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SA Journal of Industrial Psychology Inclusion into the IBSS.
ASSAF letter regarding DHET accreditation of SciELO SA..
Department of Industrial Psychology and People Management.
Research purpose: The purpose of this research was to describe the systems psychodynamic experiences of first-year master's students in Industrial and Organisational Psychology.
Motivation for the study: Academic staff members tend to forget their own experiences as master's students, lose touch with their students' experiences, lose empathy and treat student groups in mechanistic ways. Although the students' conscious tasks and roles are relatively clear, very little is known about their unconscious experiences.
Research design, approach and method: The researchers used qualitative research involving a case study. They collected the data and conducted their analyses by administering a Listening Post (LP) and discourse analysis. Two themes emerged, from which the researchers formulated their working and research hypotheses.
Main findings: The themes related to anxiety and basic assumption behaviour. The research hypothesis referred to students' introjections of emotional incompetence. This resulted in exhaustion.
Practical/managerial implications: More focused attention to the students' emotional experiences, by themselves and by academic staff members, could conserve students' energy for their academic work and relationships.
Contribution/value-add: Being master's students consumes emotional energy that jeopardises students' academic work and forming relationships. Being aware of these and managing them could help students to achieve better academically.
The university has presented its master's programme for more than 25 years. The degree has a two-year programme and the university requires its students to complete it in a maximum of four years. The first-year consists of six modules. They cover the fields of organisational, personnel and career psychology, psychometrics, psychological research methods and personal growth. The university presents the modules in workshops, on campus, in four five-day blocks (20 working days). Students have to hand in and pass 15 assignments in the various modules and pass the examination in November. It constitutes 50% of the first-year assessment.
The second year consists of a dissertation with a limited scope. It constitutes the other 50%. The Health Professions Council of South Africa has accredited the programme. It gives students access to internships and registration as industrial psychologists. Twelve staff members are involved in the programme. All are registered industrial, counselling, clinical or research psychologists. The university selects students using the criteria of previous academic performance, literacy, numeracy, personality and other relevant skills (measured in an assessment centre). Approximately 20 students enter the programme every year. About 50% have honours degrees from this university. Others come from other South African universities. On average, 12 students graduate each year (calculated for 2000–2010). This is a 60% throughput. Very few students finish the degree in two years. Most students spend between three and four years to complete it. Most students complete the first year successfully, whilst the largest fallout occurs during their work on the dissertation. Over the last five years, measured feedback on the students' first year of study showed their satisfaction with the academic content, standard, practical application possibilities of the work and the competence of the lecturers.
The researchers became curious about possible underlying and unconscious themes that are presently unknown. They could assist students and staff members to a more holistic understanding of the students' experiences. This line of thought is consistent with Bion's (2003) notion of integrating knowing with not knowing to improve performance. On the surface, students are well selected, academically informed and sufficiently emotionally resilient to begin master's studies. However, if one explores below the surface behaviour (see Huffington, Armstrong, Halton, Hoyle & Pooley, 2004), it seems that students' resilience changes during their first year. This influences their 'groundedness'. Arrogant expressions like 'we are the best of the best' turn into realisations of the hard intellectual and emotional work the students need to do to stay in and move through the programme.
This often manifests in child-like behaviour. An example is a student who phoned a professor to inform him impatiently that she was still waiting for him to send her the instruments she needed for her research. Another student wanted to know when his newly appointed supervisor was going to re-write his research proposal and whether it would be in time for the deadline. Within the first few months of the start of the programme, students approach lecturers to ask what would happen if they did not complete the first year successfully or wanted to postpone their studies to the following calendar year. Students tend to contact the research module lecturers much more frequently than they contact the other lecturers, especially about the due dates for their dissertations.
One could use these vignettes to hypothesise about the students':
• narcissism that turns to arrogance
• anxieties that turn into defences like regression and projection or into strong dependence on staff members as authority figures
• performance anxiety about their dissertations (see Blackman, 2004; Sandler, Person & Fonagy, 2004).
