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Background: People affected with brain-heart conditions face difficult health decisions with limited evidence. To achieve quality decision-making and outcomes, people living with brain-heart conditions need effective decision support. According to the Ottawa Decision Support Framework, proper identification of unmet decisional needs can guide the provision of tailored decision support to achieve quality decisions and better decision-making processes. The purpose of this systematic review is to identify the common decisions, decisional needs, decision-making patterns and outcomes of people with combined brain-heart conditions from the perspectives of patients, caregivers, and clinicians. Methods: Using an integrated knowledge translation approach, our mixed methods systematic review will be guided by Cochrane methods. We will include peer reviewed quantitative, qualitative and mixed methods literature that report on the decisions, decisional needs, and decision-making patterns of people with select, predetermined heart-brain conditions selected by our team. We will perform inductive content analysis of decisional need “cases” extracted from the included articles, to first build a taxonomy of decisional needs of people with brain-heart conditions, and subsequently, to determine patterns of decision-making and possible outcomes. Cases are defined as a decisional need that involves: a) a decision (what), b) a person with combined brain-heart condition (who), c) role in decision-making, whether made independently or shared with a clinician (how), d) the physical place and time where the decision is made (where/when), e) the barriers and/or facilitators to communication and coordination (why), and f) the outcomes, such as actions taken, patient’s health and well-being, and decision quality and quality of the decision-making process. Relevance: As science evolves on the intimate connections between the heart and the brain, this systematic review will offer a patient-oriented view of the emerging decision-making needs people with combined brain-heart conditions must consider. Findings will be used to inform the tailoring, development, and use of decision support interventions for persons with combined brain-heart conditions.

Background: People affected with brain-heart conditions face difficult health decisions with limited evidence. To achieve quality decision-making and outcomes, people living with brain-heart conditions need effective decision support. According to the Ottawa Decision Support Framework, proper identification of unmet decisional needs can guide the provision of tailored decision support to achieve quality decisions and better decision-making processes. The purpose of this systematic review is to identify the common decisions, decisional needs, decision-making patterns and outcomes of people with combined brain-heart conditions from the perspectives of patients, caregivers, and clinicians. Methods: Using an integrated knowledge translation approach, our mixed methods systematic review will be guided by Cochrane methods. We will include peer reviewed quantitative, qualitative and mixed methods literature that report on the decisions, decisional needs, and decision-making patterns of people with select, predetermined heart-brain conditions selected by our team. We will perform inductive content analysis of decisional need “cases” extracted from the included articles, to first build a taxonomy of decisional needs of people with brain-heart conditions, and subsequently, to determine patterns of decision-making and possible outcomes. Cases are defined as a decisional need that involves: a) a decision (what), b) a person with combined brain-heart condition (who), c) role in decision-making, whether made independently or shared with a clinician (how), d) the physical place and time where the decision is made (where/when), e) the barriers and/or facilitators to communication and coordination (why), and f) the outcomes, such as actions taken, patient’s health and well-being, and decision quality and quality of the decision-making process. Relevance: As science evolves on the intimate connections between the heart and the brain, this systematic review will offer a patient-oriented view of the emerging decision-making needs people with combined brain-heart conditions must consider. Findings will be used to inform the tailoring, development, and use of decision support interventions for persons with combined brain-heart conditions.

Eighteen military officers made ratings about the suitable location of a mythical refugee camp. They were given 30 information items, 6 items for each of 5 decision criteria. Using a 5-point acceptability scale, they gave a rating for each of the criteria plus an overall acceptability rating. Half of the participants (Text group) saw each item and assigned it to a criterion, and then during the decision phase were shown the items they had assigned to each criterion and asked to make their ratings. The other half of the participants (IOB group) had the additional task of evaluating each item on a 4-point yes-no rating scale. During the decision phase they were not shown the original text items but rather an information object (IOB) representation of the item, (i.e., a small symbol that encapsulated their subjective rating of the item). Half of the participants should have made a Positive recommendation, half a Negative recommendation. The results showed that not a single participant in the Text group made a correct overall assessment, predominately selecting the neutral option. Six of the nine IOB participants made the correct overall assessment. Both groups took significantly longer to process information and make ratings when the preponderance of the information was positive in content versus negative in content. Results are discussed in terms of the increased confidence the IOB participants had in the accuracy of their ratings and the increased time that was needed to assess positive information that endorses commitment to an action.

Eighteen military officers made ratings about the suitable location of a mythical refugee camp. They were given 30 information items, 6 items for each of 5 decision criteria. Using a 5-point acceptability scale, they gave a rating for each of the criteria plus an overall acceptability rating. Half of the participants (Text group) saw each item and assigned it to a criterion, and then during the decision phase were shown the items they had assigned to each criterion and asked to make their ratings. The other half of the participants (IOB group) had the additional task of evaluating each item on a 4-point yes-no rating scale. During the decision phase they were not shown the original text items but rather an information object (IOB) representation of the item, (i.e., a small symbol that encapsulated their subjective rating of the item). Half of the participants should have made a Positive recommendation, half a Negative recommendation. The results showed that not a single participant in the Text group made a correct overall assessment, predominately selecting the neutral option. Six of the nine IOB participants made the correct overall assessment. Both groups took significantly longer to process information and make ratings when the preponderance of the information was positive in content versus negative in content. Results are discussed in terms of the increased confidence the IOB participants had in the accuracy of their ratings and the increased time that was needed to assess positive information that endorses commitment to an action.

