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One of the challenges facing interns and faculty in family medicine residencies each year is finding ways to accurately assess baseline skills and begin the process of providing effective training for residents who come from a wide variety of educational programs and professional experiences. For the past two years our orientation process has included a focused evaluation of interns in each of the areas of the ACGME core competencies. The use of OSCEs, Human Patient Simulator scenarios, observed physical exams, practice In Training Exams, EKG interpretation, and competency-based self assessments provides both interns and faculty with a good understanding of strengths and deficits and leads to an early opportunity to structure experiences designed to optimize those critical first few months of residency.

In their review, Remedios and Snyder (2015) articulated how models of stigma fall short of explaining stigmatization of women of color, because they do not consider intersectionality of multiple stigmatized identities. Using the example of the intersection of race and gender, they reviewed literature on how targets of stigma detect and respond to prejudice (making prejudice attributions, the role of identity processes such as centrality), highlighting the complexity of these processes once multiple identities (namely non-prototypical categories of race and gender) are considered. In response, we provide more in depth discussion of the challenges to inclusion and intersectionality including current and traditional psychological science approaches and the perceived politicization of intersectional research, as well as the complexity of integrating multiple identities (social class, sexual orientation and gender diversity) into stigma research, including recruitment, measurement, and analysis. We offer practical suggestions in the areas of recruitment, measurement, and analysis, to facilitate more inclusive and intersectional research, given that such work would provide a more complete understanding of the experience of stigma.

The focus of this MA TESOL project was to develop promotional products for BYU's Community Outreach English (CORE) program. The purpose of these products is to create greater community awareness of the program and the resources it provides to learners. It is also hoped that the promotional products will aid in the process of recruiting students for the program from one year to the next. While the essential elements of the marketing mix (product, place, promotion, and price) were reviewed, an emphasis for this project was placed on promotion, which translated into developing materials for this purpose. Promotional materials that were created included a video of student testimonials, a new program name and logo, program flyers, and a Facebook page. The promotional video was viewed and evaluated by a group of past and future CORE instructors. From the teachers' feedback, the video was shortened, the text script was altered to make it more readable, and some video segments were edited and rearranged. After editing the video, a group of 36 CORE students were shown the video and data was collected with a follow- up survey. Feedback showed that 100% of the students felt the video provided an accurate description of the student experience in the CORE classes. Demographic information also obtained from the survey indicated that the CORE students generally do have access to the internet outside of class, that the majority have newly arrive in the U.S. within the past three years, and that the majority do not work. Further elaboration on the data is provided in the discussion of the findings.

This study combined documentation of four boat propeller scar types in Halodule wrightii seagrass beds in Mosquito Lagoon, Florida with manipulative field experiments to document scar recovery times with and without restoration. Scar types ranged from the most severe scar type (Type 1) with trench formation which had no roots or shoots in the trench, to the least severe (Type 4) scars that had no depth, intact roots and shoots shorter than the surrounding canopy. For 110 measured existing scars, the frequency of each scar type was 56% for Type 1, 10% for Type 2, 7% for Type 3, and 27% for Type 4. In the first manipulative experiment, experimental scars were created to document the natural recovery time of H. wrightii for each scar severity within one year. Type 4 scars recovered to the control shoot density at 2 months, while Types 1, 2, and 3 scars did not fully recover in one year. Mean estimated recovery for H. wrightii is expected in 25 months for Type 1, and 19 months for Types 2 and 3. For the second manipulative experiment, three restoration methods were tested on the Type 1 scars over a 1 year period. Restoration methods included: (1) planting H. wrightii in the scar trench, (2) filling the trench with sand, and (3) filling with sand plus planting H. wrightii. There was complete mortality of all transplants at 2 months and only 25% of scars retained fill sand after 1 year. With dense adjacent seagrass beds, natural recovery was more successful than any of my restoration attempts. Thus, I suggest that managers should concentrate on preventing seagrass destruction rather than restoration.