Without substantial evidence, these hypotheses become risky. We cannot be sure which of these behaviours belong to individuals and which belong to the student system or even to the student-lecturer-departmental system. To access these below the surface behaviours, the researchers decided to work from the systems psychodynamic perspective because this would allow them to study the students' unconscious behaviour and the relatedness between the students as a system (Campbell, 2007).
The systems psychodynamic literature reports on learners' behaviour in group relations training events (Brunner, Nutkevitch & Sher, 2006; Fraher, 2004), in organisations as part of staff development, in coping with change (Czander, 1993) and in consulting (Neumann, Keller & Dawson-Shepherd, 1997). The researchers could not trace any related research in the literature on systems psychodynamic enquiry into student experiences during a teaching programme.
People use defence mechanisms (Blackman, 2004) against the anxiety to ensure emotional safety. Examples of primitive defences people use often are splitting, introjections, projection and projective identification. Ones that are more sophisticated are rationalisation and intellectualisation. In an organisation, any system (person, group or organisation) unconsciously needs something or someone (managers or leaders) to contain the anxiety on its behalf. The organisation does this through structures like laws, regulations, procedures, organograms, job descriptions and idiosyncratic ways of solving problems.
The system acts out its anxiety in various ways. Five basic behavioural assumptions encapsulate them. They are dependency, fight or flight, pairing (Bion, 1961; 1970; 2003), me-ness (Turquet, 1974) and one-ness or we-ness (Lawrence, Bain & Gould, 1996). These behaviours manifest unconsciously and systemically in a kind of group mentality, described as a unanimous expression of the will of the group. People contribute to it in ways of which they are unaware and which invariably influence them again.
'Dependency' refers to the system's anxiety about its need for security and structure that it projects onto a perceived strong or parental object. It becomes an unconscious dependence on this object (Campbell, 2007). When the object does not meet these needs, the system experiences frustration, helplessness, powerlessness and de-authorisation (Czander, 1993; Stapley, 2006) that manifest as counter-dependence.
'Fight or flight' refers to the system's performance anxiety in the here-and-now. It defends itself by fighting the imagined enemy or removing the self physically or emotionally from the danger (Cytrynbaum & Noumair, 2004). Fight responses manifest in aggression against the self, peers (through envy, jealousy, competition, elimination, boycotting, sibling rivalry, fighting for a position in the system or an assumed privileged relationship with authority figures) or against authority itself (Klein, 2005). Flight responses manifest physically in, for example, avoiding others, being ill or resigning. Psychological flight responses include defence mechanisms like avoiding threatening situations or emotions in the here-and-now, rationalising and intellectualising (Gould, Stapley & Stein, 2004).
'Pairing' manifests in order to cope with anxiety about alienation and loneliness. The system tries to pair with an object (person, subgroup or idea) it perceives as powerful (Colman & Bexton, 1975). The unconscious fantasy is that creation will happen in pairs and will protect the system against threat (Colman & Geller, 1985).
'One-ness' refers to the system's efforts to join a powerful union or omnipotent force. It surrenders the self for passive participation and lives in the fantasy of well-being and wholeness (Turquet, 1974). We also refer to one-ness as we-ness. 'Me-ness' refers to survival and solace in the own inner world, avoiding the outer world and its reality (Lawrence, Bain & Gould, 1996). The importance of the individual is greater than that of the group (Cilliers & Koortzen, 2005).
These basic assumption behaviours manifest on different levels of work that Cilliers and Koortzen (2005) integrated as the CIBART model (conflict, identity, boundaries, authority, role and task). For the sake of this research, the researchers changed the sequence (to conflict, task, role, authority, boundary and identity) to fit the findings.
'Conflict' refers to the split between differences, like between two or more parts of a system. Conflict can manifest intra-personally (in the individual between ideas and feelings), interpersonally (between two or more team members), intra-group (between factions or sub-groups) and inter-group (between one team or department and others in the larger system). See Cilliers & Koortzen (2005).
'Task' is the basic component of work. The leader adheres to the primary task, indicating contained anxiety. Diversions into off-task and anti-task behaviour show confusion and free-floating anxiety (Cytrynbaum & Noumair, 2004).