The objectives of the research are to (1) develop an innovative computer-based decision support system (CDSS) that will enable women with breast cancer to integrate the information available to them, understand diagnoses, treatment options, and risks associated with treatment options, construct and structure their preferences, and make important health decisions; and (2) assess the impact of the new CDSS by making it available to women newly diagnosed with breast cancer and comparing it with two other existing technologies and a control group in a carefully designed experiment. The assessment of the impact will be made in terms of understanding of diagnoses, treatment options, and risks associated with treatment options, satisfaction with decisions made, amount of involvement in decision, compliance with decision, change in health status and change in quality of life. This report details the progress made in the development of the CDSS as well as overall enhancements to the CHESS system. The study design and protocol are described as well as the survey instruments developed for this study. Recruitment is just beginning for this study, therefore no results will be reported at this time.

This article is from Implementation Science : IS , volume 7 . Abstract Background: We know that patient care can be improved by implementing evidence-based innovations and applying research findings linked to good practice. Successfully implementing innovations in complex organisations, such as the UK's National Health Service (NHS), is often challenging as multiple contextual dynamics mediate the process. Research studies have explored the challenges of introducing innovations into healthcare settings and have contributed to a better understanding of why potentially useful innovations are not always implemented in practice, even if backed by strong evidence. Mediating factors include health policy and health system influences, organisational factors, and individual and professional attitudes, including decision makers' perceptions of innovation evidence. There has been limited research on how different forms of evidence are accessed and utilised by organisational decision makers during innovation adoption. We also know little about how diverse healthcare professionals (clinicians, administrators) make sense of evidence and how this collective sensemaking mediates the uptake of innovations. Methods: The study will involve nine comparative case study sites of acute care organisations grouped into three regional clusters across England. Each of the purposefully selected sites represents a variety of trust types and organisational contexts. We will use qualitative methods, in-depth interviews, observation of key meetings, and systematic analysis of relevant secondary data to understand the rationale and challenges involved in sourcing and utilising innovation evidence in the empirical setting of infection prevention and control. We will use theories of innovation adoption and sensemaking in organisations to interpret the data. The research will provide lessons for the uptake and continuous use of innovations in the English and international health systems. Discussion: Unlike most innovation studies, which involve single-level analysis, our study will explore the innovation-adoption process at multiple embedded levels: micro (individual), meso (organisational), and macro (interorganisational). By comparing and contrasting across the nine sites, each with different organisational contexts, local networks, leadership styles, and different innovations considered for adoption, the findings of the study will have wide relevance. The research will produce actionable findings responding to the political and economic need for healthcare organisations to be innovation-ready.

This article is from BMC Research Notes , volume 6 . Abstract Background: Continuing Professional Development (CPD) courses should ideally improve a physician’s knowledge and change their professional behavior in daily practice towards a best clinical practice reference model and guideline adherence. Interactive methods such as team-based learning and case-based learning, as compared to lectures, can impart sustainable knowledge and lead to high satisfaction among participants. We designed an interactive case-based CPD-seminar on diabetes care using a team-based learning approach to evaluate whether it leads to an improvement of short-term knowledge and changing of behavior towards guideline based decisions and how this learning approach is perceived by participants. Methods: Questionnaires and an electronic voting system were used to evaluate motivation, acceptance and knowledge of voluntary participants. Furthermore, we analyzed data on index diagnostic tests and referrals of patients with diabetes of participating physicians over a period of six months before and after the course in comparison with a matched control group in a quasi-experimental design. Results: Participants (n=103) rated the interactivity and team-based discussions as the main reasons for enhanced learning. They also expected that the course would change their professional behavior. Participants scored a mean of 43.9% right answers before and 62.6% after the course (p

Objective: Do-Not-Resuscitate (DNR) order is made in certain situations where patients are terminally ill and CPR is not predictable to succeed. Furthermore, many controversial ethical challenges arise in the management of death because of patients’ religious and cultural background.

Objective: Do-Not-Resuscitate (DNR) order is made in certain situations where patients are terminally ill and CPR is not predictable to succeed. Furthermore, many controversial ethical challenges arise in the management of death because of patients’ religious and cultural background.

