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Purpose: This paper outlines the theoretical and empirical basis for compassion focused therapy (CFT) for psychosis, the gaps in the current knowledge and research, as well as some of the challenges for addressing gaps. It will guide the direction of future work and the steps needed to develop and advance this approach. Method: This paper reviews evidence of how evolutionary models such as social rank theory and attachment theory have greatly contributed to our understanding of psychosis and provide a clear rationale and evidence base for the mechanisms of change in CFT for psychosis. It reviews the evidence for outcomes of compassion training more generally, and early feasibility evaluations of CFT for psychosis. Results: The process evidence shows that people with psychosis have highly active social rank and threat systems, and the benefits of switching into attachment and care systems, which can support emotion regulation and integrative mind states. The outcomes evidence shows that compassion training impacts not only psychological outcomes, but also physiological outcomes such as neural circuits, immune system, and the autonomic nervous system. Within the psychosis field, outcomes research is still in the early days, but there are good indications of feasibility and a clear path forward for the next steps. Conclusions: CFT for psychosis is an approach that integrates biopsychosocial processes, an integration that's evidenced across each aspect of the model, from theoretical foundations (evolution‐informed) to interventions (e.g., body/breath training and relational techniques), to evaluation. Future RCTs are required to understand the effects on biopsychosocial outcomes for people with psychosis. [ABSTRACT FROM AUTHOR]

Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature detailing the impact of COVID-19 on health-care practitioners identifies high levels of depression, anxiety, and distress. Accordingly, there are calls for the implementation of effective interventions to tackle the impending spectre of psychological morbidities and staff burnout. While it is important to explore new approaches, it is also valuable to examine how existing strategies, such as reflective practice, can be repurposed to specifically address practitioner well-being. This requires a reimagining of reflective practice and a reimagining of the reflective practice contexts in which reflective activity occurs. This paper presents The Reflective Practice Integrative Framework, which illustrates how reflective practice can be used to address the complex aims of supporting effective patient care, while also facilitating practitioner well-being. The Reflective Organisational Learning Framework is also presented which can be used to develop effective reflective practice environments through single, double, and/or triple loop learning. [ABSTRACT FROM AUTHOR]

This paper contends that sociotherapy, a sociologically informed approach to therapy, is a viable alternative to the diagnostic model recognized by the College of Registered Psychotherapists in Ontario (CRPO). The Psychotherapy Act (2007) along with the Regulated Health Professions Act (1991) gives the CRPO authorization to regulate the practice of psychotherapy and to control titles affiliated with the act of psychotherapy. I offer a discussion of sociotherapy and socioanalysis as clinical alternatives to the conservative and normalizing approaches endorsed by the College. I situate sociotherapy and socioanalysis in the discipline of sociology and in relation to Freudian psychoanalysis. I offer my own sociotherapeutic practice as an illustration of how the societal and the psychological, the social, and the psychic must be engaged in concert. I underscore the importance of dialogue, as opposed to diagnostics, interpretation as opposed to assessments and psychosocial contemplation as opposed to cognitive-behavioral treatment in clinical practice. [ABSTRACT FROM AUTHOR]

This article models a mode of feminist bibliography by "surface reading" paper. Taking Ben Jonson's Sejanus His Fall (1605) as a case study, this article reads watermarks as reminders of paper's three-dimensional materiality, whose surfaces and depths model the more and less legible forms of labor which contribute to paper's making. Watermarks here become a creative and critical prompt to recover the interventions of John Spilman (the papermaker whose output was used for Sejanus), Spilman's workers, and especially his female ragpickers. This article fuses close reading of literary texts and archival sources with bibliography and theory to demonstrate fresh affordances of watermarks—both as they alter our reading of Sejanus and as they intervene more broadly in the affective and political models with which we read. [ABSTRACT FROM AUTHOR]

