Lawrence Erlbaum Research Articles

Relational Theory: A Refuge and Compass

Relational theory offers a structure from which to understand and treat the interpersonal and intrapsychic legacy of severe childhood trauma. During the course of treatment, particularly with such traumatized patients, therapists are challenged to tolerate and make meaning of intense feelings in the transference-countertransference matrix. Relational theory’s ideas regarding adaptation to and perpetuation of the relational patterns of early life, dissociation of disavowed and intolerable self-states, and the inevitability of mutual enactments provide an organizing framework in which to weather and make bearable the unbearable. In addition, relational theory invites and supports the clinician in the vital task of meeting the patient’s vulnerability with his or her own authentic and vulnerable self. The following case material demonstrates the use of relational theory to find and to work at the intimate edge (Ehrenberg in Relational psychoanalysis: innovation and expansion, Analytic Press, Hillsdale, pp 3–28, 2005) where the impossible becomes possible.

Kyle Sandilands: Examining the “Performance of Authenticity” in Chat-Based Radio Programming

Kyle Sandilands: Examining the “Performance of Authenticity” in Chat-Based Radio Programming

Abstract A08: Designing eHealth applications to support Hispanic cancer survivors

Abstract Background: Formative work was conducted with a Hispanic cancer survivor community toward the development of a tailored, literacy-friendly eHealth symptom management application. Ultimately, data will be used to create a symptom monitoring and support system. Theoretical Framework: Cancer is the leading cause of death for Hispanics. Given the heterogeneity of sub-groups, designing appropriate health communications is challenging. Leveraging this population's increasing use of information and communication technology (ICT), there is potential to provide Hispanic cancer survivors with appropriately tailored eHealth communications. Tailoring is a message design technique that incorporates formally assessed individual characteristics into message design, thus making the message personally relevant.1,2 Tailoring eliminates unessential information; what remains is more personally relevant. When information is relevant, it is more likely to be thoughtfully processed, and thus, more successful in guiding a person to make a suggested behavior change.1 Using a reliable and valid behavior model when designing health communications increases the likelihood for success. This study employed Fishbein's Integrative Model of Behavioral Prediction. This model has demonstrated to be effective in predicting intention, identifying key variables for intervention, and discriminating audience characteristics.3 Research Questions: Our research questions were as follows: (1) What are survivors' most common symptoms/side effects post treatment; (2) What strategies do they use to manage symptoms/side effects; (3) How do they use ICT for information or symptom support? (4) What suggestions do they have for the design of eHealth symptom support? Methods: We conducted 3 mixed cancer patient focus groups (n=30). Trained Spanish-speaking facilitators lead the sessions using a moderator's guide grounded in the research questions. Recorded sessions were translated by a transcription service. Investigators and research assistants systematically examined transcriptions to generate a list of themes. Results: Five key themes emerged: (1) Participants placed high importance on quality patient/medical professional communication; (2) When obtaining information or support, participants preferred to engage with a real person; (3) Participants are open to using various ICT, but recognize not all have access; (4) Depression and stress were the most common side effects; (5) The primary coping mechanism was social support; (6) Participants indicated a desire to connect with other cancer survivors. Discussion: The ability to intervene with Hispanic cancer survivors in a culturally and personally relevant, literacy-friendly manner through an accessible symptom management eHealth application has great potential to address health disparities and contribute to improved health related quality of life with this population. It is critical such applications address the desire for personal communication and high quality relationships with a health professional. This application should also provide an opportunity to connect with similar others. Conclusion: The ability to help Hispanic cancer survivors manage symptoms via a tailored, literacy-friendly manner eHealth application has potential to reduce health disparities among this population and to improve their health-related quality of life. Continued research will support the design of such eHealth applications. (1) Kreuter M, Farrell D, Olevitch L, Brennan L. Tailoring Health Messages: Customizing Communication with Computer Technology. New Jersey: Lawrence Erlbaum Associates; 2000. (2) Victorson D, Mendoza-Temple L, Takagishi C, Brendler C, Shevrin D, Cella D. Tailoring Supportive Care Interventions to Men Diagnosed with Prostate Cancer. Psychooncology. 2009; 18:S1-S58. (3) Fishbein M. The Role of Theory in Developing Effecive Health Communications. Journal of Communication 56, s1-s17. 2006. Citation Format: Jennifer R. Banas, David Victorson, Sandra Gutierrez, Evelyn Cordero, Lucia Flores. Designing eHealth applications to support Hispanic cancer survivors. [abstract]. In: Proceedings of the Sixth AACR Conference: The Science of Cancer Health Disparities; Dec 6–9, 2013; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2014;23(11 Suppl):Abstract nr A08. doi:10.1158/1538-7755.DISP13-A08

