Estimating HIV Medication Adherence and Persistence: Two Instruments for Clinical and Research Use

Antiretroviral therapy (ART) requires lifelong daily oral therapy. While patient characteristics associated with suboptimal ART adherence and persistence have been described in cohorts of HIV-infected persons, these factors are poor predictors of individual medication taking behaviors. We aimed to create and test instruments for the estimation of future ART adherence and persistence for clinical and research applications. Following formative work, a battery of 148 items broadly related to HIV infection and treatment was developed and administered to 181 HIV-infected patients. ART adherence and persistence were assessed using electronic monitoring for 3 months. Perceived confidence in medication taking and self-reported barriers to adherence were strongest in predicting non-adherence over time. Barriers to adherence (e.g., affordability, scheduling) were the strongest predictors of non-adherence, as well as 3- and 7-day non-persistence. A ten-item battery for prediction of these outcomes (www.med.unc.edu/ncaidstraining/adherence/for-providers) and a 30-item battery reflective of underlying psychological constructs can help identify and study individuals at risk for suboptimal ART adherence and persistence

A stable Langevin model with diffusive-reflective boundary conditions

In this note, we consider the construction of a one-dimensional stable Langevin type process confined in the upper half-plane and submitted to reflective-diffusive boundary conditions whenever the particle position hits 0. We show that two main different regimes appear according to the values of the chosen parameters. We then use this study to construct the law of a (free) stable Langevin process conditioned to stay positive, thus extending earlier works on integrated Brownian motion. This construction further allows to obtain the exact asymptotics of the persistence probability of the integrated stable L{\'e}vy process. In addition, the paper is concluded by solving the associated trace problem in the symmetric case

Counterfactual Thinking, Persistence, and Performance: A Test of the Reflection and Evaluation Model

The present research extends previous functional accounts of counterfactual thinking by incorporating the notion of reflective and evaluative processing. Participants generated counterfactuals about their anagram performance, after which their persistence and performance on a second set of anagrams was measured. Evaluative processing of upward counterfactuals elicited a larger increase in persistence and better performance than did reflective processing of upward counterfactuals, whereas reflective processing of downward counterfactuals elicited a larger increase in persistence and better performance than did evaluative processing of downward counterfactuals. Moreover, path analyses indicated that whereas the relationship between counterfactual thinking and persistence was accounted for by emotional responses following upward and downward counterfactual generation, the relationship between counterfactual thinking and performance was accounted for by enhanced persistence following reflective processing of downward counterfactuals, but was accounted for by both enhanced persistence and strategic thinking following evaluative processing of upward counterfactuals

The Relationship between Reflective Disposition and Persistence in Education

Getting students to engage in reflective thought is a «wicked» problem in teaching. Students may demonstrate a resistance to any form of reflection, analysis or critical thought and instead automatically default to surface approaches which are non-productive in academic contexts. This resistance may involve an aversion which leads to students not persisting to higher levels of education and dropping out. The present study investigates the relationship between the resistance to reflective processing and persistence in education using the Cognitive Reflection Test (CRT) and some additional survey items aimed at testing surface processing tendencies in non-academic contexts. It provides support for the hypothesis that a general aversion to reflective processing appears to inhibit academic progression and correlates with drop-out from courses midstream. It closes by suggesting that aversion to analytical thinking may be a threshold issue that needs to be addressed separately before students can progress to any challenging content

OpenPING: A Reflective Middleware for the Construction of Adaptive Networked Game Applications

The emergence of distributed Virtual Reality (VR) applications that run over the Internet has presented networked game application designers with new challenges. In an environment where the public internet streams multimedia data and is constantly under pressure to deliver over widely heterogeneous user-platforms, there has been a growing need that distributed VR applications be aware of and adapt to frequent variations in their context of execution. In this paper, we argue that in contrast to research efforts targeted at improvement of scalability, persistence and responsiveness capabilities, much less attempts have been aimed at addressing the flexibility, maintainability and extensibility requirements in contemporary distributed VR platforms. We propose the use of structural reflection as an approach that not only addresses these requirements but also offers added value in the form of providing a framework for scalability, persistence and responsiveness that is itself flexible, maintainable and extensible. We also present an adaptive middleware platform implementation called OpenPING1 that supports our proposal in addressing these requirements

The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

The Situations That Can Bring Reflective Thinking Process In Mathematics Learning

This paper focuses on situations that can bring reflective thinking process in mathematics learning. Reflective thinking can be identified from the phases of the reflective cycle of teaching, the phases of reflection, and metacognitive activities designed for learning. In order to stimulate reflective thinking process is good to consider the prior knowledge and intuition student owned. Relevant prior knowledge and intuition is useful in solving problems to create the situations that can bring reflective thinking process namely, the selection of action or alternative solutions, and decision-making regarding actions or solutions created or obtained. Key Words: Reflective Cycle, Reflective Phase, Metacognitive Activity, Prior Knowledge, Intuition, Selecting Action, Decision Makin

Light Sailboats: Laser driven autonomous microrobots

We introduce a system of light driven microscopic autonomous moving particles that move on a flat surface. The design is simple, yet effective: Micrometer sized objects with wedge shape are produced by photopolymerization, they are covered with a reflective surface. When the area of motion is illuminated perpendicularly from above, the light is deflected to the side by the wedge shaped objects, in the direction determined by the position and orientation of the particles. The momentum change during reflection provides the driving force for an effectively autonomous motion. The system is an efficient tool to study self propelled microscopic robots

Catching them is one thing, keeping them is something else: reflections on teaching first year university students

[Abstract]: This paper documents teaching practices that have been identified, by the teaching team, as improving student success rates in a first year tertiary level compulsory subject. Constructivism, scaffolding, social presence and reflective practice are the key concepts which have proved to be successful in transitioning students in this subject to university study. Outcomes have consisted of goal achievement by individual students, increased student retention and success rates

The Role of Structural Reflection in Distributed Virtual Reality

The emergence of collaborative virtual world applications that run over the Internet has presented Virtual Reality (VR) application designers with new challenges. In an environment where the public internet streams multimedia data and is constantly under pressure to deliver over widely heterogeneous user-platforms, there has been a growing need that distributed virtual world applications be aware of and adapt to frequent variations in their context of execution. In this paper, we argue that in contrast to research efforts targeted at improvement of scalability, persistence and responsiveness capabilities, much less attempts have been aimed at addressing the flexibility, maintainability and extensibility requirements in contemporary Distributed VR applications. We propose the use of structural reflection as an approach that not only addresses these requirements but also offers added value in the form of providing a framework for scalability, persistence and responsiveness that is itself flexible, maintainable and extensible