'Role' is the centre of individual activity. A series of boundaries delineate and define the behaviour (actual, implied or potential), authority, structure, culture, duties and responsibilities under a formalised title that others recognise and more or less value. It manifests as normative, experiential and phenomenal experiences (Cytrynbaum & Noumair, 2004; Czander, 1993; Obholzer & Roberts, 1994).
'Authority' refers to the right one has, because of one's rank or office, to issue commands and to punish violations (Czander, 1993). Authority comes from above (the organisation, manager or leader), the side (colleagues), below (subordinates) and from within (self-authorisation).
'Boundaries' refer to the space around and between parts of the system. They keep the system safe and contained (Cilliers & Koortzen, 2005). Examples are the boundaries of task, time and territory.
'Identity' refers to the aspects that make the system the same as, and different from, others (Campbell & Groenbaek, 2006). It is also the system's climate, cultural characteristics and whether it identifies with the self (Cytrynbaum & Noumair, 2004; Klein, 2005; Hirchhorn, 1997).
The first researcher is a psychologist with training in systems psychodynamics – as it applies to consulting and research, according to the conditions of Brunner, Nutkevitch and Sher (2006). Ethicality referred to obtaining the informed consent of all participants, keeping the identities of the eight volunteers confidential, not causing them harm or invading their privacy (De Vos, Strydom, Fouché & Delport, 2002).
Most participants considered leaving the programme at some point. They reported feeling despondent and having thoughts of 'giving up'. Their anxiety about failure brought compulsive coping methods to the fore: 'I just worked harder' and 'put in more hours'. Many had to make a decision 'to go or to stay', to 'get stuck in fear' or 'make a paradigm shift' and become 'flexible'. Their possible failure did not relate to their dreams of becoming psychologists. Their anxiety was about survival. They approached it by competing ('I know I was stronger than some of the others'), guilt (leaving would 'rob another person from participation'), projection ('I am doing this for my family'), personal growth ('I have to lift myself and be strong') and self-motivation ('I know I am much more resilient than I thought').
Once they began to get their marked assignments back, they realised that lecturers commented on their performance and marked in different ways. They experienced this as 'an inconsistency' and 'a disappointment'. Some suggested that the complexity of the course content was unexpected and difficult to deal with. Participants coped with the work and the split experience by relying on their own resilience or by becoming rebellious ('I just wanted to give it up, and get my life back'). Participants expressed 'how naive' their expectations were to think that 'the master's would be easy'. They 'realised how little I know' about what the programme was about in terms of academic content.
Participants experienced a split between various aspects relating to their competence. On the one hand, they said that they knew what they needed to do. They had the energy to do the work and had been successful up to that point in time. On the other hand, they did not know what they needed to do, were unsure and experienced a lack of confidence about doing anything ('I thought I just can't do this'). Their naiveté was connected to 'not knowing' the content of the programme, 'not knowing what I got myself in to' and not having any idea what master's study was about ('no one in my family did such a degree before'; 'I never thought of what a psychologist really does').
Flight responses manifested as flight into-past and into-future. In their fantasy, the past was an ideal place where the students 'had time to attend to their families' and when they were in a 'much more structured' and less complex honours IOP course. At the same time, they fantasised about the future as a place where they would complete their studies and be professional psychologists. In this future flight, they also negated their second year dissertation. Another flight response was avoiding feelings of anger and hostility towards authority figures (including the lecturers in the room) – it was as if the students desperately needed to impress them. This avoidance extended to their search for their own identities (Campbell & Huffington, 2008).
As another compensation, they started (through their assignments) to pair with their tasks. This happened in their singleton roles based on their individual resilience, about which they became quite proud. The evidence showed that the participants, as a collective, struggled with building any kind of relationship. This might be a result of their high levels of interpersonal competition and the accompanying performance anxiety (Blackman, 2004).
The importance of personal growth followed most references to loneliness. It was as if personal growth, as an individual endeavour, became a defence against connecting with others. Participants conceptualised personal growth as toughness in coping with difficult circumstances. This framing did not include the relationship interdependency that personal growth models, like self-actualisation (Rogers, 1985) or individualisation (Jung, 1986), describe. On another level, it was as if participants attached to their singleton roles strongly as a defence against the anxiety of sharing and letting others see their vulnerability.