The commodification of English in ‘Madrid, comunidad bilingüe’: insights from the CLIL classroom

This article analyzes how multilingual education in the Madrid region has been addressed through the medium of Spanish/English content and language integrated learning (CLIL) bilingual programs, widely implemented in public schools of this region in the last decade. By adopting a critical interpretive perspective (Tollefson in Language policies in education: critical issues. Lawrence Erlbaum Associates, Mahwah, 2002) to the understanding of bilingual education in the Madrid region, the article explores the links between current CLIL classroom practices, local and European language education policies and wider social and ideological processes of globalization and neoliberalism in late modernity. Particularly, the article analyzes the commodification of CLIL programs by examining how local values and beliefs about bilingualism and the prestige of English as Europe’s lingua franca intersect with situated notions of who counts as a bilingual student in the CLIL classroom and the emergent categorization of elistism assigned to bilingual programs in Madrid. Drawing on data collected as part of the team critical sociolinguistic ethnography conducted at ‘Villababel High’, the article discusses specifically language choice in the CLIL classroom as a key practice to understand the tensions involved in bilingual education policy in late modernity.

Assessment of Pretend Play in Prader–Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder

Children with Prader-Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism Diagnostic Observation Schedule manual. Western Psychological Services, Los Angeles, 2006) as part of a larger project. A modified Affect in Play Scale (APS; Russ in Play in child development and psychotherapy: toward empirically supported practice. Lawrence Erlbaum Associates Publishers, Mahwah, 2004; Pretend play in childhood: foundation of adult creativity. APA Books, Washington, 2014) was used to score ADOS play activities. Results indicate both groups scored below normative data on measures of imagination, organization, and affective expression during individual play. In addition, the inclusion of a play partner in both groups increased all scaled scores on the APS. These findings suggest children with PWS show impaired pretend play abilities similar to ASD. Further research is warranted and should focus on constructing and validating programs aimed at improving symbolic and functional play abilities within these populations.

Responsible Leadership

Academy of Management PerspectivesVol. 28, No. 3 From the EditorResponsible LeadershipDonald S. SiegelDonald S. SiegelCo-EditorPublished Online:28 Aug 2014https://doi.org/10.5465/amp.2014.0081AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCES Aguinis H. , Glavas A. (2012). What we know and don't know about corporate social responsibility: A review and research agenda. Journal of Management, 38, 932–968. Google Scholar Ambec S. , Lanoie P. (2008). Does it pay to be green? A systematic overview. Academy of Management Perspectives, 22(2), 45–62. Google Scholar Baron D. (2001). Private politics, corporate social responsibility, and integrated strategy. Journal of Economics and Management Strategy, 10(1), 7–45. Google Scholar Christensen L. J. , Mackey A. , Whetten D. (2014). Taking responsibility for corporate responsibility: The role of leaders in creating, implementing, sustaining, or avoiding socially responsible firm behaviors. Academy of Management Perspectives, 28(2), 164–178. Google Scholar Devinney T. M. (2009). Is the socially responsible corporation a myth? The good, bad, and ugly of corporate social responsibility. Academy of Management Perspectives, 23(2), 44–56.Abstract , Google Scholar Margolis J. D. , Walsh J. P. (2001). People and profits: The search for a link between a company's social and financial performance. Rahway, NJ: Lawrence Erlbaum Associates. Google Scholar McWilliams A. , Siegel D. (2000). Corporate social responsibility and financial performance: Correlation or misspecification? Strategic Management Journal, 21(5), 603–609. Google Scholar McWilliams A. , Siegel D. (2001). Corporate social responsibility: A theory of the firm perspective. Academy of Management Review, 26(1), 117–127.Link , Google Scholar Morgeson F. , Aguinis H. , Waldman D. A. , Siegel D. S. (2013). Extending corporate social responsibility research to the human resource management and organizational behavior domains: A look to the future. Personnel Psychology, 66(4), 805–824. Google Scholar Orlitzky M. , Schmidt F. L. , Rynes S. (2003). Corporate social and financial performance: A meta-analysis. Organization Studies, 24, 403–411. Google Scholar Pless N. M. , Maak T. , Waldman D. A. (2012). Different approaches toward doing the right thing: Mapping the responsibility orientations of leaders. Academy of Management Perspectives, 26, 52–65. Google Scholar Siegel D. S. (2009). Green management matters only if it yields more green: An economic/strategic perspective. Academy of Management Perspectives, 23(3), 5–16. Google Scholar Siegel D. S. , Vitaliano D. (2007). An empirical analysis of the strategic use of corporate social responsibility. Journal of Economics and Management Strategy, 17, 773–792. Google Scholar Sully de Luque M. , Washburn N. T. , Waldman D. A. , House R. J. (2008). Unrequited profit: How stakeholder and economic values relate to subordinates' perceptions of leadership and firm performance. Administrative Science Quarterly, 53, 626–654. Google Scholar Waldman D. A. (2011). Moving forward with the concept of responsible leadership: Three key caveats to guide theory and research. Journal of Business Ethics, 98, 75–83. Google Scholar Waldman D. A. (2014). Bridging the domains of leadership and corporate social responsibility. In Day D. (Ed.), Handbook of leadership and organizations (pp. 541–557). New York: Oxford University Press. Google Scholar Waldman D. A. , Siegel D. S. (2008). Defining the socially responsible leader. Leadership Quarterly, 19(1), 117–131. Google ScholarFiguresReferencesRelatedDetailsCited byDeclining Trust in Capitalism: Managerial, Research, and Public Policy ImplicationsR. Michael Holmes, David A. Waldman, Donald S. Siegel and Justin A. Pepe10 November 2022 | Academy of Management Perspectives, Vol. 36, No. 4Campus Leadership and the Entrepreneurial University: A Dynamic Capabilities PerspectiveSohvi Leih and David Teece17 May 2016 | Academy of Management Perspectives, Vol. 30, No. 2 Vol. 28, No. 3 Permissions Metrics in the past 12 months History Published online 28 August 2014 Published in print 1 August 2014 Information© The Academy of Management PerspectivesDownload PDF

