for valence of crowd experience. Through shared social identity, members of a crowd would be more connected to others compared to crowds with no shared identity, thus making the crowd experience more positive (Novelli et al., 2013; Hopkins et al., 2015). A previous study of ours has explored the roles of physical density, shared social identity and attribution of intent to others as potential predictors of the valence of crowd experience. The goal of the current study is to replicate this study with a larger sample size, in order to explore the interaction between physical density and shared social identity. We also aim to measure other dependent variables related to the emotional experience (emotions, feeling of crowding) as well as the social experience of crowd members (perception of others, liking of others, aggression towards others, sensory experience related to others).

Our everyday experience of crowds (buses, public transports, commercial streets...) is often unpleasant. And the negative valence of this experience is related to the physical density of people present. However, some experiences of dense crowds such as those at festivals, concerts or sports stadiums are not as unpleasant and can even be perceived as positive (Alnabulsi & Drury, 2014; Neville & Reicher, 2011). Consequently, these authors (and others, such as Novelli et al., 2013) suggest social identity theory as an explanation for valence of crowd experience. Through shared social identity, members of a crowd would be more connected to others compared to crowds with no shared identity, thus making the crowd experience more positive (Novelli et al., 2013; Hopkins et al., 2015). A previous study of ours has explored the roles of physical density, shared social identity and attribution of intent to others as potential predictors of the valence of crowd experience. The goal of the current study is to replicate this study with a larger sample size, in order to explore the interaction between physical density and shared social identity. We also aim to measure other dependent variables related to the emotional experience (emotions, feeling of crowding) as well as the social experience of crowd members (perception of others, liking of others, aggression towards others, sensory experience related to others).

Our everyday experience of crowds (buses, public transports, commercial streets...) is often unpleasant. And the negative valence of this experience is related to the physical density of people present. However, some experiences of dense crowds such as those at festivals, concerts or sports stadiums are not as unpleasant and can even be perceived as positive (Alnabulsi & Drury, 2014; Neville & Reicher, 2011). Consequently, these authors (and others, such as Novelli et al., 2013) suggest social identity theory as an explanation for valence of crowd experience. Through shared social identity, members of a crowd would be more connected to others compared to crowds with no shared identity, thus making the crowd experience more positive (Novelli et al., 2013; Hopkins et al., 2015). A previous study of ours has explored the roles of physical density, shared social identity and attribution of intent to others as potential predictors of the valence of crowd experience. The goal of the current study is to replicate this study with a larger sample size, in order to explore the interaction between physical density and shared social identity. We also aim to measure other dependent variables related to the emotional experience (emotions, feeling of crowding) as well as the social experience of crowd members (perception of others, liking of others, aggression towards others, sensory experience related to others).

Our everyday experience of crowds (buses, public transports, commercial streets...) is often unpleasant. And the negative valence of this experience is related to the physical density of people present. However, some experiences of dense crowds such as those at festivals, concerts or sports stadiums are not as unpleasant and can even be perceived as positive (Alnabulsi & Drury, 2014; Neville & Reicher, 2011). Consequently, these authors (and others, such as Novelli et al., 2013) suggest social identity theory as an explanation for valence of crowd experience. Through shared social identity, members of a crowd would be more connected to others compared to crowds with no shared identity, thus making the crowd experience more positive (Novelli et al., 2013; Hopkins et al., 2015). A previous study of ours has explored the roles of physical density, shared social identity and attribution of intent to others as potential predictors of the valence of crowd experience. The goal of the current study is to replicate this study with a larger sample size, in order to explore the interaction between physical density and shared social identity. We also aim to measure other dependent variables related to the emotional experience (emotions, feeling of crowding) as well as the social experience of crowd members (perception of others, liking of others, aggression towards others, sensory experience related to others).