The students idealised (Blackman, 2004) their membership of the programme and becoming psychologists. At the same time, they felt under attack from the demands of the programme. The researchers interpreted this as feelings of being inadequate (Klein, 1988). This suggested that the students projected their narcissism to relieve their shame about their inadequacy (Freud, 1921). This defence was a turning into the self. Instead of being angry at the objects of their anger (like the department), they introjected the anger (Blackman, 2004). The researchers interpreted this behaviour as perfectionism – an obsessive narcissistic wish (Blackman, 2004). This suggests that their wish for narcissistic perfection acted as a defensive distortion of reality (an affectionately labelled fantasy based on the originally perfect self-object bliss of the symbiotic phase). See Czander (1993).
The researchers interpreted the students' surprise and naiveté as a denial of the complexity inherent in a master's programme and psychology training – a disavowal of a reality despite the overwhelming evidence of its existence (Blackman, 2004). The researchers interpreted the students' need to leave the programme as regression (Campbell & Huffington, 2008) because of their insecurity and because parental figures were not meeting their need for acceptance. This was a defence against their perceived incompetence and the introjections thereof.
Reaction formation (Blackman, 2004) manifested as individual resilience to cover for their unexpressed anger, incompetence and vulnerability. They split the good (positive) from the bad (negative) as a symptom of their denial of autonomy (Czander, 1993). They could not move out of this ambiguity. This means that they could not move to a position where they projected only good feelings and parts onto an object in order to idealise it and subsequently to develop superior-subordinate relations, integrate and bond (Vansina & Vansina-Cobbaert, 2008). It was as if their child ego state functioning (James, 1977) and its primitive defences of splitting and projection (Blackman, 2004) had trapped them.
The researchers interpreted the students' tendency to avoid building relationships with others as their over identification with authority (as parental figures). It is a defence against building relationships with peers. This may connect to their performance anxiety about research when they pair with a supervisor and the dissertation becomes the result (a baby). Playing out their intimacy needs in relatedness with authority could help them to achieve their ultimate goal of qualifying as psychologists.
The researchers integrated these findings using the adapted CIBART model (Cilliers & Koortzen, 2005). Because all of the interpretations imply conflict, the researchers did not treat it as a separate theme.
The researchers interpreted their way of self-authorisation as a next wave of dependence on authority. This was to use many positive psychology constructs in their discourse. This started a new wave of competition amongst them, albeit to argue whom the most resilient student would be (Stapley, 2006).
The participants interpreted their anxiety about the time and task boundaries as their incompetence and 'not making it'. The turned the challenge of managing boundaries into opportunities to be resilient and to compete by being strong, self-reliant, independent and, eventually, lonely. It was as if holding tight boundaries around the self became their formula for survival (Obholzer & Roberts, 1994).
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SA Journal of Industrial Psychology | ISSN: 0258-5200 (PRINT) | ISSN: 2071-0763 (ONLINE)


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April Crafternoon
- 0151 794 2348
- Victoria Gallery & Museum
- Suitable for: Adults
- Admission: £6.00
- Book now
- Add this event to my calendar
When you click on "Add this event to my calendar" your browser will download an ics file.
Microsoft Outlook: Download the file, then you may be able to click on "Save & Close" to save it to your calendar. If that doesn't work go into Outlook, click on the File tab, then on Open, then Import. Select "Import an iCalendar (.ic or vCalendar file (.vcs)" then click on Next. Find the .ics file and click on OK.
Google Calendar: download the file, then go into your calendar. On the right where it says "Other calendars" click on the arrow icon and then click on Import calendar. Click on Browse and select the .ics file, then click on Import.
Apple Calendar: download the file, then you can either drag it to Calendar or import the file by going to File > Import > Import and choosing the .ics file.
Crafternoon takes place from 2pm - 4pm on Wednesday 10th April
Crafternoons are for ages 16+ only
You can book a maximum of four spaces at a time. If you require more spaces, please direct your friend to this website or ask them to pop into the VG&M and make a purchase in person at the Welcome Desk.
Price includes all materials plus light refreshment (tea/coffee)
From March 2019 all Crafternoons must be booked and paid for in advance and are non-refundable.
