Comfort zone: Model or metaphor?

The comfort zone model is widespread within adventure education literature. It is based on the belief that when placed in a stressful situation people will respond by overcoming their fear and therefore grow as individuals. This model is often presented to participants prior to activities with a highly perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., ropes courses or rock climbing activities). Students are encouraged to think about ‘stretching themselves’ by moving outside their comfort zone, to expand their preconceived limits and by inference learn (and become better people). This paper explores theories from cognitive and social psychology, based on the work of Piaget and Festinger respectively, that underpin the comfort zone model. The perpetuation of this model which uses risk to promote situations of disequilibrium/dissonance does not find strong support in educational literature. It is therefore suggested that the comfort zone model be reframed as a metaphor, for possible discussion post activity, rather than being used as a model to underpin programming and pedagogy in adventure education settings

The comfort zone: Reflection on a taken-for-granted model

Reference to the comfort zone model is widespread within outdoor adventure education. It is based on the belief that when placed in a stressful situation people will respond by overcoming their hesitancy and grow. This model is often presented to students prior to activities with a perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., a ropes course). Students are encouraged to ‘stretch themselves’, to move outside their comfort zone and expand their preconceived limits and by inference learn. This article briefly explores the theories that underpin the comfort zone model and suggests that it is time to rethink how it is used

Science in the Elementary and Middle School: Earth and Space Science Starting Points

This chapter focuses on students' alternative conceptions of science that create a barrier to learning concepts in Earth and space science. Using specific examples of basic content and concepts addressing elementary and middle school, a strategy for identifying and addressing alternative conceptions is demonstrated. Examples of discrepant event activities and learning cycle lesson plans are provided. These discussions provide a foundation for teachers who wish to effectively plan lessons that assist students in their learning of Earth and space science concepts. Educational levels: Graduate or professional

Gendler on Why We Can't Trust Thought Experiments on Personal Identity

In "Exceptional Persons," Tamar Gendler argues that we cannot make reliable judgments about imaginary cases because the conceptually necessary and sufficient conditions for application of the concept of personal identity (sameness of person) don"t guide our application in everyday cases, and while acceptable in actual cases, this leads to error in considering hypothetical cases. In this paper, I explain Gendler's argument against the utility of thought experiments on personal identity and argue that the central case she uses to illustrate the problem is mishandled

MANAGING VARIANT DISCREPANCY IN HEREDITARY CANCER: CLINICAL PRACTICE, BARRIERS, AND DESIRED RESOURCES

Variants are changes in the DNA whose phenotypic effects may or may not be definitively understood. Because variant interpretation is a complex process, sources sometimes disagree on the classification of a variant, which is called a variant discrepancy. This study aimed to determine the practice of genetic counselors regarding variant discrepancies and to identify the barriers to counseling a variant discrepancy in hereditary cancer genetic testing. This investigation was unique because it was the first to address variant discrepancies from a clinical point of view. An electronic survey was sent to genetic counselors in the NSGC Cancer Special Interest Group. The vast majority of counselors (93%) had seen a variant discrepancy in practice. The most commonly selected barriers to counseling a variant discrepancy were lack of data sharing (90%) and lack of a central database (76%). Most counselors responded that the ideal database would be owned by a non-profit (59%) and obtain information directly from laboratories (91%). When asked how they approached counseling sessions involving variant discrepancies, the free responses emphasized that counselors consider family history and psychosocial concerns, showing that genetic counselors tailored the session to each individual. Variant discrepancies are an ongoing concern for clinical cancer genetic counselors, as demonstrated by the fact that counselors desired further resources to aid in addressing variant discrepancies, including a centralized database (89%), guidelines from a major organization (88%), continuing education about the issue (74%) and functional studies (58%)

Explication of the Construct of Shared Care and the Prevention of Pressure Ulcers in Home Health Care

The purpose of this investigation was to render a more complete understanding of subjective perceptions of pressure ulcers from the perspective of family dyads, and to study the effect of these subjective experiences on preventive behaviors and pressure ulcer outcomes. A naturalistic inquiry, combined with objective measures, was used. Twenty-one dyads participated in four in-depth interviews to explore how they mentally represented and responded to the risk of pressure ulcers. Through the process of concept development, a lay representation of pressure ulcers was developed. This process produced a new concept, identified as “shared care,” that explained how the dyads interaction influenced preventive behavior. Shared care consists of three elements: communication of symptoms, decisions about how to respond to symptoms, and appraisals of reciprocity. Two contrasting patterns of care were identified: shared and directed/discrepant. In the shared care group, 10 patients were at risk for pressure ulcers but only 4 developed ulcers. In this discrepant care group, 3 patients were at risk and 2 developed pressure ulcers. Shared care was a pattern of interaction used successfully by family members to prevent pressure ulcers in patients at risk

