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This paper builds upon prior research regarding the quest for a sustainable measuring method. Here, we present a method to integrate sustainability and financial accounting at the level of transaction recording and introduce the concept of environmental debit and credit entry. This concept is illustrated through investment reporting. Identification of the research gap is based on the review of the initial population of 141 research papers and is supported with the European legal framework analysis. Logistic regression on the 500 largest European-based companies justifies the environmental footprint inclusion into the integrated journal entry. This study provides robust data concerning the limitations of the current financial reporting system. Our findings support the conclusion that the currently applied hybrid sustainable disclosure with synthetic ratios, indicators and unstructured narratives failed to provide a comprehensive and auditable picture of a company&rsquo, s environmental.

Background Evidence-based practice is an important component of pre-service professional learning in medicine and allied health degrees, including new programmes in paramedicine. Despite substantial interest in this area, there is still a lack of clear understanding of how the skills and understandings needed to develop the capacity to apply evidence-based practice can best be learned. Evidence-based practice is often described as consisting of five steps: ask, acquire, appraise, apply and assess. This study focuses on paramedicine students’ learning about the first three steps in a final year unit which explicitly aims to develop their skills in relation to these. Methods We conducted a qualitative study of learning journals recorded by 101 of 121 students in a final year unit of a paramedicine degree (20 students either withheld consent for their journals to be used in the research or did not complete their journal entries). We used phenomenographic approaches to the data analysis in order to identify both variation in students’ learning and the factors affecting this variation. Results We observed variation in students’ understanding of the purpose of literature analysis, the nature of medical research and its relationship to practice. In all three, we identify two main factors contributing to the variation in student learning outcomes: epistemological stance, and opportunities for metacognitive learning generated through peer interactions and self-reflection. We also found that as students begin to grapple with the complexity of medical research, this sometimes produced negative attitudes towards its value; such unintended outcomes need to be recognised and addressed. Conclusions We suggest key factors that should be considered in developing coursework intended to enhance students’ understandings about the processes and application of evidence-based practice. Providing collaborative learning opportunities that address the architecture of variation we observed may be useful in overcoming epistemological and metacognitive barriers experienced by students.

Author(s): Omasta, Matt; Landroche, Alyssa; Project Team, The Facing Depression | Abstract: This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs.

Over the past decade, Aotearoa New Zealand’s government has mandated that all new school buildings be designed according to an ILE approach to support student-centred teaching and encourage creativity and collaboration. For experienced drama facilitators who rely upon an environment that encourages collaboration, dialogue and flexibility this is familiar territory (Nicholls & Philip, 2012) (Nicholls and Philip, J Appl Theatre Perform 17:583–602, 2012). Often teaching in repurposed spaces, drama teachers resourcefully adapt halls, prefabs, libraries, sports fields, or empty classrooms for rehearsal, teaching, devising and performance. Drama facilitators and students have long been innovating spaces; not necessarily out of pedagogical intention, but practical necessity. This chapter discusses the reflections of an experienced drama educator who recently transitioned from the drama space she ‘made do with’, into a purpose-built ILE school. The ILE has presented new challenges to both her pedagogy and commitment to exploratory, collaborative and creative approaches. We examine how this purpose-built ILE facility affected her drama pedagogy, and the extent to which pedagogical innovation applies in this context. As a reflective practitioner inquiry, this case study generated data through embodied reflection (Luton, 2016) (Luton,.New Zealand J Res Perform Arts Educ 6:27–37, 2016) and journal entries. The inquiry explores the relationship between a drama teacher, her pedagogy and her teaching space. We conclude by reflecting upon the significance of the space to the teacher, its connection to pedagogy and opportunities and limitations for future praxis. We advocate for a considered review of the specific needs of Drama within future spaces to ensure practitioners are not simply making do, once more.

This article presents an autoethnographic inquiry of a professor's journey when integrating qualitative research practices into the community college linguistics course. With the abundance of studies on undergraduate students’ quantitative research experiences in STEM and health sciences, the study addresses a gap in the research literature in humanities and social sciences and focuses on one professor's experiences through the theoretical lens of the ecological perspective and the methodological lens of an autoethnography. Analysis of the focal participant's and undergraduate students’ journal entries and interviews with students allowed for constructing a narrative account of the challenges and successes when preparing to teach, when teaching qualitative research to undergraduate students, and when reflecting about the participant's conceptual self from a critical standpoint.

Author(s): Moreno, Belen Olivia | Abstract: My research centers anger, the emotions that 12th grade students of color exhibit as a response to and in solidarity with an anti-capitalist, anti-racist curriculum. As a social studies instructor in an urban Title I public school, i analyzed scholar performance on cumulative and summative assessments, auto-ethnographic journal entries, and class discussions as qualitative data. The purpose of this research is to reconceptualize “anger” and “disruption” in the urban classroom through a decolonial theoretical lens grounded in the work of Franz Fanon, bell hooks, Na’im Akbar, and Antonia Darder. I place culturally relevant pedagogy in conversation with decolonial, anti-capitalist authors, in order to perceive differently, or even perhaps embrace, anger within the classroom as a pedagogical tool for decolonization. While i focused on race, racism, racial violence and the U.S. political system in the first semester of Government, in Economics we tackled the system of global capitalism. I discuss a particular unit i constructed which explores the development of capitalism, and how the system is innately intertwined with the exploitation and destruction of our environment. At the end of the unit, my scholars’ written and oral performances on the final assessments indicate a critical understanding of capitalism, political change and the means by which that change may be erected.

