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Whilst both mindfulness and adult attachment have been linked to wellbeing, little is known about how these constructs relate to emotion regulation that can underpin wellbeing. The present study examined the association between adult attachment orientation and emotion regulation (strategies and difficulties) and the mediating role of facets of dispositional mindfulness. A sample of 301 university students (Mage = 23.08, SD = 8.08; 74.75% female) completed measures of adult attachment, emotion regulation, difficulties in emotion regulation, and dispositional mindfulness. Parallel multiple mediation analyses indicated that the act with awareness and non-judging facets of mindfulness repeatedly emerged as significant mediators in the positive associations between the dimensions of attachment insecurity (anxiety, avoidance, and disorganized) and maladaptive emotion regulation strategies and difficulties in emotion regulation. Those individuals exhibiting greater attachment insecurity employ maladaptive emotion regulation strategies and display difficulties in emotion regulation via mindfulness deficits. The present findings extend our current understanding of the role of dispositional mindfulness in the associations between adult attachment orientation and varying aspects of the emotion regulation process. [ABSTRACT FROM AUTHOR]

Background: Recruitment of cancer clinical trial (CCT) participants, especially participants representing the diversity of the US population, is necessary to create successful medications and a continual challenge. These challenges are amplified in Phase I cancer trials that focus on evaluating the safety of new treatments and are the gateway to treatment development. In preparation for recruitment to a Phase I recurrent head and neck cancer (HNC) trial, we assessed perceived barriers to participation or referral and suggestions for recruitment among people with HNC and community physicians (oncologist, otolaryngologist or surgeon). Methods: Between December 2020 and February 2022, we conducted a qualitative needs assessment via semistructured interviews with a race and ethnicity‐stratified sample of people with HNC (n = 30: 12 non‐Hispanic White, 9 non‐Hispanic African American, 8 Hispanic and 1 non‐Hispanic Pacific Islander) and community physicians (n = 16) within the University of Florida Health Cancer Center catchment area. Interviews were analyzed using a qualitative content analysis approach to describe perspectives and identify relevant themes. Results: People with HNC reported thematic barriers included: concerns about side effects, safety and efficacy; lack of knowledge and systemic and environmental obstacles. Physicians identified thematic barriers of limited physician knowledge; clinic and physician barriers and structural barriers. People with HNC and physicians recommended themes included: improved patient education, dissemination of trial information and interpersonal communication between community physicians and CCT staff. Conclusions: The themes identified by people with HNC and community physicians are consistent with research efforts and recommendations on how to increase the participation of people from minoritized populations in CCTs. This community needs assessment provides direction on the selection of strategies to increase CCT participation and referral. Patient or Public Contribution: This study focused on people with HNC and community physicians' lived experience and their interpretations of how they would consider a future Phase I clinical trial. In addition to our qualitative data reflecting community voices, a community member reviewed the draft interview guide before data collection and both people with HNC and physicians aided interpretation of the findings. [ABSTRACT FROM AUTHOR]

This paper examines New Zealand tertiary teachers' use of metaphor and their attitudes to the consumer metaphor in relation to teaching. Based on interviews with 16 tertiary teachers, this study shows that although teachers believe the consumer metaphor is accepted by students, tertiary institutions and policy makers, and that it has affected their approaches to students and teaching, they did not embrace it in their own practice. Participants produced preferred alternative metaphors which were embedded in situated accounts of teaching practice, and showed a flexible approach to the teacher--student relationship. The situated nature of metaphors as they were shaped in participant talk also leads us to suggest that further work on the constitution and application of metaphor in varying teaching contexts is important.

