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Clarity

Distribution by Scientific Domains

Medical Sciences	31%
Psychology	12%
Humanities and Social Sciences	12%
Business, Economics, Finance and Accounting	12%
Life Sciences	11%
Chemistry	8%
Law and Criminology	3%
Polymers and Materials Science	2%
5 Other Domains	9%

Kinds of Clarity

Selected Abstracts

MAKING ORDER OF DISORDER: A CALL FOR CONCEPTUAL CLARITY*

CRIMINOLOGY AND PUBLIC POLICY, Issue 2 2008
CHARIS E. KUBRIN
First page of article [source]

USE OF CLARIFYING AGENTS AND ULTRA FILTER TO DECREASE FUMARIC ACID, HMF AND INCREASE CLARITY OF APPLE JUICE

JOURNAL OF FOOD QUALITY, Issue 3 2006
YAHYA TULEK
ABSTRACT In this study, the effects of eight different processing treatments of apple juice (AJ) production (Process 1: Ultra filtration [UF], Process 2: Activated charcoal [AC], Process 3: polyvinylpolypyrolidone [PVPP], Process 4: Gelatine [G] + Bentonite [B], Process 5: [G + B] + UF, Process 6: [G + B] + AC, Process 7: [G + B] + PVPP and Process 8: [G + B] + Kieselguhr [K]) on the fumaric acid (FA), hydroxymethylfurfural (HMF), color and clearness values of AJ were investigated. With the exception of Processes 1 and 5, AC, K, PVPP, G and B were used at various doses in other processes. FA, HMF, color and clearness values of control sample were determined as 3.24 mg/L, 3.84 mg/L, 48.5 (%T) and 94.1 (%T), respectively. The highest proportional decrement in FA and HMF values of the samples were observed with Process 6 at the level of 5. The fifth level of Process 6 resulted in 35.8% (3.24,2.08 mg/L) and 35.9% (3.84 to 2.46 mg/L) reductions in FA and HMF values, respectively. On the other hand, the best improvement in clearness of AJ was obtained with Process 6 at the fourth level and obtained as 98.9 (%T). [source]

Sustained ophthalmic in situ gel of ketorolac tromethamine: rheology and in vivo studies

DRUG DEVELOPMENT RESEARCH, Issue 6 2009
A.S. Manjappa
Abstract Most ocular diseases are treated with topical eye drops. The poor bioavailability and therapeutic response exhibited by these conventional eye drops due to rapid precorneal elimination of the drug may be overcome by the use of in situ gelling systems that are instilled as drops into the eye and undergo a sol-to-gel transition in the cul-de-sac. The present work describes the formulation and evaluation of an ophthalmic delivery system of the nonsteroidal anti-inflammatory drug (NSAID), ketorolac tromethamine, based on the concept of pH-triggered in situ gelation. Polyacrylic acid (Carbopol® 934) was used as the gelling agent in combination with hydroxypropylmethylcellulose (Methocel E15LV), which acted as a viscosity enhancer. The prepared formulations were characterized for clarity, pH, drug content, rheology, and in vivo drug release. Clarity, pH, and drug content of the developed formulations were found to be satisfactory. The developed formulation showed pseudo-plastic rheology. The formulation with benzalkonium chloride and edetate disodium improved the rate of corneal absorption but not the extent. The developed formulation is a viable alternative to conventional eye drops by virtue of its ability to enhance bioavailability through its longer precorneal residence time and ability to sustain drug release. Also importantly is the ease of instillation afforded and decreased frequency of instillation resulting in better patient acceptance. Drug Dev Res, 2009. © 2009 Wiley-Liss, Inc. [source]

Evaluation of Rural Development Requires Clarity on Expected Outcomes L'évaluation du développement rural demande à ce que les résultats attendus soient clairement identifiés Die Evaluation der Entwicklung des ländlichen Raums erfordert Klarheit hinsichtlich der erwarteten Ergebnisse