Background: The authors developed a psycho-educational model as a conceptual framework of reference for university lecturers to facilitate the constructive management of experienced aggression. The model must be implemented in a workshop and in practice to confirm the if the model is effective. Aim: This article describes the implementation of a psycho-educational model in a workshop and in practice, as well as the evaluation of the effectiveness of the psychoeducational model. Setting: This study was conducted in a specific college at a university in Johannesburg in South Africa. Method: This study followed a qualitative, exploratory, descriptive, contextual and theory-generating research design. The psycho-educational model was implemented in three phases during a workshop and then for three months in practice by university lecturers. A purposive sample of university lecturers was applied. The effectiveness of the psycho-educational model was evaluated during and directly after the workshop, 1 week after the workshop and 3 months journal entries. Final evaluation was in a focus group after 3 months of implementation of the model in the workplace. Results: The participating university lecturers found the implementation of the psycho-educational model, as a conceptual framework of reference to constructively manage experiences of aggression, effective, helpful and important. The model increased their understanding of aggression in their places of work and increased their effectiveness to constructively manage experiences of aggression in their workplace. Conclusion: The implementation and evaluation of the psycho-educational model underscored the need for affective and effective facilitative support for university lecturers to be able to constructively manage experienced aggression.

Though researchers have documented literature discussion groups and the importance of accountable/academic talk, fewer studies have examined how students and ideas have been silenced in small autonomous groups. This case study draws on a sociocultural perspective and dialogic participation in these spaces as sites of knowledge generation. Our study investigated the question, “What factors may contribute to the silencing of students and ideas in autonomous literature groups?” Focusing on a sixth grade class of 21 students (11 boys and 10 girls) in a private school, we gathered a variety of data: formal and informal interviews from Nora (the teacher) and her students; recorded transcripts of discussion groups; field notes from classroom observations; selected student and teacher journal entries; artifacts from Nora's professional presentations and information shared with parents; and, think alouds and member checks from Nora. Findings indicated that there were multiple factors that might contribute to silencing: those related to the teacher's discourse routines and instructional scaffolding decisions and those related to the students’ academic and social histories, including classroom gender norms and social hierarchies. More importantly, these factors were in transaction with one another, which affected the strength of the factors. For example, the turn-taking norm advocated by the teacher, was intended to ensure that all participants had access to the floor. However, this norm also functioned to silence topics or individuals. Students focused on the norm rather than on exploration of ideas, sharing journal entries in a pro forma fashion. Students who moved to follow this norm sometimes interrupted discussion of another student's ideas in order to make time for all to share. Other students cited this norm when attempting to hold the floor or to avoid a complex conversation. Some students seemed to use this norm to privilege certain voices over others. The complexity of the transaction of factors offers a more nuanced understanding of how silencing occurs. Teachers and researchers, leaning into this complexity, may be better equipped to help students recognize and disrupt such silencing.

Communicating within digital health interventions involves a range of behaviors that may contribute to the management of chronic illnesses in different ways. This study examines whether communication within a smartphone-based application for addiction recovery produces distinct effects depending on 1) the “level” of communication, defined as intraindividual communication (e.g., journal entries to oneself); dyadic communication (e.g., private messaging to other individuals); or network communication (e.g., discussion forum posts to all group members), and 2) whether individuals produce or are exposed to messages. We operationalize these communication levels and behaviors based on system use logs as the number of clicks dedicated to each activity and assess how each category of system use relates to changes in group bonding and substance use after six months with the mobile intervention. Our findings show that (1) intraindividual exposure to one’s own past posts marginally predicts decreased drug use; (2) dyadic production predicts greater perceived bonding; while dyadic exposure marginally predicts reduced drug use; (3) network production predicts decreased risky drinking. Implications for digital health interventions are discussed.

This chapter explores the local narration of gendered experience of disasters in two iTaukei (Indigenous Fijian) communities, Votua and Navala, both located in the Ba River catchment, Fiji. The methodology consisted of semi-formal interviews, talanoa, mapping sessions and journal entries from community members in Votua and Navala. Local narratives of post-disaster response and recovery in the aftermath of 2016 Tropical Cyclone Winston showed that women were not perceived as embodying a heightened vulnerability to disasters in comparison to men in either Votua or Navala. Rather perceptions of vulnerability were based on the experiences of those who physically struggled, such as people with disabilities, the elderly and those who had lost their homes. While gender roles and responsibilities underlay perceptions and gender relations, the roles and responsibilities were predominantly perceived as changing over time, either to a more shared sense of responsibilities or a shift from male responsibilities to female. This shift may lay the foundations for future changes in vulnerability and experiences towards disasters.

STEM education is a way to promote design process implementation so that students can create solutions using science and mathematics knowledge and skills. This study examined students’ STEM learning related to PM 2.5 pollution. In total, 75 grade 12 students from a large school in Bangkok, Thailand, participated in this study, which was collaboratively led by a science teacher, a science educator, a scientist, an engineer, and a mathematics educator. A qualitative methodology was used to analyze students’ STEM understanding based on multiple data sources: a post-unit survey, a worksheet, reflective journal entries, and interviews. Seven categories of understanding emerged. Most students mentioned that design was a very important process and that they applied a design process when creating their PM 2.5 detector. Some students indicated the use of science, technology, engineering, and mathematics knowledge in their PM 2.5 detector design. However, most students indicated science and technology as core disciplines for their design; mathematics and engineering were less frequently mentioned among this group of students. More than 50% of the students referred to STEM-related skills, such as entrepreneurship, communication, problem solving, and collaboration, which they used to successfully develop their design. The design-based learning approach was useful in encouraging the students to apply the design process to solve real-world problems. They defined the problems in context or specific situation, collected data, generated alternative ideas, chose the best solution, created and tested a prototype, and evaluated and redesigned the prototype.

