Many Voices: Medical Anthropologists Explore the Meaning of Health, Illness, and Cure

Lindenbaum, Shirley and Margaret Lock, eds. Knowledge, Power and Practice: The Anthropology of Medicine in Everyday Life. Berkeley: University of California Press, 1993. xvii + 242 pp. including notes, references, and indices. $50.00 cloth,$15.00 paper. Etkin, Nina L. and Michael L. Tan, eds. Medicines: Meanings and Contexts. Quezon city, Philippines and Amsterdam: Health Action Information Network and the University of Amsterdam, 1994. v + 305 pp. $15.00 paper. Good, Byron J. Medicine, Rationality, and Experience: an Anthropological Perspective. Cambridge: Cambridge University Press, 1994.$54.95 Cloth, $17.95 paper

Empathy, Communication Skills, and Group Cohesiveness: A Systematic Approach

This article presents an approach to the teaching of interpersonal communication skills to children from 7-11 years of age, and should be of great interest to professionals in the fields of psychology, social work, education and people involved in training such persons

Group Performance in Military Scenarios Under Deceptive Conditions

The goal of this research was to investigate how changes in modality (communication type) and external conditioning (warnings of player deception) relate to perceptions of deception and task difficulty and in turn how these perceptions relate to the final group game scores in a cooperative effort with conflicting goals. One hundred and eight participants were grouped into teams of three, given similar instructions but different goals, and asked to play a cooperative game called StrikeCOM that mimics the intelligence gathering needed to develop an air tasking order and subsequent air strike on three military targets. The analysis of the post-game surveys showed support for participants in games using a face-to-face communication method to have lower perceptions of deception and task difficulty when compared to games using real-time plain text chat

Fostering a Healthy Body Image: Prevention and Intervention With Adolescent Eating Disorders

Eating disorders are among the most frequently seen chronic illnesses found in adolescent females. In this paper, we discuss school-based prevention and intervention efforts that seek to reduce the impact of this serious illness. School counselors play a key role in the prevention of eating disorders and can provide support even when not directly involved in psychological or medical treatment. Because of their ability to play a leadership role in school-based prevention of eating disorders, school counselors are essential in facilitating a collaborative approach to the prevention of and intervention in eating disorders and their associated risk factors

An Emic View of Student Writing and the Writing Process

This study uses student reflections of previous success in academic writing to guide instructors as they design writing assignments. Seventy-one students in five classes responded to a questionnaire designed to help them identify particularly successful writing experiences and reflect on the circumstances, strategies, and methods they believed impacted their success. Student responses to these questions were analyzed to identify broad categories or themes. This process produced an emic or insider\u27s view of what constitutes successful writing assignments and writing process. The findings suggest that students self report their writing as successful when the writing assignment engenders engagement, commitment, collaboration, a systematic approach, and opportunities for external confirmation. Instructors can include these considerations as they plan the writing assignments for their courses. Discovering what student writers believe constitutes good writing and what strategies most effectively help them produce high quality writing provides an opportunity to design writing assignments that empower students to join the conversation in their discourse community. If faculty are aware of student perceptions of writing assignments and use those perceptions in assignment design, the products may be more satisfying for both student writers and faculty readers

Low-Energy Nuclear Astrophysics - the Fascinating Region of A=7

We discuss results and future plans for low-energy reactions that play an important role in current nuclear astrophysics research and that happen to concentrate around the region of A=7. The 7Be(p,gamma)8B and the 3He(4He,gamma)7Be reactions are crucial for understanding the solar-neutrino oscillations phenomenon and the latter one plays a central role in the issue of cosmic 7Li abundance and Big-Bang Nucleosynthesis. We also present results regarding the host dependence of the half life of the electron-capture 7Be radio-nuclide.Comment: 8 pages, 6 figures. Proceedings of the Erice School on Nuclear Physics, 2006. To appear in: "Prog. Part. Nucl. Phys.

Culturally Responsive Interviewing Practices

As communities and school populations continue to become more culturally, economically, and linguistically diverse, the need for comprehensive training and explicit guidelines for culturally responsive school mental health practices also grows. School Psychologists are both expected and ethically responsible to competently assess and serve diverse student and family populations, regardless of potential language or cultural barriers. The current article is focused on describing background and rationale for culturally responsive interviewing practices as they pertain to the roles and responsibilities of School Psychologists. Building on the guidelines and principles of the Cultural Formulation Interview (CFI), developed by the American Psychiatric Association, authors describe the potential applicability of the interviewing format for use with culturally and linguistically diverse students and families. Practical implications for use of culturally responsive interviewing strategies and culturally competent communication skills are discussed

Student Perception of a Visual Novel for Fostering Science Process Skills

In undergraduate science education, emphasis is often placed on teaching subject matter rather than science process skills (e.g., critical thinking, problem solving). Although important to scientific training, these skills are often not taught because science educators do not feel equipped to teach them. We therefore present a case-scenario activity that aims to facilitate the development of science process skills. This activity, which takes the form of a visual novel, asks students to generate hypotheses for the seemingly odd events that are described in the story. We implemented this activity in a science-process-focused course. Upon completion of the activity, we asked students to submit a written response to the prompt: “What are you taking away from the activity?” In this exploratory study, we conducted a qualitative analysis of these written responses to ascertain whether meaningful codes and themes related to science process would arise from this open-ended prompt. Based on student responses, four main themes emerged: scientific inquiry, student satisfaction, flexibility, and collaboration. These results demonstrated the activity was both enjoyable, and it successfully enabled students to apply science process skills. We offer this activity in anticipation it will provide educators with a tool to include these skills in their classes

The Interrelationships among Culture, Communication, and Conflict in a Newly Formed Doctoral Program

The purpose of the Setting Expectations and Conflict Resolution project was to provide faculty and doctoral students with a professional development program that addressed conflict resolution using an interest-based approach. The program included two days of training focusing on setting expectations, exploring sources of conflict, and designing interventions to address conflict as it occurs. At the end of each day, participants were given a questionnaire to evaluate the usefulness of the training and its impact on their attitudes toward conflict. Focus groups were also held to assess the impact of the program. Preliminary results indicate that the program met or exceeded program objectives, and attendees felt that the training was successful in helping to set expectations and resolve conflict. Both student and faculty attendees reported an increase in their confidence in preventing and managing conflict