Formats for Section Safety Messages in Printed Manuals

This study compared four formats for safety messages in printed manuals based on layouts found in a new standard of the American National Standards Institute (ANSI Z535.6, 2006). These four designs are specifically for use as section safety messages. Two used a signal word panel, and two used a safety alert symbol (exclamation in a triangle). The four formats were rated by 55 college students from three different classes using a five-point scale for hazardousness. All four messages were presented on the same page of a test booklet, with order balanced using a Latin Square. Results of a Friedman test indicated significant differences in ratings. The ranked order of the formats based on estimated median was yellow safety alert symbol left of the text (3.37), signal word in black panel above text (3.13), signal word in black panel imbedded in first line of text (2.87), and black hazard alert symbol left of the text (2.13). Post-hoc analyses of ratings using a Bonferroni test indicated the signs fit into three groups: the two highest rated signs, the second and third rated signs, and the lowest rated sign

Transfer of a Serial Representation between Two Distinct Tasks by Rhesus Macaques

Do animals form task-specific representations, or do those representations take a general form that can be applied to qualitatively different tasks? Rhesus monkeys (Macaca mulatta) learned the ordering of stimulus lists using two different serial tasks, in order to test whether prior experience in each task could be transfered to the other, enhancing performance. The simultaneous chaining paradigm delivered rewards only after subjects responded in the correct order to all stimuli displayed on a touch sensitive video monitor. The transitive inference paradigm presented pairs of items and delivered rewards when subjects selected the item with the lower ordinal rank. After learning a list in one paradigm, subjects’ knowledge of that list was tested using the other paradigm. Performance was enhanced from the very start of transfer training. Transitive inference performance was characterized by ‘symbolic distance effects,’ whereby the ordinal distance between stimuli in the implied list ordering was strongly predictive of the probability of a correct response. The patterns of error displayed by subjects in both tasks were best explained by a spatially coded representation of list items, regardless of which task was used to learn the list. Our analysis permits properties of this representation to be investigated without the confound of verbal reasoning

The Effect of an Instructional Video on Parental Test-Retest Reliability When Scoring the ASQ-3

Introduction Less than one-fifth of children with developmental delay receive early intervention before age 3. At well-child visits, parents may voice concerns they have about their child; however, physicians may not consider their input in overall decision making. Parents can complete formal screening tools across different settings, suggesting their ability to complete assessments in the home. Verbal parental input can be supplemented by viewing an instructional video on typical development and completing standardized screening tools. Objective The purpose of this study is to investigate the effect of an instructional video explaining test administration of the ASQ-3 on parental test-retest reliability. We hypothesize that ASQ-3 scores from the second session will be different from the first session, indicating an instructional video is beneficial in parents\u27 abilities to complete standardized screening tools at home. Participants Five children and parents from Lasting Impressions Child Care Center. Methods Outcome measure: 36-month, 42-month, 48-month, and 54-month ASQ-3 questionnaires Standardized developmental screening tool designed to test a wide age range across five developmental domains Administered by parents and various professionals Questionnaires were converted into Google Forms for easy administration Developmental screening was conducted across two testing sessions with the parent watching the instructional video before completing the second session. SPTs waited 1-2 weeks before sending out instructional video and Google Form for second session in order to avoid the learning effect. Session 1: Parent scored child\u27s performance from memory on their child\u27s age appropriate ASQ-3 questionnaire through Google Forms. Session 2: SPT sent parent instructional video to watch prior to scoring child\u27s performance from memory on their child\u27s age appropriate ASQ-3 questionnaire for a second time again through Google Forms. Results Fine motor was the only domain with changes made by all participants at post-test. More space for change in the fine motor domain. 13 of 30 responses were yes Other domains 22-26 of 30 responses yes Following the instructional video, parents changed responses in at least two domains. Two parents changed more responses following the instructional video. Conclusion Based on these trends, fine motor scoring appears to be more influenced by the instructional video. If a child\u27s performance matched typical peers, it decreased the chance of a parent changing their answer in the second trial. A ceiling effect may be present for typically developing children. Clinical Relevance Standardized testing is feasible to complete virtually. Instructional videos may augment developmental surveillance allowing parents to contribute to the detection of delay. Recommend future exploration into: Larger sample size for statistical analysis; and, recruitment through social media to target typical parental age

Co-Teaching Implementation: How Do School Leaders Support Teachers?

