Awakenings: An Equine Assisted Learning Research Project

Objective. The purpose of this pilot study was to determine if and how the Awakenings Equine Assisted Learning program was effective at improving the professionalism, confidence, communication skills and adaptability of students preparing for careers as Anesthesiologist Assistants. Background. Equine Assisted Learning (EAL) is a rapidly growing experiential model that utilizes horses to enhance participants\u27 awareness of their own non-verbal language, communication styles, projection of self-confidence and competence, and problem-solving abilities (Chandler, 2012; Green, 2012, 2013; Kane, 2012; Trotter, 2012). Methods. As a part of their regular educational and clinical rotations, first year students in the Anesthesiologist Assistant (AA) program participated in a 6- week training that included weekly, 2 -hour Equine Assisted Learning (EAL) sessions. Each session, the AA students participated in a 2- hour experiential equine assisted activity, specifically designed to address a certain target area necessary for their development as professionals in this field. The participants completed a pre and post assessment with 93 items that measured development as they relate to the EAL sessions. Results. The data was analyzed using t-tests, exploratory factor analysis, and qualitative self-reports. Confidence, empathy, awareness, and communication were the most significant factors. Conclusion. The qualitative data reinforced the quantitative findings that showed significant improvement in the objective factors as a result of the EAL sessions

Diachronic and/or synchronic variation? The acquisition of sociolinguistic competence in L2 French.

A majority of the early research in Second Language Acquisition focused on diachronic variation in the learners’ interlanguage (IL), that is, differences in the IL linked to a supposed increase in knowledge between two points in time (cf. Tarone 1988). The last decade has seen an increase in studies combining a diachronic perspective with a synchronic one, that is, where variation in production is seen as the consequence of individual differences among learners (gender, extraversion, learning strategies, attitudes, motivation, sociobiographical variables linked to the language learning experience and the use of the target language (TL)). In this perspective, non-native-like patterns are not automatically assumed to be the result of incomplete knowledge, but other possible causes are taken into consideration such as temporary inaccessibility of information in stressful situations or even a conscious decision by the L2 user to deviate from the TL norm

The client-oriented model of cultural competence in healthcare organizations

The paper aims to propose a new model of cultural competence in health organizations based on the paradigm of client orientation. Starting from a literature review, this study takes inspiration from dimensions that characterize the cultural competence of health organizations, and re-articulates them in more detail by applying a client orientation view. The resulting framework is articulated into six dimensions (formal references; procedures and practices; cultural competences of human resources; cultural orientation toward client; partnership with community; and self-assessment) that define the ability of a health organization to achieve its mission, acknowledging, understanding, and valorizing cultural differences of internal clients (staff) and external clients (consumers). This study makes an effort to address the paucity of studies linking approaches to managing cultural diversity in health organizations with cultural competence within the framework of client orientation

The emotional weight of "I love you" in multilinguals' languages

The present paper considers the perceived emotional weight of the phrase I love you in multilinguals’ different languages. The sample consists of 1459 adult multilinguals speaking a total of 77 different first languages. They filled out an on-line questionnaire with open and closed questions linked to language behavior and emotions. Feedback on the open question related to perceived emotional weight of the phrase I love you in the multilinguals’ different languages was recoded in three categories: it being strongest in (1) the first language (L1), (2) the first language and a foreign language, and (3) a foreign language (LX). A majority of speakers felt I love you was strongest in their L1. Participants offered various explanations for their perception. Statistical analyses revealed that the perception of weight of the phrase I love you was associated with self-perceived language dominance, context of acquisition of the L2, age of onset of learning the L2, degree of socialization in the L2, nature of the network of interlocutors in the L2, and self-perceived oral proficiency in the L2

Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities

In this article I put forth the core argument that Second Language Acquisition (SLA) needs to account for the psychological and emotional dimensions of second language (L2) learning, but that a number of epistemological and methodological difficulties must be surmounted before this new research program can be a reality. To illustrate my arguments, I examine in depth 2 research programs developed by my colleagues and me over the last decade: research on extraversion as a psychological variable investigated within the tradition of individual differences in SLA, and research on the expression of emotion in the L2. Throughout the article, I argue against research isolationism and for more interdisciplinarity in the field of instructed SLA. I contend that research on instructed SLA would benefit from an increased methodological and epistemological diversity and that a focus on affect and emotion among researchers might inspire authors of teaching materials and foreign language teachers to pay increased attention to the communication of emotion and the development of sociocultural competence in a L2

Academic performance of psychiatrists compared to other specialists before, during, and after medical school.

