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"This lively and engaging text introduces readers to the core interpersonal and organizational skills needed to effectively collaborate on group projects in the classroom and the workplace. Group projects are critical in preparing students for the realities of today's workplace, but many college students despise group work-often because they have not been prepared with the necessary skills to effectively collaborate. This guide teaches core collaboration skills such as active listening, interviewing, empathy, and conflict resolution. It examines the research and theory behind these skills, and provides tangible ways to practice these skills both alone and in groups. This guide can be used a supplementary text for any courses involving group projects, and will also be of interest to professionals in communication, business, and many other fields"--

Multiply body-modified individuals are a hard-to-reach population, not due to their lack of visibility, but due to their distrust of academic researchers. As a result, social entrée and participant trust is crucial. This is achieved through snowball sampling within existing social networks, while also giving participants agency over their data, and subsequent coding. The goal then in working with these populations is to reverse the traditional power dynamic between researcher and researched, and to instead allow participants as much power in the process as possible through co-constructed research. In the case outlined, this was achieved through active listening in the interview, then having participants review their transcripts where they could delete sections they later decided against, and participate in the coding structure and analysis.

In the 25 years since adverse childhood experiences (ACEs) were identified as risk factors for chronic disease in adulthood, there has been limited research on multigenerational ACEs and prevention. Parent Cafés are a program model that engages caregivers in productive conversations centered on the protective factors framework. They integrate strategies of deprofessionalization, cocreation of programming, safe spaces, active listening, social supports, concrete resources, and self-directed or peer-guided cues to action, to optimize their impact. This article explains the development of the Parent Café model and discusses the benefits of its use of a non-expert-led structure, with support from theory and results from a pilot qualitative survey. Future practices should consider taking innovative approaches to adopting, integrating, and evaluating these strategies.

Legitimizing is a Family Systems Nursing (FSN) intervention that is more than active listening and validating to comfort individuals and families who experience suffering. Based on a postmodern paradigm, this intervention consists of acknowledging that a person's ideas/experience make sense, given their context or circumstances. This concept is often mentioned when discussing the theoretical components of FSN, but little has been written about how to apply it in clinical practice. In therapeutic conversations, once family members' ideas/experience have been "legitimized" by the nurse and by other family members, the greater the chances are of working together to find solutions to their problem. The purpose of this article is to provide an embellished description, theoretical background, and clinical examples of this underappreciated and underutilized FSN intervention.

Museology, discipline that along with museography deals with museums, has studied for years traditional museums dedicated to special and defined historical collections of material heritage as the only one which is officially recognized. This article shows how maps are more than just a cartographic representation because they express the idea of the site, summarize the world vision of those who live there and, at the same time, identify the territory symbols and the natural boundaries in which the community recognizes itself. In this sense, building a community map represents a democratic reflection for the active learning of history and for the education of heritage and citizenship in school contexts. In particular, through didactic practices, the mapping process puts into play the relationships between different generations, which carry experiences, memories and values that are completely dissimilar, but are still able to dialogue through the proposal of practices based on empathy, loyalty, acceptance, active listening, solidarity and cooperation.

Welcome to Audio Learning from Assemble You. This lesson emphasises the importance of negotiation skills in leadership. It explores aligning interests, effective communication, and negotiation for shared vision as crucial aspects of leadership. By mastering these skills, you can motivate teams, communicate effectively, and establish a unified vision. Ultimately, you'll enhance your effectiveness and unlock opportunities. Leadership goes beyond just wielding authority; it necessitates understanding the interests of those you lead. By the end of this lesson, you'll understand how valuable planning and preparation are to negotiation. We'll have explored the benefits of active listening, anchoring, utilising the power of silence, and deploying multiple equivalent simultaneous offers. Clear goals and strategies will make you feel more confident and yield transformational results. Learning Objectives Establish the benefits of negotiation Explore the different negotiation strategies Identify some effective ways to negotiate.