School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transformative, but teachers must actively drive pedagogical changes. We conducted a mixed-methods study involving 150 Norwegian elementary schools participating in a multi-year co-teaching initiative for literacy instruction. We collected data through open and closed survey questions, inquiring about school leaders’ beliefs and support practices regarding co-teaching. Our descriptive analysis examined school leaders’ practices and explored potential associations with their epistemological perspectives. Our findings indicate that leaders who approach co-teaching with cautious optimism tend to provide more thoughtful support compared to those who are overly optimistic and may underestimate implementation challenges. Moreover, most leaders prioritize structural support elements while potentially overlooking psychological and emotional support practices aligned with self-determination theory (SDT). We conclude with practical recommendations for school leaders to offer support to teachers that are grounded in the principles of SDT and organized according to implementation phases.publishedVersio

Theorizing the Transcendent Persona: Amelia Earhart’s Vision in The Fun of It

In this article, we define and theorize the ‘‘transcendent persona,’’ a discursive strategy in which a rhetor draws from a boundary-breaking accomplishment and utilizes the symbolic capital of that feat to persuasively delineate unconventional ways of communicating and behaving in society. Aviator Amelia Earhart’s autobiography The Fun of It (1932) functions as an instructive representative anecdote of this concept and demonstrates that the transcendent persona’s persuasive force hinges on one’s ability to balance distance from audiences with similarities to them. Striking such a balance creates a platform for rhetors to promote transformative visions of society. Earhart utilized the transcendent persona to illustrate an alternative vocabulary of what contemporary theorists might call feminine gender performativity. The article concludes by exploring the implications of the transcendent persona as an enduring, rhetorical resource for communicators, as well as for scholars of persuasion and social change, religious communication, and communication history

“I was a little surprised”: Qualitative Insights from Patients Enrolled in a 12-Month Trial Comparing Opioids to Non-Opioid Medications for Chronic Musculoskeletal Pain

Chronic musculoskeletal pain is a major public health problem. Although opioid prescribing for chronic pain has increased dramatically since the 1990s, this practice has come under scrutiny because of increases in opioid-related harms and lack of evidence for long-term effectiveness. The Strategies for Prescribing Analgesics Comparative Effectiveness (SPACE) trial was a pragmatic 12-month randomized trial comparing benefits and harms of opioid versus non-opioid medications for chronic musculoskeletal pain. The current qualitative study was designed to better understand trial results by exploring patients’ experiences, including perceptions of medications, experiences with the intervention, and whether expectations were met. Thirty-four participants who were purposefully sampled based on treatment group and intervention response participated in semi-structured interviews. The constant comparison method guided analysis. Results revealed that participants often held strong beliefs about opioid medications, which sometimes changed during the trial as they gained experience with medications; participants described a wide variety of experiences with treatment effectiveness, regardless of study group or their response to the intervention; and participants highly valued the personalized pain care model used in SPACE

Theorizing the Transcendent Persona: Amelia Earhart’s Vision in The Fun of It

In this article, we define and theorize the ‘‘transcendent persona,’’ a discursive strategy in which a rhetor draws from a boundary-breaking accomplishment and utilizes the symbolic capital of that feat to persuasively delineate unconventional ways of communicating and behaving in society. Aviator Amelia Earhart’s autobiography The Fun of It (1932) functions as an instructive representative anecdote of this concept and demonstrates that the transcendent persona’s persuasive force hinges on one’s ability to balance distance from audiences with similarities to them. Striking such a balance creates a platform for rhetors to promote transformative visions of society. Earhart utilized the transcendent persona to illustrate an alternative vocabulary of what contemporary theorists might call feminine gender performativity. The article concludes by exploring the implications of the transcendent persona as an enduring, rhetorical resource for communicators, as well as for scholars of persuasion and social change, religious communication, and communication history