Predictors of the acquisition and portability of transferable skills: a longitudinal Portuguese case study on education

The basis for this longitudinal study was to find the predictors of transferable skills acquisition and portability among university sophomore students. The method employed was the path analysis using as variables: (1) the theoretical framework of transferable skills representations (Evers and Rush in Manag Learn 27(4):275–300, 1996; Evers et al. in The bases of competence: Skills for lifelong learning and employability. Jossey-Bass, San Francisco, 1998) in the freshman and sophomore years (2) the developmental dimensions of Career adaptability and Vocational development (Savickas in Contemporary models in vocational psychology. Lawrence Erlbaum, Mahwah, 2001, in Career choice and development. Jossey-Bass, San Francisco, 2002, in Career development and counseling: putting theory and research to work. Wiley, Hoboken, 2005, in Life-design International Research Group: Career Adaptability Project Meeting, 2009), and, (3) the grades for Project I and Project II (curricular units specially developed for the acquisition of groups of transferable skills in the first and second years of Economics and Management program at the Catholic University of Porto [herein referred to as Catholic University of Porto]. The criteria used were the grades from two second-year curricular units (Business Law and Statistics). The objective was to observe the impact of other dimensions on actual skills acquisition, considering the influence of the former on the grades of Business Law and Statistics as an indicator of portability of the transferable skills acquisition. All participants were male and female students at the Catholic University of Porto, Faculty of Economics and Management, between 18 and 25 years of age (M = 18.53, SD = 1.37) at the first assessment (N = 193). Results suggest that Project I grades are the best predictor of both Business Law and Statistics grades. However, results also reveal that student’s representations of their transferable skills measured at the first and the second year are mediated by Career adaptability measured at the second year. Results are discussed based on the aforementioned frameworks.