Choral music and public singing was once regarded as an acceptable and popular socio-cultural activity for males. Through centuries of gradual socio-cultural change male choral participation and public singing became marginalized in the United States. During the past century (1914-2014), adolescent female singers have typically outnumbered male singers at the secondary level. The numerical imbalance between adolescent males and females in secondary choral classrooms is a symptom of a more complicated problem that involves a complex web of perceived physiological, psycho-socio, and schooling barriers. If no single perceived barrier accounted for the lack of male choral participation our collaborative group surmised that no one-dimensional approach would likely succeed in increasing male choral participation. Collaborative inquiry provided a more holistic approach to dealing with the lack of male choral singers at the middle and high school levels and answers questions not adequately addressed by other forms of research. The purpose of this collaborative inquiry was to cooperate with five vocal music practitioners, at two different district sites in the Midwest region of the United States. Our collaborative inquiry group set two broad goals for this study: (1) to implement specific action-oriented strategies in our choral classrooms with the intention of encouraging male choral participation at the middle and high school levels; and (2) to learn more about collaborative inquiry as a research approach and adult learning strategy. My collaborators and I realized a very delicate ecosystem is required for adolescent males and females to engage in singing activities at school. The findings of this inquiry suggest that action-oriented strategies (e.g., single-sex choirs, recruitment and retention activities, same-sex peer role modeling and mentoring) can be implemented in the choral classroom to mitigate the perceived physiological, psycho-socio, and schooling barriers and encourage male choral participation at the secondary level. Our inquiry group found that external issues beyond the control of the choral practitioners (e.g., changes in administration, school schedules, class requirements, and elective choices) were difficult to address. While the goal of encouraging male choral participation continues to be an important issue for everyone that was involved in this inquiry, we came to realize the most important outcome was recognizing the power of collaboration.

Black male teachers are scarce in the public education system in the United States. The American Association of Colleges for Teacher Education finds that only 2% of the teaching workforce comprises of Black men. Research suggests that Black educators set higher standards for students of color while giving White students cultural competency exposure. It also suggests that Black teachers have higher expectations for Black students, advocate equity, and help students succeed by building trust and support. Few Black male educators have had the opportunity to document their professional experiences. As a result, there is a significant gap in the research, and educators and policymakers do not have access to these individuals' unique perspectives on education and teaching, which may be crucial for recruiting and retaining Black male educators. This phenomenological study is a counter-narrative focused on the lived experiences of 15 Black Male educators who have worked in the Massachusetts k-12 school system for at least ten years. The researcher conducted semi-structured, one-on-one interviews and a focus group. The data revealed that the participants were "inspired to educate" because of a trusted mentor or an impactful experience. In addition, it was abundantly clear that the participants encountered "systemic barriers" and had to confront "societal realities" to develop the survival strategies they used to endure for over a decade in the education field. Finally, by highlighting their relationships with the students and their families, the participants demonstrated that their "commitment to educate" resulted from a moral obligation to serve and a profound belief in the students. Based on these findings, in order to recruit and retain Black male educators in the K- 12 school system it is imperative to create the conditions where Black students feel welcomed, valued and encouraged; and, in an environment where novice Black teachers feel supported, respected and understood. Additionally, school leaders must build communities where differences are celebrated and honored. Most importantly, we need to acknowledge the systemic barriers and develop policies that mandate and support diversity. / 2025-05-16T00:00:00Z

I surveyed members of the Rocky Mountain Elk Foundation (RMEF) and the Appalachian Trail Conference (ATC) to assess the motivations of active and nonactive memebrs in these nongovernmental organizations (NGOs). I investigated the effects of social networks, competing commitments, requests for participation and the belief of the efficacy of their actions on decisions to become and remain active members. I found that requests are important tools for recruiting new members but not the determining factor in the decision to participate. Rather, in both NGOs, active members indicated that the efficacy of their actions was most important in their decisions, while nonactive members cited the importance of competing commitments. I also investigated what leads to burn out and attrition of active members. Burn out and attrition in active members often resulted from a lack of personal satisfaction and growth from contributions. Active members who had experienced burn out donated more hours, had been members and active longer, and in the RMEF needed more recognition than those members who had not experienced burn out. Volunteers who discontinued participation also cited age, health, and personal reasons, Recruitment and retention of volunteers may be aided by increasing the awareness of volunteer programs, ensuring the programs provide results that individuals are proud of, requesting the participation of individuals on both local and higher organizational levels, and recognizing volunteers for their contributions. / Master of Science

Yes / This document outlines a set of guidelines for universities and research organisations that are in the process of, or considering, implementing: measures for gender equality in selection processes relating to recruitment, promotion and progression of academics and researchers; measures aimed at strengthening the presence of women in leadership and senior positions, including gender targets; and measures to support women in accessing opportunities for career progression. The term ‘career transitions’ is used as shorthand in the document for all processes relating to recruitment, promotion, progression, career support and gender targets in academic and research careers. / FP7

No / FP7