The inherent structure of the flipped classroom (FC) supports a learning environment that promotes students’ self-regulated learning. In this paper, we focus on how a Learning Management System (LMS), in this case BrightSpace D2L, plays a key role in supporting all aspects of the FC. We discuss how: Pre-class assignments suggest that students give their learning some forethought and planning accordingly; frequent formative assessment and feedback permits students to monitor their progress in the classroom; students control their choices for studying the resources they use; and how students have ample opportunities to reflect on their work regularly. Further, we explore how learning logs (a form of reflective writing), with the LMS journaling and Dropbox features are used to keep track of students’ journal entries as well as demonstrate how professors use the LMS to motivate and encourage students to develop self-regulated learning. Qualitative analysis of students writing are provided to reveal gains in self-regulation.

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647

This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities. Resumen Este artículo presenta un estudio de investigación narrativa sobre el desarrollo de agencia en estudiantes de un programa de licenciatura en inglés en una universidad pública en Colombia. Nuestro objetivo es comprender cómo los estudiantes de esta licenciatura desarrollan agencia al investigar narrativamente su comunidad, planificando y dirigiendo proyectos de pedagogía basados en la comunidad y sobre temas que ellos decidieron investigar. Los datos se recopilaron a través de entrevistas semiestructuradas con grupos focales, registros individuales en diarios y charlas videograbadas sobre sus investigaciones. Como conclusión, reconocemos que ciertas prácticas sociales y narrativas tales como interactuar en sus grupos de investigación, interactuar con sus comunidades, expresar las necesidades de sus comunidades, y actuar sobre las necesidades investigadas, facilitaron el desarrollo de agencia.

Journals and diaries are the mediums through which individuals express and self report their routines, daily activities and experiences. Analyzing such self reported activities from journals and diaries over a period of time uncovers significant activities that affected the individual's sentiments. Such analysis, aids better self-reflection and improvement, through a better understanding of events and activities that affect her well-being. We present an automated tool, WEACT(Well-being-Emotions-ACTivities) to detect, extract and classify one's self reported activities and to gauge her sentiment from journal text using Natural Language Processing and Deep Learning techniques. This paper discusses the WEACT system and showcases WEACT's results through a study, where WEACT helps to extract activities that have had a significant impact on the individual's sentiments in the study period. We believe, WEACT is the first of its kind tool, provisioning automatic extraction of self reported activities from text of journals and diaries with 92.84% precision and 71.8% recall. It classifies extracted activities with an overall 70.16% precision and 76.6% recall. WEACT is able to uncover study participants' activities that significantly affected their emotional valence with an accuracy of 74.6%. The system will be deployed through mobile and web interfaces, that will enable users to create journal entries anytime anywhere.

Aims The study aimed to explore the effect of video-mediated communication on father-infant bonding and transition to fatherhood during and after Satogaeri Bunben. Background Satogaeri Bunben is a Japanese perinatal tradition that results in the pregnant wife and husband living apart, which may interfere with father-infant bonding and transition to fatherhood. Design/methods A mixed-methods study was conducted from July 2012 to November 2015. Participants were divided into two groups (Treatment/Control). Quantitative data included Taiji kanjyo Hyotei Syakudo (TKHS) , communication methods, husband's visitation records and video-mediated communication records and satisfaction of video-mediated communication experience. Qualitative data included participants' journal entries about their experience and feelings toward their infants during Satogaeri Bunben. Results Fourteen treatment and thirteen control dyads/couples participated in the study. There were significant differences between groups in the frequency of fathers' visitation during Satogaeri Bunben, as well as on the THKS between groups in cross-sectional analysis and in treatment group in longitudinal analysis. Fathers' journal entries revealed the use of video-mediated communication in both groups, specifically commenting about these experiences and the impact of additional visual cues when communicating. Conclusion Video-mediated communication provides a sense of virtual co-presence, which may help support father-infant bonding and transition to fatherhood; however, it does not completely substitute for face-to-face interaction.

Background Self-reflection, combined with clinical experience, has been shown to enhance clinical and didactic knowledge among undergraduate nursing students. Reflective journaling is a valuable educational tool that builds critical thinking skills and raises self-awareness through the purposeful inspection of beliefs and attitudes. However, there are little data available on reflective journaling during clinical education exploring weight bias as part of a weight sensitivity training program. Objectives The study aimed to explore the use of reflective journals as a tool to raise self-awareness and self-reflection of weight bias as part of a weight sensitivity training program. Settings The project was conducted at a four-year pre-licensure baccalaureate nursing program with third-year clinical students in a private Catholic university in southeastern Pennsylvania, USA. Participants All third-year students enrolled in a medical-surgical clinical practicum were eligible to participate from August to December 2017. Design & methods For this qualitative study, data were collected during the 15-week medical-surgical clinical practicum, in which students completed five journal entries. De-identified data were analyzed using thematic analysis. Results A total of 98 students, 18 years of age and older consented, and 280 journal entries were analyzed. Four themes emerged from a majority of the journal entries: 1) increased self-awareness of personal weight bias; 2) acknowledgment of obesity as a chronic disease and not a choice; 3) insufficient resources or training may perpetuate weight bias; and 4) opportunity for weight sensitivity training to improve patient care. Conclusions Through reflective journaling, nursing students were able to periodically self-reflect on their personal weight bias as it pertained to caring for patients with obesity. This introspective self-reflection as part of a weight sensitivity training may lead to not only improving clinical competencies in patient care but also in reducing weight bias in clinical practicum.

The study focused on pre-service teachers’ benefits from teaching practice, and the problems they experienced during practicum. Using document analysis method, the data were obtained from their portfolios which included self-evaluation forms, weekly journal entries, and summary reports of their teaching experience. The results indicate that a) teaching practice is a turning point for pre-service teachers, b) it was the practicum opportunity rather than the coordinating teachers’ support that mattered, c) selection of the coordinating teachers was not done effectively, d) longer-service coordinating teachers followed conventional methods, e) the more practical the university courses the less problems the pre-service teachers experienced.

