Kinship, Self-awareness and Memory

The third part of the research proposes the diachronic reconstruction of the evolution of powers and awareness of the relations of kinship through a thematic analysis. The seventh chapter aims at defining the aspects that characterized the kinship group as a whole, such as self-awareness and memory through onomastic choices and monastic foundations. It shows that, in the Hucpolding case, the patrimonial possessions came to be the main cohesive feature of the group only in the years spanning the tenth to eleventh centuries. Only at that time did the switch from cognatic to agnatic structures occur.

Self Awareness and Mitigation of Learning Loss on Students' Science Learning Outcomes During the Covid 19 Pandemic

This study aimed to analyze the correlation between self-awareness, mitigating learning loss, and student science learning outcomes during the COVID-19 pandemic. Data was collected using a correlational study, a questionnaire, and data analysis using linear regression using the SPSS 16.00 application. The analysis results found that the correlation value or R correlation between self-awareness and learning outcomes was 0.020. The coefficient of determination (R2) was 0.000. In contrast, the regression between learning loss and learning outcomes was R, which was -0.073, the coefficient of determination (R2) was 0.005. The self-awareness regression coefficient on the correlation between self-awareness and learning outcomes is 0.018 or only 0.02%, so the equation becomes Y = 83,287 + 0.018X. In the correlation between self-awareness and learning outcomes, the regression coefficient of learning loss is -.119 or only <0, so the regression equation formed is Y = 94.480 -.199X. Therefore, it can be concluded that self-awareness has no correlation with students' cognitive learning outcomes, and there is no correlation between learning loss mitigation and student learning outcomes during the COVID-19 pandemic

Farmers’ Perceptions, Insight Behavior and Communication Strategies for Rice Straw and Stubble Management in Thailand

The adoption of rice straw and stubble management approaches can be affected by various factors. To understand the psychological factors influencing Thai farmers’ adoption of rice straw and stubble management approaches, three integrated behavioral theories were employed: the Theory of Planned Behavior (TPB), the Value-Belief-Norm (VBN) and the Health Belief Model (HBM). Then, a practical communication framework was synthesized and proposed to promote rice straw utilization for social-ecological benefits to achieve more sustainable agricultural production. Through a questionnaire survey and in-depth interviews with 240 local farmers, a statistical analysis was performed employing cross-tab, stepwise multiple linear regression, one-way ANOVA and descriptive content analysis using QDA lite miner software. The key results clearly showed that perceived pro-environmental personal norms, perceived cues to rice straw utilization, perceived behavioral control, perceived severity of rice straw burning, perceived ascription of responsibility, and the perceived benefits of rice straw utilization were significantly negatively influenced by burning, and that there was a significantly negative difference to non-burning approaches. Meanwhile, cost savings as perceived benefits of the current option of burning showed a significantly positive difference when compared with incorporation and free-duck grazing options. In communication strategies to promote rice straw utilization for achieving sustainable agriculture, key messages should highlight the clear steps of rice straw utilization, as well as the costs and benefits of each option in terms of economic, health, environmental and social perspectives. Moreover, messages designed to promote action knowledge and self-efficacy at the group level, to promote perceived responsibility via self-awareness and self-commitment, and convenient channels of communication to the farmers can help to achieve more effective non-burning rice straw and stubble management.

Core Competencies for a Biomedical Laboratory Scientist – a Delphi study

Background After completing university education Biomedical Laboratory Scientists work in clinical laboratories, in biomedical research laboratories, in biotech, and in pharmaceutical companies. Laboratory diagnostics have undergone rapid development over the recent years, and the pace shows no signs of abatement. Rapid development challenges the competence of the staff and will most certainly influence the education of future staff. This study was aimed to examine what was considered the necessary competencies needed to pursue a career as a Biomedical Laboratory Scientist Methods A modified Delphi technique was used, and the panel of experts expressed their views in a three questionnaire series. Consensus was defined as the point when 75% or more of the panel participants agreed that a particular competence was necessary. Results The study highlights the perceived importance of mostly generic competencies that relate to quality, quality assurance, and accuracy, as well as different aspects of safety, respect, trustworthiness (towards patients/clients and colleagues), and communication skills. The results also stress the significance of self-awareness and professionality. Conclusions We identified important competencies for Biomedical Laboratory Scientists. Together with complementary information from other sources, i.e., guidelines, laws, and scientific publications, the competencies identified can be used as learning outcomes in a competency-based education to provide students with all competencies needed to work as professional Biomedical Laboratory Scientists.

The relationship between the characteristics of Ethnic Identity and Psychosemantic Characteristics of Experiencing (‘Perezhivanie’) Interethnic Relations of Palestinian Muslims in the multinational Levant Region