The Absence of Self: A Hermeneutical Understanding of the Anatman Experience Rudolph Bauer, Ph.D Diplomate in Clinical Psychology, A.B.P.P. The Washington Center for Consciousness Studies and the Washington Center for Phenomenological and Existential Psychotherapy   Anatman Experience In the 6th century BC the mythical Guatama (Gotama in Pali) began describing the Anatman experience, the experience of absence of self. This early Buddhist account of existence was characterized by selflessness (anatman), impermanence (anitya) and suffering (duhkha). The mythic Gotama’s experience of   absence of self and his teachings about the absence of self, present a powerful and intuitive understanding of the dramatic existential human experience of the loss of self. This experience is phenomenologically the same as the loss of the felt sense of embodied Being .

Literacy is essential for societal success, education, and employment (Cooper et al., 2014). In alphabetic languages, teaching children systematic letter-sound relationships enables them to read words aloud (phonic decoding), allowing them access to word meanings based on their oral vocabulary knowledge. This is described as the print-to-sound-to-meaning pathway (Coltheart et al., 2001; Gough & Tunmer, 1986; Harm & Seidenberg, 2004). Theories propose that children then build a direct print-to-meaning pathway, which is ultimately a more efficient way to comprehend text. However, extensive reading experience is needed to build these direct mappings, since they are not systematic and therefore require whole-word knowledge (e.g., the meaning of CAP is unrelated to CAT, CUP, or TAP; Coltheart et al., 2001; Harm & Seidenberg, 2004). There is limited evidence supporting the idea that reading experience drives a shift from phonic decoding to whole-word reading. For example, older relative to younger children show reduced effects of print-to-sound consistency (Grainger et al., 2012; Waters et al., 1984) and word length (Kwok et al., 2017; Zoccolotti et al., 2005). However, we do not know how consistency and length effects develop longitudinally due to real-world experience with words. This longitudinal study therefore investigates if children’s reliance on phonic decoding when reading year 5 curriculum words decreases over the school year in which they learn them. More specifically, it will compare how word length and spelling-to-sound consistency influence children’s reading accuracy and response time at the end of year 4 (before they have experience with these words) and again at the end of year 5 (after they have experience with these words). It will also test if word spelling (precision of whole-word written form knowledge) and/or understanding (whole-word meaning knowledge) of these same items predicts improvements in reading response time and accuracy. Results will be relevant for optimising literacy instruction since they will show how reading efficiency is supported by the precision of children’s spelling and understanding of words. ​​References​ Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295X.108.1.204 Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary School. Early Education and Development, 25(8), 1248–1264. https://doi.org/10.1080/10409289.2014.932236 Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104 Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123(2), 280–292. https://doi.org/10.1016/j.cognition.2012.01.003 Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. https://doi.org/10.1037/0033-295X.111.3.662 Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and Lexicalization in Opaque and Transparent Orthographies: Word Naming and Word Learning in English and Spanish. Quarterly Journal of Experimental Psychology, 70(10), 2105–2129. https://doi.org/10.1080/17470218.2016.1223705 Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory & Cognition, 12(3), 293–305. https://doi.org/10.3758/BF03197678 Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93(3), 369–373. https://doi.org/10.1016/j.bandl.2004.10.010

This study is part of a broader research programme looking at people's experiences of live music events. We're particularly interested in factors that contribute to a positive sense of atmosphere, attendees' experiences of relationships with others (staff, security, fellow attendees), perceptions of safety, the impact of live music events on attendee's well-being, and experiences of disruptive behaviour. This study will employ a ~20-minute survey questionnaire distributed to 2,000 participants (1000 in the UK and 1000 in USA). Eligible participants are those that attend standing (as opposed to seated) live music events and are 18 years old or over. Participants will be recruited using Qualtrics recruitment services.

Homelessness is a problem that affects many people in the UK. This is expected to worsen in the next 10 years. We know that homeless people suffer from much higher and more severe dental problems compared to the general public. We also know that this affects them in more negative ways (mental health, eating etc.) compared to people who are not homeless. Populations suffering from homelessness can be divided into different categories. One such category is young adults aged 18-25 years. At the moment, we don’t have much information about dental care of young adults with experience of homelessness (YAEH). We plan to collect information from 3 groups of people: • Young adults with experience of homelessness (18-25 years) • Any member of the dental team that provides services for homeless people • YAEH knowledge experts (anyone with good working knowledge or experience of working with YAEH, such as support workers, charity staff or other professionals) We will use this information to develop explanations of ways to improve dental access of YAEH.