This study aimed at exploring the effects of gamification on the motivation of freshmen engineering students in Physics. Physics for Engineers 2, a course focused on the fundamentals of electricity and magnetism, was gamified by incorporating elements like experience (XP) points, badges, leaderboards and replayable quests. To determine if gamification has significant effect on students' motivation, the responses of the students in the Physics Motivation Questionnaire administered before and after the implementation were analyzed using the Wilcoxon Signed Rank test. Results showed that gamified instruction brought about a significant increase in all the five components of student motivation in Physics, namely: intrinsic motivation, self-efficacy, grade motivation, career motivation and self-determination. For corroboration, the qualitative data gathered from students' weekly journal entries and interview transcripts were coded to determine their perspectives and feedback on their experience of gamified instruction. Analysis of the themes revealed that students find gamified instruction to be enjoyable and exciting, highly-motivating and challenging. The replayability feature prompted them to think critically and persevere in pursuit of achieving perfect scores in the quest and make it weekly on the leaderboard. Since the structure allows them to be constantly aware of their standing in class, they can monitor their progress, identify their weaknesses and do the necessary actions to improve their performance. In summary, the freshmen engineering students had a positive experience in gamified Physics instruction.

Our tries to learn machines how to reconstruct journal entries with the aim of finding anomalies lead us to deep learning (DL) technologies. Nowadays Variational autoencoder and Long short- term memory architectures as well as other deep learning architectures solves wide range of problems, yet they are not enough implemented in a field of accounting information systems (AIS). Inside AIS, accounting data follows accounting logic and makes specific datasets constructed by different type of columns - categorical and continuous variables. Our aim is reconstruction of these variables. Development of the model capable for precise reconstruction is not an easy task. This paper describes our research for anomaly detection model architecture which will be capable to reconstruct dataset with categorical features mixed with continuous monetary value feature. We developed basic models trained on accounting journals from 2007 to 2018 and then tested in the fiscal year 2019. Still, lots of hyperparameters need to be checked if we want to improve accuracy. Deep learning research is an engineering task leaded by experience so there is no linearity in the model improvement. Consequently, this paper is our contribution to collection of experience in developing accurate, useful and intelligent accounting control system.

Startups in Russia have a very low survival rate. The main sources of failure are financial and managerial mistakes, as well as the influence of external factors. The purpose of this study was to find out what are the triggers of business success for startups that have passed acceleration programs and survived for 3 years since their launch. We present the results of the case study, which were realized through a qualitative methodology framework. The target population of the study was three owners of startups that participated in acceleration programs and whose startups continued to generate income. The startups researched were located in three cities of Russia: Moscow, St. Petersburg, and Tomsk. We relied on Raheem and Akhuemonkhan’s theory of enterprise development as the conceptual framework of our study. Data collection included semi-structured interviews, review and analysis of company documents, reflective journal entries, and direct observation of the business processes in the startups. We analyzed the data using Yin’s five-step data analysis process. Data analysis revealed four important themes: the evolution of the entrepreneur, sales strategy, the impact of the acceleration program, and recommendations for accelerators and incubators. Interpretation of the research results can contribute to the survivability of startups in Russia, as well as the development of new successful experiences among entrepreneurs. For those people who are intending to start a business, this research outlines the skills that are necessary to launch a startup.

Objective: To describe the unique therapeutic trajectories of children linked to a Center for Psychosocial Child and Adolescent Care (Centro de Atenção Psicossocial Infantojuvenil, CAPSi). Method: A qualitative, descriptive and exploratory research. Data collection was carried out with five school-age children, linked to a Child and Adolescent Psychosocial Care Center (CAPSi), located in the South of Rio Grande do Sul (RS), from April to July 2016, from the consultation to the chart, observation, field journal entries and by the narrative interviews, which were transcribed and submitted to narrative analysis. The narrative interviews mediated by the ludic instrumental called Map of the Five Fields (MFF) allowed for oral expression. Results: Two themes were constructed: “characterization of children participating in the research” and “singular therapeutic trajectories of children”. Conclusion: The therapeutic trajectories made it possible to present the uniqueness of the life of the participants, through the relation established between the child, the territory in which he/she transits and the social context. RESUMEN Objetivo: Describir las trayectorias terapéuticas singulares de niños vinculados a un Centro de Atención Psicosocial Infantojuvenil (CAPSi). Método: Investigación cualitativa, descriptiva y exploratoria. Se recolectaron datos de cinco niños en edad escolar, vinculados a un Centro de Atención Psicosocial Infantojuvenil (CAPSi), ubicado en el sur de Rio Grande do Sul (RS), en el período de abril a julio de 2016, a partir de consultas a la historia clínica, de la observación, de las anotaciones en el diario de campo y por medio de entrevistas narrativas, las cuales fueron transcritas y sometidas a análisis narrativo. Las entrevistas narrativas mediadas por el instrumento lúdico llamado Mapa de los Cinco Campos (MCC) permitieron la expresión oral. Resultados: Se elaboraron dos temas: "caracterización de los niños participantes de la investigación" y "trayectorias terapéuticas singulares de los niños". Conclusión: Las trayectorias terapéuticas permitieron presentar la singularidad de la vida de los participantes, a través de la relación establecida entre el niño, el territorio a través del cual transita y el contexto social. RESUMO Objetivo: Descrever as trajetórias terapêuticas singulares de crianças vinculadas a um Centro de Atenção Psicossocial Infantojuvenil (CAPSi). Método: Pesquisa qualitativa, descritiva e exploratória. A coleta de dados ocorreu com cinco crianças em idade escolar vinculadas a um Centro de Atenção Psicossocial Infantojuvenil (CAPSi) localizado no sul do Estado do Rio Grande do Sul (RS), no período de abril a julho de 2016, a partir da consulta ao prontuário, da observação, das anotações em diário de campo e da entrevista narrativa, as quais foram transcritas e submetidas à análise narrativa. As entrevistas narrativas, mediadas pelo instrumento lúdico chamado Mapa dos Cinco Campos (MCC), permitiram a expressão oral. Resultados: Foram construídos dois temas: “Caracterização das crianças participantes da pesquisa” e “Trajetórias terapêuticas singulares das crianças”. Conclusão: As trajetórias terapêuticas possibilitaram apresentar a singularidade de vida das participantes por meio da relação estabelecida entre a criança, o território por onde ela transita e o contexto social.

