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The purpose of this paper is to determine the nature of the academic skills deficits in male offenders and their relation to neurocognitive deficits.

In total, 72 Finnish male prisoners were tested with regard to reading, spelling, and mathematical abilities.

Low academic skills, especially reading, were related to poor neurocognitive performance in verbal memory, visual memory, attention, and motor dexterity. The results showed a high number (29-36 percent) of reading and spelling disorders. In all, 15 percent of those with medium to severe problems in academic skills had marked difficulties in mathematics. In total, 88 percent of the participants with at least one problem area in literacy skills had neurocognitive deficits. In the present study, the pervasive neurocognitive deficits, occurring comorbidly with reading and spelling difficulties, seem to refer to a fundamental set of deficits which are only minimally explained by IQ, educational background or training.

Reading and spelling difficulties could be seen as functional illiteracy which, combined with a broad spectrum of neuropsychological function deficits, pose a challenging task for rehabilitation. Only after proper identification of deficits has been achieved is it possible to set goals and select the appropriate means for rehabilitation. One obvious limitation is the moderate number of subjects (n=72).

It may not be enough just to train reading or develop literacy activities among prisoners; focussing intervention on comprehensive neurocognitive deficits is also necessary.

Correlates and comorbidity between academic difficulties and neurocognitive deficits among offenders, especially in arithmetic difficulties, have been less studied.

The purpose of this paper is to identify the assessment by parents of children with autism regarding the services provided by the Center for Special Care in the United Arab Emirates.

The surveyed sample included 300 families of children with autism, receiving educational and rehabilitation services, treatment and support services.

The results indicated significant differences in the assessment of services provided by centers due to a place of service, nature of diagnosis, child’s age at the time of study and age when first diagnosed.

Parents taking part in this study expressed an average level of satisfaction with the received services.

The purpose of this paper is to determine if “fit” and “non-fit” between authoritarian versus demonstrator teaching and visual versus verbal learning preferences differ in impact on Chinese MBA student academic performance in a large local urban Chinese university setting. In addition, the role of Chinese cultural behavioral tendencies in dictating specific teaching and learning style preferences among Chinese MBA students is also examined.

Subjects were 135 Chinese MBA students that indicated their learning style preference (verbal or visual) and predominant teaching style encountered (authoritarian or demonstrator). Analysis of variance (ANOVA) main effects were used to identify the best teaching style and best learning style. ANOVA interaction effects were used to test the meshing hypothesis (i.e. teaching-learning style “fit” versus “non-fit” conditions).

The results provided support for the mesh hypothesis – teaching style – learning style fit does matter. In general, authoritarian teaching was superior to demonstrator, and verbal learning was superior to visual. Findings also suggest that the demonstrator teaching style may better handle different learning styles (e.g. both verbal and visual) simultaneously as compared to the classic authoritarian teaching style.

The findings support and contribute to the body of knowledge about the mesh hypothesis and provide the foundations for further longitudinal studies evaluating teaching and learning styles learning styles in a multicultural and cross-cultural context. A limitation of the study is that self-report responses were used and the data were collected at one Chinese university.

The results suggest that instructors are likely to reach only a selected few students if it is assumed that all students learn in the same way or based on cultural orientation alone. University administrators should be aware of the role of cultural tendencies related to teaching and learning and how cross-cultural communication and multicultural awareness can provide insights into strategies for social and academic integration of foreign students.

To date, the meshing hypothesis has received far less theoretical or empirical attention than the general learning style and teaching style hypotheses. This study addresses that gap.

This paper aims to build around an abductive argument: the epistemological value of the Arts-derived knowledge is equivalent and may be supplementary to that of science, contributing to the literature on the epistemological mistrust between both systems of knowledge.

