scholarly journals Correspondence on “Exploring the motivations of research participants who chose not to learn medically actionable secondary findings about themselves” by Schupmann et al

Author(s):  
Ellen Wright Clayton ◽  
Lainie Friedman Ross ◽  
Mark A. Rothstein
2018 ◽  
Vol 21 (5) ◽  
pp. 1092-1099 ◽  
Author(s):  
Myra I. Roche ◽  
Ida Griesemer ◽  
Cynthia M. Khan ◽  
Elizabeth Moore ◽  
Feng-Chang Lin ◽  
...  

2014 ◽  
Vol 42 (2) ◽  
pp. 190-207 ◽  
Author(s):  
Lisa Eckstein ◽  
Jeremy R. Garrett ◽  
Benjamin E. Berkman

Over the past decade, there has been an extensive debate about whether researchers have an obligation to disclose genetic research findings, including primary and secondary findings. There appears to be an emerging (but disputed) view that researchers have some obligation to disclose some genetic findings to some research participants. The contours of this obligation, however, remain unclear.As this paper will explore, much of this confusion is definitional or conceptual in nature. The extent of a researcher's obligation to return secondary and other research findings is often limited by reference to terms and concepts like “incidental,” “analytic validity,” “clinical validity,” “clinical relevance,” “clinical utility,” “clinical significance,” “actionability,” and “desirability.” These terms are used in different ways by different writers to describe obligations in different sorts of cases.


2017 ◽  
Vol 20 (7) ◽  
pp. 760-769 ◽  
Author(s):  
Christine Rini ◽  
Cynthia M Khan ◽  
Elizabeth Moore ◽  
Myra I Roche ◽  
James P Evans ◽  
...  

Author(s):  
Ella Inglebret ◽  
Amy Skinder-Meredith ◽  
Shana Bailey ◽  
Carla Jones ◽  
Ashley France

The authors in this article first identify the extent to which research articles published in three American Speech-Language-Hearing Association (ASHA) journals included participants, age birth to 18 years, from international backgrounds (i.e., residence outside of the United States), and go on to describe associated publication patterns over the past 12 years. These patterns then provide a context for examining variation in the conceptualization of ethnicity on an international scale. Further, the authors examine terminology and categories used by 11 countries where research participants resided. Each country uses a unique classification system. Thus, it can be expected that descriptions of the ethnic characteristics of international participants involved in research published in ASHA journal articles will widely vary.


2017 ◽  
Vol 11 (2) ◽  
pp. 157-169
Author(s):  
Serawit Debele

Based on the author’s experience in conducting fieldwork on religion in Ethiopia, in this article she analyses the complexities of being an insider in a certain socio-political and economic context. Instead of ascribing an essence to insider-ness as a straightforward and definite category, it is argued that insider-ness is a product of dynamic and complex intersubjective interactions and processes. It is an ambiguous position marked by a continuous shift resulting from the researcher’s navigations between multiple identities at different times and environments in relation to research participants. As pointed out by Bourke (2014), the perpetual flux of one’s identity as an insider or an outsider stems from the researcher’s position: gender, class, ethnic background and religious as well as political persuasion. Furthermore, in as much as one enjoys the associated benefits thereof, the insider is faced with myriad challenges due to her or his variegated identities that in turn inform interlocutors’ perceptions, expectations and responses.


2001 ◽  
Vol 88 (4) ◽  
pp. 981
Author(s):  
CRYSTALS PURVIS COOPER

2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Yee Bee Choo ◽  
Nurul Syazana Zainuddin

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.


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