This autoethnography explores a daughter and mother’s navigation of the meaning of disability in their lives. The narrative, crafted by emails, revisited journal entries, and phone conversations exchanged, delves into issues of independence, representation, mistrust of the medical profession, faith healing, and acceptance. The need for resistance to the prevalence of medical models of disability is illustrated.

This paper studies the balance constraint (debit=credit) in bookkeeping, its causes and its consequences for accounting. Balance in the ledger is shown to: 1) imply balance in journal entries and vice versa; 2) link the value definitions in the earnings statement and balance sheet; 3) have direct implications for valuation puzzles encountered in accounting, like accounting for OCI or stock-based compensation, and the difference between earnings or balance-sheet approaches to valuation. These system-wide effects on accounting highlight a design question: why do we have the balance constraint in bookkeeping? Backward-engineering shows 6 axioms that logically lead to double-entry bookkeeping. The balance constraint follows from the existence of a residual account: owner’s equity. A class of equivalently powerful record keeping systems is shown to exist. These systems use double-entry bookkeeping without the monetary-unit assumption and can be used to record other outputs of the organization, like societal impact. These systems can be implemented in relational databases, a blockchain, or a different technology all together. The discussion covers links with other mathematical descriptions of bookkeeping and potential avenues for future research in the mathematics of bookkeeping.

Combining journal entries and reflections of past and present moments, this chapter conceptualizes grief and hope as working through, tracing entanglements of past and future. Specifically, this chapter begins with the memory of grief, a death, to think through other griefs: the ending of a relationship, the boxing up of a house and other movings on. Returning to lists of “things that are good,” I think with hope as working through large and small griefs in granular, minute ways that don’t always make sense and are not always linear. I think with these lists as an assertion of being-there, and being human, and how, through their repetition and refrain become a hopeful insistence. Hope as an affirmative orienting to future possible becomings. Hope as working through.

Although numerous scientific papers have been written on deep learning, very few have been written on the exploitation of such technology in the field of accounting or bookkeeping. Our scientific study is oriented exactly toward this specific field. As accountants, we know the problems faced in modern accounting. Although accountants may have a plethora of information regarding technology support, looking for errors or fraud is a demanding and time‐consuming task that depends on manual skills and professional knowledge. Our efforts are oriented toward resolving the problem of error‐detection automation that is currently possible through new technologies, and we are trying to develop a web application that will alleviate the problems of journal entry anomaly detection. Our developed application accepts data from one specific enterprise resource planning system while also representing a general software framework for other enterprise resource planning developers. Our web application is a prototype that uses two of the most popular deep‐learning architectures ; namely, a variational autoencoder and long short‐ term memory. The application was tested on two different journals: data set D, learned on accounting journals from 2007 to 2018 and then tested during the year 2019, and data set H, learned on journals from 2014 to 2016 and then tested during the year 2017. Both accounting journals were generated by micro entrepreneurs.

The purpose of this autoethnography was to investigate my development as both a musician and teacher as a result of implementing a new ukulele-based course at the middle school level called “Creative Musicianship.” I was interested in exploring the ways vernacular, informal music experiences and instruction influenced my philosophy of teaching and perception of myself as a musician and teacher. I collected data through journal entries, artifacts from the Creative Musicianship class, and my written philosophy of teaching. After compiling and revisiting the data, I organized and analyzed the narrative with attention to transformation of philosophy and identity and considered through Mezirow’s (Adult Edu 28:100–110. https://doi.org/10.1177/074171367802800202, 1978) transformative learning theory. I concluded that integrating prior experiences as a formally trained musician with new experiences with informal music teaching and learning led to a revision of my frame of reference that was more inclusive. Implications include considerations for music teacher educators to encourage perspective transformation among pre-service music educators and for the music education profession as a whole to support the growth and transformation of practicing teachers.

The audit of financial statements is designed to collect reasonable assurance that an issued statement is free from material misstatement ('true and fair presentation'). International audit standards require the assessment of a statements' underlying accounting relevant transactions referred to as 'journal entries' to detect potential misstatements. To efficiently audit the increasing quantities of such journal entries, auditors regularly conduct an 'audit sampling' i.e. a sample-based assessment of a subset of these journal entries. However, the task of audit sampling is often conducted early in the overall audit process, where the auditor might not be aware of all generative factors and their dynamics that resulted in the journal entries in-scope of the audit. To overcome this challenge, we propose the use of a Vector Quantised-Variational Autoencoder (VQ-VAE) neural networks to learn a representation of journal entries able to provide a comprehensive 'audit sampling' to the auditor. We demonstrate, based on two real-world city payment datasets, that such artificial neural networks are capable of learning a quantised representation of accounting data. We show that the learned quantisation uncovers (i) the latent factors of variation and (ii) can be utilised as a highly representative audit sample in financial statement audits.

This study examined the specific characteristics of art therapy practice that takes place within the school system. The study is based on the perspectives of 16 art therapists working in primary sc...