Data collected with the Experience Sampling Method (ESM) have been increasingly used to investigate individuals’ behaviours, emotions, and thoughts in daily life. Typically, linear mixed-effect models are used to analyze these data. This model is widely used in ESM research because it allows partitioning of the variability in the data into variance at the individual level and at the measurement level. However, the implementation of linear mixed-effect models presents challenges when analyzing statistically rare phenomena. For example, suicidal thoughts and behaviors within non-clinical populations, psychopathology symptoms (e.g., insomnia), or negative emotions (e.g., anger). In ESM studies it has been observed that certain items (e.g., suicidal thoughts and behaviors, negative affect items) include a large number of zeros, representing moments in which participants have not experienced them. Meanwhile, the non-zero participants’ responses to these behaviors or emotions are positive skewed continuous variables. The two-part semi-continuous mixed-effect regression has been proposed to model a variable in which a portion of the responses are equal to a single value, that represents whether an individual engaged in the target behaviour or they experience a certain emotion, and a continuous and skewed distribution for the remaining values. In this paper, we present an application of the two-part semi-continuous mixed-effect model to analyze semi-continuous ESM outcomes with a large number of zeros. Specifically, we use pre-existing data from four ESM studies to investigate the consequences of model misspecification (i.e., when we fit a linear mixed-effect model but responses follow a two-part semicontinuous distribution). We also compare the predictive accuracy of linear and two-part mixed-effect models as a function of the sample size. The paper includes a tutorial that researchers can use to evaluate estimation and predictive accuracy, and calculate statistical power for semi-continuous outcomes in ESM data.

Sermon by Bro Wesley Whitehead

The aim of this project is to understand the social, cultural and individual processes that support the transition to parenthood for first-time parents. We are interested in exploring how expectant and new parents experience and understand the process of becoming parents, and the factors which help or hinder them in making this transition.

The aim of this project is to understand the social, cultural and individual processes that support the transition to parenthood for first-time parents. We are interested in exploring how expectant and new parents experience and understand the process of becoming parents, and the factors which help or hinder them in making this transition.

The aim of this project is to understand the social, cultural and individual processes that support the transition to parenthood for first-time parents. We are interested in exploring how expectant and new parents experience and understand the process of becoming parents, and the factors which help or hinder them in making this transition.

The aim of this project is to understand the social, cultural and individual processes that support the transition to parenthood for first-time parents. We are interested in exploring how expectant and new parents experience and understand the process of becoming parents, and the factors which help or hinder them in making this transition.

Perma.cc archive of https://hbr.org/2007/02/understanding-customer-experience created on 2022-06-15 13:18:03.342453+00:00.

Perma.cc archive of https://hbr.org/2007/02/understanding-customer-experience created on 2022-06-15 13:18:03.342453+00:00.

This paper firstly introduces the concept of constructivist learning which advocates that students actively construct knowledge themselves with teachers' assistance. Based on the six important elements of constructivist learning and teaching planning approach, detailed examples of designing the six constructivist elements of situation, groupings, bridge, questions, exhibit, and reflections for two units offered at school of Information Technology, Deakin University are provided. A conclusion emphasizing the learners' difference to be paid attention to while educators designing curriculum on CloudDeakin platform is made at the end of this paper.

Little research has assessed the role of student-initiated metacognition in the learning of mathematics. In this study, secondary school students (junior high school and high school) were asked to consider their own thinking in terms of how they learn and when they know that they know (the "aha" experience). Students were able to define and articulate some of their metacognitive processes and to illustrate three paths to knowledge. Knowledge was student-defined as the ability to use newly learned information in novel settings and to describe problem-solving strategies even if the student is unable to solve fully the problem at hand. Students suggested that memorization and conceptualization work symbiotically and the "aha" experience occurs when the learned material becomes a useable and internally explainable concept. (Contains 1 figure, 2 tables, and 13 references.) (SLD)

Research on school reform and implementation has found that past efforts to scale up interventions in schools often results in little change in the core work of teaching and learning (Elmore, 1996). That is, there are often few changes in the work students do with teachers. Thus it is important for researchers and school reformers to know how students experience the school. Learning about the student experience is particularly important given the Center's emphasis on essential components of effective schools such as personalized learning connections, quality of instruction, and culture of learning. This paper uses data collected from shadowing high school students for a full day. The overarching research question guiding this paper is: What is the student experience in high schools and how does it vary by school effectiveness? Data come from the National Center on Scaling Up Effective Schools intensive case study research in eight high schools across two large urban districts in Florida and Texas.

