Context Of Experience Research Articles

Demystifying Area and Perimeter: A Practitioner’s Guide to Strategies That Work

An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school-age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (a) instruction using manipulatives, (b) focusing on salient variables within problems, (c) utilizing visual-chunking representations, and (d) incorporating contextualized scenarios and experiences.

The role of education and income as protective factors against intimate partner violence and HIV exposure among Kenyan women

Introduction Intimate partner violence (IPV) is a public health problem that impacts approximately one in three women worldwide in their lifetime. The purpose of the study was to explore the lived experiences of women teachers and violence in Kenya. It also explores the intersection between intimate partner violence, HIV risk, and gender inequality. Method Data were collected through two focus groups of a total of 15 women teachers. We recruited women ages 21–44 from two geographically diverse urban and rural schools. The data were analyzed using a thematic analysis method to identify text themes and meaning patterns. Results Three contextual experiences emerged: socio-cultural influences of gender norms, masculinity and patriarchy; uneven power dynamics; and institutionalized gender inequality. Discussion Findings suggest that education alone is not sufficient to end GBV. Comprehensive and gender transformative governmental policy approaches are needed to mitigate GBV in Kenya.

The Benefits of Infusing the Arts in a College Preparatory Program

An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such findings have shaped the organization of the Princeton University Preparatory Program (PUPP), a rigorous academic and cultural enrichment program which supports high-achieving, low-income public high school students, from the communities surrounding campus, prepare for admission to and success at selective colleges and universities. More specifically, PUPP provides its scholars with a studio art course during each of their three summers in the program and school-year trips to performances and museums. During their time in PUPP, scholars attend approximately 21 live performances and visit at least six different art museums.In this paper, we add to the literature on art integration by examining whether, and how, the views of PUPP scholars on the arts programming they receive change over their time in the program. We also assess the PUPP alumni’s perceptions of the extent to which PUPP’s art and cultural activities influenced them. Taken together, these analyses of survey data help us understand whether there are differences in student views by the amount of art programming they receive (“dosage”) and if there are sustained benefits of the arts integration and programming PUPP students receive (“fade-out”). We supplement this quantitative data with information from focus groups with a variety of stakeholders.Although our quantitative analyses of survey data revealed no dosage or fade-out effects, our interview data highlighted the cumulative development of art skills and knowledge over time and confirmed that the program’s arts and cultural activities provided contextual information and experiences useful for PUPP alumni in college. Along with prior work that shows PUPP scholars’ overwhelmingly positive views of the arts programing, these  findings point to the benefits of university-led college access programs that provide arts and cultural exposure for students’ social and cultural capital and college preparation.

Backward and forward neck tilt affects perceptual bias when interpreting ambiguous figures

The relationships between posture and perception have already been investigated in several studies. However, it is still unclear how perceptual bias and experiential contexts of human perception affect observers’ perception when posture is changed. In this study, we hypothesized that a change in the perceptual probability caused by perceptual bias also depends on posture. In order to verify this hypothesis, we used the Necker cube with two types of appearance, from above and below, although the input is constant, and investigated the change of the probability of perceptual content. Specifically, we asked observers their perception of the appearance of the Necker cube placed at any of the five angles in the space of virtual reality. There were two patterns of neck movement, vertical and horizontal. During the experiment, pupil diameter, one of the cognitive indices, was also measured. Results showed that during the condition of looking down vertically, the probability of the viewing-from-above perception of the Necker cube was significantly greater than during the condition of looking up. Interestingly, the pupillary results were also consistent with the probability of the perception. These results indicate that perception was modulated by the posture of the neck and suggest that neck posture is incorporated into ecological constraints.

Faculty and Students' Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates.

IntroductionExperiencing is essential to learning anything in life. Medical educators across the world aim at achieving profound learning experiences for their students. Several applications of experiential learning into health professions education have been witnessed over the past two decades. Though many researchers have tried to implement authentic learning experiences in medical education, only a handful have been able to demonstrate its effectiveness in anatomical sciences education. In this study, the authors asked the question – Can experiential learning-based dissection hall sessions be innovated to improve the contextual learning of anatomical sciences during early clinical exposure?MethodsThree experiential learning theory (ELT)-based sessions were conducted. Perceptions from faculty and students were collected.ResultsThe satisfaction index of the students' perception of the ELT based sessions was of 96.1% and for faculty was 100%. The emergent facilitating factors in the learning process were found to be: more profound and interactive contextual learning experience; improved problem-solving approaches based on dominant skill activities of dissection hall; and learning experiences created to cater to different learning needs of students. The optimal facilitator to student ratio range suggested for these sessions was 1:10 to 1:15.DiscussionThe faculties were motivated to utilize this learning experience to further research teaching innovations at the present institution. Experiential learning-based sessions applied to anatomical sciences education can effectively foster positive student engagement and profound learning experience.