Scientific papers are essential manifestations of evolving scientific knowledge, and arguments are an important avenue to communicate research results. This study aims to understand how the argumentation process is represented in scientific papers, which is important for knowledge representation, discovery, and retrieval. First, based on fundamental argument theory and scientific discourse ontologies, a coding schema, including 17 categories was constructed. Thereafter, annotation experiments were conducted with 40 scientific articles randomly selected from two different research areas (library and information science and biomedical sciences). Statistical analysis and the sequential pattern mining method were then employed; the ratio of different argumentation units and evidence types were calculated, the argumentation semantics of figures and tables analyzed, and the argumentation structures extracted. A correlation analysis between argumentation and rhetorical structures was also performed to further reveal how argumentation was represented within scientific discourses. The results indicated a difference in the proportion of the argumentation units in the two types of scientific papers, as well as a similar linear construction with differences in the specific argument structures of each knowledge domain and a clear correlation between argumentation and rhetorical structure. [ABSTRACT FROM AUTHOR]

Aim & Objectives: Developing a tactful paper writing skill, through delivery and depiction of the necessary expressions required for in standard or superior essay writing. Understanding relevance and tact of theoretical expression in exam paper writing Learning Indices of standard or quality theory/essay answer (SAQ/LAQ). Applying knowledge and skill gained through these theory writing exercises and assignments to achieve high or better scores in examinations Methods and Materials:The study subjects were divided into two groups- Group A (17 students) and Group B students (10 students). The students were selected from II M.B.B.S 4th term. Students of Group A were sensitized on how to write a theory paper and went through 4 phases namely pre-sensitization test, sensitization (imparting them with skills of good theory paper writing through home assignments and deliberations/ guidance), post-sensitization test and Evaluation. Students of Group A (17 students) undertook theory tests (twice, i.e. before and after sensitization) and Students of Group B (10 students) who were not sensitized and took the theory test with post-sensitized Group A students (random 10 students). Both groups were given general pathology as the test syllabus, taught to both groups in didactic lectures during the last 6 months. The results of pre and post-sensitization tests from both groups were analyzed. Intra group comparisons (pre-sensitized Group A with post-sensitized Group A) and inter-group comparisons (Non-sensitized group B with Sensitized Group A) were made. Results: Significant results were found between results of pre and Post-sensitization tests in Group A (intra group analysis) and inter-group (Group A and B) Post-sensitization tests, as there was remarkable improvement in student theory paper writing skills post sensitizing the students of Group A. Conclusion: Medical students should be mandatorily guided and exposed to the nuances and tact of writing the theory paper for their examinations, as it definitely gives them better understanding of presentations ultimately improving their score in the theory exams.

An editorial is presented on the topic of theory-building process and how the editorial team of Academy of Management Review (AMR) can aid potential AMR authors in writing conceptual articles that will be accepted for publication. An overview of how the demystification process was implemented at AMR is discussed.

Copyright of Canadian Journal of Art Therapy is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this conceptual paper, we address the problem that novice scholars in social sciences sometimes have in constructing conceptual or theoretical frameworks for their dissertations and papers for publication. In the first part of the paper, we discuss why the topic is important in the high pressure environment that novice scholars face, in which finishing a doctoral degree and getting published can make a difference in career success or failure, and explain our understanding of theoretical/conceptual framing, including provisionally defining some key terms. We then elucidate ten problems that novice scholars have with theoretical/conceptual framing, using our own experiences as manuscript reviewers and writers as examples. The paper concludes with ways that novice scholars can address the task of framing their scholarly work conceptually and theoretically, on the understanding that the struggles continue over the lifetime of a scholarly career.

The imbalance between the prevalence of patients with acute respiratory failure (ARF) and acute-on-chronic respiratory failure and the number of intensive care unit (ICU) beds requires new solutions. The increasing use of non-invasive respiratory tools to support patients at earlier stages of ARF and the increased expertise of non-ICU clinicians in other types of supportive care have led to the development of adult pulmonary intensive care units (PICUs) and pulmonary intermediate care units (PIMCUs). As in other European countries, Italian PICUs and PIMCUs provide an intermediate level of care as the setting designed for managing ARF patients without severe non-pulmonary dysfunction. The PICUs and PIMCUs may also act as step-down units for weaning patients from prolonged mechanical ventilation and for discharging patients still requiring ventilatory support at home. These units may play an important role in the on-going coronavirus disease 2019 pandemic. This position paper promoted by the Italian Thoracic Society (ITS-AIPO) describes the models, facilities, staff, equipment, and operating methods of PICUs and PIMCUs. [ABSTRACT FROM AUTHOR]