EUROCHOICES, Issue 1 2010
Richard Wakeford
Summary Evaluation of Rural Development Requires Clarity on Expected Outcomes Without good evaluation, we deny ourselves the evidence that should influence choices of policy instrument in the future. Evaluation of rural development is complex. The crucial thing is to be absolutely clear about the outcome you want before starting the project. For a building, defining desired outcomes is not too difficult if the architect and partners in development work properly with the client from the start. Evaluation of whether society is achieving sustainable development is pretty near impossible, given so many competing views of what success might look like in terms of outcomes. Evaluation of rural development policy falls somewhere between these two extremes. The suspicion is that, despite Regulations agreed at Council level, the EU's 27 ,Rural Development' Ministers would not reveal much consensus about the desired outcomes of the EU's rural development policy. Ministers and officials may find it hard to bring themselves to do evaluation as it may show that their policies haven't delivered. Nevertheless, useful evaluation can take place. It has to face a series of technical issues, such as ,Should the evaluation be of individual programmes or combinations of programmes'. It also has to respect certain principles, such as the ,arms length' status of the evaluator. Sans une bonne évaluation, nous nous privons des informations qui devraient influencer les choix en matière d'instrument de politique pour l'avenir. L'évaluation du développement rural est complexe. Avant de démarrer un projet, il est crucial d'être absolument clair sur les résultats désirés. Définir les résultats désirés n'est pas tellement difficile pour une construction si les architectes et les partenaires du développement travaillent correctement avec le client dès le début. Évaluer si la société atteint un développement durable est pratiquement impossible du fait du grand nombre de vues contradictoires sur ce que pourrait constituer un succès en termes de résultats. L'évaluation de la politique de développement rural se situe quelque part entre ces extrêmes. On peut soupçonner qu'en dépit des règlements acceptés au niveau du Conseil, les ministres en charge du "développement rural" des pays de l'Union européenne à 27 n'atteindraient pas un grand niveau de consensus sur les résultats désirés de la politique de développement rural. Les ministres et les autorités pourraient trouver difficile de procéder à une évaluation car elle pourrait conduire à la conclusion que les politiques n'ont pas eu de succès. Il est pourtant possible de réaliser une évaluation utile. Elle devrait s'affronter à une série de questions techniques telles que "l'évaluation devrait-elle concerner des programmes individuels ou une combinaison de programmes". Elle devrait aussi respecter certains principes comme le statut "en retrait" de l'évaluateur. Ohne eine gute Evaluation verzichtet man bewusst auf Information, anhand derer zukünftige Politikmaßnahmen ausgewählt werden sollten. Die Evaluation der Entwicklung des ländlichen Raums ist kompliziert: Es kommt darauf an, das verlangte Ergebnis im Vorfeld ganz genau festzulegen. Beim Hausbau z.B. ist es nicht allzu schwierig, die gewünschten Ergebnisse zu definieren, wenn der Architekt und alle beteiligten Vertragspartner von Anfang an mit dem Bauherrn Hand in Hand arbeiten. Es ist dagegen nahezu unmöglich zu evaluieren, ob die Gesellschaft eine nachhaltige Entwicklung erreicht, wenn so viele widersprüchliche Vorstellungen hinsichtlich eines erfolgreichen Ergebnisses existieren. Die Evaluation der Politik des ländlichen Raums liegt irgendwo zwischen diesen beiden Extremen. Obwohl im Ministerrat Einigkeit über die entsprechenden Verordnungen erzielt wurde, würden die Minister für die "Entwicklung des ländlichen Raums" der EU27 vermutlich nicht in vielen Fragen, welche die gewünschten Ergebnisse der Politik zur Entwicklung des ländlichen Raums der EU betreffen, übereinstimmen. Minister und Beamte können sich möglicherweise nur schwer dazu motivieren, Evaluationen durchzuführen, da sich ihre Politikmaßnahmen eventuell nicht als erfolgreich herausstellen könnten. Dennoch kann eine nutzbringende Evaluation stattfinden. Sie steht einer Reihe von technischen Fragen gegenüber wie z.B. ,Sollte sich die Evaluation auf einzelne Programme oder auf eine Kombination von Programmen beziehen'. Sie muss ebenfalls auf gewissen Grundsätzen beruhen, wie z.B. der Unabhängigkeit des Evaluators. [source]

Mainstreaming the Duty of Clarity and Transparency as part of Good Administrative Practice in the EU

EUROPEAN LAW JOURNAL, Issue 3 2004
Miriam Aziz
It is argued that an efficient language policy in the EU is one that reconciles respect for diversity with the need for effective communication. The use of specialist jargon in effect consolidates networks and power, of which there are two separate but related dimensions. The first is the external dimension of language, namely the lingua francaof deliberation, be it English, French, German, and so on. The second dimension refers to the use of élite codes, that is, language for ,insiders', which operates in spheres of politics, the law, economics, culture, medicine, and so on. It is the latter which the EU language rights régime has neglected. The absence of enabling provisions governing a duty of clear language renders democratic legitimacy intended by the former relatively meaningless. It is argued that the law can protect, facilitate, safeguard, and encourage clarity and transparency as part of good administrative practice. The duty to use language in a clear and comprehensible manner that has arisen in relation to producers in the EC law context of consumer rights is a useful case in point. [source]

Spirituality and Religiousness: Differentiating the Diagnoses Through a Review of the Nursing Literature

INTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2 2001
Lisa Burkhart PhD(c)
PURPOSE. To differentiate the definitions of spirituality and religiousness as used in nursing literature. DATA SOURCES. Journal articles, books, book chapters. DATA SYNTHESIS. The nursing literature has been inconsistent in defining spirituality and religiousness. The spirituality literature defines spirituality as the broader concept, with religiousness as a subconcept, while the religiousness literature defines religiousness as the broader concept, with spirituality as a subconcept. CONCLUSIONS. Spirituality and religiousness are two separate nursing diagnoses with some common elements to both. PRACTICE IMPLICATIONS. The growth of parish nursing as an ANA-recognized specialty practice has heightened the awareness of caring for the human spirit. Clarity is needed in the terms used to define this specialty. [source]

The Son's Assumption of a Human Nature: A Call for Clarity

INTERNATIONAL JOURNAL OF SYSTEMATIC THEOLOGY, Issue 2 2001
Kelly M. Kapic
This article seeks to bring some clarity to the controversial question of whether the Son of God assumed a fallen or unfallen human nature. We briefly survey conflicting historical assessments and continuing perplexity related to this question. Next we argue that much contemporary confusion can only be removed by first noting how John Calvin and Reformation catechisms tended to understand the idea of Jesus' sinlessness. In conclusion, from the vast literature on the subject we outline seven points which may serve contemporary reflection on this question by showing where the two views agree, disagree, or show internal divisions. [source]

When a Grandiose Self-Image Is Threatened: Narcissism and Self-Concept Clarity as Predictors of Negative Emotions and Aggression Following Ego-Threat

JOURNAL OF PERSONALITY, Issue 4 2002
Tanja S. Stucke
ABSTRACT Two studies examined the relation between narcissism, self-concept clarity, negative emotions, and aggression based on theoretical assumptions proposed by Baumeister, Smart, and Boden (1996). Narcissism and self-concept clarity were examined as predictors for anger, depression, and verbal aggression following ego-threat, which was operationalized by a bogus performance feedback on an intelligence test. The second study also examined the mediating effects of participants' negative emotions to provide an additional explanation for the aggressive reactions after failure. As expected, narcissism and self-concept clarity were significant predictors of negative emotions and aggression after failure. In accordance with our hypothesis, high narcissists with low self-concept clarity reacted with anger and aggression after failure, whereas less narcissistic individuals with high self-concept clarity showed feelings of depression and no aggression. The results also indicated that aggression was always directed toward the source of the ego-threatening feedback. Additionally, anger and depression could predict the aggressive response after failure but they did not mediate the relation between narcissism, self-concept clarity, performance feedback, and aggression. [source]

Clarity of outcomes in medical education: do we know if it really makes a difference?

MEDICAL EDUCATION, Issue 6 2004
David Prideaux
No abstract is available for this article. [source]

Clarity of Responsibility and Corruption

AMERICAN JOURNAL OF POLITICAL SCIENCE, Issue 1 2007
Margit Tavits
This article demonstrates that political institutions influence the level of corruption via clarity of responsibility. The key hypothesis is that when political institutions provide high clarity of responsibility, politicians face incentives to pursue good policies and reduce corruption. These incentives are induced by the electorates' rejection of incumbents who do not provide satisfactory outcomes. However, if lines of responsibility are not clear, the ability of voters to evaluate and punish politicians,as well as to create incentives for performance,declines. The findings confirm that countries with institutions that allow for greater clarity of responsibility have lower levels of corruption. [source]

Creating a Shared Formulary in 7 Critical Access Hospitals

THE JOURNAL OF RURAL HEALTH, Issue 3 2010
Douglas S. Wakefield PhD
Abstract Purpose: This paper reports a case study of 7 Critical Access Hospitals' (CAH) and 1 rural referral hospital's successful collaboration to develop a shared formulary. Methods: Study methods included document reviews, interviews with key informants, and use of descriptive statistics. Findings: Through a systematic review and decision process, CAH formularies ranging in size from 667 to 1,351 items were compared, rationalized, and consolidated resulting in an 803-item shared formulary. While the individual CAHs were generally expected to list and stock the same 803 items in the shared formulary's pharmacy information system, they could individually determine the amount to be stocked for each item, as well as stock additional items not included on the shared formulary to reflect local provider preferences and services provided. Final stocked formulary items ranged from 592 to 786 items among the 7 CAHs. Major challenges and lessons learned in the course of developing a shared formulary related to: Meeting Logistics, Facilitator to Manage the Process, Organizing the Review Process, Management Support, Stakeholder Participation, Working Collaboratively, Decision-Making Process, Clarity of Charge, Meeting the Needs of Unique Services, Communicating with Providers, and Adjusting to a Shared Formulary. Conclusions: Collaborating in the development of a shared formulary allows for a greater range of decision-making expertise, shared workload, and an improved formulary. An organized and well-managed group decision-making process is essential to a successful collaboration. [source]

Racial Purity or Legal Clarity?