Book your place here.https://payments.liv.ac.uk/conferences-and-events/events-at-liverpool/victoria-gallery-museum/crafternoon-april-spring-fairies

subset: commoncrawl


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Carl is a 13 year old kid whose blog is at http://www.CarlOcab.com.
Carl's Blog has a Google Pagerank of 4, Technorati Ranking of 3,336 and an Alexa Ranking of 38,845. It is amazing what a person can do if (s)he has an interest and a little perseverance even if that person is just 13 years old.
I liked quite a few of the articles that he had written in his blog.
The article, Important Blog Pages – Blog Pages You Should Have to Look like a Professional, brings out very nicely which are the pages that are normally missed or forgotten by any blogger but which are very important for a blog to look professional.
In this article, Diversify Your Blogging – Maximize Your Blogging Revenue within Weeks, Carl explains how to diversify your blogging so that you are able to achieve maximum revenue potential for your blog.
This article, Sell Anything to Someone and Make Him Like it?, features an excellent video which tells you how you can sell just about anything to a person and, above all, make him like it.
Carl's blog has more down-to-earth advice on various topics including making money online and internet marketing techniques.
Any affiliate marketer or internet marketer will immensely benefit from his blog.


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There's a reason we "go home for the holidays." Home to many people invokes memories, comfort and restoration.
In the summer, our home life tends to be more periodic: sleep, laundry and gather our things for the next destination (pools, parks & patios!). But in the colder months, we find ourselves lingering in bed a little longer, calling it a night a little earlier just for the comfort and warmth of our homes.
Some long for the colder months and the acceptance of staying in to nourish our bodies and minds to brave the winter weather...when we have to.
So as the weather turns chilly, it's time to gather around the hearth and take in some of our favorite ways to indulge in the rustic (but stylish) life. (We promise, it's not all barn doors and Ball jars!)
Photo cred: @bigleathercouch
Thick Wools, Leathers & Tweeds
Cold weather means layers and thick fabrics. You're probably used to layering your clothing - and you can also bring the look into your home. Layer a weathered leather couch with throws in plaids and heavy wools. Add a wingback chair upholstered in our favorite way to look chic and "undone" at the same time with tweed!
Cheap thrills: leather coasters, candles scented in tobacco or bourbon, vintage books bound in leather or leather tones.
Photo cred: blog.heatherscotthome.com
Think Outside
Bringing the outside in is one of my favorite aspects of rustic decor. Think layering barn wood a la ship lap on one wall in your den or stack a pile of birch stems by the fire. And an exposed brick wall brings a stylish rustic feel to any room.
2018 on trend: Forget the bear skin—opt for a faux antelope print rug to really stand out and soften a room.
Photo cred: @mela_mtg_
Hot Toddy
Cognac, caramel and nutmeg all sound like a fall favorite cocktail ... but have you considered pairing these delicious browns and orangey hues with your walls, a woven wall hanging or a vase with a few sprigs of dried wheat? Let these rich tones warm up your home this season through decor and more.
My faves: For a drool-worthy paint color, check out Sherwin Williams in Pennywise. Also try handmade pottery (I'm a sucker for terra-cotta anything), Ornately carved or bluntly designed wooden furnishings can both also contribute to the look.
Photo cred: modwedding.com
Cabin Feeeeels
Another cold weather loves? The cabin life! (Think camping but with running water.) Make your home just a little rough around the edge while perfectly comforting: Try a cedar dining room table, black bear and pine tree prints, or antlers, antlers and more antlers! Or consider a southwestern approach (that hits home for me as a part-time New Mexican): exposed beams, Native American influences, baskets, dried corn, heirloom squash and gourds.
Easy peasy: Pile a handful of pine cones in a hurricane vase with a few pomegranates and mandarines littered about for your dining centerpiece! (Bonus: Tangle battery-operated led string lights for a darling dinnertime glow & skip the candle.)
What are your favorite rustic trends?