This document presents survey questions concerning rights of students with disabilities in postsecondary education and the responsibilities and rights of faculty and staff. The survey is intended to provide necessary information about disability laws and recent legal decisions to faculty and staff in the context of increasing enrollment of postsecondary students with disabilities and the increasing demands of these students on faculty to provide accommodations. The 26-item survey identifies the correct responses (from yes/no choices), provides a rationale for each correct response, and offers one or more references. The survey addresses: Section 504 of the Rehabilitation Act of 1973; the Americans with Disabilities Act; suitable accommodations and limitations on required accommodations; testing accommodations; liability of the individual faculty member; faculty responsibility and academic freedom; grievance procedures; and specific accommodations for individuals with mobility impairments, visual impairments, and learning disabilities. (Contains 16 references.) (DB)

ABSTRACT Aim: In our country, there is a growing awareness regarding end-of-life practices. It has become evident that treatments in intensive care to end-stage patients, instead of honoring their previously made end-of-life decisions, significantly diminishes patients’ overall quality of life. The aim of study is drawing attention to end-of-life decision practices and to evaluate the knowledge and attitudes of intensive care physicians and nurses, who are decisive in end-of-life decision-making practices. Methods: The study was planned as a multi-center, cross-sectional, descriptive questionnaire. There were 21 questions about demographic data, definitions, and end-of-life decisions. 259 of 760 intensive care physicians and nurses who filled out the questionnaire were included. Results: Two hundred and fifty-nine participants were included. The rate of decision for terminal sedation and euthanasia was differentiating according to intensive care experience. Participants’ knowledge was insufficient regarding withholding and withdrawal approaches. Intensive care physicians, and patients at the terminal stage of chronic disease were recommended as decision makers with the highest rate. Conclusion: In this study, it was determined that the participants' knowledge about end-of-life decision concepts was not sufficient, and their approaches were differentiating due to experience. It is considered that there is a need for education and standardization about end-of-life decision-making process.

ABSTRACT Aim: In our country, there is a growing awareness regarding end-of-life practices. It has become evident that treatments in intensive care to end-stage patients, instead of honoring their previously made end-of-life decisions, significantly diminishes patients’ overall quality of life. The aim of study is drawing attention to end-of-life decision practices and to evaluate the knowledge and attitudes of intensive care physicians and nurses, who are decisive in end-of-life decision-making practices. Methods: The study was planned as a multi-center, cross-sectional, descriptive questionnaire. There were 21 questions about demographic data, definitions, and end-of-life decisions. 259 of 760 intensive care physicians and nurses who filled out the questionnaire were included. Results: Two hundred and fifty-nine participants were included. The rate of decision for terminal sedation and euthanasia was differentiating according to intensive care experience. Participants’ knowledge was insufficient regarding withholding and withdrawal approaches. Intensive care physicians, and patients at the terminal stage of chronic disease were recommended as decision makers with the highest rate. Conclusion: In this study, it was determined that the participants' knowledge about end-of-life decision concepts was not sufficient, and their approaches were differentiating due to experience. It is considered that there is a need for education and standardization about end-of-life decision-making process.

This document presents survey questions concerning rights of students with disabilities in postsecondary education and the responsibilities and rights of student affairs staff. The survey is intended to provide necessary information about disability laws and recent legal decisions in the context of the increased enrollment of students with disabilities in higher education and the increasing need for accommodations. The 26-item survey identifies the correct responses (from yes/no choices), offers a rationale for the correct response, and provides one or more references. The survey addresses: Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, suitable accommodations, limitations on required accommodations, liability of the individual student affairs staff member, access to student diagnostic information, admissions tests, safety considerations, student housing, preferred terminology, and accommodations for individuals with specific impairments. (Contains 20 references.) (DB)

Includes bibliographical references and index

To test the influence of principals, subject matter experts, and department chairmen upon teacher decisions, an experiment was conducted with secondary school social studies teachers, principals, and department chairmen as participants. While the results of the experiment were uniformly nonsignificant, respondents generally concurred that the principal has little influence over teacher decisions. Teacher respondents consistently indicated influence of their teacher colleagues as greater than that of their principals (authority of position) or department chairmen (authority of knowledge). (JK)

To test the influence of principals, subject matter experts, and department chairmen upon teacher decisions, an experiment was conducted with secondary school social studies teachers, principals, and department chairmen as participants. While the results of the experiment were uniformly nonsignificant, respondents generally concurred that the principal has little influence over teacher decisions. Teacher respondents consistently indicated influence of their teacher colleagues as greater than that of their principals (authority of position) or department chairmen (authority of knowledge). (JK)

To test the influence of principals, subject matter experts, and department chairmen upon teacher decisions, an experiment was conducted with secondary school social studies teachers, principals, and department chairmen as participants. While the results of the experiment were uniformly nonsignificant, respondents generally concurred that the principal has little influence over teacher decisions. Teacher respondents consistently indicated influence of their teacher colleagues as greater than that of their principals (authority of position) or department chairmen (authority of knowledge). (JK)

To test the influence of principals, subject matter experts, and department chairmen upon teacher decisions, an experiment was conducted with secondary school social studies teachers, principals, and department chairmen as participants. While the results of the experiment were uniformly nonsignificant, respondents generally concurred that the principal has little influence over teacher decisions. Teacher respondents consistently indicated influence of their teacher colleagues as greater than that of their principals (authority of position) or department chairmen (authority of knowledge). (JK)

This study addresses the following research questions: RQ1: Do second language (L2) learners show alignment and long-term learning in text-based chat interactions for multiple target structures? RQ2: Why does alignment and long-term learning vary across structures? Subquestion 1: What is the effect of familiarity with the target structures? Subquestion 2: What is the effect of conscious decisions?