Purpose The purpose of this paper is to explore how three young women of color responded with “outlaw emotions” to the novel Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz in a literature discussion group. This paper considers how readers respond with outlaw emotions and how responses showed emotions as sites of control and resistance. The aim of this paper is to help English language arts (ELA) teachers construct culturally sustaining literature classrooms through an encouragement of outlaw emotions. Design/methodology/approach To examine how youth responded with emotion to Aristotle and Dante, the author used humanizing and ethnographic research methodologies and conducted a thematic analysis of meeting transcripts, journal entries from youth and researcher memos. Findings Analyses indicated that youth responded with outlaw emotions to Aristotle and Dante, and these responses showed how youth have both resisted and been controlled by structures of power. Youth responses of supposed “positive” or “negative” emotion were sites of control and resistance, particularly within their educational experiences. Youth engaged as a peer group to encourage and validate outlaw emotions and indirectly critiqued emotion as control. Originality/value Although many scholars have demonstrated the positive effects of out-of-school book clubs, there is scant research regarding how youth respond to culturally diverse literature with emotion, both outlaw and otherwise. Analyzing our own and characters’ outlaw emotions may help ELA educators and students deconstruct dominant ideologies about power, language and identity. This study, which demonstrates how youth responded with outlaw emotions and gave evidence of emotions as control and resistance, shows how ELA classrooms might encourage outlaw emotions as literary response. These findings suggest that ELA classrooms attempting culturally sustaining pedagogies might center youth emotion in responding to literature to critique power structures across the self, schools and society.

Purpose The purpose of this study was to analyze the journal entries of study abroad students from a college of business that participated in four separate nine-day study abroad programs to identify whether the development of intercultural maturity is possible in a short-term study abroad program and if learning and development differ based on race/cultural background. Design/methodology/approach This study used content analysis of student journals. The journal entries of 33 students from four different short-term study abroad trips served as the data from which a qualitative content analysis using nvivo was conducted. Findings Development of intercultural maturity can, in fact, occur from a short-term (10-day) study abroad program. Student development progressed through the first two levels of the Intercultural Maturity Framework, with multicultural students progressing further. All students achieved first and second levels of the Developmental Trajectory of Intercultural Maturity on the King and Baxter Magolda (2005) framework in all three areas, including cognitive, intrapersonal and interpersonal. Research limitations/implications The author realizes the limitations of one form of data, the journal, and thus proposes for the future both pre-travel questions to encourage further critical thinking and learning and additional methods of obtaining data. Practical implications This study suggests that it might be advantageous to re-design the experience, whereby the students are guided with particular questions before or at the start of the study abroad program, to propel them forward in the process of critical reflection and development of intercultural maturity. Originality/value This study specifically applies the framework of King and Baxter Magolda’s (2005) Intercultural Maturity framework to examine the extent to which intercultural maturity of business students can be developed within the constraints of a short-term (nine-day) study abroad program. It also adds the dimension of comparing multicultural student development to non-multicultural student development.

Objectives The goals of this study were to examine the feasibility of using ontology-based text mining with CaringBridge social media journal entries in order to understand journal content from a whole-person perspective. Specific aims were to describe Omaha System problem concept frequencies in the journal entries over a four-step process overall, and relative to Omaha System Domains; and to examine the four step method including the use of standardized terms and related words. Design Ontology-based retrospective observational feasibility study using text mining methods. Sample A corpus of social media text consisting of 13,757,900 CaringBridge journal entries from June 2006 to June 2016. Measures The Omaha System terms, including problems and signs/symptoms, were used as the foundational lexicon for this study. Development of an extended lexicon with related words for each problem concept expanded the semantics-powered data analytics approach to reflect consumer word choices. Results All Omaha System problem concepts were identified in the journal entries, with consistent representation across domains. The approach was most successful when common words were used to represent clinical terms. Preliminary validation of journal examples showed appropriate representation of the problem concepts. Conclusions This is the first study to evaluate the feasibility of using an interface terminology and ontology (the Omaha System) as a text mining information model. Further research is needed to systematically validate these findings, refine the process as needed to advance the study of CaringBridge content, and extend the use of this method to other consumer-generated journal entries and terminologies.

A factor that complicates the posting of the journal entries related to the issue of bonds is that the amount of money received by the issuing company may be different from the face value of the bond. If the bond stated rate is higher than the market interest rate at the time of issue of the bond, the company can sell the bond at a premium; on the other hand, if the stated rate is lower than the market interest rate, the company will be forced to sell the bond at a discount. Another complicating factor is that the issuing company has to make interest payments at regular time intervals throughout the life of the bond and a final payment on the date of the maturity of the bond. Many students of Accounting, especially at the undergraduate level, find the journal entries related to the treatment of bond discounts and premiums very confusing, since they are spread over many years, spanning the entire life of the bond, unlike the numerous other journal entries covering the annual operating activities of the company. In this paper, some hints and guidelines are provided with the goal of helping the studentsrecord the journal entries correctly when bonds are sold at a discount or a premium.

INTRODUCTION: In an ongoing study, a new clinical role adapted from a patient navigator called the patient advocate (PA) met with patients before medical visits, attended appointments and afterwards reviewed provider instructions. This qualitative analysis examines the perspectives of PAs and providers regarding their experiences with patients to understand how a PA can help patients and providers achieve better asthma control. METHODS: PAs recorded journal entries about their experiences with patients. Provider focus groups and interviews were conducted by researchers and transcribed. Analysis was based on the Grounded Theory approach for qualitative research, using open and then focused coding. Two researchers independently coded these sources until intercoder agreement was achieved. RESULTS: Upon review of 31 journal entries on PA experiences with 24 patients and transcripts from 2 provider focus groups and 12 provider interviews, 5 themes emerged surrounding asthma care and self-management: medication adherence, follow-up, communication, social determinants of health and time. While patients shared with PAs specific socioeconomic barriers to medication adherence and follow-up, providers often did not know about these problems and cited barriers to communication. Time restrictions on medical visits further limited communication. CONCLUSIONS: Perspectives reported here illustrate a gap in knowledge and understanding between patients and providers. The PA’s unique relationship with patients and presence inside and outside of medical visits allowed them to learn contextual patient information unknown to providers. PAs and providers cited numerous ways PAs can help to improve patient–provider mutual understanding.

