Friends through school and family: Refugee girls’ talk about friendship formation

This article explores refugee girls’ talk about friendship formation. Friendship is a complex process and a subjective experience. The study participants stressed similarity and cultural affinity as important criteria of forming friendships. Those who attended schools with a mixture of students described their native peers as having different temperaments and interests. Relatives were referred to as being best friends who one could trust and confide in. This suggests the need for a broad conceptualisation of friendship in research and practice.

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Factors Influencing a Persons Reaction to Informed Consent

Psychological Reports ◽

10.2466/pr0.1984.54.1.112 ◽

1984 ◽

Vol 54 (1) ◽

pp. 112-114 ◽

Cited By ~ 5

Author(s):

Linda L. Gertson ◽

J. Regis McNamara

Keyword(s):

Informed Consent ◽

School Setting ◽

Demand Characteristics ◽

Research And Practice ◽

Initial Decision ◽

Informed Consent Form ◽

Study Participants ◽

Relationship Of ◽

Oral Presentations ◽

The Relationship

The present study examined how social and physical demand characteristics influenced the willingness of 128 volunteer undergraduates to participate in a drug experiment. Subjects read an informed consent form about an experiment and then received different amounts of supplemental information about the study presented orally by a physician-confederate in a medical school setting. After making an initial decision about participation in the study, participants were tested for their comprehension about the experiment. All subjects who indicated an interest in the project were asked to attend a second meeting in the Psychology Department when they were asked if they wished to change their original decisions. Because high trust was placed in the physician-confederate, there were no differences, no effect for the differing oral presentations was found. However, a significant number of subjects changed their decisions to participate at the second session. The relationship of these and other findings to clinical research and practice were discussed.

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Certified Interpreters’ Subjective Experience of Psycho-Affective Factors in Court Interpreting

Anglica Wratislaviensia ◽

10.19195/0301-7966.58.10 ◽

2020 ◽

Vol 58 ◽

pp. 165-185

Author(s):

Marcin Walczyński

Keyword(s):

Major Part ◽

Subjective Experience ◽

Self Esteem ◽

Affective Factors ◽

Court Interpreting ◽

Language Boundaries ◽

Study Participants ◽

Consecutive Interpreting ◽

Selection Of ◽

Positive Character

This paper touches upon the theme of the certified interpreter’s psycho-affectivity, a construct studied within a branch of interpreting studies known as interpreter psychology, or more precisely, within its psycho-affective strand. What also lays the groundwork for the presentation of the outcomes of the investigation into the certified interpreters’ experience of the psycho-affective factors is an overview of certified interpreting. The major part of this paper is dedicated to the discussion of the results of a survey carried out among Polish-English certified interpreters who interpret consecutively in the courtroom. Seven factors experienced by study participants (i.e. anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress) are discussed. The discussion is supplemented with a selection of quotes taken from the certified interpreters’ responses, in which they directly or indirectly refer to the selected psycho-affective factors and their impact on the interpreting process and the output rendered. All in all, it emerges that, in quite a number of cases, in the respondents’ opinions, the psycho-affective factors under consideration are of a more negative than positive character, thereby disrupting the process of consecutive interpreting in the courtroom.

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Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-59.6.487 ◽

2021 ◽

Vol 59 (6) ◽

pp. 487-501

Author(s):

Stephanie Spruit ◽

Erik W. Carter

Keyword(s):

Social Networks ◽

Developmental Disabilities ◽

Postsecondary Education ◽

College Experience ◽

Intellectual And Developmental Disabilities ◽

Education Programs ◽

Research And Practice ◽

Friendship Formation ◽

Social Lives ◽

Multiple Meaning

Abstract The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.

