The interrelationship of emotion and cognition when students undertake collaborative group work online: an interdisciplinary approach

In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, ‘Constraints on autonomy’ and ‘Reflections about collaboration’, encapsulate the experience of engaging in group work. The other two themes ‘Virtual others’ and ‘Communicating online’. The ‘impact on progress and achievement’ provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed

The most problematic symptoms of prion disease - an analysis of carer experiences

Objectives: Prion diseases are rare dementias that most commonly occur sporadically, but can be inherited or acquired, and for which there is no cure. We sought to understand which prion disease symptoms are most problematic for carers, to inform the development of outcome measures. Design: Self-completed questionnaire with follow-up of a subset of participants by structured interview. Setting: A nested study in the UK National Prion Monitoring Cohort, a longitudinal observational study. Participants and measurements: 71 carers, of people with different prion diseases with a wide range of disease severity, identified 236 of their four most problematic symptoms by questionnaire which were grouped into ten domains. Structured interviews were then done to qualitatively explore these experiences. Eleven family carers of people with prion disease were selected, including those representative of a range of demographics and disease subtypes and those who cared for people with prion disease, living or recently deceased. Interviews were transcribed and formally studied. Results: The six most problematic symptom domains were: mobility and coordination; mood and behavior; personal care and continence; eating and swallowing; communication; and cognition and memory. The prevalence of these symptoms varied significantly by disease stage and type. A formal analysis of structured interviews to explore these domains is reported. Conclusions: We make suggestions about how healthcare professionals can focus their support for people with prion disease. Clinical trials that aim to generate evidence regarding therapies that might confer meaningful benefits to carers should consider including outcome measures that monitor the symptomatic domains we have identified as problematic

Can involving clients in simulation studies help them solve their future problems? A transfer of learning experiment

It is often stated that involving the client in operational research studies increases conceptual learning about a system which can then be applied repeatedly to other, similar, systems. Our study provides a novel measurement approach for behavioural OR studies that aim to analyse the impact of modelling in long term problem solving and decision making. In particular, our approach is the first to operationalise the measurement of transfer of learning from modelling using the concepts of close and far transfer, and overconfidence. We investigate learning in discrete-event simulation (DES) projects through an experimental study. Participants were trained to manage queuing problems by varying the degree to which they were involved in building and using a DES model of a hospital emergency department. They were then asked to transfer learning to a set of analogous problems. Findings demonstrate that transfer of learning from a simulation study is difficult, but possible. However, this learning is only accessible when sufficient time is provided for clients to process the structural behaviour of the model. Overconfidence is also an issue when the clients who were involved in model building attempt to transfer their learning without the aid of a new model. Behavioural OR studies that aim to understand learning from modelling can ultimately improve our modelling interactions with clients; helping to ensure the benefits for a longer term; and enabling modelling efforts to become more sustainable

Group Approach to Narrative Therapy: A Review of the Literature

This article is a review of the current literature on the application of Narrative Therapy (NT) to a group setting. Sixteen peer-reviewed articles were found using the search terms narrative, group, and therapy. Databases used include Science Direct, Social Sciences Citation Index, PsychINFO, CINAHL Plus, ERIC, SocINDEX, and EBSCOhost. The articles describe the composition and efficacy of various groups that utilized NT to treat children, adults, and older adults. Narrative Group Therapy (NGT) was utilized for substance abuse, body image concerns, social phobia, grief associated with acquired brain injury, physical and sexual abuse and neglect, attention deficit/hyperactivity disorder, intimacy within couples, transition out of homelessness, depression, anxiety, trauma, and severe mental illnesses. This review of the literature highlights the benefits and limitations of using NGT and offers a suggested direction for continued study

Protocol for Phase I Study of Pembrolizumab in Combination with Bacillus Calmette-Guérin for Patients with High-Risk Non-Muscle Invasive Bladder Cancer

