Plazing Inside the Fratriarchal Frame: American College Fraternity Men’s Gender Identity and Hazing

Hazing is both common and accepted within college fraternity culture. It also annually results in dangerous or destructive behaviors that have long-term consequences for students and organizations. One of the reasons college administrators have been virtually ineffective at addressing hazing is that students do not identify their experiences as hazing. I hypothesize that students are performing accepted gender identities as a mechanism to achieve group acceptance. This performance of gender manifests as plazing, a term I have coined to describe a form of adult play behavior that meets the definition of hazing. Within the play frame, individuals negotiate gendered meanings of self, and organizations test conformity to group norms. This study explored male hegemonic gender norm conformity and hazing behaviors in the confines of structured play among college fraternity men. Using the Conformity to Masculine Norms Inventory-46 (Parent & Moradi, 2009) and a hazing and play measure developed for the purpose of the study, the study sampled fraternity men among 11 chapters at a campus in the Northeast to explore the relationship between individual and group masculine identity and the role of hazing activities in ensuring conformity to group norms. The differences between individual and group gender norms were compared to measures of hazing activity participation, the value respondents placed on new member experience outcomes, and the identification of hazing activities as play behaviors. Overall, individual and perceived group masculine norm alignment was found to have relationships with desirability of masculine-aligned new member outcomes, frequency of hazing in groups, and the likelihood that individuals report hazing activities as play. The findings also suggested a hierarchy of hazing play, with structured chaos-based activities occurring in more masculine norm-aligned groups and competition-based activities occurring in groups across the masculine norm adherence spectrum. Recommendations for research, policy, and practice are offered

Large Area Crop Inventory Experiment (LACIE). USSR spring and winter wheat models, addendum

There are no author-identified significant results in this report

Expanding Rehabilitation Beyond the Clinic—Strategies to Increase Total Restorative Therapy Time for Adults with Hemiplegia

Background: Positive neuroplastic changes involving cortical reorganization after stroke are experience dependent and are facilitated more effectively when rehabilitation occurs with high volume. Structured experiences to promote adaptive changes can be implemented during scheduled therapies in any rehabilitation setting. However, time spent in supervised restorative therapy is limited regardless of setting. Time spent in therapeutic activity can be extended by a variety of options that patients can engage in independently, that are low-cost, and that have evidence to support their use as a supplement to physical and occupational therapy. Purpose: The purpose of this paper is to present four such options for supplemental therapeutic activities to support restorative rehabilitation, including mental practice, mirror therapy, low cost virtual reality, and community group exercise classes. A sample of the evidence supporting their feasibility and effectiveness is presented. Practical guidelines for implementation are provided based on the evidence. Recommendations: Evidence based interventions can be used to extend total restorative rehabilitation time as an extension of therapy activities performed in the clinic. They are feasible and effective and can support positive neuroplastic changes in individuals with hemiplegia. These strategies can and should be implemented across practice settings by physical therapists, occupational therapists, and speech language pathologists

Exploring the Use of Video-Recorded Practical Examination Performance to Enhance Student Self-Assessment

ABSTRACT Purpose: The purposes of this study were to explore the ability of doctor of physical therapy students to self-assess performance during a video-recorded practical examination, to evaluate student perceptions of the experience, and to determine their perception of their ability to self-assess. Method: A cross-sectional design with students from 2 consecutive cohorts was utilized. Participants worked in groups of three conducting a video-recorded gait training session. Students graded their own performance immediately upon completing the practical examination. Students then regraded their performance from the video recording. The instructor graded each student’s video-recorded performance using the same rubric as the students. Following the experience, students completed a 7-question survey administered via Survey Monkey. Data were analyzed using Friedman’s ANOVA with post-hoc Wilcoxon signed-rank test to compare median scores. Cohen’s Kappa and percent agreement calculations assessed inter- and intra-rater reliability. Student perception data were analyzed using descriptive statistics and non-parametric Wilcoxon signed-rank test. Results: The only significant difference in scores was between student-live and faculty examiner assessments for Cohort 2. Inter-rater reliability (.09-.17) and percent agreement (20.7%-26.3%) were low across all comparisons. Intra-rater reliability (.12-.23) and percent agreement (23.7%-34.5%) were also low for both cohorts. Students rated their ability to self-assess from the video-recorded performance significantly higher than from the live performance (pConclusions:Students’ ability to self-assess performance does not appear to be well developed in the early stages of physical therapy education. The use of video-recorded performance, in conjunction with instructor feedback, could enhance this ability, ideally leading to independent and effective self-assessment as students proceed through the curriculum