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Gamifying a Simulation: Null Effects of a Game Goal, Choice, Points and Praise

10.31234/osf.io/uwrjb ◽

2017 ◽

Cited By ~ 1

Author(s):

Cyril Brom ◽

Tereza Stárková ◽

Edita Bromová ◽

Filip Dechterenko

Keyword(s):

Test Scores ◽

Subjective Evaluation ◽

Self Determination Theory ◽

Virtual Currency ◽

Learning Retention ◽

Load Theory ◽

Complex Process ◽

Computerized Simulation ◽

Study Participants ◽

Game Elements

Despite increased interest in gamification approaches, there is a dearth of comparative studies shedding light on the applicability of these approaches in educational contexts. This explorative study, with experimental design, sought to explore the net effects of an added game goal, increased freedom of choice, points, virtual currency and praise (all combined) on several affective-motivational variables, subjective evaluation and the learning outcomes of university learners studying a complex process from a two-hour-long computerized simulation. Learning using the simulation’s version with the mentioned elements (n = 31) had no significant effect on initial interest, induced positive affect, flow, learning involvement, enjoyment, perceived learning, retention test scores and transfer test scores in comparison to the two control conditions (n = 33, 34). The gamified simulation was perceived to be significantly easier than the non-gamified versions (d = 0.74, 0.42). Of the game elements used in this study, participants perceived most positively a clear, game-like goal. The findings are consistent with Self-Determination Theory, Cognitive-Affective Theory of Learning from Media, and Cognitive Load Theory. They also support the emerging notion that caution should be taken when applying gamification approaches in educational contexts.

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Grading in a Dilemmatic Space : An Exploratory Cross-cultural Analysis of Mathematics and Language Secondary Teachers

Comparative and International Education ◽

10.5206/cieeci.v50i1.14133 ◽

2021 ◽

Vol 49 (2) ◽

Author(s):

Raphaël Pasquini ◽

Chris Deluca

Keyword(s):

Secondary Teachers ◽

Exploratory Study ◽

Cultural Analysis ◽

Cross Cultural ◽

Future Research ◽

Grading Practices ◽

Cultural Contexts ◽

Research And Practice ◽

Complex Process ◽

Group Interviews

Numerous studies have shown that grading is a complex process that involves negotiating technical, social, and ethical factors. While previous research has primarily focused on the reliability, composition, and validity of teachers’ grades, few studies have examined grading practices across cultural contexts and teaching subjects. The purpose of this exploratory study was to analyze how culture and teaching subject influence teachers’ grading dilemmas. Based on individual and group interviews with 11 Canadian and eight Swiss teachers, and using a “dilemmatic space” conceptual framework, this article inductively identified five dilemmatic spaces across cultural contexts and teaching subjects. The paper concludes with a discussion of the cross-cutting dimensions across these five dilemmatic spaces and articulates implications for future research and practice.

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Use of clinical reasoning tasks by medical students

Diagnosis ◽

10.1515/dx-2018-0077 ◽

2019 ◽

Vol 6 (2) ◽

pp. 127-135 ◽

Cited By ~ 1

Author(s):

Elexis McBee ◽

Christina Blum ◽

Temple Ratcliffe ◽

Lambert Schuwirth ◽

Elizabeth Polston ◽

...

Keyword(s):

Medical Students ◽

Clinical Reasoning ◽

Comparative Approach ◽

Think Aloud ◽

Clinical Encounters ◽

Complex Process ◽

Fourth Year Medical Students ◽

Type Frequency ◽

Reasoning Tasks ◽

Study Participants

Abstract Background A framework of clinical reasoning tasks used by physicians during clinical encounters was previously developed proposing that clinical reasoning is a complex process composed of 26 possible tasks. The aim of this paper was to analyze the verbalized clinical reasoning processes of medical students utilizing commonly encountered internal medicine cases. Methods In this mixed-methods study, participants viewed three video recorded clinical encounters. After each encounter, participants completed a think-aloud protocol. The qualitative data from the transcribed think-aloud transcripts were analyzed by two investigators using a constant comparative approach. The type, frequency, and pattern of codes used were analyzed. Results Seventeen third and fourth year medical students participated. They used 15 reasoning tasks across all cases. The average number of tasks used in cases 1, 2, and 3 was (respectively) 5.6 (range 3–8), 5.9 (range 4–8), and 5.3 (range 3–10). The order in which medical students verbalized reasoning tasks varied and appeared purposeful but non-sequential. Conclusions Consistent with prior research in residents, participants progressed through the encounter in a purposeful but non-sequential fashion. Reasoning tasks related to framing the encounter and diagnosis were not used in succession but interchangeably. This suggests that teaching successful clinical reasoning may involve encouraging or demonstrating multiple pathways through a problem. Further research exploring the association between use of clinical reasoning tasks and clinical reasoning accuracy could enhance the medical community’s understanding of variance in clinical reasoning.