Drawing a line in the sand: managing coastal risks in the City Of Cape Town

Cities are increasingly recognised as places in which climate change risks coalesce and from which climate change adaptation efforts are most likely to be mobilised. In an effort to reduce damages from storm surges and sea-level rise, the City of Cape Town municipal government set out to establish a coastal set-back line. This paper describes the process and highlights the potential for unanticipated conflict and resistance when notions of ‘best practice’ fail to consider local institutional interests and pre-existing legislation. This insight is important as coastal municipalities in South Africa look to implement set-back lines in compliance with the Integrated Coastal Management Act (Act 24 of 2008). McKenna et al. [McKenna, J., Cooper, A., & O'Hagan, A.M., Managing by principle: A critical analysis of the european principles of integrated coastal zone management (ICZM). Marine Policy, 32, 941–955. doi:10.1016/j.marpol.2008.02.005] elucidate the potential for conflicts and contradictions when applying the principles of Integrated Coastal Zone Management in Europe. Developing and a applying a set-back line for Cape Town's coastline was anticipated to be difficult given that the city remains socio-economically unequal and spatially segregated and that the coastline provides multiple different communities with amenities, resources and opportunities at the same time. What was not anticipated was the encountered resistance from within public sector directorates operating under the same policies. The paper suggests that differences in mentalities, technologies and resources (following Wood, J., and Shearing, C., (2007) Imagining security. Devon: Willan Publishing) make for subjective policy interpretations and applications by local officials. Recognising and managing these differences is critical if notions of ‘best practice’ prescribed at higher governance levels are to prove useful to climate change adaptation measures at the local scale.

SP0146 Improving Your Graphs and Tables for Publication and Presentation

This workshop is an introduction to the principles of good graph and table design as pioneered by Cleveland [1] and Tufte [2] and updated by Few [3] so that the...

SP0197 Improving Your Graphs and Tables for Publication and Presentation

This is a repeat of the workshop given on Friday 13.06.2014 at 13.30.This workshop is an introduction to the principles of good graph and table design as pioneered by Cleveland...

Evaluation of cardiovascular risk factors in hypertensive subjects: comparison between patients' self-assessment and objective measurement by the physician

In contrast to motorways, rural roads are characterised by a large variation in design, appearance and function which is reflected in a comparatively large number of rural road categories. Depending on these categories, a certain (normative) behaviour is usually expected from the driver. These normative behavioural expectations are conveyed to the driver either by formal cues (e.g. speed limit signs) or are expected to be inferred from the road appearance or the affordance (Gibson, J.J., 1986. The Ecological Approach to Visual Perception. Lawrence Erlbaum, Hillsdale (New Jersey)) of the respective road situation. Unsafe situations are likely to occur if the perceived message conveyed by cues or affordances does not match the normative behavioural expectations of the official road category. In order to avoid such mismatch it is important to know how drivers categorise (rural) roads and which elements are used for this subjective and behaviourally relevant road categorisation. We therefore summarized the processes behind this categorisation in a model and conducted a study in a laboratory setting during which subjects were asked to rate a variety of rural road pictures. The study revealed that drivers distinguish between three different rural road categories which can be distinguished with comparatively few objective criteria. Applying these criteria helps to categorise and design rural roads along self-explaining road principles.

Predictive Validity of Non-g Residuals of Tests: More Than g

This comment argues that an important issue in intelligence research is to identify constructs with validity beyond g, and that non-g residuals of tests represent a promising target.

Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power ed. by Victoria Purcell-Gates (review)

