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Science asserts that resilience at work can be developed, with evidence pinpointing to multiple resources that can be built through deliberate coaching, training and interventions. This paper presents a mixed-methods study exploring the effectiveness of group coaching using SPARK Resilience training, a model and a structured coaching protocol that have been administered in educational and workplace settings in face-to-face format and remotely. The study used a non-randomised controlled design with a pre-test and a post-test in a sample of French adults ( N = 101 in the intervention group and N = 86 in the waitlist control group). The SPARK Resilience programme was administered online with 8 sessions spanning 4 weeks in April 2020, during the very early stage of the pandemic and lockdown in France. The results indicate beneficial effects of the intervention on meaning, resilience, positive affect, and perceived stress outcomes ( d in the .40-.56 range), as well as weaker effects on negative affect ( d = .35) and work engagement ( d = .21). Moderator analyses suggest that the effects of the intervention on perceived stress and negative affect tended to be stronger for older adults. Participants reported high levels of satisfaction with the intervention and provided 151 responses to three open-ended questions that were coded using thematic analysis, revealing specific benefits of the intervention. The findings are interpreted within the pandemic context, showing the way resilience interventions can help people overcome unprecedented challenges.

This paper describes the CPR Tutor, a real-time multimodal feedback system for cardiopulmonary resuscitation (CPR) training. The CPR Tutor detects training mistakes using recurrent neural networks. The CPR Tutor automatically recognises and assesses the quality of the chest compressions according to five CPR performance indicators. It detects training mistakes in real-time by analysing a multimodal data stream consisting of kinematic and electromyographic data. Based on this assessment, the CPR Tutor provides audio feedback to correct the most critical mistakes and improve the CPR performance. The mistake detection models of the CPR Tutor were trained using a dataset from 10 experts. Hence, we tested the validity of the CPR Tutor and the impact of its feedback functionality in a user study involving additional 10 participants. The CPR Tutor pushes forward the current state of the art of real-time multimodal tutors by providing: (1) an architecture design, (2) a methodological approach for delivering real-time feedback using multimodal data and (3) a field study on real-time feedback for CPR training. This paper details the results of a field study by quantitatively measuring the impact of the CPR Tutor feedback on the performance indicators and qualitatively analysing the participants' questionnaire answers. (DIPF/Orig.).

The role of attentional processes in the integration of input from different sensory modalities is complex and multifaceted. Importantly, little is known about how simple, non-linguistic stimuli are integrated when the resources available for sensory processing are exhausted. We studied this question by examining multisensory integration under conditions of limited endogenous attentional resources. Multisensory integration was assessed through the sound-induced flash illusion (SIFI), in which a flash presented simultaneously with two short auditory beeps is often perceived as two flashes, while cognitive load was manipulated using an n-back task. A one-way repeated measures ANOVA revealed that increased cognitive demands had a significant effect on the perception of the illusion while post-hoc tests showed that participants’ illusion perception was increased when attentional resources were limited. Additional analysis demonstrated that this effect was not related to a response bias. These findings provide evidence that the integration of non-speech, audiovisual stimuli is enhanced under reduced attentional resources and it therefore supports the notion that top-down attentional control plays an essential role in multisensory integration.

\"We estimate the short-, medium-, and long-term effects of different types of government-sponsored training in West Germany using particularly rich data that allows us to control for selectivity by matching methods and to measure interesting outcome variables over eight years after a program's start. We use distance-weighted radius matching together with a bias removal procedure based on weighted regressions in order to increase the precision and robustness of standard matching estimators. We find negative employment effects in the short term for all program types, effects whose magnitude and persistence is directly related to program duration. In the longer term, training seems to increase employment rates by 10 - 20 percentage points. For most programs the longer-term positive effects seem to be sustainable over the eight-year observation period.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Evaluation; anwendungsorientiert. Die Untersuchung bezieht sich auf den Zeitraum 1975 bis 2002.