Plea bargaining is a stressful process that requires defendants to make risky decisions under uncertainty. Psychological research indicates that stress can impact that type of decision, causing defendants to make quick decisions without carefully considering their options. However, psycholegal research has yet to examine the role of stress on plea decisions. The goal of this study is to determine whether acute stress impacts the overall plea decision, but also to examine the impact of stress on the legal requirements for a valid plea (i.e., knowledge and coercion).

Plea bargaining is a stressful process that requires defendants to make risky decisions under uncertainty. Psychological research indicates that stress can impact that type of decision, causing defendants to make quick decisions without carefully considering their options. However, psycholegal research has yet to examine the role of stress on plea decisions. The goal of this study is to determine whether acute stress impacts the overall plea decision, but also to examine the impact of stress on the legal requirements for a valid plea (i.e., knowledge and coercion).

I don't make any investment decisions for my portfolio. Investment decisions are made by multiple third-party advisors without my or my husband's knowledge or involvement. I have followed both the letter and the spirit of the law -- and will continue to do so every single day. https://t.co/OhKQZMkYHA Source: https://twitter.com/KLoeffler/status/1241124398385508353 Uploader: Kelly Loeffler

In this monograph, the author presents a history of court decisions that outlawed public school segregation, reviews these decisions, and examines the problems of decision implementation that followed. The texts of some of the opinions delivered by the various courts are presented. Various relevant concepts are also set out in the context of their legal/historical settings, such as tracking, separation-within-the-school, de facto and de jure segregation, zoning, busing, freedom of choice, transferring, grade-a-year and option plans, faculty desegregation, and affirmative powers. The landmark Brown vs Board of Education of Topeka decision is studied with regard to impact, along with other historical segregation rulings. Regarding the problems of court segregation ruling implementation, the author discusses delays, the role of private and neighborhood schools, zoning, and assignment within schools. Judicial restraints and the courts' occasional "get tough" rulings concerning zoning strategies are examined. The author also reviews the courts' relationship to the freedom of choice plans, presenting early decisions, opinions of the plans, and the development of further court "tests." The court's review and eventual disallowance of the "grade-a-year" desegregation plans and the construction and pairing of schools are also discussed in some detail. (Editor/EA)

In this monograph, the author presents a history of court decisions that outlawed public school segregation, reviews these decisions, and examines the problems of decision implementation that followed. The texts of some of the opinions delivered by the various courts are presented. Various relevant concepts are also set out in the context of their legal/historical settings, such as tracking, separation-within-the-school, de facto and de jure segregation, zoning, busing, freedom of choice, transferring, grade-a-year and option plans, faculty desegregation, and affirmative powers. The landmark Brown vs Board of Education of Topeka decision is studied with regard to impact, along with other historical segregation rulings. Regarding the problems of court segregation ruling implementation, the author discusses delays, the role of private and neighborhood schools, zoning, and assignment within schools. Judicial restraints and the courts' occasional "get tough" rulings concerning zoning strategies are examined. The author also reviews the courts' relationship to the freedom of choice plans, presenting early decisions, opinions of the plans, and the development of further court "tests." The court's review and eventual disallowance of the "grade-a-year" desegregation plans and the construction and pairing of schools are also discussed in some detail. (Editor/EA)

In this monograph, the author presents a history of court decisions that outlawed public school segregation, reviews these decisions, and examines the problems of decision implementation that followed. The texts of some of the opinions delivered by the various courts are presented. Various relevant concepts are also set out in the context of their legal/historical settings, such as tracking, separation-within-the-school, de facto and de jure segregation, zoning, busing, freedom of choice, transferring, grade-a-year and option plans, faculty desegregation, and affirmative powers. The landmark Brown vs Board of Education of Topeka decision is studied with regard to impact, along with other historical segregation rulings. Regarding the problems of court segregation ruling implementation, the author discusses delays, the role of private and neighborhood schools, zoning, and assignment within schools. Judicial restraints and the courts' occasional "get tough" rulings concerning zoning strategies are examined. The author also reviews the courts' relationship to the freedom of choice plans, presenting early decisions, opinions of the plans, and the development of further court "tests." The court's review and eventual disallowance of the "grade-a-year" desegregation plans and the construction and pairing of schools are also discussed in some detail. (Editor/EA)