This essay proposes a conceptual model – a tool, in Kuhn’s terms – grounded on the sociology of knowledge (Berger and Luckmann, 1967; Schütz, 1951), to frame the apprehension of reality from a social perspective, and the philosophical pragmatism (Peirce, 2012), considering the fixation of beliefs as the seminal concept that leads to the legitimation of knowledge in society. The proposed conceptual model guides analysis on the epistemological value of the knowledge derived from the Arts and supports reflection on the commonalities between both finite provinces of meaning.

Reproducibility, doxastic grounding, community/membership, intersubjectivity and evidence are criteria identified as commonalities between the Arts and Science. Acceptance and legitimation across finite provinces of meaning emerge to produce minimally acceptable objectivity, made possible by the mutual validation of impressions.

The discussion on greater levels of aesthetic appreciation has been eclipsed by the authors’ intention to find specific epistemological properties of knowledge derived from the Arts.

As practitioners in applied social science, management researchers are supposed to have mastery over how to apply what they know. So, the findings suggest participation (becoming accepted, first of all) in communities of practice, learning from and contributing to distinct finite provinces of meaning. The role of organizations in the understanding of knowledge derived from the Arts and its application might be that of a protagonist, promoting creativity and innovation through openness to new perspectives on knowledge.

This essay rescues knowledge as not a justified true belief, but the result of fixed beliefs continuously and socially legitimated. This rescue escapes previous attempts that appeal to Gettier-type counterexamples. A conceptual model was proposed to frame knowledge from a philosophical and sociological perspective and represent a methodological contribution of this essay. The proposition of third-order interdisciplinarity, also represents a contribution, of conceptual nature.

Current research topics in relation to health information searching focus on challenges faced by health consumers and domains used to perform the health search. Health consumers may not be capable of successfully searching for a health task due to limited medical knowledge. As such search assisting features provided on health domains are important in assisting health consumers during a search session. The purpose of this paper is to perform a preliminary exploratory research study to understand if search assisting features are visible to searchers and the usage of search assisting features when searching on a personal health task.

A convenience sampling method in a university setting and an observational type study was used. MedlinePlus is used as the search domain for this research study. While participants of this research study were first time users of MedlinePlus, they were not first time medical searchers.

Results of this research study indicate health consumers do not utilize search assisting features when searching for a personal health task. This is because health consumers are comfortable with their search skills. In other cases health consumers found the search assisting features irrelevant or had no confidence in the search assisting features presented. Key contributions of this research study indicate health consumers do not utilize search assisting features when searching for a personal health task. This is because health consumers are comfortable with their search skills. In other cases health consumers found the search assisting features irrelevant or had no confidence in the search assisting features presented.

Results of this research study has implications for health domain and human computer designers in relation to the development of specialized search assisting features and the placement of these features. Theoretical contributions indicate health searchers use search assisting features minimally when searching on a personal health task.

Results of this research study indicate health consumers do not utilize search assisting features when searching for a personal health task. This is because health consumers are comfortable with their search skills. In other cases health consumers found the search assisting features irrelevant or had no confidence in the search assisting features presented.

The purpose of this paper is to explore the validity and reliability of the Short-Term Assessment of Risk and Treatability: Adolescent Version (START:AV) to determine if it has predictive accuracy in relation to physical aggression, severe verbal aggression, property damage and self-harm, in a medium secure setting. In addition, the authors hoped to provide some of the first descriptive data available for the START:AV among a UK adolescent population in a medium secure adolescent unit.

The sample consisted of 90 female and male adolescents, with and without developmental disabilities. It was important to explore the measure’s predictive accuracy across specific population groups, such as between males and females, as well as those with developmental disabilities, and those without.

Some significant relationships were found between the START:AV and adverse outcomes. For instance, total strength and vulnerability scores were predictive for verbal and physical aggression. Differences in predictive validity were evident when comparisons were made between males and females, with relationships being evident amongst the male population only. When splitting the male sample into developmental disability and non-developmental disability groups, significant relationships were found between strength and vulnerability scores and verbal and physical aggression.

A number of practical implications are considered, such as the START:AV is relevant for use with adolescents in hospital settings and the significant inverse relationship between strength scores and negative outcomes supports the importance of considering protective/strength factors when working with at risk youths.