Background Given the aging nursing education workforce and the persistent high demand for doctorally-prepared nursing faculty, there is a critical need to increase the number of nurses entering and completing PhD programs. To fill this need, accelerated PhD education pathways, such as the direct entry BSN/BS-PhD education pathway, have become popular. Objective The objective of this study was to explore the unique characteristics of the direct entry BSN/BS-PhD student experience. This study defines and details the experiences of current and past direct entry BSN/BS-PhD students. Design This was a qualitative, descriptive study. Setting Web-based journals and feedback. Participants Our sample includes four former and current direct entry BSN/BS-PhD students. Methods We used the Delphi method to first analyze participants' journal entries on their lived experiences, and then iteratively summarize and classify the experiences into summative themes. Results We found four themes unique to participants' experiences: commitment to science, nursing identity, exploring prospects, and balancing family and student expectations. Conclusions To ensure that BSN/BS-PhD students have a high-quality education, nurse leaders should be aware of the unique perspectives of direct entry BSN/BS-PhD students. Results from this study can be used to evaluate BSN/BS-PhD programs from students' perspectives.

Background Critical reflective journaling has been used to facilitate student learning in various disciplines; however, there is only limited data available on its application in clinical education in the area of psychiatric mental health nursing. Objectives The aims of the study were to: 1) explore types of events or issues that senior nursing students chose to reflect upon in their critical reflective journals during their 5-week psychiatric mental health nursing clinical practicum; and 2) assess students' evaluations of critical reflective journaling. Design & Methods For this qualitative study, we collected data from senior nursing students who were enrolled in the mental health clinical practicum from March to June 2016 and agreed to participate in the study. During the 5-week psychiatric mental health nursing clinical practicum, students completed four weeks of clinical rotations in two units and submitted one journal entry each week reflecting upon an instance they selected and completed a survey to evaluate critical reflective journaling. De-identified data were analyzed using qualitative content analysis. Results We analyzed 236 journal entries and survey results completed by 59 students. Students chose to reflect upon the following issues: boundaries of therapeutic relationships, responses to patient symptoms, and own attitudes and biases toward mental illness. They reported that critical reflective journaling provided them opportunities for self-reflection and self-emancipation, which led to increased motivation for full engagement in the clinical practicum and increased understanding of patients' perspectives as well as mental health nursing competency. Overall, students were satisfied with critical reflective journaling but also identified areas for improvement in regard to its application in clinical education. Conclusions Through critical reflective journaling, nursing students are able to self-reflect on issues arisen during their clinical rotation, which leads to improvement of their competency in psychiatric mental health nursing and full engagement in the clinical practicum.

The article is devoted to an entry in Pushkin’s diary from when he was a student at the Lyceum, on 10 December 1815: he writes that ‘in the evening, together with his fellow-students, he was snuffing out the candles and lamps in the auditorium’ and calls it ‘a fine job for a philosopher’. In calling himself a philosopher, Pushkin evokes the image of Voltaire in Condorcet’s Vie de Voltaire, the book he was reading at the time and which interprets a philosopher as another term for educator and enemy of prejudice. ‘Snuffing out’, by contrast, was associated with a conservative reaction in the minds of liberal writers in the late 18th - early 19th centuries. This analogy is entrenched in the publications about an imaginary Order of the Extinguishers in the French opposition journal Le Nain Jaune (1814-1815). These were in active circulation among members of the Arzamas Society, with which the young Pushkin was also affiliated. Therefore, a philosopher putting out light must have looked comical, which was noted in Pushkin’s journal entry.

In this paper, I use field notes, journal entries, and memory recall to write an autoethnographic account of my experiences of the last days of my grandma’s life. I use writing as method in the form of an introspective narrative, layering artistic storytelling and academic references. My original research goal was to better understand the experience of loving and caring for a very old family member by showing the inside of how I experienced my grandma’s aging and final days, including her move to a retirement home, and her death a short time later. By sharing narratively my lived experiences of my grandma’s last days, I also hoped to disrupt some of the socially accepted interpretations surrounding physical bodies and aging, especially for women. Although my initial goal was to understand how these types of experiences transform us, in the process of telling this story I found that what I also gained was a deeper understanding of who my grandma was, and ultimately, who I am.

In a journal entry of March 1862, Ralph Waldo Emerson lamented, “why has never the poorest country college offered me a professorship of rhetoric? I think I could have taught an orator, though I am...

This paper reports on a research study that examined how Australian primary school teachers integrated robotics and coding in their classrooms and the perceived impact this had on students’ computational thinking skills. The study involved four primary school teachers, (Years 1–6) from four schools, introducing LEGO® WeDo® 2.0 robotics kits in their classrooms. The data collected from questionnaires, journal entries, and semi-structured interviews were analyzed using computational thinking and teaching frameworks. The results demonstrate that exploring with and using the robot kits, and activities, helped the teachers build their confidence and knowledge to introduce young students to computational thinking. The study identified that teacher professional development (PD) needs to focus explicitly on how to teach developmentally appropriate robotics-based STEM activities that further promote computational concepts, practices, and perspectives.

Clinical nursing leadership is critical for quality care. All nurses including students should receive clinical nursing leadership education. Research pertaining to educational strategies on clinical leadership for nursing students remains sparse. The aim of this paper is to report the qualitative evaluation of a co-constructed educational intervention on clinical nursing leadership, developed for 1st year preregistration nursing students. The research question was “what are the components of an educational intervention that support the development of clinical nursing leadership in 1st year nursing students?”. The intervention included videos, brainstorming, journal entries on students' clinical leadership paired with the observation of a nurse's clinical leadership. A research and development model guided the study. Focus groups and individual interviews were conducted with 23 students and 6 educators who tested the intervention. Thematic analysis revealed three intervention components that supported learning: visual examples at the student's level, observation of role models and animated discussions in small groups. Visual examples and observation of role models supported learning by expanding student's initial views of nursing beyond a technical role to one that is embedded with clinical nursing leadership. Animated discussions in small groups helped students learn to speak up and be open to other's opinions.

