306,773 research outputs found
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Help-seeking helps: help-seeking and group image
Seeking help from an outgroup can be difficult, especially when the outgroup is known to stereotype the ingroup negatively and the potential recipient cares strongly about its social image. However, we ask if even highly-identified ingroup members may seek help from a judgemental outgroup if doing so allows them to disconfirm the outgroupâs negative stereotype of the ingroup. We presented participants with one of two negative outgroup stereotypes of their ingroup. One could be disconfirmed through seeking help, the other could not. Study 1 (N = 43) showed group members were aware of the strategic implications of seeking help for disconfirming these stereotypes. Study 2 (N = 43) showed high identifiers acted on such strategic knowledge by seeking more help from the outgroup when help-seeking could disconfirm a negative stereotype of their group (than when it could not). Implications for the seeking and acceptance of help are discussed
Living positively with dementia: a systematic review and synthesis of the qualitative literature
Objective: Little is known about how and to what extent people with dementia live positively with their condition. This study aimed to review and carry out a synthesis of qualitative studies where accounts of the subjective experiences of people with dementia contained evidence of positive states, experiences or attributes. Methods: A meta-synthesis was undertaken to generate an integrated and interpretive account of the ability of people with dementia to have positive experiences. A methodological quality assessment was undertaken to maximize the reliability and validity of this synthesis and to contextualize the findings with regard to methodological constraints and epistemological concepts. Findings: Twenty-seven papers were included. Three super-ordinate themes relating to positive experiences and attributes were identified, each with varying and complementing sub-themes. The first super-ordinate theme related to the experience of engaging with life in ageing rather than explicitly to living with dementia. The second theme related to engaging with dementia itself and comprised the strengths that people can utilize in facing and fighting the condition. The third theme captured how people with dementia might transcend the condition and seek ways to maintain identity and even achieve personal growth. Conclusions: This review provides a first step towards understanding what conceptual domains might be important in defining positive outcomes for people who live with dementia. Highlighting the potential for people to have positive experiences in spite of or even because of their dementia has important implications for de-stigmatizing dementia and will enhance person-centred approaches to care
âYou don't understand us!â An inside perspective on adventure climbing
This paper presents a specific (insider) perspective of a small group of experienced male Scottish adventure climbers and explores through in-depth semi-structured interviews their attitudes, strategies and justifications associated with potentially high-risk climbing situations. Attention is paid to how participants feel that they are represented and viewed by others (outsiders) who do not participate in mountaineering and climbing activities. Climbers identify the significance of media, commercial and social representations of them as risk takers. The analysis explores risk as being socially constructed, with the associated assumptions being embedded in particular discourses. Climbers present themselves as rational managers of risk and provide examples of their risk-management strategies, with such characterizations being central to their identity as climbers
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Touch-stimulation increases host-seeking behavior in Steinernema Carpocapsae.
Previous research demonstrated that Steinernema carpocapsae infective juveniles (IJs) exposed to a host cuticle were more attracted toward certain host-associated volatile odors. We wanted to test the specificity of attraction that results from exposure to host cuticle. Host recognition behavior was analyzed after stimulating IJs by allowing them to physically interact with Galleria mellonella cuticles. The subsequent behavioral response and the proportion of the population participating in chemotaxis to multiple host odors were measured. We found that exposure to host cuticles resulted in a significantly higher percentage of the population participating in host-seeking behavior, with threefold more nematodes participating in chemotaxis. We tested whether exposure to live or dead host cuticle resulted in a different response and found that a higher percentage of IJs exposed to a live host cuticle participated in chemotaxis than IJs exposed to a dead host cuticle, but that IJs exposed to a dead host demonstrated significantly higher participation than was observed for non-stimulated IJs. To test whether the increase in IJ participation in host-seeking behaviors after exposure to a live host cuticle was specific, we exposed stimulated IJs to a known repulsive odor, a neutral odor, and two predicted attractants. We found that stimulation of IJs through physical contact with a host cuticle induces a specific enhancement of host-seeking behavior to host-specific odors rather than a general increased chemotactic response to all volatile stimuli. However, the nematodes displayed an enhanced response to multiple host-specific odors. Future work should focus on the mechanism through which contact with live host cuticle stimulates increased behavioral response.Previous research demonstrated that Steinernema carpocapsae infective juveniles (IJs) exposed to a host cuticle were more attracted toward certain host-associated volatile odors. We wanted to test the specificity of attraction that results from exposure to host cuticle. Host recognition behavior was analyzed after stimulating IJs by allowing them to physically interact with Galleria mellonella cuticles. The subsequent behavioral response and the proportion of the population participating in chemotaxis to multiple host odors were measured. We found that exposure to host cuticles resulted in a significantly higher percentage of the population participating in host-seeking behavior, with threefold more nematodes participating in chemotaxis. We tested whether exposure to live or dead host cuticle resulted in a different response and found that a higher percentage of IJs exposed to a live host cuticle participated in chemotaxis than IJs exposed to a dead host cuticle, but that IJs exposed to a dead host demonstrated significantly higher participation than was observed for non-stimulated IJs. To test whether the increase in IJ participation in host-seeking behaviors after exposure to a live host cuticle was specific, we exposed stimulated IJs to a known repulsive odor, a neutral odor, and two predicted attractants. We found that stimulation of IJs through physical contact with a host cuticle induces a specific enhancement of host-seeking behavior to host-specific odors rather than a general increased chemotactic response to all volatile stimuli. However, the nematodes displayed an enhanced response to multiple host-specific odors. Future work should focus on the mechanism through which contact with live host cuticle stimulates increased behavioral response
Innovate Magazine / Annual Review 2009-2010
https://scholarworks.sjsu.edu/innovate/1002/thumbnail.jp
Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners
This paper examines the reasons for study of adult beginner distance learners of Spanish and the relationships between those reasons and motivation maintenance. A survey of 563 Open University UK students found motivational orientations distinct from those of young people in earlier studies. Adult learners who maintained their motivation also demonstrated a greater number of reasons for study. Their motivation embraced intrinsic and extrinsic, integrative and instrumental orientations, short-term and long-term ambitions, and an L2 self both ideal and realistically attainable. During their course module they focused more consistently than others on the language skills they had targeted, and expressed increased enjoyment of the learning experience. This study suggests that achieving âsofterâ short-term goals encourages persistence towards longer-term goals which reflect the ideal L2 self
The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12 classroom "I don't think it's about credits- definitely not about credits"
This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom.
Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a âlearning communityâ (Ministry of Education, 2007, p.34) in which everyone âincluding the teacher, is a learnerâ is identified and the idea of âshared learningâ is explored in contrast to traditional transmission models of teaching.
The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of âWhat it means to be humanâ.
This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats.
Findings from the study, considered in the light of Bakhtinâs theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups
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