Reviewed by: Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power ed. by Victoria Purcell-Gates Kelly A. Concannon Mannise Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power Purcell-Gates, Victoria, ed. Mahwah, NY: Lawrence Erlbaum, 2007. Print. $46.95 In Cultural Practices of Literacy Victoria Purcell-Gates argues that school-based literacy instruction does not necessarily transfer into the literacy practices in individuals’ everyday lives. Drawing from a theoretical framework that reveals how literacy is a social practice, Purcell-Gates constructs an edited collection where contributors to this volume are part of the Cultural Practices of the Literacy Studies (CPLS) team. The collection disrupts an assumed correlation between direct English-based literacy instruction in schools and the literacies practiced by members of traditionally marginalized groups in everyday contexts. Contributors to this collection employ ethnographic methodologies to provide a careful and detailed account of participants’ uses of literacy within and outside of the classroom. They present complex accounts of individuals’ literacy practices, indicating how power is always embedded in the use of reading, writing, and speaking, as many scholars invested in “non-traditional” literacies have long explored (See Albright, Ball; Cushman; Barton and Hamilton; Brandt; Brodkey; Gee). The first chapter affords readers with the theoretical and methodological basis for the Cultural Practices of Literacy Studies (CPLS) study. In “Complicating the Complex,” Purcell-Gates discusses how each chapter follows a standard protocol that explicitly reveals contributors’ locations and relationships to participants. This move serves as a general introduction to each chapter, which is followed by a description of the historical and/or cultural contexts where literacy practices emerge. The framework informs all studies in the collection; Purcell-Gates intends to encourage readers to identify patterns across studies and make more generalized claims about the relationships amongst schooling, literacy, and literacy development. To that end, Purcell-Gates gathers information about the material conditions through which individuals participate in literacy events—emphasizing the extent to which literacy is a social practice—while presenting substantial evidence for an understanding of how hegemony, power, and domination affect the uses and representations of literacies (15-17). [End Page 121] The collection is invested in changing the ways that certain literacy practices are valued over others. Purcell-Gates argues that this collection responds to a need to “paint a picture of literacy as multiple and social”; therefore, she optimistically positions this project as one that presents a global range of the ways individuals use literacy practices (ix). Contributors seek to provide a more global understanding of contested uses of literacy in spaces not fully explored by researchers; however, their commitment to these outcomes and their use of an ethnographic methodology may limit this outcome. The collection falls short in providing a full account of the most valued literacy practices of participants. Because of the large scope of this project, it is difficult to make substantial claims about patterns in literacy use in such different populations. The collection provides snapshots of school-based literacy practices as well as those performed outside of the traditional classroom, where a small number of individuals serve as representatives of a particular group. This need for consistency across chapters in the CLPS study—along with multiple exigencies to establish historical and cultural contexts of particular rhetorical situations where literacy practices are employed— makes it more difficult for contributors to create substantial claims about the social nature of literacy of a more global range of participants. The collection is broken down into four sections. The beginning of the collection discusses how linguistic hegemony in the context of imperialism is demonstrated through the lives of both Puerto Rican farmers and Botswana students. In this first portion, “Language, Literacy, and Hegemony,” participants reflect on their literacy practices and produce detailed accounts of how they use English and their respective native languages at work, in schools, and in the home. Contributors address the larger cultural attitude that English is needed for access into a global economy because they highlight how participants are rhetorically savvy in gaining access to information and resources while not fully assimilating into the dominant culture. For example, in chapter 3 “Language and Literacy Issues...

Moral disengagement and associated processes in performance-enhancing drug use: a national qualitative investigation

This study investigated psychosocial processes associated with avoidance of health- and morality-based deterrents to performance-enhancing drug (PED) use. In-depth semi-structured interviews were conducted with 64 English male bodybuilders with experience of doping. Resultant data were content analysed deductively using definitions for the eight mechanisms of moral disengagement (MD; Bandura, A. (1991). Social cognitive theory of moral thought and action. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development: Theory research and applications (pp. 71–129). Hillsdale, NJ: Lawrence Erlbaum Associates.), and three further themes from Boardley and Grix (2013. Doping in bodybuilders: A qualitative investigation of facilitative psychosocial processes. Qualitative Research in Sport, Exercise, and Health. Advance online publication, doi 10.1080/2159676X.2013.766809). These analyses evidenced six MD mechanisms, and all three of the themes from Boardley and Grix (2013. Doping in bodybuilders: A qualitative investigation of facilitative psychosocial processes. Qualitative Research in Sport, Exercise, and Health. Advance online publication). Subsequent frequency analyses revealed six of the eight MD mechanisms, and two of the three additional themes, were common across the sample. Overall, the findings suggest MD may help athletes circumvent health- and morality-based deterrents to doping, describe a process linking supplement and PED use and detail how some athletes may actively avoid social censure for doping by only discussing PED use with other PED users from within their training environment.

Designing games in the classroom: Learning benefits

Designing games in the classroom: Learning benefits

Incremental and Radical Innovation: Design Research vs. Technology and Meaning Change