The methodology of this article works with the standard procedure in diplomatic fact-finding and analyses, abductive reasoning from confidential conversations. The article follows the standard procedure for drawing on confidential conversations, Chatham House Rule, abbreviated CHR. What someone says may be quoted, but the identity of sources and their affiliated institutions remain confidential. The author denotes this methodology exploratory conversation, inferring by active listening. This article presents the author's research by exploratory conversations in all four states that form the Middle East state system, Turkey, Iran, Saudi Arabia, and Turkey, and sources from these states at various international venues. The conversations span the period from 2011 to 2017. By this methodology, the researcher may gain insights into the underlying mental models that form the group identities. In mental models, language constructs the shared sense of social reality and serve as repository of vast accumulations of meaning and experience .

Purpose: A strong interpersonal relationship after stroke is important for the prevention of depression in survivors and family caregivers. This study aimed to test the feasibility of quality of relationship intervention for stroke dyads called Hand in Hand (HiH). Methods: Sixteen dyads were randomized into either the HiH group ( n = 8) or information, support, and referral (ISR) control group ( n = 8). HiH dyads received up to eight sessions, with topics prioritized according to a 17-item screening tool. ISR dyads received up to eight sessions that included information, active listening, and referrals. Feasibility, acceptability, and outcomes data were collected for both groups. Results: The HiH and ISR groups were feasible and acceptable. Caregivers in both groups, as well as survivors in the ISR group, experienced improvements in depressive symptoms and other select outcomes. Conclusions: Findings suggest that HiH is feasible to implement with stroke dyads and that it merits further refinement and testing.

ABSTRACTIn order to engage mothers who are victims of domestic abuse, the child welfare worker needs to be challenged to develop an intentional practice response that includes knowledge and skill concerning the complexities of domestic violence, as well as the process of change. Developing a supportive relationship, understanding the stages of change (SOC) and engaging mothers as leaders in the change process are essential to successful child protection outcomes. Within the context of the SOC model, this practice‐based paper focuses on the importance of engaging mothers who are victims of domestic violence in conversations about their own unique dilemmas, challenges and barriers regarding change. Through the inclusion of engagement strategies such as signs of safety, active listening and cost/benefit analysis, in concert with the SOC theory, the child welfare worker would be equipped with an approach to successfully assist mothers through their change journey, ultimately keeping children safe.

Intro -- Contents -- Prologue -- Acknowledgments -- Chapter 1 -- Introduction -- Chapter 2 -- Communication -- Presentation -- Get to the Point -- Be Articulate -- Be Vocally Interesting -- No Mumble-Jumble -- Practice Makes Perfect -- Listening -- Active Listening -- Communication ≠ Speaking -- What Is the Objective? -- Before Speaking -- During Speech -- Don't Read the Slides! -- Body Language -- Pause Is Powerful, Use It to Your Advantage -- The Use of Pointers -- Avoid Distractions -- After Presentation -- Handling Tough Questions -- Listeners' Perspectives -- Listening and Debating -- Speak Truth and Simplify Complexity -- Email Etiquette and Written Communication -- Virtual Meeting -- References -- Chapter 3 -- Teamwork -- Get to Know Each Other, A Cup of Coffee -- Help and Get Help -- Performance vs Cohesiveness -- Team Building -- Weekend Retreat -- Evening Gathering -- Cultural Differences -- Why Do Geese Fly in V's? -- Lessons Learned from Geese Flying as a Team -- Why Is It So Hard for a Human Being? -- Teamwork Culture -- Nurture Teamwork Culture -- What Is an "A" Team? -- How to Build Such a Team? -- High-Level Teamwork -- Bill and Bill, Two Great Examples -- References -- Chapter 4 -- Leadership -- Lead a Church Choir -- Lead an Army Platoon -- Escort Prisoners -- Excited, then Scared -- Learn Fast and as Much as Possible -- From Group Leader to Area Manager (Xerox PARC) -- From Manager to Director (Boeing High-Tech Center) -- From Management to Leadership -- Manager ≠ Leader -- What Defines a Leader? What Are the Characteristics of a Leader? -- Influencing Others -- How to Be Influential -- Leading without Formal Authority -- Run A Meeting as an Informal Leader -- Motivation and Inspiration vs. Command and Assignment -- An Inspirational Leader -- A Motivational Leader -- Reach out with Empathy -- What Motivates People?.