Note this registration has been withdrawn: Note this registration has been withdrawn: The localisation agenda in the humanitarian sector promotes a more local approach to the delivery of humanitarian aid, but what this looks like and how this is undertaken is highly variable across the sector. By interviewing and surveying local humanitarians from local humanitarian organisations in East Africa I aim to gain a deeper understanding of local humanitarians’ knowledge and experience of climate change and localisation. How such knowledge and experience is shared at the local level and what local humanitarian actors want from international funders in relation to climate change adaptation and disaster risk reduction.

Note this registration has been withdrawn: Note this registration has been withdrawn: The localisation agenda in the humanitarian sector promotes a more local approach to the delivery of humanitarian aid, but what this looks like and how this is undertaken is highly variable across the sector. By interviewing and surveying local humanitarians from local humanitarian organisations in East Africa I aim to gain a deeper understanding of local humanitarians’ knowledge and experience of climate change and localisation. How such knowledge and experience is shared at the local level and what local humanitarian actors want from international funders in relation to climate change adaptation and disaster risk reduction.

Note this registration has been withdrawn: Note this registration has been withdrawn: The localisation agenda in the humanitarian sector promotes a more local approach to the delivery of humanitarian aid, but what this looks like and how this is undertaken is highly variable across the sector. By interviewing and surveying local humanitarians from local humanitarian organisations in East Africa I aim to gain a deeper understanding of local humanitarians’ knowledge and experience of climate change and localisation. How such knowledge and experience is shared at the local level and what local humanitarian actors want from international funders in relation to climate change adaptation and disaster risk reduction.

Note this registration has been withdrawn: Note this registration has been withdrawn: The localisation agenda in the humanitarian sector promotes a more local approach to the delivery of humanitarian aid, but what this looks like and how this is undertaken is highly variable across the sector. By interviewing and surveying local humanitarians from local humanitarian organisations in East Africa I aim to gain a deeper understanding of local humanitarians’ knowledge and experience of climate change and localisation. How such knowledge and experience is shared at the local level and what local humanitarian actors want from international funders in relation to climate change adaptation and disaster risk reduction.

As the number of students taking online courses continues to grow steadily, it is becoming increasingly important to inquire about the experiences of these students in order to understand the factors that contribute to their success. It is imperative that the social needs of students be understood, as interaction is an important aspect of the educational experience. "Sense of community", which results from interaction, can make a significant impact on the success of online students. The purpose of this phenomenological study was to explore the lived experiences of doctoral students who have taken courses online in an effort to illuminate the factors that contribute to their sense of community. To achieve a better understanding of these factors, in-depth interviews were conducted with a purposive sample of 12 doctoral students. As a result of the analysis, it was determined that the following four factors contributed to the sense of community felt amongst students enrolled in an online doctoral program: (a) a cohort experience, (b) a face-to-face, on-campus orientation course, (c) faith, prayer, and spirituality, and (d) challenge and tragedy. The results of this study add to the existing literature on understanding the online student experience and sense of community within the context of online higher education, and the implications and recommendations made as a result of the findings in this study can be used by faculty members and administrators to better facilitate sense of community in online courses and degree programs.

