College Students Life Course Drawings And Their Descriptions

Drawing as a qualitative method has been employed to elicit views on aging. The subject matter of the drawings, without an explanation from participants, can be misinterpreted. Therefore, in this research, we explored college students’ drawings of the life course and the extent to which the content of these drawings corresponded to their written descriptions. A content analysis was performed on 524 college students’ life course drawings and their descriptions. Participants drew, on average, five life stages. The majority (75%) of the human beings represented were alone in each life stage. Twelve percent of the drawings were non-human representations of the life course (e.g., flower, tree). The majority of the images (85%) included in the drawings were not mentioned in the written descriptions, for example, hair changes (e.g., from long and straight to curly and short for women). Some physical characteristics (e.g., wrinkles [29%], hunched back [22%]) and some contexts (e.g., tombstones [37%], nursing home [100%]) were present in both the drawing and descriptions. Findings highlight which ideas associated with aging participants thought needed an explanation and which they might have seen as intrinsic to aging, warranting no explanation, emphasizing the importance of examining both drawn and written content when using drawing as a method in aging research. A more thorough and precise examination of the beliefs and perceptions of college students, who will serve as future professionals working with older adults, allows for the development of educational and engagement strategies that accurately target commonly held misperceptions regarding aging.

Attention-Guided Image Captioning through Word Information

Image captioning generates written descriptions of an image. In recent image captioning research, attention regions seldom cover all objects, and generated captions may lack the details of objects and may remain far from reality. In this paper, we propose a word guided attention (WGA) method for image captioning. First, WGA extracts word information using the embedded word and memory cell by applying transformation and multiplication. Then, WGA applies word information to the attention results and obtains the attended feature vectors via elementwise multiplication. Finally, we apply WGA with the words from different time steps to obtain previous word guided attention (PW) and current word attention (CW) in the decoder. Experiments on the MSCOCO dataset show that our proposed WGA can achieve competitive performance against state-of-the-art methods, with PW results of a 39.1 Bilingual Evaluation Understudy score (BLEU-4) and a 127.6 Consensus-Based Image Description Evaluation score (CIDEr-D); and CW results of a 39.1 BLEU-4 score and a 127.2 CIDER-D score on a Karpathy test split.

The impact of a teacher-based positive education intervention on student wellbeing literacy

Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.

Does Self-Reassurance Reduce Neural and Self-Report Reactivity to Negative Life Events?

Whilst research has shown how self-criticism may increase both neural and self-report markers of negative emotion, less well-known is how self-reassurance—a compassionately-motivated cognitive self-relating style—may regulate negative emotion. Using fMRI, we invited participants to engage in self-criticism and self-reassurance toward written descriptions of negative life events (mistakes, setbacks, failures). Our results identify that neural markers of negative emotion and self-report markers of trial intensity during fMRI are down-regulated under conditions of self-reassurance, relative to self-criticism. Future work to control for autobiographical memory during this fMRI task is needed, as are controls for how well participants can engage in both thinking styles, to explore how memory/task engagement can contribute to self-reassurance and self-criticism. Engagement in self-reassurance can reduce the “sting” of negative life-events, both neural and self-report, which holds important implications for therapy.

99 Perfecting the Proforma – A Full-Cycle Audit on The Quality of Documentation of The Hand Trauma Proforma At the Regional Plastic Surgery Department

Aim We aimed to assess the quality of record-keeping of the departments hand trauma proforma, identify areas of improvement, and to implement and assess the quality of an updated proforma. Method Data from 101 parameters was collected for 20 patients undergoing surgery for an upper limb injury in November 2019. An updated proforma was implemented and a further 20 patients were analysed in February 2020. All fields were compared between two audit cycles and comments were collected. Results The overall completion rate increased. Documentation of the responsible consultant increased to 100%, along with an increase in documenting of hobbies and injury mechanism. X-ray findings (55% to 85%) and antibiotic plan (35% to 80%) increased. Implementation of a free text box resulted in written descriptions of injury to compliment sketches. In the operation note, documentation of anaesthetic type used increased, along with tourniquet use and time. There was clearer documentation of the injury, findings, and procedure, with greater use of diagrams to illustrate the repair. There was a drop in the recording of post-op plans (100% to 85%), post-op antibiotics (90% to 75%), and follow-up plan (95% to 60%). Clinicians commented to increase the size of the free-text box and hand diagram on the operative page to facilitate easier drawings. Conclusions The Hand Trauma Proforma has made good progress from its original version but requires further adjustments to ensure complete data input. It sets a high standard for data collection and presents itself as a useful tool for units across the United Kingdom.

