Perceptions of personal agency within communities: Validation of a diagnostic instrument

2021 ◽  
pp. 1-18
Author(s):  
Abigail Borron ◽  
Kevan W. Lamm ◽  
D. Keith Atkins
Keyword(s):  
Diagnostic Instrument ◽  
Personal Agency

Gliedmaßenapraxie bei Patienten mit Multipler Sklerose

2017 ◽  
Vol 28 (3-4) ◽  
pp. 207-217
Author(s):  
Kathi Maren Harscher ◽  
Celina Hirth-Walther ◽  
Ilka Buchmann ◽  
Christian Dettmers ◽  
Jennifer Randerath
Keyword(s):  
Diagnostic Instrument ◽  
Short Version ◽  
Limb Apraxia

Zusammenfassung. Gliedmaßenapraxie ist eine Störung der motorischen Kognition, die besonders häufig nach linkshemisphärischem Schlaganfall auftritt. Diese Störung ist bei Patienten mit Multipler Sklerose (MS) noch wenig untersucht. Bisherige MS-Studien indizieren, dass die Leistung in den klassischen Pantomime- und Imitationstests beeinträchtigt sein kann. Die vorliegende Studie untersuchte die Gliedmaßenapraxie bei 26 MS-Patienten und 24 Gesunden mit dem Diagnostic Instrument for Limb Apraxia – Short Version (DILA-S), das zusätzlich zu den klassischen Imitations- und Pantomimetests auch den tatsächlichen Werkzeuggebrauch untersucht. Bei 27 % der MS-Patienten wurden apraktische Symptome in jeweils einzelnen Untertests diagnostiziert. Die Symptomausprägung war jedoch gering, sodass Gruppenvergleiche keine signifikanten Unterschiede zeigten. Insgesamt legen die Studienergebnisse nahe, dass Gliedmaßenapraxie bei MS-Patienten auftreten kann, aber vermutlich selten zu einem klinisch relevanten Symptom wird.

Personal agency disavowed: Identity construction in asexual women of color.

2019 ◽  
Vol 6 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Aasha B. Foster ◽  
Austin Eklund ◽  
Melanie E. Brewster ◽  
Amelia D. Walker ◽  
Emma Candon
Keyword(s):  
Identity Construction ◽  
Women Of Color ◽  
Personal Agency

Breaking the Shackles of Gender Stereotyping to Create New Norms: The Case of Zimbabwean Migrant Women in Mthatha Town

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Sanction Madambi
Keyword(s):  
South Africa ◽  
Gender Stereotyping ◽  
Personal Agency ◽  
Migrant Women ◽  
Host Countries ◽  
Qualitative Research Design ◽  
Norms And Values ◽  
Recent Case Study ◽  
Traditional Approaches

The migration of Zimbabweans into South Africa is shaped by several factors and processes. Traditionally, the decision to migrate was mostly based on family considerations (where gender stereotypic roles were a priority), although in some cases the migrants exercised individualism and personal agency. This led to migration trends that were male dominated. Current Zimbabwean migration trends reflect large volumes of women as the socio-economic crisis forces them to leave their country. These migrant women encounter a myriad of challenges in their host countries. This paper explores Zimbabwean women’s migration to the town of Mthatha in South Africa, highlighting their challenges and the strategies they employ to overcome these, as found in a recent case study. Applying a qualitative research design and using questionnaires and interviews to gather data from the 100 purposively sampled women, the study found that many Zimbabwean migrant women in Mthatha encountered numerous challenges. They lacked the required documents to live and work in South Africa, experienced exploitation and marriage constraints, and had broken ties with their families back in Zimbabwe. According to the study, these women managed to navigate these challenges, rising above the stereotypic norms and values that used to label them as non-productive citizens to superheroes who were supporting their families and the country’s economy—thus breaking the shackles of gender stereotyping to create new norms. These findings underline the importance of shifting from the traditional approaches to women migration and pursuing perspectives that present migration as a critical component of the process of social change and development to all migrants.

Blank Canvas

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Ben Toscher
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
New Ventures ◽  
Entrepreneurship Education ◽  
Social Contexts ◽  
Knowledge Generation ◽  
Learning Theories ◽  
Personal Agency ◽  
Personal Factors ◽  
Entrepreneurial Knowledge

The majority of learning in arts entrepreneurship education is experiential (Essig & Guevara, 2016). Experiential and entrepreneurial learning theories indicate that to facilitate entrepreneurial knowledge generation which “enables [entrepreneurs] to recognize and act on entrepreneurial opportunities and to organize and manage new ventures” (Politis, 2005, p. 400), individuals need to exercise personal agency and engage in explorative behavior (Kolb & Kolb, 2009; Politis, 2005). If arts entrepreneurship education is to help students generate such entrepreneurial knowledge, arts entrepreneurship educators should create learning environments in which their students can exercise personal agency and behave exploratively. Despite this, how students exercise personal agency and explore within arts entrepreneurship education has not been empirically studied. This empirical paper attempts to answer the following question: How do students explore and exercise personal agency in arts entrepreneurship education? Using rigor to systematically analyze qualitative data (Gioia et al., 2013) from a five-week course in entrepreneurship in higher music education to produce a data structure and model, I find that within a teacher-created learning environment, students balance personal factors (their values and beliefs, habitual modes of thought, prior experience and personal goals) against social factors (social interdependencies and conditions of approval) while taking actions to reduce uncertainty. The findings imply that teacher-created learning environments and engagement in social contexts influences how students exercise personal agency and explore.  

Developing a Three-Tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE)

2020 ◽  
Vol 31 (3) ◽  
pp. 84
Author(s):  
J. Jusniar ◽  
E. Effendy ◽  
Endang Budiasih ◽  
S. Sutrisno
Keyword(s):  
High School Students ◽  
Chemical Equilibrium ◽  
Diagnostic Instrument ◽  
Difficulty Level ◽  
Literature Study ◽  
School Students ◽  
Development Models ◽  
High Category ◽  
Third Stage ◽  
Very High

<p class="p1"><span class="s1">This study aims to develop a Three-tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE) to diagnose high school students’ misconceptions related to this topic. TT-DICE consists of thirty items, asking for students’ answers, reasonings, and levels of confidence. Three-stages development models developed by Treagust applied in developing TT-DICE. First-stage was a literature study to analyze the main concepts and students’ misconceptions in CE. The next step is the development of the TT-DICE prototype, consisting of item development, preliminary experiments, interviews, and revisions. The third stage of validity checking starts with content validation by experts and practitioners. A field test conducted to determine the reliability and quality variables are supporting TT-DICE items. These variables are Item Validity (IV), Difficulty Level (DL), Discrimination Index (DI), and effectiveness of distractors. Content validity by validators showed that the TT-DICE is valid with a very high category (96.1%). The results of item validity show that 88.9% of the items are valid. Testing of DL, DI, and the effectiveness of distractors in general, shows a good category. The Reliability of the three-tiers TTDICE using Alpha Cronbach is a high and very high category, respectively (0.83, 0.81 &amp; 0.91). The overall validity test results also concluded if the TT-DICE is valid, reliable, and suitable to diagnose misconceptions of Chemical Equilibrium.</span></p>

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