Metaphors are a primary influence on the way we perceive and construct our world; they are also a way of revealing beliefs and attitudes that might otherwise be difficult to identify. Furthermore, metaphor has been found to be an effective way of shifting people's beliefs, attitudes and behaviour. This paper details the findings of a pilot study designed to explore New Zealand tertiary teachers' understanding of the consumer metaphor, and metaphor more generally, within tertiary education. Examining the responses of over 200 tertiary teachers to questions concerning their use of metaphor in relation to teaching, using Sfard [1998. "On two metaphors of learning and the dangers of choosing just one." "Educational Researcher," 27, 4-13] and Martinez and colleagues' [2001. "Metaphors as blueprints of thinking about teaching and learning." "Teaching and Teacher Education," 17(8), 965-977.] system of categorising metaphor, our findings suggest that teachers are generally resistant to the consumer metaphor as it is applied to tertiary education. However, rather than rejecting the metaphor outright, teachers have tended to transform the metaphor from a purely behaviourist interpretation to a more cognitive interpretation, thus repositioning the student as active within the teacher-learner relationship, and focusing on transformation or enlightenment as the product of learning. The ambiguity of the metaphor may be contributing to a mismatch of expectations between teachers, institutions and policy-makers.

To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper-based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre-lesson questionnaire, and after the lessons completed another questionnaire plus the NASA-TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning.

Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi-disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences and a writing teacher which had been commissioned to integrate the teaching of writing into an undergraduate horticulture course. Five features of action research were of particular importance: the foci of change and collaboration, the rational, systematic process it provided, the locating of the research in a real as opposed to controlled context, and the dual foci of action and research. Action research provided a successful process and structure for the project: outcomes included changed attitudes to writing amongst students and a deeper understanding of how students value written assessment. Unexpected outcomes included spontaneous participation of students in the action research process, the provision of useful methods of reflection for teaching staff, and the development of professional trust amongst faculty from different disciplines.

Over the last 15 years, surveys in a range of English-speaking countries, from North America and the United Kingdom, to New Zealand and Australia, have consistently shown that employers rank oral and written communication skills as highly as or more highly than any technical or quantitative skills. However, in New Zealand there has been very little research into determining exactly what is meant by the "written communication skills" employers state they desire. A further issue in this research to date has been a lack of differentiation between employers--no study has specifically targeted the requirements of employers of science graduates. This article reports the findings of ongoing research into the expectations of science students and of employers of science graduates, and centers around several key questions: (1) What do New Zealand employers of science graduates specifically want in terms of their new hires' writing skills? (2) How can information gained from employers of science graduates be used to motivate science students to take seriously the need to develop their writing skills? (3) How can writing programs be evaluated and developed to help science students acquire communication skills that are important for their future learning and for their employment and promotion prospects? Findings are compared with the findings of the 2004 National Commission on Writing's survey of American businesses.

Objectives: We aimed to investigate the experience of obsessional intrusive thoughts (OITs) in a sample of children aged 8 to 10 years old and to test the main tenets of the cognitive model of OCD. Specifically, we assessed: (1) the prevalence of OITs experienced by young children; (2) their frequency and content; (3) the emotions they evoke; (4) the reasons why they are upsetting; (5) how they are appraised (6) and what control strategies they use. Methods: Forty‐nine children (28 girls, 21 boys; mean age 9.1 years) from the community completed two self‐report questionnaires assessing anxiety and obsessive–compulsive symptoms. Children were interviewed using the Children's Anxious Thoughts Interview, which assessed their experiences of OITs. Results: From the 49 participants, 71.43% reported having experienced at least one OIT. The most frequent contents related to harm and doubt. Of the total sample, 28.6% reported having experienced one OIT recently with at least moderate frequency; these participants reported higher anxiety and obsessive–compulsive interference, described feeling nervous and anxious when experiencing their OIT, and rated their OIT as highly important and distracting. The most frequently reported control strategies were cognitive – suppression, distraction and thought replacement. Conclusions: Almost two thirds of community children reported experiencing OITs. The findings from this study provide preliminary support for the application of the cognitive model of OCD in children. Subtle differences from previous research with adults are discussed. [ABSTRACT FROM AUTHOR]