We investigated research processes applied in recent publications in the European Journal of Engineering Education (EJEE), exploring how papers link to theoretical work and how research processes have been designed and reported. We analysed all 155 papers published in EJEE in 2009, 2010 and 2013, classifying the papers using a taxonomy of research processes in engineering education research (EER) (Malmi et al. 2012). The majority of the papers presented either empirical work (59%) or were case reports (27%). Our main findings are as follows: (1) EJEE papers build moderately on a wide selection of theoretical work; (2) a great majority of papers have a clear research strategy, but data analysis methods are mostly simple descriptive statistics or simple/undocumented qualitative research methods; and (3) there are significant shortcomings in reporting research questions, methodology and limitations of studies. Our findings are consistent with and extend analyses of EER papers in other publishing venues; they help to build a clearer picture of the research currently published in EJEE and allow us to make recommendations for consideration by the editorial team of the journal. Our employed procedure also provides a framework that can be applied to monitor future global evolution of this and other EER journals. [ABSTRACT FROM AUTHOR]

Purpose: The JAOC has reached an important milestone. It is now 15 years old! This study aims to provide an understanding of the key achievements of the Journal. Design/methodology/approach: This paper reports the findings of a bibliometric analysis of the Journal. Findings: The Journal has made significant contributions towards understanding the various purposes or roles of accounting and the context within which it operates in diverse societies. Case studies in the Third Sector and in countries that tend to be unrepresented in many other journals, such as Laos and Vietnam, represent some of the critical contributions of papers published in the JAOC. Originality/value: This paper provides a review of the Journal. Key achievements are noted along with trends in the usage of theories and topics. Gaps between the aims of the Journal and what it has achieved are also outlined. [ABSTRACT FROM AUTHOR]

The article is a response to a critique of the author's paper on conceptual engineering (CE)which appeared in the October 2021 issue of Academy of Management Review. The original paper, "Optimizing concepts: Conceptual engineering in the field of management" by P.T. Makowski, outlined a new perspective for theory building by showing how methods of conceptual engineering enable systematic development of conceptual competences. The critique by Oswick, et al. argues that CE is difficult to implement as a tool to optimize concepts especially in precision engineering and CE cannot be a normative enterprise. In this rebuttal, Makowski addresses these two points.

Ultrasound hip screening is suitable for the early identification of developmental dysplasia of the hip (DDH). Newborn and infant home visits are good opportunities for hip screening in the community, but studies focusing on nurse-led screenings are lacking. Based on a pre–post design, this study aims to develop and evaluate an ultrasound training program to improve nurses' assessment skills in detecting DDH cases during newborn and infant home visits. Said educational program will include e-learning, hands-on seminars, and clinical training. The primary outcome will be the success rate of imaging standard planes (standardized images for hip assessment) in clinical training. The secondary outcomes will include knowledge test results, objective structured clinical examination scores, time required for imaging, and inter-rater reliability between nurses and physicians. The educational program will address the issue of missed and late detection of DDH cases in resource-limited communities. This study will demonstrate the feasibility of procedures and the effectiveness of the educational program in 2024. The protocol was registered in the University Hospital Medical Information Network Clinical Trial Registry before starting the study (no. UMIN000051929, 16 August 2023). [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Undeniably, technology has become an integral part of education across all disciplines. Over the past decades, significant technological advancements, such as the normalization of computers and the popularization of mobile devices, have transformed and revolutionized our learning paradigms. Education has transitioned from the bricks-and-mortar, teacher fronted, and textbook-based teaching to out-of-class, student-centered, and inquiry-based learning. Since 2020, emerging technologies such as the Metaverse and artificial intelligence have shown great potential in expanding learning opportunities, ranging from the location of learning and teaching, the student-teacher machine interactions, to different modes of instruction and learning. In particular, the Metaverse has the power to transform the way peer feedback is provided, which is an essential aspect of effective education. This position paper aims to shed some light on the intersection of peer feedback and the Metaverse. It starts with a review of the classic sociocultural learning theory and the historical use of technology to support peer feedback, followed by an introduction to the definition and features of the Metaverse technology. Then, the paper proposes a tentative model about how the Metaverse can be utilized to facilitate peer feedback. It ends with important questions for educators and learners to contemplate in order to make the most of this new technology in improving the provision and uptake of peer feedback.