Preliminary Evaluation of a Citizen Scientist Educational Curriculum Aimed at Engaging Black Men in Lung Cancer Early Detection Screening.

This article describes an educational program to engage African American men as citizen scientists (CSs) and future research partners in a lung cancer screening project. We provide an overview of the curriculum used, the structure and format of the educational sessions, and associated educational outcomes. Furthermore, we describe lessons learned in the engagement of African American men as CS in community-based lung-health equity research. The CS educational program included five group-based sessions delivered through zoom. The educational curriculum was adapted from the University of Florida Citizen Scientist program and tailored to address lung health and the contextual experiences of African American men. Each session lasted 90 minutes. Pre- and post-test measures were collected to examine changes in knowledge, comfort, health literacy, research interests, and medical mistrust. Eight African American men completed the CS educational program. Attendance rates were high for each session (100%). Seven participants completed additional human subject research certification. Improvements were observed from pre- to post-test in participants’ level of knowledge, comfort, and health literacy but not medical mistrust. CS reported the most interest in participating in research aimed to identify important community strengths and problems. Study findings suggest that it was feasible to deliver an online citizen scientist educational program designed to prepare participants to serve as partners in a lung cancer screening intervention for African American men. Results suggest the educational program has the potential to improve key outcomes including completion of regulatory training and increased research-related knowledge, comfort, and health literacy.

P665. Forebrain Glucocorticoid Receptor Overexpression Alters Behavioral Encoding of Hippocampal CA1 Pyramidal Cells in Mice

Stress hormone signaling via the glucocorticoid receptor (GR) modulates vulnerability to stress-related disorders, but whether GR influences how the brain encodes contextual experience is unknown. Mice with lifelong GR overexpression in forebrain glutamatergic neurons (GRov) show increased sensitivity to environmental stimuli. This phenotype is developmentally programmed and associated with profound changes in hippocampal gene expression. We hypothesized that GR overexpression influences hippocampal encoding of experiences.

Being an academic retiree: a qualitative, follow-up study of women academics in the Republic of Ireland

PurposeRetirement is a complex process that can impact daily lives and relationships. While some gender differences in academic retirement experiences have been noted, few studies have focused exclusively on women academics’ retirement experiences. This follow-up study aims to explore the meaning of retirement and its impact on retired women academics' daily lives and relationships over time from an occupational perspective.Design/methodology/approachUsing a qualitative, longitudinal descriptive design, semi-structured interviews (n= 11) were completed with women retirees from one university and an academically linked university-level, college of education and liberal arts, in the Republic of Ireland (n= 11). This paper presents the findings of follow-up interviews conducted one year later (n= 10). Data were analysed using Braun and Clarke’s six-phase thematic analysis. A longitudinal analysis was then undertaken using a recurrent cross-sectional approach (Grossoehme and Lipstein, 2016) to enable discussion of changes and continuity that had occurred over time in their daily lives.FindingsThe analysis yielded four themes: (i) continuing to navigate occupational identity challenges, (ii) structuring free time, (iii) appreciating health and well-being and (iv) continuing meaningful professional relationships and activities. Participants described on-going occupational identity challenges linked with contextual factors and experiences of occupational injustices of lack of recognition, lack of inclusion and a lack of choice to continue working in their paid academic employment.Originality/valueThese findings suggest that occupational therapists advocate for older adults, so that meaningful choices in retirement timing can be offered to all equally and so that older people are acknowledged for their contributions to society.