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Phase 1 Clinical Trials

Journal of Cutaneous Medicine and Surgery ◽

10.1177/120347549800200413 ◽

1998 ◽

Vol 2 (4) ◽

pp. 236-241

Author(s):

Jennie J. Muglia ◽

John J. DiGiovanna

Keyword(s):

Phase 1 ◽

Drug Approval ◽

The United States ◽

Short Term ◽

Phase 1 Trials ◽

Complex Process ◽

Drug Approval Process ◽

Study Participants ◽

Early Phases

Background: In the United States, drug development and approval is a complex process regulated by the Food and Drug Administration under the authority outlined in the Code of Federal Regulation. The goal of this multi-step process is to determine safety and efficacy of new therapeutic entities. Initially, exposure of humans to new therapeutic agents is accomplished in a graded and limited fashion. This approach seeks to minimize risks to study participants from exposure to damaging agents. During early phases, limiting exposure to a few individuals results in the accumulation of preliminary data on pharmacology, short-term toxicity, and efficacy. The inherent limitations of this process necessitate careful critique and caution in extrapolation of phase 1 data. Objectives: The purpose of this article is to provide a review of the drug approval process focusing on phase 1 trials, which are the earliest human exposure to a new drug. The purpose, variations, and significance of phase 1 trials are described, and a framework is provided to critically evaluate data published from these trials. Conclusions: Phase 1 trials are primarily designed to accumulate short-term safety (toxicity) and pharmacological data. Although preliminary efficacy may be addressed (“proof of concept” efficacy), it is a secondary endpoint. The numbers of patients are small, the numbers of patients receiving efficacious doses are very small, and controls are absent. Evaluation of efficacy and of long-term toxicity requires longer, larger, and controlled studies.

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CARMA: Software for Continuous Affect Rating and Media Annotation

10.31234/osf.io/7csfj ◽

2018 ◽

Author(s):

Jeffrey M. Girard

Keyword(s):

Affective Computing ◽

Subjective Experience ◽

Rating Scale ◽

Numerical Range ◽

Upper And Lower Bounds ◽

Computer Mouse ◽

The Social ◽

Media Annotation ◽

Study Participants ◽

User Friendly

CARMA is a media annotation program that collects continuous ratings while displaying audio and video files. It is designed to be highly user-friendly and easily customizable. Based on Gottman and Levenson’s affect rating dial, CARMA enables researchers and study participants to provide moment-by-moment ratings of multimedia files using a computer mouse or keyboard. The rating scale can be configured on a number of parameters including the labels for its upper and lower bounds, its numerical range, and its visual representation. Annotations can be displayed alongside the multimedia file and saved for easy import into statistical analysis software. CARMA provides a tool for researchers in affective computing, human-computer interaction, and the social sciences who need to capture the unfolding of subjective experience and observable behavior over time.

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The effect of flavoured and non-flavoured tobacco on subjective experience, topography and toxicant exposure among waterpipe smokers

Tobacco Control ◽

10.1136/tobaccocontrol-2019-054972 ◽

2019 ◽

Vol 29 (Suppl 2) ◽

pp. s72-s79 ◽

Cited By ~ 2

Author(s):

Ziyad Ben Taleb ◽

Mayra Vargas ◽

Mohammad Ebrahimi Kalan ◽

Alison Breland ◽

Thomas Eissenberg ◽

...