Incremental and Radical Innovation: Design Research vs. Technology and Meaning Change Donald A. Norman, Roberto Verganti Donald A. Norman and Stephen W. Draper, Centered System Design: New Perspectives on Human–Computer Inter- action (Mahwah, NJ: Lawrence Erlbaum Associates, 1986); Donald A. Norman, “Human-Centered Product Development,” Chapter 10 in The Invisible Computer: Why Good Products Can Fail, the Personal Computer Is So Complex, and Information Appliances Are the Solution (Cambridge, MA: MIT Press, 1998), Background Our work began independently. Norman was one of the originators of the class of design exploration now commonly known as user- centered or human-centered design (HCD). 1 These methods have a common framework: an iterative cycle of investigation—usually characterized by observations, an ideation phase, and rapid proto- type and testing. Each iteration builds on the lessons learned from the previous cycle, and the process terminates either when the results are appropriate or when the allotted time has run out. Norman realized that this continual process of checking with the intended users would indeed lead to incremental enhancements of the product; he also realized that it actually was a form of hill climbing—a well-known mathematical procedure for finding local optimization. In hill climbing’s application to design, consider a multi-dimensional hill where position on one dimen- sion—height along the vertical axis—represents product quality; and where position along the other dimensions, represents choices among various design parameters. This image is usually illus- trated with just two axes: product quality along the vertical axis and design parameters along the horizontal, as shown in Figure 1. Hill-climbing is used in situations, such as design, where the shape of the hill cannot be known in advance. Therefore, one makes tiny movements along all the design dimensions and selects the one that yields an increase in height, repeating until satisfied. This movement is precisely what the repeated rapid prototyping and testing is doing in HCD. Think of a blindfolded person trying to reach the top of a hill by feeling the ground in all directions around the current position and then moving to the highest posi- tion, repeating until the “ground” in all directions is lower than the current one: This position would be the top of the hill. Although the hill-climbing procedure guarantees continual improvement, with eventual termination at the peak of the hill, it has a well-known limit: “Climbers” have no way of knowing whether even higher hills might be scaled in some other part of the design space. Hill-climbing methods get trapped in local maxima. © 2013 Massachusetts Institute of Technology DesignIssues: Volume 30, Number 1 Winter 2014 doi:10.1162/DESI_a_00250

Crossed Dysgraphia: A case Report

Crossed Dysgraphia: A case Report

Passion for life

It is commonly believed that passionate love diminishes over time even as companionate love may grow. According to the self-expansion model (Aron and Aron (1986) Love and the expansion of the self: Understanding attraction and satisfaction. New York, NY: Hemisphere Publishing Co/Harper & Row Publishers), this change may reflect changes in opportunities for self-expansion in the relationship. Early in relationships, as partners continuously learn new things about each other, self-expansion—which occurs through the integration of the qualities and characteristics of the partner into oneself—generates passion for one’s partner. Later, as one’s partner is completely included in the self, self-expansion opportunities diminish and less passion is generated. From this perspective, if self-expansion could be sustained, so could passionate love. Over 500 adults in a Midwestern community responded to a telephone survey about their romantic relationship. They answered questions about the length of their relationship, experiences of self-expansion within their relationship, passionate love—including both romantic and obsessive components—and companionate love. As expected, people in longer lasting relationships reported lower levels of self-expansion within their relationships. Romantic and obsessive components of passionate love showed different patterns across time in relationship, but both were positively associated with self-expansion experiences as expected by the model. Self-expansion was unrelated to companionate love. Broadly consistent with the self-expansion model, these findings highlight a need for further theoretical development to explain the specific linkages of self-expansion with different components of passion.

Change in Sexual Function in Men with Lower Urinary Tract Symptoms/Benign Prostatic Hyperplasia Associated with Long-Term Treatment with Doxazosin, Finasteride and Combined Therapy

We examined the effects of doxazosin, finasteride and combined therapy in men with lower urinary tract symptoms associated with benign prostatic hyperplasia on sexual function, as assessed by the Brief Male Sexual Function Inventory during 4 years. The MTOPS (Medical Therapy of Prostatic Symptoms) study was a multicenter, randomized, double-blind, placebo controlled clinical trial with a primary outcome of time to benign prostatic hyperplasia progression. Change in sexual function was a secondary outcome. We analyzed the records of2,783 men enrolled in the study who completed the inventory at baseline and atleast once during followup. In men enrolled in MTOPS sexual function decreased with time. Men assigned to finasteride and combined therapy experienced overall statistically significant but slight worsening of ejaculatory function compared with men on placebo. Men assigned to combined therapy also experienced significant worsening in erectile function and sexual problem assessment. There was no significant difference in changes in any inventory domain in men assigned to doxazosin alone compared to placebo. This study significantly extends understanding of the effects of long-term treatment with these drugs on sexual function in men with lower urinary tract symptoms associated with benign prostatic hyperplasia. Treatment with finasteride or combined therapy was associated with worsening sexual function while treatment with doxazosin alone was associated with minimal negative impact, if any. Physicians should discuss with their patients the possible long-term effects of these drugs for lower urinary tract symptoms associated with benign prostatic hyperplasia on sexual function.

An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.