In this monograph, the author presents a history of court decisions that outlawed public school segregation, reviews these decisions, and examines the problems of decision implementation that followed. The texts of some of the opinions delivered by the various courts are presented. Various relevant concepts are also set out in the context of their legal/historical settings, such as tracking, separation-within-the-school, de facto and de jure segregation, zoning, busing, freedom of choice, transferring, grade-a-year and option plans, faculty desegregation, and affirmative powers. The landmark Brown vs Board of Education of Topeka decision is studied with regard to impact, along with other historical segregation rulings. Regarding the problems of court segregation ruling implementation, the author discusses delays, the role of private and neighborhood schools, zoning, and assignment within schools. Judicial restraints and the courts' occasional "get tough" rulings concerning zoning strategies are examined. The author also reviews the courts' relationship to the freedom of choice plans, presenting early decisions, opinions of the plans, and the development of further court "tests." The court's review and eventual disallowance of the "grade-a-year" desegregation plans and the construction and pairing of schools are also discussed in some detail. (Editor/EA)

In this monograph, the author presents a history of court decisions that outlawed public school segregation, reviews these decisions, and examines the problems of decision implementation that followed. The texts of some of the opinions delivered by the various courts are presented. Various relevant concepts are also set out in the context of their legal/historical settings, such as tracking, separation-within-the-school, de facto and de jure segregation, zoning, busing, freedom of choice, transferring, grade-a-year and option plans, faculty desegregation, and affirmative powers. The landmark Brown vs Board of Education of Topeka decision is studied with regard to impact, along with other historical segregation rulings. Regarding the problems of court segregation ruling implementation, the author discusses delays, the role of private and neighborhood schools, zoning, and assignment within schools. Judicial restraints and the courts' occasional "get tough" rulings concerning zoning strategies are examined. The author also reviews the courts' relationship to the freedom of choice plans, presenting early decisions, opinions of the plans, and the development of further court "tests." The court's review and eventual disallowance of the "grade-a-year" desegregation plans and the construction and pairing of schools are also discussed in some detail. (Editor/EA)

In this monograph, the author presents a history of court decisions that outlawed public school segregation, reviews these decisions, and examines the problems of decision implementation that followed. The texts of some of the opinions delivered by the various courts are presented. Various relevant concepts are also set out in the context of their legal/historical settings, such as tracking, separation-within-the-school, de facto and de jure segregation, zoning, busing, freedom of choice, transferring, grade-a-year and option plans, faculty desegregation, and affirmative powers. The landmark Brown vs Board of Education of Topeka decision is studied with regard to impact, along with other historical segregation rulings. Regarding the problems of court segregation ruling implementation, the author discusses delays, the role of private and neighborhood schools, zoning, and assignment within schools. Judicial restraints and the courts' occasional "get tough" rulings concerning zoning strategies are examined. The author also reviews the courts' relationship to the freedom of choice plans, presenting early decisions, opinions of the plans, and the development of further court "tests." The court's review and eventual disallowance of the "grade-a-year" desegregation plans and the construction and pairing of schools are also discussed in some detail. (Editor/EA)

The article explores the characteristics of evoked brain activity during food preference decisions, emphasizing the role of psychological and neurophysiological mechanisms. The relevance of studying eating behavior as a multifaceted phenomenon is highlighted, with attention to the cognitive, emotional, and physiological factors that influence food preferences. The study involved 40 participants (70% female). Psychological testing included the Dutch Eating Behavior Questionnaire (Russian version by I.G. Malkina-Pykh, 2007), the Thought and Behavior Questionnaire (adapted by A.V. Anikina and T.A. Rebeko, 2009), the Three-Factor Eating Questionnaire (Russian version, 2018), and the General Nutrition Knowledge Questionnaire (translated version of Kliemann, 2016). Neurophysiological data were collected using EEG tasks based on a Go/NoGo paradigm. Mathematical and statistical methods included the Shapiro-Wilk test, Mann-Whitney U test, Student’s t-test, and k-means cluster analysis. The study revealed significant differences in brain activity between groups with varying psychological characteristics and levels of nutritional knowledge. These findings align with previous research, confirming the link between cognitive control, impulsivity, and food preferences. Enhanced activation in the temporo-occipital regions was observed in participants with higher nutritional awareness. The role of psychological traits was found to outweigh knowledge levels in shaping dysfunctional eating patterns, highlighting the need for individualized approaches in prevention and treatment. The limitations, including the sample size and absence of participants with clinical eating disorders, are discussed alongside recommendations for future research. Enable Ginger Cannot connect to Ginger Check your internet connection or reload the browserDisable GingerRephraseRephrase with Ginger (Ctrl+Alt+E) Edit in Ginger Ginger is checking your text for mistakes... Disable Ginger in this text fieldDisable Ginger on this website×