Keyword(s):

Subjective Experience ◽

Tobacco Product ◽

Subjective Experiences ◽

Toxicant Exposure ◽

Plasma Nicotine ◽

Before And After ◽

Exhaled Carbon Monoxide ◽

Tobacco Constituents ◽

Study Participants ◽

The Impact

IntroductionFlavoured waterpipe (WP) tobacco is a major factor in the resurgence of WP smoking and a main attractant of WP use among youth. Yet, evidence of the effects of limiting flavour on WP smoker’s experiences and exposures is limited. This study examined the impact of flavour manipulation on WP smokers’ toxicant exposure and smoking experiences.MethodA total of 144 WP smokers attended two, 45 min ad libitum smoking sessions (flavoured vs non-flavoured tobacco) in a crossover design study. Participants completed a battery of questions assessing subjective smoking experiences. Exhaled carbon monoxide (eCO) and plasma nicotine concentrations were measured before and after the smoking sessions. Puff topography was recorded throughout the smoking sessions.ResultsCompared with the non-flavoured WP tobacco, participants reported enhanced subjective smoking measures of satisfaction and enjoyment following smoking flavoured WP tobacco (ps <0.05). Although participants spent a longer time smoking flavoured tobacco, they took on average larger puffs while smoking the non-flavoured tobacco (ps <0.05). Greater levels of eCO were recorded following the non-flavoured tobacco session (p<0.05) compared with flavoured tobacco. No significant differences were observed in plasma nicotine concentrations between the two tobacco conditions. WP harm perception was higher among participants after smoking non-flavoured WP tobacco compared with their preferred flavour (p<0.05).ConclusionSmoking the flavoured tobacco product was associated with enhanced subjective experiences compared with the non-flavoured, suggesting a potential role for flavour regulation in reducing WP use. Mixed results were observed for toxicants exposure in relation to smoking flavoured compared with non-flavoured products suggesting the need for a more comprehensive assessment of the effects of other tobacco constituents and additives on toxicant exposure in WP smokers.

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Sources of variability in hospital administrative data: Clinical coding of postoperative ileus

Health Information Management Journal ◽

10.1177/1833358318781106 ◽

2018 ◽

Vol 48 (2) ◽

pp. 101-108 ◽

Cited By ~ 2

Author(s):

Mary A Resslar ◽

Lana V Ivanitskaya ◽

Mario A Perez ◽

Dimitrios Zikos

Keyword(s):

Administrative Data ◽

Postoperative Ileus ◽

Subjective Experience ◽

The United States ◽

Clinical Coding ◽

American Hospital ◽

American Hospital Association ◽

Hospital Administrative ◽

Study Participants ◽

Hospital Administrative Data

Background: Multiple studies have questioned the validity of clinical codes in hospital administrative data. We examined variability in reporting a postoperative ileus (POI). Objective: We aimed to analyse sources of coding variations to understand how clinical coding professionals arrive at POI coding decisions and to verify existing knowledge that current clinical coding practices lack standardised applications of regulatory guidelines. Method: Two medical records (cases 1 and 2) were provided to 15 clinical coders employed by a midsize nonprofit hospital in the northwest region of the United States. After coding these cases, the study participants completed a survey, reported on the application of guidelines, and participated in a focus group led by a health information management regulatory compliance expert. Results: Only 5 of the 15 clinical coders correctly indicated no POI complication in case 1 where the physician documentation did not establish a link between the POI as a complication of care and the surgery. In contrast, 13 of the 15 study participants correctly coded case 2, which included clear physician documentation and contained the clinical parameters for the coding of the POI as a complication of care. Clinical coder education, credentials, certifications, and experience did not relate to the coding performance. The clinical coders inconsistently prioritised coding rules and valued experience more than education. Conclusion and implications: The application of International Classification of Diseases, Ninth Revision, Clinical Modification; coding conventions; Centers for Medicare and Medicaid Services coding guidelines; and American Hospital Association coding clinic advice was subject to the clinical coders’ interpretation; they perceived them as conflicting guidance. Their reliance on subjective experience in dealing with this conflicting guidance may limit the accuracy of reporting outcomes of clinical performance.

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