The impact of patient shadowing on service design: Insights from a family medicine clinic

A central tenet of patient-centered care is to truly and deeply understand how patients experience health care. One particular qualitative method, patient shadowing, holds the promise of seeing things through the patient’s eyes in real time. The purpose of this research is to utilize patient shadowing to capture the realities of patient experiences in an outpatient family medicine clinic and to report opportunities for improvement to clinic leadership. A total of twenty (20) patients were shadowed at a family medicine outpatient clinic over the course of eight (8) different days, providing a variety of circumstances including staffing levels, shift changes, patient volume, and other factors. Patient shadowing revealed many interesting observations, capturing many best practices in delivering patient experiences as well as a short list of recommendations that could improve patients’ and staff experiences. Areas for improvement include helping patients better understand the entire process, wayfinding from the exam room to check-out, and creating a checklist for patient follow-up items. Patient shadowing presents many benefits to health care organizations and employees, including enhanced communication and teamwork, a greater connection with patient experiences and hardships, and the opportunity to redesign processes to optimize efficiency and service quality. Experience Framework This article is associated with the Innovation & Technology lens of The Beryl Institute Experience Framework (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this len

Initial Development and Validation of a Questionnaire to Assess Risk of Personal Victimization and Bullying

The goals of the research were to (a) develop methods of predicting bullying and victimization rates for potential research and practice purposes, (b) compare methods for developing measures of prediction scales (factor based scales and criterion-related item selection), (c) compare the cross-validated validity of regression-weighted versus unit-weighted composites, and (d) assess the rates of correct and incorrect predictions when identifying people who are potentially at greatest risk of bullying or victimization. This research tested the factors on a university aged population. The factor based scales that best predicted bullying or victimization rates were negative self-esteem, hostile behaviors to others, and risky behaviors. Both the regression equations and the unit weighting method produced significant correlations between the predictive and outcome measures. Two potential applications of the questionnaires are to help researchers gain a better understanding of bullying or victimization and to target interventions with potential to prevent future bullying or victimization

Gamma-Ray Telescopes (in "400 Years of Astronomical Telescopes")

The last half-century has seen dramatic developments in gamma-ray telescopes, from their initial conception and development through to their blossoming into full maturity as a potent research tool in astronomy. Gamma-ray telescopes are leading research in diverse areas such as gamma-ray bursts, blazars, Galactic transients, and the Galactic distribution of aluminum-26.Comment: 11 pages, 6 figures/ in "400 Years of Astronomical Telescopes: A Review of History, Science and Technology", ed. B.R. Brandl, R. Stuik, & J.K. Katgert-Merkeli (Exp. Astron. 26, 111-122 [2009]

THE RELATIONSHIPS AMONG STRESS, ACADEMIC COPING, AND ACADEMIC OUTCOMES: A MODERATED MEDIATION MODEL

Researchers have attempted to ascertain how to improve student academic success. In this short-term longitudinal dissertation study, I used archival data and the constructs of self-determination theory and the cognitive appraisal model, to investigate the relationships among perceived stress, academic coping, and academic outcomes. The goal of this dissertation was to determine whether T2 problem-solving academic coping strategies mediated the relationship between student T1 perceived stress and T3 student academic outcomes and if T1 perceived stress served as a moderator between the T2 academic coping strategies and the T3 academic outcomes. I adapted and augmented an academic coping measure and determined the reliability and validity of the measure in a sample of 146 students in 3rd through 5th grade (68% Latino/Hispanic; 97% DLL students). I conducted an exploratory factor analysis to test if the modified items loaded onto two expected factors. I subsequently conducted correlation, mediation, moderation, and moderated mediation analyses to test the predictive validity of the modified scale and the moderated mediation model. Results indicated that, contrary to my expectations, the modified academic coping measure loaded onto one factor. As expected, the T1 academic coping measure had a significant correlation with T3 student-reported academic engagement. However, it was not significantly correlated to T3 teacher-reported academic engagement or T3 literacy achievement. Mediation analyses suggested that T2 academic coping did not mediate the relationship between T1 perceived stress and T3 academic outcomes when controlling for demographics and T1 academic-outcome variables; however, mediation was significant with the student-reported engagement outcome and without the T1 academic outcome control. T1 perceived stress did not significantly moderate the relationship between T2 academic coping and T3 academic outcomes, in the context of the mediation model. Future researchers may want to conduct similar studies on a larger more diverse sample of participants