The article explores the characteristics of evoked brain activity during food preference decisions, emphasizing the role of psychological and neurophysiological mechanisms. The relevance of studying eating behavior as a multifaceted phenomenon is highlighted, with attention to the cognitive, emotional, and physiological factors that influence food preferences. The study involved 40 participants (70% female). Psychological testing included the Dutch Eating Behavior Questionnaire (Russian version by I.G. Malkina-Pykh, 2007), the Thought and Behavior Questionnaire (adapted by A.V. Anikina and T.A. Rebeko, 2009), the Three-Factor Eating Questionnaire (Russian version, 2018), and the General Nutrition Knowledge Questionnaire (translated version of Kliemann, 2016). Neurophysiological data were collected using EEG tasks based on a Go/NoGo paradigm. Mathematical and statistical methods included the Shapiro-Wilk test, Mann-Whitney U test, Student’s t-test, and k-means cluster analysis. The study revealed significant differences in brain activity between groups with varying psychological characteristics and levels of nutritional knowledge. These findings align with previous research, confirming the link between cognitive control, impulsivity, and food preferences. Enhanced activation in the temporo-occipital regions was observed in participants with higher nutritional awareness. The role of psychological traits was found to outweigh knowledge levels in shaping dysfunctional eating patterns, highlighting the need for individualized approaches in prevention and treatment. The limitations, including the sample size and absence of participants with clinical eating disorders, are discussed alongside recommendations for future research. Enable Ginger Cannot connect to Ginger Check your internet connection or reload the browserDisable GingerRephraseRephrase with Ginger (Ctrl+Alt+E) Edit in Ginger Ginger is checking your text for mistakes... Disable Ginger in this text fieldDisable Ginger on this website×

GAO has reported extensively on LCSan over $34 billion Navy program (in 2010 dollars) consisting of two different ships and interchangeable mission packages. In February 2014, the Secretary of Defense, citing survivability concerns, directed the Navy to assess design alternatives for a possible LCS replacement.House and Senate reports for the National Defense Authorization Act for Fiscal Year 2014 included a provision for GAO to analyze LCS survivability. Based on congressional interest, GAO also examined lethality. This report examines (1) the extent to which LCS survivability and lethality requirements are aligned with the ships threat environments and if they have changed, (2 and 3) and if LCS meets its current requirements. GAO also (4) assessed recent decisions pertaining to the Navys plans to address the Secretary of Defenses concerns. GAO analyzed relevant documents and interviewed Navy officials.

Research has shown that in a group decision making environment, members usually discount any uniquely held information that gets shared with the group. We hypothesize this is so because: (1) A group member already has a high cognitive burden in processing the information he has found. (2) Shared information from other members usually arrives in an unprocessed form. (3) The new information is not integrated into the decision process because it causes too great of a cognitive burden on the recipient. We proposed an approach where information is converted into an iconic representations that encapsulate an individual's subjective perception of the information; we refer to these icons as Information Objects (IOBs). In this briefing we report on an experiment that evaluates the use of IOBs in an individual decision making environment.

Data from the Evidence-based Treatment Survey were used to compare providers serving families in American Indian and Alaska Native communities to their counterparts in non-American Indian/Alaska Native communities on provider characteristics and factors that influence their decision to use evidence-based practices (N = 467). The findings suggest that providers affiliated with American Indian/Alaska Native communities are similar to their non-AI/AN community-affiliated counterparts in terms of familiarity, knowledge and use of evidence-based practices, and only differ slightly on the factors considered when deciding to use an evidence-based practice with a child and family. (Contains 3 tables.)

ix, 182 p. ; 15 cm

The objectives of the research were to (1) develop an innovative CDSS that will enable women to integrate the information available to them, understand diagnoses, treatment options, and risks associated with treatment options, construct and structure their preferences, and make important health decisions, and (2) assess the impact of the new CDSS by making it available to women newly diagnosed with breast cancer and comparing it with existing technology (the Internet) and a control group is a carefully designed experiment. The assessment of the impact was made in terms of understanding of diagnoses, treatment options, and risks associated with treatment options, satisfaction with decisions made, amount of involvement in decision, compliance with decision, change in health status and change in quality of life. Specifically, we compared two types of decision support technologies to a control group: 1. CHESS: a new CDSS designed specifically to meet breast cancer patients' needs: 2. Internet: the rapidly proliferating Internet technology; 3. Control: standard patient education along with one of three books on breast cancer or a set of audiotapes produced by the National Coalition for Cancer Survivorship.

The objectives of the research are to: (1) develop an innovative computer-based decision support (CDSS) that will enable women with breast cancer to integrate the information available to them, understand diagnoses, treatment options and risks associated with treatment options, construct and structure their preferences, and make important health decisions; and (2) assess the impact of the new CDSS by making it available to women newly diagnosed with breast cancer and comparing it with two other existing technologies and a control group in a carefully designed experiment. The assessment of the impact will be made in terms of understanding of diagnoses, treatment options and risks associated with treatment options, satisfaction with decision made, amount of involvement in decision, compliance with decision, change in health status, and change in quality of life. This report describes the progress made to further enhance and update the CHESS system. The study design and protocol are described as well as the survey data collection process, and the recruitment process. Preliminary survey data results and use data results are reported.