Twelve scholarly papers and eighteen abstracts comprise the content of the nineteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2019 paper and abstract titles include: (1) Universally Accessible: Practical Methods for Digital Accessibility for Ordinary Librarians (Rebeca Peacock and Sean McCann); (2) Developing Student Agency through Personalized Learning (Elizabeth Stephan and Shevell Thibou); (3) Students of the Stacks: The Fellowship of Experience (Christina Prucha and Sabrina Davis); (4) Library Assessment: How High the Mountain! (Cheryl L. Blevens, Shelley Arvin, and Valentine K. Muyumba); (5) The Tool We Never Teach: The Good, the Bad and the End (Point) of Google's Usefulness in First-Year Experience Assignments (Lindsay Brownfield); (6) Mentoring and You: Providing Meaningful Experiences for Student Employees (Ruth Harries); (7) Spending Miss Alice's Money: Practical Applications for Evolving Libraries (Phillip Jones); (8) Using Data Visualization to Analyze Topic Development by Business Communication Students in a One-Shot Setting (Heidi Blackburn and Jason Heppler); (9) Collaborate for Student Success: Long Night against Procrastination (Carolyn Johnson); (10) Using Acquisitions: A Library's Steps for Ordering Books to Tracking Funds (Natasha Young); (11) Smart Spending -- Affordable Programming (Amber Carr and Kayla Reed); (12) Be a Leader, Not a Boss: Creating a Unified and Fulfilled Student Employment Team (Courtney Gard and Adrianna Bennett); (13) Revitalization of the Liaison Program (Amber Carr, Kayla Reed, and Nancy Crabtree); (14) Maintaining Training (Kayla Reed); (15) Understanding the Basics of Serials...and Beyond (Carol Doms and Stephanie Spratt); (16) Off the Web and Into the Fishing Hole (Carmen Orth-Alfie and Natalie Mahan); (17) Open Educational Resources: Build a Lesson Using Free Government Resources (Stephanie Hallam, Pat Willingham, and Kris Baranovic); (18) Old Acquaintance -- New Friend...Library and IT Partnerships (Martha Allen); (19) Display and Exhibit Design: Maximizing Existing Spaces for Outreach and Stakeholder Engagement (Alyssa Denneler); (20) Cross-Training Student Workers in a Learning Commons Environment (Meredith Knoff); (21) Deciding, Documenting, and Disseminating Library Policies and Practices: A Case Study from a Newly-Created Library Unit (Alea Henle and Rob Withers); (22) Reference Remodeling: Adapting and Promoting Reference Services (Cyndi Landis); (23) The Reference Interview Beyond Reference: Putting it to the E-Resource Troubleshooting Test (Angela Rathmel and Greta Valentine); (24) Town-Town-Gown Relations: Managing a County-Wide Collaborative Digital Community Archive (Christopher Jones, Allison Haack, Monique Shore, and Julia Bauder); (25) "The Library is Home for a Lot of Us Engineers:" How Engineering Majors Experience Library Space (Noël Kopriva); (26) Creating Library FAQ Guidelines Using Query Spy (Danielle M. Drummond); (27) A Reprieve for Sisyphus: How a Rotating ILL Task Schedule Provides Full Task Coverage and Variety for Staff (Gail Williams); (28) Hosting Comic Book Club in an Academic Setting (Mara Inge); (29) We Need Diverse Digital Resources (Jo Monahan); and (30) Accessible & Active eLearning Game Plan (Monica Maher). [For the 2018 proceedings, see ED590389.]