Research on Incentive Mechanism and Evaluation of Gamification Application for Sustainable Consumption in the Context of China

The gamification of sustainable consumption is receiving more and more attention from both academic and business circles. However, there is still a lack of research on the incentive mechanism and evaluation of gamification design to promote sustainable consumption behavior. Taking the gamified apps that promote sustainable consumption in China as an example, this study attempts to explore the incentive mechanism of gamification application for sustainable consumption by using the “stimulus-organism-response” model. Furthermore, it also constructs an evaluation index system of gamification design for sustainable consumption app and identifies the key factors in the gamification design by using the analytic hierarchy process. The results suggest that gamification apps use game elements and game mechanism frameworks to build a new sustainable consumption context for users, which breaks the boundary between reality and virtuality, and enables users to gain real-life value for their behavior in the virtual world. Moreover, the trust mechanism and socialized contextual experience of the gamified apps further strengthen this sense of connectedness and interaction, and enhance the user's motivation for sustainable consumption. In the gamification design of sustainable consumption app, more attention needs to be paid to the implementation effect behind gamification, that is, to promote the cultivation of public sustainable consumption values and lifestyle. This study advances theoretical and practical understanding of the gamification of sustainable consumption. The results can also be used as a starting base for the development and design of gamified apps in the sustainable consumption field.

“The Boy Has to Be a Man in Order for Life to Start”: AmaXhosa, Black Boyhood Studies, and the Anthropology of Boyhoods

ABSTRACT Contemporary and historically focused social science studies of amaXhosa (Xhosa) men have focused predominantly on Xhosa men attaining manhood through ritualised initiation (ulwaluko) and heterosexual homemaking (ukwakha umzi). These studies have left critical knowledge gaps of the pre-initiation lives of Xhosa men throughout the lifecycle, along with processes of socialisation. Based on ethnographic fieldwork spanning over a year (2013–2014) conducted in rural and peri-urban Peddie in the Eastern Cape, my ethnography shows the necessity of examining the formation of Xhosa masculinities prior to ulwaluko. My research illustrates the importance of boyhood kwaXhosa. I argue that Xhosa masculinities are viable long before initiation and that it is not in manhood that “life” starts for men as one of my research interlocutors, Mthuthu, alluded. My ethnography necessarily challenges recent theorisations and conceptualisations of Xhosa masculinities as well as older canonical writings as far as they place primacy on the initiated Xhosa male phallus in the attainment of masculinity. I argue for scholarly consideration of the nuances and complexities of being a boy. Although there is a developing corpus of work from Black Boyhood studies, I note the limitations of this field especially for its rootedness in the North American Black boyhood experiences that do not have the cultural context of ulwaluko. Ultimately, I argue for an Anthropology of Boyhoods. Through concentrated effort on boyhood, in the study of masculinities, ultimately we can attain more contextual, varied and multifaceted experiences of how men experience masculinity across the life course.

Active surveillance of chemotherapy-related symptom burden in ambulatory cancer patients via the implementation of electronic patient-reported outcomes and sensor-enabled vital signs capture: protocol for a decentralised feasibility pilot study

IntroductionRemote patient monitoring (RPM) has emerged as a potential avenue for optimising the management of symptoms in patients undergoing chemotherapy. However, RPM is a complex, multilevel intervention with technology, workflow,...

An Outcomes-Based Framework for Integrating Academics With Student Life to Promote the Development of Undergraduate Students’ Non-cognitive Skills

Non-cognitive skills are essential for success in a variety of settings but are not commonly taught and assessed in undergraduate curricula. The challenge for curricular integration of non-cognitive skills stems from varying interpretations of what it means to apply a specific skill effectively. In addition, teaching these skills requires going beyond the foregrounded academic content in traditional coursework. At Minerva University, we articulate core non-cognitive skills precisely and transparently as learning outcomes to guide the design of courses and assessments. We integrate these skills into the academic curriculum and student life alongside traditional learning outcomes. Students are introduced to these outcomes in their first year and continue to apply them throughout their 4 years, receiving feedback and scores across academic, disciplinary, and real-world, experiential learning contexts. We provide examples of the Learning Outcomes, detailing their introduction and application in various contexts across the 4-year arc Students’ college experience. We identify aspects of our approach that can be generalized and implemented in different settings, from individual courses to programs, departments, or entire institutions.

