The role of behavioural theories in educational interventions for paediatric asthma

2003 ◽  
Vol 4 (4) ◽  
pp. 325-333 ◽  
Author(s):  
Noreen M Clark ◽  
Melissa A Valerio
Keyword(s):  
Educational Interventions ◽  
Paediatric Asthma ◽  
Behavioural Theories

Improving Judge & Jury Evaluation of Scientific Evidence

Daedalus ◽  
2018 ◽  
Vol 147 (4) ◽  
pp. 164-180
Author(s):  
Valerie P. Hans ◽  
Michael J. Saks
Keyword(s):  
Expert Testimony ◽  
Expert Witness ◽  
Scientific Evidence ◽  
Technical Information ◽  
Educational Interventions ◽  
Expert Evidence

The role of the expert witness in trials is a paradox. Judges and jurors need help with matters beyond their understanding, and judges are expected to act as gatekeepers to ensure that jurors are not fooled by misleading expert testimony. Yet, as gatekeepers, judges might not effectively distinguish sound from unsound expert testimony. As factfinders, judges and jurors both might have difficulty comprehending expert evidence, intelligently resolving conflicts between experts, and applying the scientific and technological evidence they hear to the larger dispute before them. This essay explores those problems and a variety of possible solutions, ranging from more effective ways parties might present technical information at trial, to educational interventions supervised by the court, to making juries more effective in performing their task, to more controversial measures, such as replacing conventional juries with special juries and replacing generalist judges with expert judges.

Child and Adolescent Care Services

2021 ◽  
pp. 16-36
Author(s):  
Ruth Vilà Baños ◽  
Montse Freixa Niella ◽  
Angelina Sánchez Martí ◽  
Maribel Mateo Gomà
Keyword(s):  
Educational Intervention ◽  
Descriptive Study ◽  
Child And Adolescent ◽  
Educational Interventions ◽  
Protection System ◽  
Unaccompanied Minors ◽  
Care Services ◽  
Study Staff

Although unaccompanied minors became visible in Spain in the late 1990s, they are still seen as a new migratory phenomenon, provoking numerous debates and questions around appropriate responses. This chapter aims to unveil the rights and wrongs of the current protection system in Catalonia through analysis and discussion of the role of socio-educational intervention in overcoming the prejudice-based discourses and attitudes that criminalize these migrants. In a descriptive study, staff from all the centres of the protection system of the Barcelona General Directorate for Child and Adolescent Care were interviewed. Results showed that overcrowding in the protection system was causing tensions and dysfunctions. Great efforts must be made to develop individualized educational interventions adapted to unaccompanied minors' specific situations and to facilitate their integration. Five main recommendations and a range of future lines of research derive from these findings.

Complex Solutions for Complex Problems? Exploring the Role of Design Task Choice on Learning, Design for Additive Manufacturing Use, and Creativity

2019 ◽  
Vol 142 (3) ◽  
Author(s):  
Rohan Prabhu ◽  
Scarlett R. Miller ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Self Efficacy ◽  
Engineering Students ◽  
Educational Interventions ◽  
Problem Statement ◽  
Design Task ◽  
Complex Solutions ◽  
Future Work ◽  
Am Processes

Abstract The integration of additive manufacturing (AM) processes in many industries has led to the need for AM education and training, particularly on design for AM (DfAM). To meet this growing need, several academic institutions have implemented educational interventions, especially project- and problem-based, for AM education; however, limited research has explored how the choice of the problem statement influences the design outcomes of a task-based AM/DfAM intervention. This research explores this gap in the literature through an experimental study with 175 undergraduate engineering students. Specifically, the study compared the effects of restrictive and dual (restrictive and opportunistic) DfAM education, when introduced through design tasks that differed in the explicit use of design objectives and functional and manufacturing constraints in defining them. The effects of the intervention were measured through (1) changes in participant DfAM self-efficacy, (2) participants' self-reported emphasis on DfAM, and (3) the creativity of participants' design outcomes. The results show that the choice of the design task has a significant effect on the participants' self-efficacy with, and their self-reported emphasis on, certain DfAM concepts. The results also show that the design task containing explicit constraints and objectives results in participants generating ideas with greater uniqueness compared with the design task with fewer explicit constraints and objectives. These findings highlight the importance of the chosen problem statement on the outcomes of a DfAM educational intervention, and future work is also discussed.

Our Future in a Changing Society

1990 ◽  
Vol 7 (1) ◽  
pp. 35-41
Author(s):  
Don Tustin
Keyword(s):  
Decision Making ◽  
Social Responsibility ◽  
Small Groups ◽  
Objective Analysis ◽  
Objective Measures ◽  
Individual Choice ◽  
Social Situations ◽  
Or Groups ◽  
Behavioural Theories

The address examines qualities of behavioural therapists since the inception of ABMA. Attention is also given to current issues that require objective analysis; especially issues of individual and social responsibility, the role of families, and adult relationships. There is a need to identify frameworks that assist objective analyses of social situations. A behavioural decision-making approach appears useful for analysing responsibility, as the approach includes concepts to describe both individual choice and social pressures, allowing an assessment of the extent to which individuals or groups should change. There is also a need to find objective measures of values, both of individuals and of small groups. We can expect to see further changes in behavioural theories as more concepts and principles are introduced by behavioural practitioners who address current social problems.

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

2017 ◽  
Vol 20 ◽  
Author(s):  
Anthony Gbenro Balogun ◽  
Shyngle Kolawole Balogun ◽  
Chidi Victor Onyencho
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Achievement Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Educational Interventions ◽  
University Management ◽  
The Relationship ◽  
Moderating Role

AbstractThis study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

Can Information on Cost Improve Clinicians' Behavior?: Lessons from Health Care Trials and Management

1997 ◽  
Vol 13 (4) ◽  
pp. 553-561 ◽  
Author(s):  
Peter F. Lowet ◽  
John M. Eisenberg
Keyword(s):  
Health Care ◽  
Price Competition ◽  
Educational Interventions ◽  
Cost Information ◽  
Improved Outcomes ◽  
Practice Variations ◽  
The Cost ◽  
The Impact

AbstractFacing intense price competition and societal pressures, health care provider organizations have focused increasingly on the cost-effectiveness of medical services. In instances when there is insufficient evidence that a more expensive treatment course generates improved outcomes, the lower cost option is often encouraged. Yet, with resource utilization still determined principally by individual physicians, large practice variations often persist. This paper reviews the literature and explores the impact of sharing cost information on physicians' practice patterns utilizing management theory concepts. More research should be conducted to determine long-term benefits of educational interventions, physicians' fundamental views on the relationship between cost and quality and its effect on their responsiveness to cost information, and the role of leadership in changing clinical behavior.

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