Twelve scholarly papers and eighteen abstracts comprise the content of the nineteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2019 paper and abstract titles include: (1) Universally Accessible: Practical Methods for Digital Accessibility for Ordinary Librarians (Rebeca Peacock and Sean McCann); (2) Developing Student Agency through Personalized Learning (Elizabeth Stephan and Shevell Thibou); (3) Students of the Stacks: The Fellowship of Experience (Christina Prucha and Sabrina Davis); (4) Library Assessment: How High the Mountain! (Cheryl L. Blevens, Shelley Arvin, and Valentine K. Muyumba); (5) The Tool We Never Teach: The Good, the Bad and the End (Point) of Google's Usefulness in First-Year Experience Assignments (Lindsay Brownfield); (6) Mentoring and You: Providing Meaningful Experiences for Student Employees (Ruth Harries); (7) Spending Miss Alice's Money: Practical Applications for Evolving Libraries (Phillip Jones); (8) Using Data Visualization to Analyze Topic Development by Business Communication Students in a One-Shot Setting (Heidi Blackburn and Jason Heppler); (9) Collaborate for Student Success: Long Night against Procrastination (Carolyn Johnson); (10) Using Acquisitions: A Library's Steps for Ordering Books to Tracking Funds (Natasha Young); (11) Smart Spending -- Affordable Programming (Amber Carr and Kayla Reed); (12) Be a Leader, Not a Boss: Creating a Unified and Fulfilled Student Employment Team (Courtney Gard and Adrianna Bennett); (13) Revitalization of the Liaison Program (Amber Carr, Kayla Reed, and Nancy Crabtree); (14) Maintaining Training (Kayla Reed); (15) Understanding the Basics of Serials...and Beyond (Carol Doms and Stephanie Spratt); (16) Off the Web and Into the Fishing Hole (Carmen Orth-Alfie and Natalie Mahan); (17) Open Educational Resources: Build a Lesson Using Free Government Resources (Stephanie Hallam, Pat Willingham, and Kris Baranovic); (18) Old Acquaintance -- New Friend...Library and IT Partnerships (Martha Allen); (19) Display and Exhibit Design: Maximizing Existing Spaces for Outreach and Stakeholder Engagement (Alyssa Denneler); (20) Cross-Training Student Workers in a Learning Commons Environment (Meredith Knoff); (21) Deciding, Documenting, and Disseminating Library Policies and Practices: A Case Study from a Newly-Created Library Unit (Alea Henle and Rob Withers); (22) Reference Remodeling: Adapting and Promoting Reference Services (Cyndi Landis); (23) The Reference Interview Beyond Reference: Putting it to the E-Resource Troubleshooting Test (Angela Rathmel and Greta Valentine); (24) Town-Town-Gown Relations: Managing a County-Wide Collaborative Digital Community Archive (Christopher Jones, Allison Haack, Monique Shore, and Julia Bauder); (25) "The Library is Home for a Lot of Us Engineers:" How Engineering Majors Experience Library Space (Noël Kopriva); (26) Creating Library FAQ Guidelines Using Query Spy (Danielle M. Drummond); (27) A Reprieve for Sisyphus: How a Rotating ILL Task Schedule Provides Full Task Coverage and Variety for Staff (Gail Williams); (28) Hosting Comic Book Club in an Academic Setting (Mara Inge); (29) We Need Diverse Digital Resources (Jo Monahan); and (30) Accessible & Active eLearning Game Plan (Monica Maher). [For the 2018 proceedings, see ED590389.]

Abstract Background: According to the United Nations, access to quality education is a right. However, barriers to accessing a quality education persist for many children and youth who have health conditions and who experience disability, including limitations in their activities and restrictions in their participation. School-based rehabilitation services (SBRS), such as occupational therapy (OT), physiotherapy (PT) and speech-language pathology (SLP), have the potential to reduce barriers, increase participation, and prevent the experience of disability for children and youth with health conditions. Aims: Our aims are to identify what children and youth who receive SBRS want, need and think about these services, determine the perceived impact of SBRS on their education and participation, and develop practical recommendations to improve SBRS and its delivery based on their perspectives. Method: We will conduct a meta-aggregative review to synthesize existing literature and to answer the question: "What are the firsthand perspectives of children and youth regarding the SRBS they receive?" We will select primary qualitative studies that capture the perspectives and experiences of children and youth about the rehabilitation services they receive while attending school. The study will use a systematic search strategy across six databases (CINAHL, ERIC, Embase, Emcare, Medline, and Web of Science), focusing on qualitative studies that provide first-person perspectives about SBRS. Data will be extracted, categorized, and synthesized using meta-aggregation, avoiding reinterpretation of primary findings to ensure the voices of youth receiving SBRS remain authentic. The findings will be pooled using a meta-aggregation approach as outlined in the JBI Manual for Evidence Synthesis (2024), where similar findings will be grouped into categories based on shared meanings or themes. These categories will then be synthesized to provide practical recommendations for practitioners, schools, and government on the delivery of SBRS. Conclusion: By synthesizing the first-hand perspectives of children and youth, we aim to understand what they want, need, like and dislike about the rehabilitation services they receive in schools. This review will aim to contribute to the development of more effective and inclusive SBRS, and to support the participation and functioning of children and youth with health conditions throughout their schooling career. Keywords: school-based rehabilitation service (SBRS), participation, lived experience, children and youth, meta-aggregative review, functioning and disability.