A study examined the experiences of elementary teachers as they learned about the developmental nature of spelling, how to analyze student spellings, and ways to restructure their spelling program based on the needs of individual students. Nine teachers at two elementary schools volunteered to participate and expressed discomfort about current practices for spelling instruction. Surveys were completed and interviews were conducted. Inservice teacher education sessions over a 6-month period showed teachers how to administer and analyze the Qualitative Inventory of Word Knowledge (QWIK). Results indicated that: (1) at the beginning of the intervention period, most of the teachers' questions centered on issues of time, instructional organization, classroom management, and grading; (2) at the end of the period, teachers' questions shifted to a concern for how to refine newly adopted teaching strategies; (3) use of the QWIK enabled teachers to expand their understanding of their students as spellers by encouraging them to reconsider instructional grouping decisions and documenting patterns of errors in a systematic way; (4) teachers expressed frustration about the amount of time it took to conduct the QWIK analysis and about difficulties they experienced in doing the analysis; (5) teachers varied in the amount of change they instituted; and (6) the teachers expressed a strong desire for continued support to explore innovations in their spelling program. (Contains 16 references and 1 data table.) (RS)

A COMPUTERIZED INFORMATION SYSTEM FOR VOCATIONAL DECISIONS IS DESCRIBED AND DEMONSTRATED. DEMONSTRATION MATERIALS INCLUDE AN INTRODUCTION TO THE SYSTEM, SIX SCRIPTS, A TEST OF OCCUPATIONAL KNOWLEDGE, AND A SCRIPT WRITING LANGUAGE. THE INQUIRER'S NAME IS FIRST REQUESTED BY THE SYSTEM. THE INQUIRER DECIDES WHETHER HE WISHES TO CHOOSE A SPECIFIC SCRIPT, TAKE THE TEST OF OCCUPATIONAL KNOWLEDGE, OR WRITE A SCRIPT HIMSELF. THE SCRIPT, "NAMING AND COLLECTING JOB PREFERENCES," ELICITS APPROPRIATE DATA, COLLECTS JOB PREFERENCES, AND CALLS UP OTHER SCRIPTS. "EXPLORATION" COLLECTS DATA AND DIRECTS USERS TO OTHER SCRIPTS. "LEARNING THE ROE CATEGORIES" IS FOR THOSE WHO HAVE NOT THOUGHT ABOUT FUTURE OCCUPATION, AND "CHOOSING FURTHER EDUCATION" PRESENTS EDUCATIONAL OPPORTUNITIES. "CHOOSING A JOB BY CHARACTERISTICS" ELICITS PREFERENCES AND DISLIKES ABOUT JOB CHARACTERISTICS USING A BASE OF 11 OCCUPATIONS. "GETTING SPECIFIC JOB DESCRIPTIONS" USES THE INFORMATION COLLECTED TO PROVIDE SPECIFIC INFORMATION. THE SIX PART OCCUPATIONAL KNOWLEDGE TEST DEALS WITH PARTICULAR JOB CLASSIFICATIONS AND THE INQUIRER'S OCCUPATIONAL CHOICE. THE MINORCA SCRIPT-WRITING LANGUAGE IS DISCUSSED AND EXPLAINED. SCRIPT COPIES ARE APPENDED. (SK)

This monograph is a review of selected judicial decisions reported by state and federal courts during the past two years and related directly to the administration of elementary or secondary schools. The decisions were identified through a standard search of legal resources at the Temple University Law Library; each decision was read in its entirety as reported in the National Reporter System. Most of the 1973 and 1974 major school law decisions affecting administrators are included in this report. Treated in addition are two significant decisions rendered by the Supreme Court of the United States early in 1975. The 65 decisions in this publication are arranged under six headings: administrators, teachers, pupils, torts, religion, and contracts. The case reviews follow a consistent format: (1) the question to be resolved; (2) a brief summary of the facts; (3) the court's holding; and (4) the author's commentary, which is intended to explain the rationale of the decision as well as its general application to school administration. (Author)

To explore the relationships between teachers' knowledge of basic reading content, beliefs about reading, and decisions about the importance of specified reading learning outcomes, two existing instruments (Knowledge Test of Reading for Elementary Teachers and Propositions About Reading Instruction Inventory) and one researcher-developed instrument were administered to 100 elementary school teachers. Results showed that the best predictor of teachers' identification of important reading behavior outcomes was knowledge of reading content. Reading behavior outcomes differed significantly between primary and intermediate level teachers for recognition of sounds represented by vowels; intermediate teachers gave these higher ranking than did primary teachers. It was concluded that beliefs about reading do influence elementary teachers' decisions about the importance of reading outcomes typically taught in the elementary grades. Teachers who hold student centered reading beliefs are not likely to value instruction that focuses on decoding. (HOD)

Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional and artistic aspects. Cognition refers to reasoning and thinking skills in education. In this context, thinking skills and specifically critical thinking is to be considered in curriculum development process. The critical thinking helps the learners to express their opinions on the scientific or social issues, making decisions, constructing plans and solving their problems. This study aims to determine the impact of utilizing critical thinking skills in education. In fact, educators believe that critical thinking is important because criticism leads to creativity, criticism and creativity. The results of this process will help problem solving, innovation and development. But the challenge here is how learners can have the required critical thinking skills. The role of the teacher in developing the skills of critical thinking is another challenge. The data for this qualitative research was collected with the help of face to face interview, focus group discussion with participation of 8 teachers of Science and Religion for the intermediate stage in Palestine during 2018-2019. The data were analyzed and the findings were given under subtitles.