Comprehending interest group politics is central to studying the European Union’s (EU) policy shaping and decision-making, in education as in other policy areas. Yet the contribution of non-governmental organisations (NGOs) to EU policy shaping and decision-making in European education has been overlooked. Drawing on organisational studies, this article presents the results of an embedded case study of two Brussels-based NGOs, one representing a sectorial interest and the other a broader interest in education. The author examines their organisational features, funding sources, relations to EU institutions and the advocacy tools they use to strengthen civil society’s voice at the European level. She argues that these NGOs act as agents in a double-loop transmission rather than simple transmission belts as depicted in the literature. She draws attention to their increased dependency on EU funds and constant need for alliances and coalition building as two aspects which may limit their freedom or increase internal competition in the future. Determining whether this reflects a more general trend in the advocacy work of Brussels-based NGOs will require expanding attention to other NGOs active in education and across sectors.

Programs to encourage labor market activity among youth, including public employment programs and wage subsidies like the Work Opportunity Tax Credit, can be supported by three broad rationales. They may (i) provide contemporaneous income support to participants; (ii) encourage work experience that improves future employment and/or educational outcomes of participants; and/or (iii) keep participants “out of trouble.” We study randomized lotteries for access to the New York City (NYC) Summer Youth Employment Program (SYEP), the largest summer youth employment program in the United States, by merging SYEP administrative data on 294,100 lottery participants to IRS data on the universe of U.S. tax records; to New York State administrative incarceration data; and to NYC administrative cause of death data. In assessing the three rationales, we find that (i) SYEP participation causes average earnings and the probability of employment to increase in the year of program participation, with modest contemporaneous crowdout of other earnings and employment; (ii) SYEP participation causes a modest decrease in average earnings for three years following the program and has no impact on college enrollment; and (iii) SYEP participation decreases the probability of incarceration and decreases the probability of mortality, which has important and potentially pivotal implications for analyzing the net benefits of the program.

Rural, regional and remote (RRR) students are less likely to participate in higher education and tend to be older than their city counterparts. Individual and family factors influencing RRR students’ higher education access and participation are well researched. However, little is known about community factors supporting access and participation, particularly for older students. Results of a survey of 3,180 Australian undergraduate students from RRR communities show how age affects the home community factors that influence enrolment. Findings support the importance of teachers, families and friends with regard to the aspirations of young people, while employers and universities are neglected potential sources of information and support for participation for older people. Better understanding of the age variation in the RRR student cohort is needed to design and implement policy and programmes that engage and support students aged 30 plus. A multipronged approach involving partnerships between communities, schools, employers, industries and universities to raise awareness about university options is required to encourage higher education participation, particularly for older students.

PurposeSociodemographic and structural conditions have consequences for the labor market participation of young persons with disabilities (YPWD) in vocational rehabilitation (VR). As the type of program determines the labor market chances, we analyze the processes of selecting active labor market programs (ALMP) in VR. Which factors determine the allocation to (1) programs in general and (2) moreover, the allocation to specific programs?Materials and methodsWe conduct logistic (1) and multinomial regression (2) using register data of the German Federal Employment Agency. Besides variables on the micro level, we control for a wide range of structural and organizational influences. The sample comprises VR and employment biographies of 255,009 YPWD accepted to VR between 2010 and 2015. Program participation is restricted to start 180 days after VR acceptance.ResultsSociodemographic factors, like age and the status before entering VR as well as the local apprenticeship market as a structural condition, highly influence the general allocation to ALMP. For the allocation to specific ALMP, sociodemographics (age, education, type of disability, status before entering VR) are highly relevant. Furthermore, structural conditions (regional structure of subsidized vocational training and of the apprenticeship market as well as local work possibilities on a special labor market for PWD) and – to a lesser extent - re-organization processes at the FEA (NEO, VR cohort) are important determinants.Conclusion(Automatic) paths into VR programs for especially persons with mental disabilities in sheltered workshop are clearly shown. Furthermore, it is somewhat questionable that YPWD participate more often in sheltered workshops in regions where sheltered work possibilities are more common, as well as where NEO was implemented locally; and participate more often in company-external vocational training where VR service providers are commissioned to a greater extent.