Introduction: Breast cancer–related lymphedema (BCRL), a long-term side effect of treatment, can occur at any point in time. With the extensive physical and psychological effects of BCRL, few studies have focused on the lived experience. The purpose of this study was to examine the lived experience of Hispanic women dealing with BCRL, particularly women of Mexican descent or origin. Method: Using interpretive phenomenology, 13 Hispanic women with BCRL, 42 to 80 years, were individually interviewed. Data analysis was conducted using interpretive reading of field notes, journal entries, and transcribed interviews. Results: Three central themes emerged from the findings, “sense of loss,” “resignation to the new self,” and “not knowing.” Further subthemes highlight the physical, psychological, and spiritual aspects of living with BCRL. Discussion: Cultural awareness of the impact BCRL has on activities of daily living of Hispanic women should be part of a holistic plan of nursing care when caring for this population.

The teaching of Spanish as a heritage language should attempt to integrate students’ background and community into the classroom. Previous studies have found that research in their own community allows learners to embrace their heritage language with pride (Correa, 2011), understand the role that it plays in society (Martínez, 2003; Leeman, 2005), and build stronger community bonds (Leeman, Rabin & Román-Mendoza, 2011). This study examines two contexts of university-level Spanish heritage language education. One is San Antonio, Texas, United States, a city with a vibrant Mexican community. The other context is Calgary, Alberta, Canada, a city in which Latin Americans constitute a clear minority. The courses in both contexts were linguistics classes that focused on Spanish as a heritage language. In these courses, the students used journal entries and questionnaires to consider questions about heritage Spanish, language use, attitudes, and the future of the communities’ varieties. Their final projects consisted of community-based research, in which they interviewed and collected linguistic data from local Spanish-speakers. Their comments and projects reveal their developing understanding of issues of language use, their recognition of sociolinguistic and attitudinal realities, and a stronger commitment to maintaining Spanish in both the private and the public spheres. These results suggest that, even in communities with minimal Hispanic representation and in courses without an official focus on community engagement, students can still develop a critical understanding of the local variety and the social, cultural, and political factors that contribute to the ways in which it is used.

This study explored EFL teachers’ perceptions of two popular reflection approaches, namely teaching journal and peer observation. The participants consisted of two cohorts of 10 and 11 EFL teachers who attended separate practicum courses in two consecutive years. Each participant was required to submit five teaching journals and five observation forms during the course. At the end, focus group interviews were held to examine participants’ perceptions of their reflection experiences. Research findings indicated that the teachers generally favoured peer observations over teaching journals. This preference was attributed to the evaluation criteria in observation forms, alternative teaching models the participants were exposed to, and collegial collaborations developed through post-observation discussions. The teachers also argued that receiving feedback on journal entries, conducting observations prior to keeping journals, and establishing criteria to guide journal writing could further the benefit of the two reflection approaches. The implications for teachers and teacher education are discussed.

Malaysian Government English Language Policy had clearly stated; English Language must be taught to all Malaysian student as a second language. The action research aimed to study the extent to which using the PicTemp (picture template) method is effective in improving the vocabulary among Year 3 pupils. The research participants comprised 10 low achievers Year 3 pupils from primary school located in Sepang and Putrajaya, Malaysia. The study involved the use of two different teaching methods, which were the traditional method and PicTemp methods. The instruments for the study consisted of Test 1 and Test 2, an interview schedule as well as journal entries. The results of the study showed that the PicTemp method was effective in helping Year 3 pupils develop their vocabulary. Although the results were positive, the study also finds that PicTemp method to be exhausting for young learners. Hence the study suggests that the application of this method could be on weekly basis.

Background The current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called ‘LearnDoc’, that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learners’ use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learners’ final exam performance. Methods The LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (N = 132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach. Results Results indicate a significant link between learning journal pacing patterns and learners’ final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies “planning, monitoring, debugging” while weaker students focused more on “evaluation”. Findings suggest that students’ perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies. Conclusions These results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training.

Background: Pharmacists' communication with patients often focuses on technical aspects of advice giving, while limiting socio-emotional content. To develop pharmacists' patient-centered communication a learning and practice module integrating motivational interviewing (MI) was designed for an online postgraduate program, and its impact on their self-described practice evaluated. Objectives: To investigate whether training in patient-centered communication changes pharmacists' perceptions of communicating with patients, and how any changes in their communication style influenced interactions and relationships with patients. Methods: A descriptive, qualitative study analyzing reflective journal entries detailing pharmacists' experiences of implementing patient-centered communication in practice was designed, evaluating reflections on initial patient interactions after training and 9–12 weeks later. Using the framework method of content and thematic analysis, an evaluation framework was devised that integrated communication, change and learning theories. Reflections were categorized within the framework as transitional (e.g. using good communication skills), transactional (e.g. using MI techniques, achieving reciprocity) or transformational (e.g. describing transformative learning, changing frames of reference in understanding of patient-centeredness). Differences between the first and last journal entries were evaluated and analyzed using descriptive statistics. Results: Eighty-nine pharmacists provided two reflective journal entries for evaluation. Over 9–12 weeks, pharmacists described a change in their perspective of patient-centeredness, how they expanded the socio-emotional aspects of communication and succeeded in difficult conversations. When applying the thematic evaluation framework to initial journal entries, 38 (42%) of reflections fell within the transitional category, 51 (58%) were deemed transactional and none transformational. This changed to 10 (11%) transitional, 45 (51%) transactional and 34 (38%) transformational. Differences were observed between journal entries from pharmacists who studied completely online and those who also attended a workshop. Conclusion: Learning and practicing techniques of MI and person-focused communication changed many pharmacists' frames of reference in regards to patient-centeredness and their self-reported communication style with patients. Refereed/Peer-reviewed