Implicit and Explicit Self-Esteem in Current, Remitted, Recovered, and Comorbid Depression and Anxiety Disorders: The NESDA Study

BACKGROUND: Dual processing models of psychopathology emphasize the relevance of differentiating between deliberative self-evaluative processes (explicit self-esteem; ESE) and automatically-elicited affective self-associations (implicit self-esteem; ISE). It has been proposed that both low ESE and ISE would be involved in major depressive disorder (MDD) and anxiety disorders (AD). Further, it has been hypothesized that MDD and AD may result in a low ISE "scar" that may contribute to recurrence after remission. However, the available evidence provides no straightforward support for the relevance of low ISE in MDD/AD, and studies testing the relevance of discrepant SE even showed that especially high ISE combined with low ESE is predictive of the development of internalizing symptoms. However, these earlier findings have been limited by small sample sizes, poorly defined groups in terms of comorbidity and phase of the disorders, and by using inadequate indices of discrepant SE. Therefore, this study tested further the proposed role of ISE and discrepant SE in a large-scale study allowing for stricter differentiation between groups and phase of disorder. METHOD: In the context of the Netherlands Study of Depression and Anxiety (NESDA), we selected participants with current MDD (n = 60), AD (n = 111), and comorbid MDD/AD (n = 71), remitted MDD (n = 41), AD (n = 29), and comorbid MDD/AD (n = 14), recovered MDD (n = 136) and AD (n = 98), and never MDD or AD controls (n = 382). The Implicit Association Test was used to index ISE and the Rosenberg Self-Esteem Scale indexed ESE. RESULTS: Controls reported higher ESE than all other groups, and current comorbid MDD/AD had lower ESE than all other clinical groups. ISE was only lower than controls in current comorbid AD/MDD. Discrepant self-esteem (difference between ISE and ESE) was not associated with disorder status once controlling for ESE. LIMITATIONS: Cross-sectional design limits causal inferences. CONCLUSION: Findings suggest a prominent role for ESE in MDD and AD, while in comorbid MDD/AD negative self-evaluations are also present at the implicit level. There was no evidence to support the view that AD and MDD would result in a low ISE "scar"

Like vs. Like: Strategy and Improvements in Supernova Cosmology Systematics

Control of systematic uncertainties in the use of Type Ia supernovae as standardized distance indicators can be achieved through contrasting subsets of observationally-characterized, like supernovae. Essentially, like supernovae at different redshifts reveal the cosmology, and differing supernovae at the same redshift reveal systematics, including evolution not already corrected for by the standardization. Here we examine the strategy for use of empirically defined subsets to minimize the cosmological parameter risk, the quadratic sum of the parameter uncertainty and systematic bias. We investigate the optimal recognition of subsets within the sample and discuss some issues of observational requirements on accurately measuring subset properties. Neglecting like vs. like comparison (i.e. creating only a single Hubble diagram) can cause cosmological constraints on dark energy to be biased by 1\sigma or degraded by a factor 1.6 for a total drift of 0.02 mag. Recognition of subsets at the 0.016 mag level (relative differences) erases bias and reduces the degradation to 2%.Comment: 11 pages, 6 figure

How Much Help Is Exchanged in Families? Towards an Understanding of Discrepant Research Findings

Responding to claims that contemporary families had abandoned their elderly members, gerontologists over the past 30 years have provided extensive documentation of intergenerational familial support. These studies have been lodged within conceptual frameworks of the modified extended family, intergenerational solidarity, and, more recently, intergenerational equity. By and large, studies claim to have found extensive levels of support. Closer examination of findings from various studies, however, reveals widely discrepant findings in terms of amounts of help given to and received by older family members. This paper examines the findings from four representative Canadian and American studies spanning four decades. Factors contributing to discrepant findings are identified at both methodological and conceptual levels, and implications for future research are discussed.intergenerational support

Precise measurement of hyperfine structure in the 2P1/2{2P}_{1/2} state of 7^{7}Li using saturated-absorption spectroscopy

We report a precise measurement of the hyperfine interval in the ${2P}_{1/2}$ state of $^{7}$Li. The transition from the ground state ($D_1$ line) is accessed using a diode laser and the technique of saturated-absorption spectroscopy in hot Li vapor. The interval is measured by locking an acousto-optic modulator to the frequency difference between the two hyperfine peaks. The measured interval of 92.040(6)~MHz is consistent with an earlier measurement reported by us using an atomic-beam spectrometer [Das and Natarajan, J.\ Phys.\ B {\bf 41}, 035001 (2008)]. The interval yields the magnetic dipole constant in the $P_{1/2}$ state as $A=46.047(3)$, which is discrepant from theoretical calculations by $>80$~kHz.Comment: 5 pages, 3 figure