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David's Recyclable Metal Tube Toothpaste
David's Recyclable Metal Tube Toothpaste
All Natural Recyclable Toothpaste
Can a tube of toothpaste be all that interesting? Turns out, it can. David's toothpaste has thought through everything, from the recyclable metal tube, to sourcing REAL ingredients from US farmers, to actually producing the toothpaste locally. Of course, it's free of artificial flavors, sweeteners, colors or preservatives. It's even free of the so-called "natural flavors" present in most toothpastes claiming to be all-natural. Fluoride-free, sulfate-free and cruelty-free. It comes with a metal tube key to get to the very last drop.
Ingredients and Purpose:
Calcium Carbonate - Natural material mined from the earth. Used as a mild abrasive to help prevent plaque buildup, remove surface stains, and whiten & polish teeth.
Purified Water - Used to blend ingredients and give texture.
Sodium Bicarbonate (Baking Soda)- Natural material mined from the earth. Used to neutralize the plaque forming acids in your mouth. Helps prevent plaque buildup, remove surface stains, and whiten & polish teeth.
Vegetable Glycerin - Davids uses only food-grade domestic non-GMO vegetable glycerin derived from vegetable oils ( not to be confused with industrial glycerin or other glycerin products produced from animal fats). Used to moisten the mouth and enhance the natural mint oil flavor. Also used as a natural preservative to keep the paste moist and to keep the ingredients from separating.
Hydrated Silica - Natural material from the earth that is used to help remove surface stains and whiten & polish teeth. Others use low quality imported silica with large abrasive particles that can scratch or damage the enamel....Davids uses only the highest quality USA made silica with ultra-fine microscopic particles designed to safely clean and polish the enamel on your teeth.
Xylitol (birch derived)- a five-carbon sugar used as a sweetener, but more importantly, has the effect of reducing plaque formation and inhibits enamel demineralization. We use only a premium USA produced xylitol derived from birch trees, which is considered the best for both you and the environment. Research studies show that xylitol works to reduce the formation of cavities.
Sodium Cocyl Glutamate - Natural alternative to SLS which is derived from coconut oil and sulfate-free. Used to create a mild foaming action which suspends the other ingredients in your mouth while brushing, helping the cleaning and whitening process.
Carrageenan- Seaweed powder. Natural seaweed is hand-harvested from the ocean, dried, and milled to a fine powder. When we add the water and other liquids to the seaweed powder, it creates a gel paste. Without seaweed powder (carrageenan), our toothpaste would have a syrup-like consistency. There has been confusion about this ingredient because there is a NON FOOD GRADE version known as degraded Carrageenan (aka poligeenan) - formerly referred to as degraded carrageenan.
Mentha Piperita (Peppermint) Oil - We use a pure domestic essential oil of peppermint derived from natural mint leaves. Used to give our toothpaste a natural peppermint flavor, to kill the bacteria in your mouth and freshen breath. We developed a custom blend of ultra premium, USA produced, mint oils from various mint growing regions around the US to create a one of a kind mint flavor that is amazing!
Mentha Viridis (Spearmint) Leaf Oil - We use a pure domestic essential oil of spearmint derived from natural spearmint leaves. Used to compliment the peppermint flavor, to kill the bacteria in your mouth and freshen breath.
Piminella Anisum (Anise) Seed Extract -Derived from the perennial herbal plant anise. Used to compliment the peppermint flavor, to kill the bacteria in your mouth and freshen breath.
Gaultheria Procumbens (Wintergreen) Leaf Oil - a pure domestic essential oil of wintergreen derived from natural wintergreen leaves. Used to compliment the peppermint flavor, to kill the bacteria in your mouth and freshen breath.
Stevia (Leaf Extract) - Derived from the stevia plant. Used as a natural sweetener and to further enhance the natural mint oil flavoring.


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Our Favorite Christmas Cookie Recipes, from Biscotti to Gingerbread
Ideal Sugar Cookies
Martha's made hundreds of different cookies over the years. Her favorites for the holidays are these classic sugar ones. (The secret ingredient: a splash of brandy.) Cut into any shape you like and decorate with royal icing. Need a gluten-free sugar cookie recipe? Martha's got you covered
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Give classic peanut butter cookies some love—adorn each one with a chocolate kiss before baking!
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BARRIE - A record number of students are graduating this month from Georgian College.