Hearing-impaired (HI) individuals are shown to perform worse in auditory emotion recognition taskscompared to normal hearing individuals. It is still unclear if this is due to processing at low auditory levels or to categorisation of emotions that are involved in an experimental task(1). An index of emotion recognition can be observed in pupil dilations, which have recently been shown to dilate more for emotionally meaningful speech in comparison to emotionally neutral speech(2). We fitted 8 older HI participants, who had moderate to severe sloping high-frequency hearing loss, with frequency loweringenabled hearing aids for an acclimatisation period of 3-6 weeks. We recorded their pupil dilations in response to emotional speech with and without frequency lowering, during a passive-listening condition, both before and after the acclimatisation period.We also recorded their pupil dilations during an active-listening condition, which included a behavioural emotion identification task, after the acclimatisation period. We present here insights into the pupillary correlates of vocal emotion recognition inthe HI population and the impact of frequency lowering and the cognitive involvement elicited by the experimental situation on pupil dilation and emotion recognition capabilities in this population. (This project has received funding from the European Union's H2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 675324)

Most of the HCI work on mental health is based on the Western metaphysical definition of mind that is less applicable outside the West. This article focuses on this issue and critically examines "
Kaan Pete Roi
" (KPR), a suicide prevention and emotional support helpline in Bangladesh, through an interview study with 20 participants. We find that KPR's service, grounded in the "befriending" model—originating from the UK and emphasizing non-judgmental active listening without offering direct advice—often struggles to ensure callers' safety, provide long-term support, and protect volunteers from harassment and distress. We argue that such failures are often rooted in some foundational ideas of the UK-born "befriending" model that underpins the service. Building on Enrique Dussel's decolonial philosophy, we argue that "befriending" model and its underpinning Western metaphysical ideation of mind carry a colonial impulse, and we discuss how community-based approaches may better address the mental health problems in the Global South.