OBJECTIVE: This study was designed to compare psychiatrists with other physicians on measures of academic performance before, during, and after medical school. METHOD: More than three decades of data for graduates of Jefferson Medical College (N=5,701) were analyzed. Those who pursued psychiatry were compared to physicians in seven other specialties on 18 performance measures. Analysis of covariance was used to control for gender effect. RESULTS: Compared to other physicians, psychiatrists scored higher on measures of verbal ability and general information before medical school and on evaluations of knowledge and skills in behavioral sciences during medical school, but they scored lower on United States Medical Licensing Examinations step 3. CONCLUSIONS: The results generally confirmed the authors\u27 expectations about psychiatrists\u27 academic performance. More attention should be paid to the general medical education of psychiatrists

The relation between pitch and gestures in a story-telling task

Anecdotal evidence suggests that both pitch range and gestures contribute to the perception of speakers\u2019 liveliness in speech. However, the relation between speakers\u2019 pitch range and gestures has received little attention. It is possible that variations in pitch range might be accompanied by variations in gestures, and vice versa. In second language speech, the relation between pitch range and gestures might also be affected by speakers\u2019 difficulty in speaking the L2. In this pilot study we compare global pitch range and gesture rate in the speech of 3 native Italian speakers, telling the same story once in Italian and twice in English as part of an in-class oral presentation task. The hypothesis tested is that contextual factors, such as speakers\u2019 nervousness with the task, cause speakers to use narrow pitch range and limited gestures; a greater ease with the task, due to its repetition, cause speakers to use a wider pitch range and more gestures. This experimental hypothesis is partially confirmed by the results of this study

The CARESSES study protocol: testing and evaluating culturally competent socially assistive robots among older adults residing in long term care homes through a controlled experimental trial

Background : This article describes the design of an intervention study that focuses on whether and to what degree culturally competent social robots can improve health and well-being related outcomes among older adults residing long-term care homes. The trial forms the final stage of the international, multidisciplinary CARESSES project aimed at designing, developing and evaluating culturally competent robots that can assist older people according to the culture of the individual they are supporting. The importance of cultural competence has been demonstrated in previous nursing literature to be key towards improving health outcomes among patients. Method : This study employed a mixed-method, single-blind, parallel-group controlled before-and-after experimental trial design that took place in England and Japan. It aimed to recruit 45 residents of long-term care homes aged ≥65 years, possess sufficient cognitive and physical health and who self-identify with the English, Indian or Japanese culture (n = 15 each). Participants were allocated to either the experimental group, control group 1 or control group 2 (all n = 15). Those allocated to the experimental group or control group 1 received a Pepper robot programmed with the CARESSES culturally competent artificial intelligence (experimental group) or a limited version of this software (control group 1) for 18 h across 2 weeks. Participants in control group 2 did not receive a robot and continued to receive care as usual. Participants could also nominate their informal carer(s) to participate. Quantitative data collection occurred at baseline, after 1 week of use, and after 2 weeks of use with the latter time-point also including qualitative semi-structured interviews that explored their experience and perceptions further. Quantitative outcomes of interest included perceptions of robotic cultural competence, health-related quality of life, loneliness, user satisfaction, attitudes towards robots and caregiver burden. Discussion : This trial adds to the current preliminary and limited pool of evidence regarding the benefits of socially assistive robots for older adults which to date indicates considerable potential for improving outcomes. It is the first to assess whether and to what extent cultural competence carries importance in generating improvements to well-being