Factors Influencing the Decision to Practice Medicine in West Virginia: Training Experiences

INTRODUCTION The study describes pipeline, training, and contextual experiences and factors that influence the decision to practice medicine in West Virginia (WV). METHODS The cross-sectional study using descriptive statistics was conducted between November 2019 and March 2020 using an online link to an anonymous survey sent to all physicians licensed to practice medicine in WV with an e-mail address on file with the WV Board of Medicine or WV Osteopathic Medical Association at the time of the study. RESULTS More WV medical school graduates identifying as a WV native practiced primary care than non-native WV medical graduates in this sample. More native WV medical graduates practiced primary care than non-native peers; however, both groups chose primary care at a greater rate than out-of-state medical school graduates. Returning to home communities and an established network of family and friends were influential factors for WV medical graduates. More WV natives completed residency in-state (n = 127) compared to out-of-state (n = 55). More than half of the sample (69.4%) participated in at least one pipeline program during medical school (n=153), residency (n = 86), undergraduate (n = 50), other graduate training (n = 18), or K-12 (n = 16). Approximately 24% of all respondents' primary practice was in a rural area, and 60% of respondents practiced in a primary health profession shortage area. DISCUSSION More native WV respondents are currently providing primary care and completed residency in-state compared to non-native respondents. The choice of primary care practice was similar across graduates of WV's three medical schools. A majority of respondents participated in pipeline programming though the effect on career and practice location decisions are unclear. CONCLUSIONS Continued recruitment of WV medical school graduates into in-state residency programs, concurrently with expanded primary care training placements and promotion, may increase the number and retention of WV primary care physicians in the coming years. Further study should examine factors that influence physician choice not to return to WV to practice after residency or fellowship training.

Diffusion Path Identification of Public Opinion Involving Enterprise Green Technology Adoption: An Interpretive-Structural-Modeling-Based Approach.

With the increasing information transparency of business operations’ environmental influences, public opinion plays an important role in the green technology adoption of enterprises. Identifying the diffusion path of public opinion involving the process of enterprise green technology adoption is a significant task to verify the triggering mechanisms among the external factors and internal ones. An appropriate framework may help to clarify how the sustainability elements of public opinion are introduced to green technology adoption. Therefore, an interpretive structural-modeling (ISM)-based approach was applied to explore the basic transmission process and path of public opinion involving green technology adoption in enterprise practices. From the pressure of public opinion to the stakeholders involved, as well as the corresponding operational environmental activities, this study explored the psychological behavior of internal and external stakeholders and tried to clarify what the driving elements of green technology adoption are and how they relate to each other. Based on the field data collected from practitioners with Chinese contextual experience, the driving elements of the enablers of green technology adoption by enterprises were identified, and the fundamental triggering mechanisms of the public opinion pressure among them were analyzed. Thereafter, the influence of internal and external stakeholders involving green technology adoption and their corresponding behaviors under the pressure of public opinion were determined and expounded comprehensively, which illustrates the diffusion path of how public opinion influences the operational green technology adoption. This may narrow the gap between public environmental expectation and business operations. Finally, the managerial implications and the limitations of this study were concluded. The explanatory corresponding ISM model established in this study enriches the literature on the theoretical research of the mechanisms of green technology adoption.

Almost a Teacher: Considering Curriculum Through Reflexion in the Liminal Space

This article examines the liminal space, “the betwixt and between” (V. Turner, 1969), that preservice teachers inhabit after they complete their last practicum and return to campus for final coursework. We look at preservice teachers’ expectations, assumptions, and understandings of questions and content in a senior-level curriculum course as uncovered through their assignment, the commonplace book. In this assignment they examined their understanding and meaning-making, or “truth-telling” (Huebner, 1999), in a personal text, which can allow for continued practice of reflection and reflexivity as they enter into their careers in addition to informing the researchers about how students experience growth in their understanding of issues in curriculum as experienced in the liminal space, grounded in historical, social, cultural, and experiential contexts.

Applying culturalist methodologies to discern COVID-19's impact on communities of color.

The coronavirus disease 2019 (COVID‐19) pandemic has disproportionately impacted communities of color (CoC) amid increasing incidents of racial injustices and racism. In this article, we describe our culturalist methodologies for designing and implementing a multi‐ethnic, interdisciplinary national needs assessment developed in partnership with CoC. Instead of a typical western‐centric social science approach that typically ignores and perpetuates structural racism and settler colonialism, the research team implemented culturalist and community‐partnered approaches that were further contextualized to the context of structural racism and settler colonialism. The culturalist approach yielded two sets of themes both related to the impact of the pandemic on CoC. The first set involved syndemic factors that contribute to the adverse impact of COVID‐19. These include historical trauma; racism, racial stress, and discrimination; and cultural mistrust. The second set consisted of factors that potentially mitigate the impact of the COVID‐19. These include cultural protective factors; community engagement; communal ethos, and data disaggregation. Our methodologies and the resulting findings encourage research praxis that uplifts the shared effects of the social determinants of health while honoring unique cultural and contextual experiences—a lesson that social science researchers largely have yet to learn.

