The Fifth Discipline Epub 14
Roseline Dyba
The fifth discipline the art and practice of learning organization by Peter pdf free download. Learning organizations are possible because, deep down, we are all learners. No one has to teach an infant to learn. In fact, no one has to teach infants anything. They are intrinsically inquisitive, masterful learners who learn to walk, speak, and pretty much run their households all on their own. Download all pdf books free without user registration easy one click download, without any redirect.
Writing Expertise provides an innovative, equity- and research-based approach to writing in the disciplines that will enrich instructor and student thinking. Thoughtful discussions and well-designed activities provide the support needed to help instructors put disciplinary thinking into written form, develop systematic aways of learning about the students who write in their courses, and ultimately develop more effective, inclusive courses.
Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. Her scholarship focuses on the teaching and learning of writing in various contexts, from first-year composition to writing in the disciplines. She is co-editor and author of Changing Conceptions, Changing Practices: Innovating Teaching Across Disciplines (2022) and Writing about Writing (now in its fifth edition), and has also published over 30 articles and book chapters. She is the recipient of Miami's University Distinguished Scholar Award, and various teaching and scholarship of teaching and learning awards. Under her leadership, the Howe Center was awarded a CCCC Writing Program Certificate of Excellence and the Association for Writing Across the Curriculum's Exemplary Enduring WAC Program Award.
While evidence-based treatments (EBTs) exist to ameliorate trauma-related mental health problems, many children do not receive them [1]. Possible reasons to account for this include limited availability of EBTs and poor collaboration amongst professionals involved in youth service provision [2]. Brokers, often child welfare workers, serve an important intermediary role in improving service access for youth [3], but they are often trained separately from clinical providers, precluding the opportunity to promote cross-discipline collaboration. Community Based Learning Collaboratives (CBLC) use specific training/ implementation strategies involving multidisciplinary stakeholders to foster collaboration and build community capacity for trauma-focused EBTs [4]. The broker curriculum includes information about trauma impact, trauma-focused EBTs, family engagement strategies, and trauma-focused treatment planning, while also providing opportunities for cross-discipline training.
Study findings suggest that brokers play an important role in building community capacity for EBT access and that cross-discipline strategies help to foster collaborative relationships among youth service providers. Implications for future research, policy and practice will be addressed.
Our research team and OMHSP engaged with Transformational Coaches (T-Coaches) from the VA Office of Veterans Access to Care to serve as external facilitators to engage additional VA medical centers across the country. T-Coaches are senior facilitators with skills in team-building and process redesign from diverse professional disciplines. Trial external facilitators and OMHSP leadership trained 17 T-Coaches in methods used in the trial. Sites were recruited by OMHSP. Blended facilitation was conducted for 12 months as in the implementation trial. Each of the T-Coaches partnered with a BHIP-CCM subject matter expert for the effort, and they conferred on a regular basis throughout the year.
Evidence-based assessment (EBA) can improve clinical outcomes, and it is embedded in many evidence-based practices (EBP) [1]. However, EBA is not well implemented in community practice due to perceived low usefulness [2]. Additionally, therapist characteristics such as non-psychology disciplines and years of practice may be associated with negative EBA attitudes [3]. Research is needed on factors that predict EBA use in community practice and how attitudes change with exposure to EBP. The current study examined how therapist characteristics, use of EBA within the delivery of EBPs, and interactions between these variables may be associated with subsequent perceptions of EBA.
Results showed that dashboard use significantly predicted perceptions of clinical utility (b=-0.100, p=0.006). Theoretical orientation moderated the relationship between dashboard use and clinical utility (b=0.107, p=0.028). For therapists who did not identify as having a cognitive/behavioral orientation in their practice, more extensive dashboard use predicted lower perceptions of clinical utility of EBA. For other EBA perceptions, years of practice significantly predicted perceived practicality (b=0.037, p=0.020), where longer years of practice predicted positive perceptions of EBA. Therapist discipline also significantly predicted perceived harm of EBA for clients (b=-0.495, p=0.022), where having a psychology discipline predicted lower perceived harm relative to other disciplines.
Numerous implementation initiatives have endeavored to bridge the research-to-practice gap [1-2]. However, the reach of these implementation initiatives has rarely been studied. In the current study, we describe a county-wide youth mental health (MH) initiative supported by a voter-approved sales tax. This initiative aims to improve access to effective youth MH services by providing free training, consultation, and support in evidence-based practices (EBPs) to MH service providers. The current study has three aims: 1) describe the providers reached by the initiative, 2) examine which training activities providers engage in (i.e., formal workshops; learning collaboratives; individual consultation), and 3) explore differences in providers (e.g., discipline; attitudes; knowledge) who do and do not invest in training activities.
The presentation will share evaluation findings for a new planning and learning resource to support implementation of evidence into care. Implementation is a complex process with many moving parts, and many practitioners and organizations struggle to do it successfully. The Implementation Game (TIG) supports autonomous, self-direct implementation by simplifying the process into five main components to provide an implementation planning experience for an identified scenario or implementation endeavor. It is based on key implementation theories, models, and frameworks [1-4].The Implementation Game is relevant to any discipline because the concepts are high level. The Game components include a game board, playing cards, and an implementation worksheet to capture the plan. The goal is either to learn, or to plan, or both. The presentation will provide an overview of the Game and preliminary evaluation data.
Harnessing the synergy between these disciplines can advance full realization of the benefits of biomedical research health care and population health. Both fields face the reality that the number of discoveries needing translational support greatly exceeds available funding and absorptive capacity. Innovative approaches, infrastructure development, and training are required to leverage the yet-untapped synergy between these fields. We identify a number of mechanisms for advancing synergy between these two fields--an exemplar of team science.
Whom the Lord loves, He chastens, whether it is an individual, a city or community, or a nation. Because God loves the whole world, there has always been a lot of chastening going on. The history of the Jews as a nation is, in part, a story of the cycles of discipline and recovery they experienced throughout all their generations. There are many parallel lessons to be learned by individual believers regarding the way the Lord handles the individual and nation in Grace when either is disobedient.
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