Exploring entertainment medicine and professionalization of self-care : interview study among doctors on the potential effects of digital self-tracking

Background: Nowadays, digital self-tracking devices offer a plethora of possibilities to both healthy and chronically ill users who want to closely examine their body. This study suggests that self-tracking in a private setting will lead to shifting understandings in professional care. To provide more insight into these shifts, this paper seeks to lay bare the promises and challenges of self-tracking while staying close to the everyday professional experience of the physician. Objective: The aim of this study was to (1) offer an analysis of how medical doctors evaluate self-tracking methods in their practice and (2) explore the anticipated shifts that digital self-care will bring about in relation to our findings and those of other studies. Methods: A total of 12 in-depth semistructured interviews with general practitioners (GPs) and cardiologists were conducted in Flanders, Belgium, from November 2015 to November 2016. Thematic analysis was applied to examine the transcripts in an iterative process. Results: Four major themes arose in our body of data: (1) the patient as health manager, (2) health obsession and medicalization, (3) information management, and (4) shifting roles of the doctors and impact on the health care organization. Our research findings show a nuanced understanding of the potentials and pitfalls of different forms of self-tracking. The necessity of contextualization of self-tracking data and a professionalization of self-care through digital devices come to the fore as important overarching concepts. Conclusions: This interview study with Belgian doctors examines the potentials and challenges of self-monitoring while focusing on the everyday professional experience of the physician. The dialogue between our dataset and the existing literature affords a fine-grained image of digital self-care and its current meaning in a medical-professional landscape

An exploratory study of how developmental issues may impinge on the implementation of the 'Keeping ourselves safe' programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University

Child sexual abuse has increasingly been recognised as a multi-faceted social problem. So far efforts to deal with this problem have mainly focussed on helping children recognise sexual abuse and teaching them skills to avert or stop sexual misbehaviour. Child sexual abuse prevention programmes are most frequently presented through schools because this approach provides easy access to children over an extended period of time. The Keeping Ourselves Safe Programme (KOS) is a prevention programme that has been specifically designed for use with New Zealand children. Empirical studies have shown that the degree to which children are able to benefit from participation in prevention programmes such as KOS, is influenced by the manner in which prevention concepts are presented and by children's cognitive and affective levels of development. So far it is not clear how children of different ages integrate prevention concepts. The aim of the present study was to explore children's perceptions and interpretations of the safety concepts presented to them through the KOS programme by combining both quantitative and qualitative methodologies. Ninety-six children completed the Child Knowledge of Abuse Questionnaire - Revised II (CKAQ-RII). In addition twelve of them were recruited to take part in an in depth follow-up interview. Results support previous findings indicating that children's knowledge of factors surrounding sexual abuse increase with age. Furthermore, children have more difficulty incorporating an understanding of concepts surrounding sexual abuse than developing preventive skills. Formulations that posed problems included the ability to recognise inappropriate behaviour in adults, the concept of 'strangers' and the notion that a person known to the child might try to abuse them. The majority of students were able to use preventive strategies such as 'saying no' and 'telling a person you trust' appropriately in 'what if' problem solving exercises. Results suggest that it is important to use a clearly defined concrete approach involving role-plays and other behavioural techniques with six and seven year old children, without simultaneously introducing abstract concepts. Older children were able to deal with more abstract material. Limitations of the present study and suggestions for future research are discussed

MS²PIP : fast and accurate MS² peak intensity prediction for multiple fragmentation methods, instruments and labeling techniques

C

A multimodal social semiotic analysis of lecturer pedagogy for the physics concept of angular motion in physiotherapy education

Angular motion is a foundational concept in physiotherapy, applied when measuring joint range of motion (rom) in assessment and treatment of patients. Accordingly, first-year physiotherapy students are commonly taught rom measurement skills in their applied Physiotherapy course and are introduced to the concept of angular motion in their Physics course where their learning is primarily assessed through problem-solving. However, studies of student learning of angular motion show that while students can solve problems, they do not always have the necessary conceptual understanding to use their procedures appropriately and flexibly in other disciplines. Physics education researchers also demonstrate that accessing, learning, and communicating the conceptual and procedural knowledge involves using the affordances of multimodal language. Thus, a promising line of inquiry is how lecturers use the affordances of multimodal language in pedagogy to create opportunities for students to develop both conceptual and procedural understanding. My study focuses on a lecturer's pedagogy for the concept of angular motion in a Physics course for first year physiotherapy students at a South African university. Specifically, I use a multimodal social semiotic perspective to describe what and how she uses the affordances of multimodal language − verbal talk, written text, images, symbols and symbolic equations, gestures, and objects − to give presentational, organisational and orientational meanings. I also explain her pedagogical choices in the meaning-making process. In this focused ethnographic study, I observed lecture recordings to produce data on the lecturer's pedagogy. A subsequent semi-structured interview with the lecturer was analysed to understand the lecturer's choices. The multimodal social semiotic analysis shows that the lecturer organised her pedagogy to develop both conceptual and procedural meaning, while also relating these meanings to problem-solving, and to orientate students to the relevance of angular motion in physiotherapy. This organization was informed by her comprehensive understanding of the physics content, and its relation to the Physiotherapy course and physiotherapy practice, and the experiences and resources of the students in the class. Evident in her pedagogy was a pattern of starting with a focus on conceptual meaning using verbal talk, images, and gestures, following which she integrated symbols and symbolic equations which functioned as a link to focussing on procedural meaning as applied in problem-solving. This study contributes to existing physics and physiotherapy education research, an in-depth description and explanation of a lecturer's motivated, contextualised use of multimodal language to give meaning to the physics of angular motion for physiotherapy. These learnings and the multimodal social semiotic tools by which they were produced can be put to work in education development practice with disciplinary lecturers. Specifically, they serve to make explicit the affordances of various language modes for communicating particular conceptual and procedural meanings as a relevant for physiotherapy for planning pedagogy

Nutritional requirements of substrates for ornamental plant cultivation

Peer Reviewe

Georgian Orthodoxy: Navigating the Middle Eastern Landscape

This paper explores the complex sentiments among Georgian Orthodox believers, who simultaneously exhibit unwavering allegiance to the spiritual power of former imperialistic Russia alongside discontentment due to its military aggression. The author contends that the prevailing scholarly perspective is incomplete, stemming from a Eurocentric approach, and advocates instead for a broader consideration of Georgia, along with Azerbaijan and Armenia, within the cultural milieu of the Middle East rather than the European context. In the Middle Eastern cultural sphere, characterized by Islam, distinctions between secular and religious realms are blurred—a feature similarly reflected in Georgian Orthodox Christianity. Shaped by historical encounters with Islam, Georgian Orthodoxy assimilated aspects of the dominant belief system. The Ottoman Empire, historically a significant religious and political adversary to Georgia, exerted considerable influence, reinforcing the fusion of religion and politics