WHAT CAN BE LEARNT FROM 130 CHILDREN'S DREAM WHEELCHAIR DESIGNS? ELICITING CHILD-CENTRED INSIGHTS USING AN INTERDISCIPLINARY DESIGN ANALYSIS FRAMEWORK

The design of inclusive paediatric mobility (IPM) interventions, such as children's wheelchairs, are entangled with technological, health and social considerations. As narratives around childhood, disability and mobility shift and transform, these entanglements evolve. In order to optimise the experience of childhood mobility, IPM designers must understand and respond to such changes and channel children's own requirements, desires and 'dreams' into the design process; this can be achieved by utilising a child-centred design approach. This paper identifies meaningful child-centred IPM design insights and opportunities through the interdisciplinary analysis of 130 dream wheelchair designs by disabled children, aged 4 to 17 years. A novel interdisciplinary and child-centred design analysis framework is developed to dissect, categorise and code the topics and features expressed through visuals and written descriptions in each of the children's dream wheelchair designs. Children's mobility narratives, desires and requirements are elicited and trending topics are discussed. It is proposed that valuing children's voices in the IPM design process could alter both the process of designing IPM interventions as well as the product outcomes.

More and Better: Reappraisal Quality Partially Explains the Effect of Reappraisal Use on Changes in Positive and Negative Affect

Background: A substantial body of research suggests that cognitive reappraisal is effective at improving momentary affect, but it remains unclear how reappraisal leads to these changes. We tested the quality of reappraisal as one potential mechanism. Methods: A sample of 314 participants (Mage = 36.30; 51.0% female; 69.4% White) recruited online were instructed in the use of reappraisal and were asked to use reappraisal while recalling an upsetting memory for five minutes. Afterwards, participants rated the degree to which they used reappraisal during the task and independent raters coded the quality of participants’ written descriptions. Participants also rated the intensity of positive and negative affect before and after the memory task. Results: Reappraisal quality explained a significant proportion of the effect of reappraisal use on improvements in negative, ab = –1.49, SE = .33, 95% CI [–2.17, –.90], and positive affect, ab = 2.67, SE = .54, 95% CI [1.64, 3.79]. Depression symptom severity moderated these relations – the indirect effects of reappraisal quality were stronger among those with fewer depressive symptoms. Conclusions: These results suggest the quality with which reappraisal is used is one way through which reappraisal predicts improvements in affect, especially among people lower in depressive symptoms. Our findings enhance our understanding of the process of reappraisal and offer potential targets for interventions.

Artwork as Practical Social Action: An Ethnomethodological Study and the New Sociology of Art.

<p>Few studies in the sociology of art observe artists in their work. Of the few, little investigate the phenomenon of social order, and when they do, they research artists at a distance. Hence, there is room to contribute studies and descriptions of the observable actions artists conduct when they find themselves in the midst of doing their work; that work is argued here as a sociological accomplishment, topic of interest, and evidence of the actual and not imagined practical management of social reality. An emergent literature, the new Sociology of Art, has started to pay close attention toward observing artists’ situated and sequential actions as they occur naturally and in real time. Yet neglected in these often overly conceptual studies are detailed descriptions of artists finding ad hoc solutions to their practical workplace problems. In my motivation to observe artists in their work, I ask how artworks are organised in and as practical social action. With video camera in hand and in aid by the sociological attitudes of ethnomethodology and its research praxis, I aim to explicate social phenomena of order, specifically observable within sites consisting of a street corner, an artist’s studio, an urban café, and river terrain. This thesis presents data first collected and then taken from the large video data corpus to form four single-cases. I recognise in this thesis the effort evident within ethnomethodology’s recent scholarship to acknowledge Aron Gurwitsch’s gestalt concept functional significance as partially influencing Harold Garfinkel’s study of endogenous order. I saw functional significance as an opportunity to explore, rather experimentally, how one artistic action relates to another, and how that interdependence was locally managed by the artists themselves during their artistic processes. This thesis contributes written descriptions of artistic action as social action, findings from which the new Sociology of Art may benefit.</p>

Artwork as Practical Social Action: An Ethnomethodological Study and the New Sociology of Art.

<p>Few studies in the sociology of art observe artists in their work. Of the few, little investigate the phenomenon of social order, and when they do, they research artists at a distance. Hence, there is room to contribute studies and descriptions of the observable actions artists conduct when they find themselves in the midst of doing their work; that work is argued here as a sociological accomplishment, topic of interest, and evidence of the actual and not imagined practical management of social reality. An emergent literature, the new Sociology of Art, has started to pay close attention toward observing artists’ situated and sequential actions as they occur naturally and in real time. Yet neglected in these often overly conceptual studies are detailed descriptions of artists finding ad hoc solutions to their practical workplace problems. In my motivation to observe artists in their work, I ask how artworks are organised in and as practical social action. With video camera in hand and in aid by the sociological attitudes of ethnomethodology and its research praxis, I aim to explicate social phenomena of order, specifically observable within sites consisting of a street corner, an artist’s studio, an urban café, and river terrain. This thesis presents data first collected and then taken from the large video data corpus to form four single-cases. I recognise in this thesis the effort evident within ethnomethodology’s recent scholarship to acknowledge Aron Gurwitsch’s gestalt concept functional significance as partially influencing Harold Garfinkel’s study of endogenous order. I saw functional significance as an opportunity to explore, rather experimentally, how one artistic action relates to another, and how that interdependence was locally managed by the artists themselves during their artistic processes. This thesis contributes written descriptions of artistic action as social action, findings from which the new Sociology of Art may benefit.</p>