Reflections on virtual research conferences and PhD student socialization: The missing link of in-person human connectedness

Attending nursing research conferences as a PhD student is part of the research socialization experience. Participating in our excellent and recent ENRS conference was exciting and made us itchy for next year's planned live conference. It also made us contemplate the value and differences in these conference formats. The purpose of this paper is to describe the benefits and challenges for PhD students attending the virtual research conference. We present the pros and cons experienced with the virtual format. We then discuss some of the contextual socialization experiences in-person conferences provide the PhD student. Strategies are presented for both the student and faculty to consider as opportunities to augment the conference research experience overall. Research conferences are invaluable tools for networking, learning, and contemplating ideas to ensure nurse scientists continue to create innovative studies in the future.

Investigating the influences of context on the information seeking behaviour of first-generation students

This paper reports on a qualitative study investigating the information seeking behaviour of first-generation students enrolled at the University of Johannesburg, South Africa, in the Humanities’ Mastering Academic and Professional Skills programme. The purpose is to determine the way in which their socio-economic situations influenced their ability to solve information problems. The target population come from low-income families with low social and cultural capacity in their home environment. A qualitative phenomenological research approach was followed. A purposive convenience sample was drawn from the target population. A total of 17 students participated in the study. Qualitative data analysis procedures were used with inductive reasoning as an open-ended approach. The data were collected using interviews with an open- and close-ended interview schedule. Both contextual (environmental) and personal experiences influence the information seeking behaviour of first-generation students. Information literacy as an intervention served as a catalyst to change the students’ information seeking behaviour. An understanding of first-generation students’ information seeking behaviour can provide insights for librarians on the way in which to meet these students’ information needs.

Phishing simulation exercise in a large hospital: A case study.

BackgroundPhishing is a major threat to the data and infrastructure of healthcare organizations and many cyberattacks utilize this socially engineered pathway. Phishing simulation is used to identify weaknesses and risks in the human defences of organizations. There are many factors influencing the difficulty of detecting a phishing email including fatigue and the nature of the deceptive message.MethodA major Italian Hospital with over 6000 healthcare staff performed a phishing simulation as part of its annual training and risk assessment. Three campaigns were launched at approx. 4-month intervals, to compare staff reaction to a general phishing email and a customized one.ResultsThe results show that customization of phishing emails makes them much more likely to be acted on. In the first campaign, 64% of staff did not open the general phish, significantly more than the 38% that did not open the custom phish. A significant difference was also found for the click rate, with significantly more staff clicking on the custom phish. However, the campaigns could not be run as intended, due to issues raised within the organization.ConclusionsPhishing simulation is useful but not without its limitations. It requires contextual knowledge, skill and experience to ensure that it is effective. The exercise raised many issues within the Hospital. Successful, ethical phishing simulations require coordination across the organization, precise timing and lack of staff awareness. This can be complex to coordinate. Misleading messages containing false threats or promises can cause a backlash from staff and unions. The effectiveness of the message is dependent on the personalization of the message to current, local events. The lessons learned can be useful for other hospitals.

University transformation towards a learning experience facing the world of work and industry

The beginning of this major change was the existence of a very large gap between the output of university graduates and the need for experts in the business and industrial world so that various forms of MBKM activities were projected to provide real contextual experiences that could increase competence, prepare well to enter the world of work and industry, and create new jobs. One of the MBKM programs with the greatest possibility according to competency linearity is the Certified Independent Study and Internship Program (MSIB), where students go directly to the world of work and learn according to their competencies based on experience in the field or project-based learning. The methodology of this research is descriptive qualitative, with the entire population of the University of Merdeka Malang academic community, MSIB participants, and stakeholders in the MSIB Program. Data were obtained through questionnaires, interviews, and Forum Group Discussion. Some of the measurable results include the impact of the implementation of the MSIB program having a good perception at Merdeka University Malang, students have high motivation and interest in implementing the MSIB program, the MSIB program has a direct influence as evidenced by the assessments given by lecturers and students' perspectives on themselves. The results obtained from the implementation of the MSIB Program provide real contextual experiences that can increase competence, prepare well to enter the world of work and industry, as well as the ability create new jobs.