This study explores how adults' perspectives, intentions, blockages, resistance, and fascinations are reconstructed during a mathematics course in adult basic education. These aspects are discussed as important building blocks for developing theory in adult educational research. Adult mathematics education was compared in different institutional settings--adult basic education, adult vocational training, and informal general education. Results showed two dilemmas faced by educational planners and teachers in adult basic mathematics: (1) how to meet the adult learner's already established conceptions and procedures; and (2) how to support democratic classroom decisions. (KHR)

Intended for surveying the knowledge of college students and college faculty/staff about the rights and responsibilities of students with disabilities, this survey form and corresponding answer sheets provide 28 questions, their correct responses, and references to laws or literature. Emphasis is on providing information about the provisions of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which require institutions of higher education to make accommodations and modifications of policy to ensure that students with disabilities have an equal educational opportunity. Also, court decisions concerning these rights are emphasized. Survey questions address issues such as reasonable accommodations, student responsibilities concerning reasonable accommodations, changes in a classroom's location to improve accessibility, provision of an attendant, special provisions for testing, alternative formats for instructional materials, access to the student's diagnostic information, preadmission inquiries concerning a disability, availability of housing options, and situations in which a university/college may refuse admission to students with a disability. A sample survey including student demographic questions is attached. (Contains 13 references.) (DB)

This volume examines ten communities with histories of lengthy desegregation litigation in order to gain insight into the perceived legal adequacy and practical effectiveness of various desegregation strategies from the point of view of the Federal courts. A conceptual model of the judicial review of desegregation plans is given in diagram form with accompanying text. Reviews of each community are included under two major categories: (1) those concerned with pupil or staff desegregation; and (2) those which focus on non-reassignment or ancillary measures to achieve desegregation and remediation of past discrimination. Under each category, a number of specific strategies are identified, defined, and analyzed according to their legal adequacy and effectiveness in the selected communities. A summary of an in-depth analysis of two communities (Boston, Massachusetts, and Denver, Colorado), which is said to provide understanding of the logic used by the courts and to illustrate the interaction among educational benefits, demographic factors, and equity considerations, is provided in the appendix. (Author/ML)

We analyze these three factors (education, experience, and training) in an effort to identify the knowledge and skills necessary for cost analysts to possess to be effective members of cost panel evaluation teams during source selections. This research effort assesses whether the cost panel members and senior Air Force acquisition military and civilian personnel associate the levels of education, experience, and training as being key factors in fulfilling cost analysts duties while supporting the selection of a source in the government procurement process. To accomplish this objective, a literature review, personal interviews, and questionnaires were utilized. Descriptive statistics and hypothesis testing were conducted to evaluate the responses. The recommendations of this study are intended to assist cost analysts in attaining the knowledge and skills necessary in contributing and supporting a cost panel a during source selection.

The objectives of the research are to (1) develop an innovative computer-based decision support system (CDSS) that will enable women with breast cancer to integrate the information available to them, understand diagnoses, treatment options and risks associated with treatment options, construct and structure their preferences, and make important health decisions; and (2) assess the impact of the new CDSS by making it available to women newly diagnosed with breast cancer and comparing it with two other existing technologies and a control group in a carefully designed experiment. The assessment of the impact will be made in terms of understanding of diagnoses, treatment options and risks associated with treatment options, satisfaction with decisions made, amount of involvement in decision, compliance with decision, change in health status, and change in quality of life. This report details the progress made in further enhancements to the CHESS system. The study design and protocol are described as well as the survey instruments developed for this study. The recruitment process is summarized and preliminary results given.

Better teacher evaluation should lead to better instruction and improved outcomes for students, but more accurate classification of teachers requires better information than is now available. Because existing measures of performance are incomplete and imperfect, measured performance does not always reflect true performance. Teachers who are truly high-performing may be classified as lower-performing and vice versa. Teacher classification is of course a necessity, and policymakers and practitioners must decide who is eligible to teach in which classrooms and how teachers are promoted or compensated. School leaders have commonly used such measures as academic degrees, teaching experience, classroom observation ratings, and assessments by principals to make these decisions. Less common is the use of "value-added" estimates. Value added measures, however, are being used more and more as data systems are better able to make that student-teacher link. As they are, the measures are raising concerns about the implications for misclassification. Given the risk of misclassification, it is tempting to limit the number of personnel decisions that rely on these imperfect measures. Yet personnel decisions are unavoidable, and they hold significant potential for improving schools. This knowledge brief presents a discussion of what is known about errors in classifying teacher effectiveness, and asks what more needs yet to be known about this issue. The brief touches on what cannot be resolved by empirical evidence on this issue, and advises how and under what circumstances this issue should impact the decisions and actions that districts can make based on teacher evaluations. Better measures of teacher effectiveness, both value-added and other kinds, could reduce both types of error. Given that misclassification is inescapable, reducing the consequences of the problem is an important additional goal and one with potentially large payoffs--particularly for students.