There is currently limited validation data for the START:AV in the UK or elsewhere.

This article investigates the effectiveness of pepper spray as a means of aiding arrest. The authors aim to provide a more rigorous study than has previously been achieved. Data from the Baltimore County Police Department have been used in this analysis. The evaluation undertaken has taken into account the “effective‐ineffective” dichotomy of the incapacitating effects of pepper spray as well as whether those being arrested were drunk, under the influence of drugs or mentally disturbed. Five variables of age, weight, height, race and sex were also recorded, the latter three having little or no effect. The overall conclusion which is drawn is that using pepper spray eases arrest in the majority of instances. The conclusions drawn leave the way open for further detailed analysis of the use of the spray to ease arrest.

This study aims to investigate quality of feedback as offered by supervisor-assessors with varying levels of assessor expertise following assessment of performance in residency training in a health care setting. It furthermore investigates if and how different levels of assessor expertise influence feedback characteristics.

Experienced (n=18) and non-experienced (n=16) supervisor-assessors with different levels of assessor expertise in general practice (GP) watched two videotapes, each presenting a trainee in a “real-life” patient encounter. After watching each videotape, participants documented performance ratings, wrote down narrative feedback comments and verbalized their feedback. Deductive content analysis of feedback protocols was used to explore quality of feedback. Between-group differences were assessed using qualitative-based quantitative analysis of feedback data.

Overall, specificity and usefulness of both written and verbal feedback was limited. Differences in assessor expertise did not seem to affect feedback quality.

Results of the study are limited to a specific setting (GP) and assessment context. Further study in other settings and larger sample sizes may contribute to better understanding of the relation between assessor characteristics and feedback quality.

Findings suggest that even with supervisor-assessors with varying levels of assessor expertise who are trained in performance assessment and the provision of performance feedback, high-quality feedback is not self-evident; coaching “on the job” of feedback providers and continuous evaluation of feedback processes in performance management systems is crucial. Instruments should facilitate provision of meaningful feedback in writing.

The paper investigates quality of feedback immediately following assessment of performance, and links feedback quality to assessor expertise. Findings can contribute to improvement of performance management systems and assessments for developmental purposes.

The starting point of this paper is the propositional model of conflict resolution which was presented and critically discussed in Lempp (2016). Based on this model, a software implementation, called ProCON, is introduced and applied to three scenarios. The purpose of the paper is to demonstrate how ProCON can be used by negotiators and to evaluate ProCON’s practical usefulness as an automated negotiation support system.

The propositional model is implemented as a computer program. The implementation consists of an input module to enter data about a negotiation situation, an output module to generate outputs (e.g. a list of all incompatible goal pairs or a graph displaying the compatibility relations between goals) and a queries module to run queries on particular aspects of a negotiation situation.

The author demonstrates how ProCON can be used to capture a simple two-party, non-iterative prisoner’s dilemma, applies ProCON to a contract negotiation between a supplier and a purchaser of goods, and uses it to model the negotiations between the Iranian and six Western governments over Iran’s nuclear enrichment and stockpiling capacities.

A limitation of the current version of ProCON arises from the fact that the computational complexity of the underlying algorithm is EXPTIME (i.e. the computing time required to process information in ProCON grows exponentially with respect to the number of issues fed into the program). This means that computing time can be quite long for even relatively small negotiation scenarios.

The three case studies demonstrate how ProCON can provide support for negotiators in a wide range of multi-party, multi-issue negotiations. In particular, ProCON can be used to visualise the compatibility relations between parties’ goals, generate possible outcomes and solutions and evaluate solutions regarding the extent to which they satisfy the parties’ goals.

In contrast to standard game-theoretic models of negotiation, ProCON does not require users to provide data about their preferences across their goals. Consequently, it can operate in situations where no information about the parties’ goal preferences is available. Compared to game-theoretical models, ProCON represents a more general approach of looking at possible outcomes in the context of negotiations.