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Encouraging patient involvement is a cornerstone of many healthcare interventions and decision-making models to ensure that treatment decisions reflect the needs, values…
Encouraging patient involvement is a cornerstone of many healthcare interventions and decision-making models to ensure that treatment decisions reflect the needs, values, and desires of patients. Involved patients are thought to be empowered patients who feel a sense of efficacy in regards to their own health. However, there is a lack of understanding of how patients relate to empowerment and involvement and, most importantly, how these constructs relate to one another in patients’ decision-making experiences.
Through an inductive analysis, this chapter draws on qualitative interviews of women diagnosed with breast cancer prior to 40 years of age (n = 69).
By examining the intersection of how patients define their own involvement in treatment decisions and their sense of empowerment, we find four orientations to decision-making (Advocates, Bystanders, Co-Pilots, and Downplayers) with involvement and empowerment being coupled for some respondents, but decoupled for others.
Our findings suggest expanding what it means to be an “active” patient as respondents had multiple ways of characterizing involvement, including being informed or following their doctor’s advice. Our findings also suggest a more critical examination of the origins and potential downsides of patient empowerment as some respondents reported feeling overwhelmed or pushed into advocacy roles. The sample was disproportionately higher socioeconomic status with limited racial/ethnic diversity. Empowerment and involvement may be enacted differently for other social groups and other medical conditions.
By examining first-person patient narratives, we conclude that patients’ experience may not fully align with current academic or clinical discussions of patient involvement or empowerment.
Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional…
Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.
There has been a massive, revolutionary change over the past two decades in the travel and tourism industry. Mobile technology offers privileges to consumers in order to…
There has been a massive, revolutionary change over the past two decades in the travel and tourism industry. Mobile technology offers privileges to consumers in order to identify, customize and purchase tourism products and support the globalization of the industry by providing tools for developing, managing and distributing beneficiaries worldwide. These diligent advancements in mobile technology have made it extremely easy for everyone to know instantly as much about the world as they want. The use of smartphones, tablets and mobile devices has empowered global tourists with more flexibility, options and freedom to explore places than ever before. For that reason, mobile technology is a perfect fit for travel and tourism that plays an important role in massive cultural shift of consumer behaviour. All over the world, businesses are struggling to adapt to that incredible spread and impact of mobile technology and in the future, the technology will go on developing and adapting, as well. As mobile technology has been evolving rapidly and spreading across multiple tourism sectors, it is pivotal to take into account its role in creating innovative experiences for consumers and fostering a sustainable competitive advantage for suppliers in the tourism industry. Though mobile evolution has contributed to enhancing the travel factor at large, not much is known about how it has affected the tourism development. Finding this information is crucial for a deeper understanding of how consumers are using tourism-related mobile technology before, during and after their trip. It could provide meaningful perceptions to meet their expectations and to enhance their travel experiences. Therefore, this chapter aims to identify the potential of mobile technology in several businesses in the tourism sector providing guidance to understanding its role to enhance value creation in the future.
Assessment of executive functioning is an important element of a comprehensive assessment of intellectual abilities. Few assessments available are accessible for…
Assessment of executive functioning is an important element of a comprehensive assessment of intellectual abilities. Few assessments available are accessible for individuals with intellectual disabilities (ID) and none have population-specific norms. This paper aims to describe the adaptation of the behavioural assessment of dysexecutive syndrome (BADS).
Adaptations were made to the BADS tests to create the BADS – intellectual disabilities (BADS-ID). Data from three doctoral dissertations were combined to explore the utility, reliability, validity and component structure of the BADS-ID. Properties of the BADS-ID were compared with the Cambridge Executive Functioning Assessment (CEFA).
The BADS-ID is accessible to IQ range 50–70 and has a two-component structure. It has good inter-rater reliability, but poor internal consistency. It has a good face and content validity but evidence for concurrent and discriminative validity is weak. All properties are comparable to or better than the CEFA.
Further research is needed to improve reliability and validity. The development of an accessible test battery with known reliability and validity for individuals with ID should facilitate research into executive functioning in this population. There is the potential to develop population-specific norms from the data.
An accessible test battery for individuals with ID is helpful in clinical situations.
To the best of the authors’ knowledge, this is the first study to explore the adaptation of the BADS for use with individuals with ID.
The General Industries Division will be featuring a number of new products recently added to its Surcol range of acrylic polymers.
Silberline Ltd will be showing the extended range of Sparkle Silver non‐leafing aluminium pastes which are now available from production in Scotland, and used principally…
Silberline Ltd will be showing the extended range of Sparkle Silver non‐leafing aluminium pastes which are now available from production in Scotland, and used principally for automotive top coat paints. Examples of all grades will be on show, with particular emphasis on new products and new effects for two coat finishes.
In tackling the on‐going topic of UN reform, one should be honest with the analysis of the problems at stake. It is necessary to first take into account the profound…
In tackling the on‐going topic of UN reform, one should be honest with the analysis of the problems at stake. It is necessary to first take into account the profound changes that have occurred since the end of the Cold War, as well as acknowledging the limits of an international organization and the shape of the UN system. It is only from that analysis that proposals can be made to rationalize and to make more efficient the functioning of the United Nations. What the organization needs is not only a rationalization, it primarily needs a vision that gives it purpose and meaning. This article proposes that its primary goals should be anticipation and prevention – it should be the advanced guard and the conscience of the world. In this context, the United Nations is an indispensable and priceless instrument in international relations.
This chapter provides case illustrations at the sub-regional creative hubs from East to West, and North to South Africa. Starting off with a broad overview of creative…
This chapter provides case illustrations at the sub-regional creative hubs from East to West, and North to South Africa. Starting off with a broad overview of creative hubs – notably African Tech Hubs, and how they have been at the forefront of culture and innovation on the continent, the chapter moves on to discuss a few examples from the Co-Creation Hub in Lagos Nigeria to the South African Cultural Observatory, Starplace Hub and Playable City Lagos. A Sectoral Journey in other Places & Spaces is also undertaken from the African Literature sub-sector to the Music and Fashion sub-sectors. Finally, a selection of Art Galleries and Cultural Centres such as The Bruce Onobrakpeya Foundation and the Nike Center for Art and Culture and the Dak’Art Biennial, Dakar, Senegal are highlighted alongside the Kó Art Space, Lagos, Nigeria.
Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional…
Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.
This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.
Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.
The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.
This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.
While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.