The article deals with the use of active learning technologies in the training the military specialists. It is revealed that technologies of active training allow to realize the goals of competent education by means of constructing a single socio-cultural environment. Active learning is considered as a way of implementing the content of training, where cadets are involved in the process of learning a foreign language and motivated to search the solutions of communicative or informative tasks independently. It is determined that active learning technologies envisage the unification of the learning process and the possibility of its further application in the typical conditions, they are aimed at the effectiveness, development of the personality of the cadet in the process of learning, have a well-founded goal at the project stage, provide for the optimal organization of the educational material. Active learning technologies are aimed at the development of various types of speech activity - reading, speaking, listening, writing. Different role and business games, conversations, discussions, conferences are used to improve the efficiency of foreign language learning. It has been determined that conferences as active learning technology require a long preparing work, provide a differentiated approach to language training of cadets, and provide an opportunity to combine cadets with different professional vocabulary. Innovative active learning technologies include individual and group presentations. It is shown that their effectiveness is related to the motivation to improve knowledge of a foreign language in order to represent better professional achievements. Active learning technologies require a special teacher training, which should take into consideration the personal characteristics of each cadet. It is proved that the use of these technologies in the process of studying a foreign language promotes the motivation of cadets, teaches to evaluate oneself and others objectively, helps to understand the concepts of military terminology, promotes better understanding in the group, helps to eliminate communicative barriers, reveal the personal and professional potential of cadets.Key words: cadet, technology, active training, foreign language, military defense, presentation, videoconference, project. ; У статті йдеться про застосування технологій активного навчання у процесі підготовки фахівців військової галузі. З'ясовано, що технології активного навчання дозволяють реалізувати цілі компетентнісної освіти за допомогою конструювання єдиного соціокультурного середовища. Визначено, що технології активного навчання передбачають уніфікацію процесу навчання і можливість застосування її в подальшому в типових умовах, вони спрямовані на результативність, розвиток особистості курсанта в процесі навчання, мають обґрунтовану мету вже на етапі проекту, передбачають оптимальну організацію навчального матеріалу. Визначено, що конференції як технологія активного навчання вимагають тривалої підготовчої роботи, передбачають диференційований підхід до мовної підготовки курсантів, дають можливість об'єднувати курсантів з різним словниковим складом фахового спрямування. Доведено, що використання означених технологій у процесі вивчення іноземної мови сприяє підвищенню мотивації курсантів, вчить об'єктивно оцінювати себе та інших, допомагає усвідомлено засвоювати військову термінологію, сприяє кращому порозумінню в групі, допомагає зняти комунікативні бар'єри, розкрити особистісний та професійний потенціал курсантів.Ключові слова: курсант, технологія, активне навчання, іноземна мова, військовий ЗВО, презентація, відеоконференція, проект. В статье говорится о применении технологий активного обучения в процессе подготовки специалистов военной отрасли. Выяснено, что технологии активного обучения позволяют реализовать цели компетентностного образования с помощью конструирования единой социокультурной среды. Определено, что технологии активного обучения предусматривают унификацию процесса обучения и возможности применения их в дальнейшем в типичных условиях, они направлены на результативность, развитие личности курсанта в процессе обучения, имеют обоснованную цель уже на этапе проекта, предусматривают оптимальную организацию учебного материала. Определено, что конференции как технология активного обучения требуют длительной подготовительной работы, предусматривают дифференцированный подход к языковой подготовке курсантов, дают возможность объединять курсантов с различным словарным составом профессионального направления. Доказано, что использование указанных технологий в процессе изучения иностранного языка способствует повышению мотивации курсантов, учит объективно оценивать себя и других, помогает осознанно усваивать военную терминологию, способствует лучшему взаимопониманию в группе, помогает снять коммуникативные барьеры, раскрыть личностный и профессиональный потенциал курсантов.Ключевые слова: курсант, технология, активное обучение, иностранный язык, военный ВНЗ, презентация, видеоконференция, проект. The article deals with the use of active learning technologies in the training the military specialists. It is revealed that technologies of active training allow to realize the goals of competent education by means of constructing a single socio-cultural environment. Active learning is considered as a way of implementing the content of training, where cadets are involved in the process of learning a foreign language and motivated to search the solutions of communicative or informative tasks independently. It is determined that active learning technologies envisage the unification of the learning process and the possibility of its further application in the typical conditions, they are aimed at the effectiveness, development of the personality of the cadet in the process of learning, have a well-founded goal at the project stage, provide for the optimal organization of the educational material. Active learning technologies are aimed at the development of various types of speech activity - reading, speaking, listening, writing. Different role and business games, conversations, discussions, conferences are used to improve the efficiency of foreign language learning. It has been determined that conferences as active learning technology require a long preparing work, provide a differentiated approach to language training of cadets, and provide an opportunity to combine cadets with different professional vocabulary. Innovative active learning technologies include individual and group presentations. It is shown that their effectiveness is related to the motivation to improve knowledge of a foreign language in order to represent better professional achievements. Active learning technologies require a special teacher training, which should take into consideration the personal characteristics of each cadet. It is proved that the use of these technologies in the process of studying a foreign language promotes the motivation of cadets, teaches to evaluate oneself and others objectively, helps to understand the concepts of military terminology, promotes better understanding in the group, helps to eliminate communicative barriers, reveal the personal and professional potential of cadets.Key words: cadet, technology, active training, foreign language, military defense, presentation, videoconference, project.

This lesson provides actionable tips on how to collaborate. This session is part of the insightful Future Human series. A vital aspect of becoming equipped for the future, collaboration involves cooperating with others to share skills and develop ideas. The ability to innovate, discuss new concepts, and understand different perspectives is essential in a fast-paced and interconnected world. Characterised by creativity, active listening, teamwork, empathy, and support, effective collaboration helps us to develop our sense of purpose and commitment to learning. Adam and Liggy examine the benefits of collaboration and some challenges you may encounter. They share various perspectives and quotations from experts and discuss how cooperation links to resilience, well-being, confidence, creativity, conflict, and trust. They explore why working successfully with others is vital for growth. Listen to the session to learn more about collaborating successfully with others to reach new levels of creativity and innovation. Learning Objectives Discover the definitions of collaboration. Examine how to successfully collaborate and overcome barriers to effective cooperation. Recognise the benefits of collaboration and how it relates to learning and innovation.