Despite the understanding that adolescence is a vulnerable period for a decline in reading motivation, there is a distinct lack of reading motivation research which focusses on adolescence, especially that which centers the voices of adolescents themselves (Conradi et al. 2014). Overall, the project will work closely with adolescents, utilising participatory approaches and qualitative methods to reach a deeper understanding of the reasons for decline in adolescent reading motivation and appropriate methods through which to address this. The study will be split into three phases: Phase 1 will involve the convening of a Youth Advisory Panel (n=~8; 13 – 14 years old; 3 – 4 Scottish secondary schools) to inform on the project design, methods, analysis and approached to dissemination. Phase 2 will involve qualitative data collection (student interviews) with a larger group of students (n=~45;) which will explore themes relevant to adolescents’ reading experiences. Phase 3 will involve the design and evaluation of an intervention which aims to address the decline in reading motivation during adolescence. The insights from Phase 1 of the project will be used to structure the approach taken in Phases 2 and 3. Input from the Youth Advisory Panel will be sought and included at multiple timepoints throughout all phases of the project. This preregistration focusses specifically on Phase 1 of the project: ‘Understanding the teenage reading experience using insights from a Youth Advisory Panel’.

Despite the understanding that adolescence is a vulnerable period for a decline in reading motivation, there is a distinct lack of reading motivation research which focusses on adolescence, especially that which centers the voices of adolescents themselves (Conradi et al. 2014). Overall, the project will work closely with adolescents, utilising participatory approaches and qualitative methods to reach a deeper understanding of the reasons for decline in adolescent reading motivation and appropriate methods through which to address this. The study will be split into three phases: Phase 1 will involve the convening of a Youth Advisory Panel (n=~8; 13 – 14 years old; 3 – 4 Scottish secondary schools) to inform on the project design, methods, analysis and approached to dissemination. Phase 2 will involve qualitative data collection (student interviews) with a larger group of students (n=~45;) which will explore themes relevant to adolescents’ reading experiences. Phase 3 will involve the design and evaluation of an intervention which aims to address the decline in reading motivation during adolescence. The insights from Phase 1 of the project will be used to structure the approach taken in Phases 2 and 3. Input from the Youth Advisory Panel will be sought and included at multiple timepoints throughout all phases of the project. This preregistration focusses specifically on Phase 1 of the project: ‘Understanding the teenage reading experience using insights from a Youth Advisory Panel’.

Introduction: The popularity of social question and answer sites has made it an important and convenient source for obtaining knowledge. This study quantifies how three different system characteristics (interface design, interaction and answer quality) affect users' perceptions (perceived usefulness, perceived ease of use and perceived enjoyment), which in turn alter the perceived user experience. Method: Using an online survey, this study investigated the experience of using a leading Chinese site, Baidu Knows. The study received 218 validated responses which were used to test the research model. Analysis: Structural equation modelling technique was used to evaluate the hypothesised research framework. Results: The results show that the influences of the system characteristics (interface design, interaction and answer quality) on user experience are well mediated by user perceptions of usefulness, ease of use and enjoyment. Additionally, perceived usefulness and perceived enjoyment have direct and significant influences on user experience. Against expectations, perceived ease of use is found to have no significant direct effect on user experience, but have an indirect effect mediated through perceived usefulness. Conclusion: Use experience is mainly determined by user perceptions about its usefulness, the ease of use and the enjoyment of using the social question and answer sites, which are derived from their evaluation in relation to specific service features. By identifying these service features and quantifying how they affect user experience, a number of practical suggestions for service design have been made to help social question and answer sites managers improve their customers' user experience, e.g. offering more attractive rewards and adding various entertainment activities to motivate users to actively participate in knowledge sharing and innovation.