INTRODUCTION: The initial treatment for high-risk non-muscle invasive bladder cancer (NMIBC) is endoscopic resection of the tumour followed by BCG therapy. In those who develop recurrence, the standard treatment is radical cystectomy. Despite the advancement in surgical technique and postoperative care, the degree of morbidity associated with radical cystectomy remains high, therefore less invasive treatment modalities are desirable. Therapies targeting the programmed death (PD) pathway have shown promise in urothelial carcinoma. We undertook the current study to determine the safety and efficacy of administering pembrolizumab (a monoclonal antibody targeting the interaction between PD-1 and its ligand) in combination with BCG in high-risk NMIBC. METHODS: This is a single-centre phase I safety and efficacy study of pembrolizumab used in combination with intravesicular BCG treatment for subjects with pathologically documented high-risk NMIBC despite having received two courses of induction therapy or BCG treatment followed by maintenance BCG. Fifteen subjects will be enrolled, patients will receive treatment with 200 mg of pembrolizumab every 21 days, starting 2 weeks from the initial endoscopic resection and continuing for 6 weeks after the final dose of BCG. The primary objective is to determine the safety of administering pembrolizumab at a fixed dose of 200 mg every 3 weeks in conjunction with intravesicular BCG treatment in patients with high-risk NMIBC who have failed previous treatment. Secondary objectives are to determine the 19 weeks and the 3, 12 and 24 months post-treatment completion complete response rate with combined pembrolizumab and intravesicular BCG therapy in the aforementioned patients. ETHICS AND DISSEMINATION: The study has been approved by the Institutional Review Board of the Henry Ford Hospital. The results of this study will be published in a peer-reviewed journal and presented at a scientific conference. TRIAL REGISTRATION NUMBER: NCT02324582

Examining Equity in Tenure Processes at Higher Education Music Programs: An Institutional Ethnography

As part of a larger mixed-methods study, this article presents findings from research on processes of tenure in Canadian higher education music faculties. The Principle Investigator and three teams of two researchers analyzed the process of tenure at three Canadian institutions to gain insight into how tenure decisions are made in relation to gender and race/ethnicity. The researchers used institutional ethnography, developed by sociologist Dorothy Smith, to examine institutional documents that organize tenure, as well as how documents organize people’s actions, studied through interviews with key stakeholders, such as directors, tenure applicants, and union representatives. The findings from the three sites were analyzed and integrated into one composite institution, and the researchers created a written analysis as well as a conceptual map of the process. The researchers found that the existence of a collective agreement created greater transparency in the tenure process for all stakeholders, contributing to a somewhat smoother path to tenure. However, ambiguities remained that created anxiety and stress, such as the “moving bar” related to publications and quantity vs. quality concerns, and the uncertainty about how artistic or musical achievements might “count” in the tenure dossier. The mantra of ‘hire the best candidates’ appears to disadvantage women and people of colour, who continue to be hired into tenure-track positions at much lower rates than men and White candidates. Policies to encourage diversity in hiring appear to be weak and poorly monitored

Data from THEMIS moored instrumented ocean array I

A summary of the first year of the THEMIS observation program is presented. The observations were made from November, 1968 to November, 1969. The primary measurements were time series of current velocity with supplementary data of wind velocity. The emphasis is on the methods of observation and the procedures used in data reduction and analysis. Discussion and interpretation of the initial analysis is also presented

CONCEPTUAL MODELLING: KNOWLEDGE ACQUISITION AND MODEL ABSTRACTION

Conceptual modelling has gained a lot of interest in recent years and simulation modellers are particularly interested in understanding the processes involved in arriving at a conceptual model. This paper contributes to this understanding by discussing the artifacts of conceptual modelling and two specific conceptual modelling processes: knowledge acquisition and model abstraction. Knowledge acquisition is the process of finding out about the problem situation and arriving at a system description. Model abstraction refers to the simplifications made in moving from a system description to a conceptual model. Soft Systems Methodology has tools that can help a modeller with knowledge acquisition and model abstraction. These tools are drawing rich pictures, undertaking analyses ‘one’, ‘two’, ‘three’, and constructing a root definition and the corresponding purposeful activity model. The use of these tools is discussed with respect to a case study in health care.

Learning from discrete-event simulation: Exploring the high involvement hypothesis

Discussion of learning from discrete-event simulation often takes the form of a hypothesis stating that involving clients in model building provides much of the learning necessary to aid their decisions. Whilst practitioners of simulation may intuitively agree with this hypothesis they are simultaneously motivated to reduce the model building effort through model reuse. As simulation projects are typically limited by time, model reuse offers an alternative learning route for clients as the time saved can be used to conduct more experimentation. We detail a laboratory experiment to test the high involvement hypothesis empirically, identify mechanisms that explain how involvement in model building or model reuse affect learning and explore the factors that inhibit learning from models. Measurement of learning focuses on the management of resource utilisation in a case study of a hospital emergency department and through the choice of scenarios during experimentation. Participants who reused a model benefitted from the increased experimentation time available when learning about resource utilisation. However, participants who were involved in model building simulated a greater variety of scenarios including more validation type scenarios early on. These results suggest that there may be a learning trade-off between model reuse and model building when simulation projects have a fixed budget of time. Further work evaluating client learning in practice should track the origin and choice of variables used in experimentation; studies should also record the methods modellers find most effective in communicating the impact of resource utilisation on queuing