This paper presents the results of analyzing the psychological patterns of the development of ethnic identity and interethnic relations in the multinational Levant Region, where interethnic confrontation between Palestinians and Israelis has been noted in recent years. The main aim of the research is to reveal the relationship between the characteristics of Ethnic Identity and the Experience (“perezhivanie”) of Interethnic Relations of Palestinian Muslims in the multicultural Levant Region. In the process of investigating into ethnic self-awareness the authors used the Leary Test, the Semantic Diff erential of “Perezhivanie” ‘Experiencing’ Questionnaire by L.R. Fakhrutdinova aimed at studying the psychosemantic characteristics of the “perezhivanie” ‘experiencing’. The research has displayed that Ethnic Identity is a self-developing phenomenon, basically infl uenced by both the infrastructural relations and positions of ethnic self-awareness, and the processes associated with the relations of ethnic self-awareness with the external environment, with other ethnic groups. The most active points of development have been identifi ed. So, in intrastructural relations, they are active as ratios of I-real and I-mirror with a stronger position of I-ideal, since practically all dimensions of I-real and I-ideal (dominance, egoism, suspicion, etc.) have shown signifi cant diff erences that testify to the points and directions of development of ethnic self-awareness; positions in the relationship between the real self and the mirror self also exerted an active infl uence. The points of confl ict of the structures of ethnic self-consciousness were found, where, when the points of development coincided, the direction of development was diff erent. Thus, suspicion, obedience, dependence, friendliness, integrative indicators of dominance and friendliness have shown themselves to be confl ict points refl ecting confl ict zones between the infl uence of an external ethnic group (mirror self) and self-development processes manifested through the ideal self. In the situation of relations with the external environment, the most active was shown by the self-mirror, which infl uences the development of the subjectivity of the ethnic group through the components of the experience of the Palestinian-Israeli crisis. The infl uence of the real self on the characteristics of the “perezhivanie” ‘experiencing’ of the PalestinianIsraeli crisis was also manifested, and therefore, through the components of the “perezhivanie” ‘experiencing’ of this impression on the development of the self-awareness of the ethnic group.

Awareness for People With Alzheimer’s Disease: Profiles and Weekly Trajectories

Objective: To understand awareness and fluctuations of awareness in Alzheimer’s disease (AD), it is fruitful to consider the objects of awareness, e.g., cognitive functioning or recognition of the disease, as well as the mechanisms and modes of expression underlying awareness. With a holistic and discourse-centered approach, we aimed to identify different awareness profiles and test whether these profiles were stable or whether transitions from one profile to another occurred over short time intervals.Methods: Twenty-eight residents of nursing homes with a diagnosis of AD participated in four semistructured interviews at biweekly intervals. These interviews were cluster analyzed to determine profiles of awareness. A Markov chain was applied to model their fluctuation.Results: Five awareness profiles were observed that differed in terms of objects and underlying processes. Awareness proved to be quite stable for four of the five profiles. Interindividual variability in awareness was also observed through numerous different trajectories that were identified.Discussion: Self-awareness and disease awareness are characterized by profiles that vary subtly between individuals. Fluctuations in awareness underscore the need to employ assessment intervals that closely reflect daily life in institutions.

Training interprofessional faculty in humanism and professionalism: a qualitative analysis of what is most important

Introduction: The capacity of healthcare professionals to work collaboratively influences faculty and trainees’ professional identity formation, well-being, and care quality. Part of a multi-institutional project*, we created the Faculty Fellowship for Leaders in Humanistic Interprofessional Education at Boston Children’s Hospital/ Harvard Medical School. We aimed to foster trusting relationships, reflective abilities, collaboration skills, and work together to promote humanistic values within learning environments. Objective: To examine the impact of the faculty fellowship from participants’ reports of “the most important thing learned”. Methods: We studied participants’ reflections after each of 16 1½ hour fellowship sessions. Curriculum content included: highly functioning teams, advanced team formation, diversity/inclusion, values, wellbeing/renewal/burnout, appreciative inquiry, narrative reflection, and others. Responses to “What was the most important thing you learned?” were analyzed qualitatively using a positivistic deductive approach. Results: Participants completed 136 reflections over 16 sessions–77% response rate (136/176). Cohort was 91% female; mean age 52.6 (range 32-65); mean years since completion of highest degree 21.4; 64% held doctorates, 36% master’s degrees. 46% were physicians, 27% nurses, 18% social workers, 9% psychologists. 27% participated previously in a learning experience focusing on interprofessional education, collaboration or practice. Most important learning included: Relational capacities/ Use of self in relationships 96/131 (73%); Attention to values 46/131 (35%); Reflection/ Self-awareness 44/131 (34%); Fostering humanistic learning environments 21/131 (16%). Discussion: Results revealed the importance of enhancing relational capacities and use of self in relationships including handling emotions; attention to values; reflection/self-awareness and recognition of assumptions; and fostering humanistic learning environments. These topics should receive more emphasis in interprofessional faculty development programs and may help identify teaching priorities. *Supported in part by a multi-institutional grant from the Josiah Macy, Jr. Foundation (Dr. Branch as PI; Dr. Rider as site PI).

Perceptions of Therapeutic Intervention in Suicide Crisis Counseling in Experienced Korean Counselors: A Concept Mapping Study

Within Organization for Economic Cooperation and Development (OECD) nations, South Korea has the highest suicide rate for which immediate prevention measures are sought including effective therapeutic counseling interventions. As such, the present study explored and examined experienced South Korean counselors' perception of therapeutic interventions for the prevention or delaying of completed suicide, using concept mapping methodology. The semi-structured interviews were provided to 15 study participants of experienced counselors having a minimum of 5 years of professional counseling career and at least 10 suicide crisis counseling sessions. A total of 77 statements were extracted with 8 major clusters: “Securing Safety,” “Active Advocacy for Client,” “Coping Skills Training,” “Conceptualization of Suicide Crisis,” “Emotional Identification and Validation,” “Empowerment,” “Counselor Self-Disclosure,” “Counselor Self-Awareness and Regulation.” From the results, the present study described unique findings in Korean counselors' perceptions of suicide crisis therapeutic intervention. Study limitations and future implications are further discussed.