Over the next two weeks, approximately 2,350 students will graduate from a wide range of programs at the Barrie, Orillia and Owen Sound campuses. This is the largest ever graduating class in the college's history.
Approximately 4,500 guests will attend five ceremonies in three cities. The first took place in Owen Sound on Tuesday, in Orillia on Thursday at 2 p.m., and the Barrie campus on Wednesday, June 18.
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Ph.D. in English. Stony Brook University, 2012
Dissertation: "From Mourning to Meditation: Theorizing Ecopoetics, Thinking Ecology"
Committee: Rowan Ricardo Phillips (director), Peter Manning, Susan Scheckel, and Lynn Keller
Competency fields: 19th and 20th Century American Literature. Ecopoetics & Ecocriticism.
B.A. in English & History. Summa cum laude. State University of New York at Geneseo, 2004
Honors Thesis: Modern American Bohemianism
Academic Awards & Honors
- Morton E. Kahn and David Erdman Award for Best Dissertation [Dept. of English] (Stony Brook 2012)
- President's Award for Excellence in Teaching by a Graduate Student [university-wide] (Stony Brook 2012)
- Alan Babich Prize for Excellence in Graduate Student Teaching [Dept. of English] (Stony Brook 2011)
- Mellon Interdisciplinary Dissertation Fellowship (Stony Brook 2010)
- Thomas Flanagan Paper Prize for Best Paper by a Doctoral Student [Dept. of English] (Stony Brook 2008)
- Presidential Fellowship (Stony Brook 2007-2009)
- Elected to Phi Beta Kappa (Geneseo 2004)
- Beauchamp Award in English for Outstanding Graduating Senior in English (Geneseo 2004)
- Byrnes Scholarship for Outstanding Graduating Senior in History (Geneseo 2004)
Writing Honors
- Honorable Mention in the Landmark Prize for Fiction, 2017
- Pushcart Prize Nomination, 2017
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Re-ranks a list of recommended items for the given user. The first item in the list is deemed the most likely item to be of interest to the user.
The solution backing the campaign must have been created using a recipe of type PERSONALIZED_RANKING.
Request Syntax
POST /personalize-ranking HTTP/1.1 Content-type: application/json { "campaignArn": "
string", "inputList": [ "
string" ], "userId": "
string" }
URI Request Parameters
The request does not use any URI parameters.
Request Body
The request accepts the following data in JSON format.
- campaignArn
The Amazon Resource Name (ARN) of the campaign to use for generating the personalized ranking.
Type: String
Length Constraints: Maximum length of 256.
Required: Yes
- inputList
A list of items (itemId's) to rank. If an item was not included in the training dataset, the item is appended to the end of the reranked list. The maximum is 500.
Type: Array of strings
Length Constraints: Maximum length of 256.
Required: Yes
- userId
The user for which you want the campaign to provide a personalized ranking.
Type: String
Length Constraints: Maximum length of 256.
Required: Yes
Response Syntax
HTTP/1.1 200 Content-type: application/json { "personalizedRanking": [ { "itemId": "string" } ] }
Response Elements
If the action is successful, the service sends back an HTTP 200 response.
The following data is returned in JSON format by the service.
- personalizedRanking
A list of items in order of most likely interest to the user. The maximum is 500.
Type: Array of PredictedItem objects
- InvalidInputException
Provide a valid value for the field or parameter.
HTTP Status Code: 400
- ResourceNotFoundException
The specified resource does not exist.
HTTP Status Code: 404
See Also
For more information about using this API in one of the language-specific AWS SDKs, see the following:


text:
Bayer Design
Multi Travel Bed
Article code CH002352
in stock
Multifunctional doll bed. The bed can also be used as a dining chair or as a box. Comes with mobile for above the bed. With storage compartments and various accessories such as doll's cutlery, plate and drinking cup. Dimensions 72 cm wide, 33 cm deep and


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Inspec keywords: industrial control; control engineering computing; SCADA systems; digital forensics; production engineering computing; wireless sensor networks; IP networks
Subjects: Industrial applications of IT; Computer communications; Control engineering computing; Computer networks and techniques; Data security; Control in industrial production systems; Data acquisition systems for control; Data acquisition systems; Production engineering computing; Control technology and theory
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