THE JOURNAL OF THE HISTORICAL SOCIETY, Issue 1 2006
The Status of Black Residents in Eighteenth-Century France
This article surveys the legislation concerning the residence of colonial slaves and nonwhites in general in eighteenth-century France. On the one hand, it shows an increasing concern with race on the part of the elite, heavily influenced by colonial attitudes, leading to laws increasingly reminiscent of apartheid; on the other hand, it reveals the state's inability to enforce its own regulations in the context of privilege, resulting in a legal confusion typical of late ancien-,egime law. [source]

Evaluating Theories of Health Behavior Change: A Hierarchy of Criteria Applied to the Transtheoretical Model

APPLIED PSYCHOLOGY, Issue 4 2008
James O. Prochaska
The most common criteria recommended by philosophers of science for evaluating theories were organised within a hierarchy ranging from the least to the most risky tests for theories of health behavior change. The hierarchy progressed across: (1) Clarity; (2) Consistency; (3) Parsimony; (4) Testable; (5) Predictive Power; (6) Explanatory Power; (7) Productivity; (8) Generalisable; (9) Integration; (10) Utility; (11) Efficacy; and (12) Impact. The hierarchy was applied to the Transtheoretical Model (TTM) as an example of a health behavior change theory. The application was from the perspective of critics and advocates of TTM. Examples of basic and applied research challenging and supporting TTM across the hierarchy of criteria are presented. The goal is to provide a model for comparing alternative theories and to evaluate progress across the hierarchy within a particular theory. As theories meet criteria at each step in the hierarchy, the research and applications they generate can have increasing impacts on the science and practice of health behavior change. Les critères les plus courants mis en avant par les philosophes des sciences pour l'évaluation des théories ont été structurés dans le cadre d'une hiérarchie allant des épreuves les moins aux plus exigeantes en ce qui concerne les théories portant sur les changements de comportement relatifs à la santé. Cette hiérarchie progresse ainsi: 1) Clarté; 2) Cohérence; 3) Economie; 4) Accès à la vérification; 5) Pouvoir prédictif ; 6) Pouvoir explicatif; 7) Valeur heuristique; 8) Possibilités de généralisation; 9) Intégration; 10) Utilité; 11) Efficacité; 12) Impact. Cette hiérarchie a été appliquée au Modèle Transthéorique (TTM) pris comme exemple de théorie du changement comportemental liéà la santé, aussi bien du point de vue des défenseurs que des critiques du TTM. On présente des exemples de recherches fondamentales et appliquées mettant à l'épreuve ou confirmant le TTM à partir de la hiérarchie des critères. L'objectif est d'avoir un modèle permettant de comparer différentes théories et d'évaluer la progression d'une théorie particulière le long de la hiérarchie. Comme les théories trouvent un critère à chaque échelon de la hiérarchie, les recherches et les applications qu'elles génèrent peuvent avoir des retombées croissantes sur la science et la pratique du changement de comportement relatif à la santé. [source]

Photooxidation of N-Confused Porphyrin: A Route to N-Confused Biliverdin Analogues

CHEMISTRY - A EUROPEAN JOURNAL, Issue 9 2010
Jacek Wojaczy, ski Dr.
Clarity through confusion: The photooxidation of an N-confused porphyrin dianion provides a unique N-confused biliverdin analogue with two types of coordination surroundings: (NNNO) and (CNOO), as demonstrated by a palladium(II) complex (see figure). [source]

,Clarity' Begins at Home: An Examination of the Conceptual Underpinnings of the IAASB's Clarity Project

INTERNATIONAL JOURNAL OF AUDITING, Issue 3 2010
Ian Dennis
This paper examines the IAASB's policy proposals arising out of their review of the drafting conventions in auditing standards that has become known as the Clarity Project. The objectives of the Project and how they changed during its evolution are reviewed. One motivation for the Project was to ensure that auditing standards drafted by the IAASB are ,principles-based'. The failure to adequately consider the meaning of ,principles-based standards' was responsible for a lack of clear focus on what was wanted from the Project. This resulted in two main objectives for the Project. The first was a search for fundamental principles of auditing that was incompletely realized, officially abandoned and subsequently covertly pursued in the revisions made to ISA 200. The second was a desire to promulgate standards that were ,objectives-based' or ,principles-based'. Unfortunately, there was inadequate enquiry into the idea of an objective and the related idea of ,objectives-based' standards. The paper clarifies their nature. It examines the idea of a conceptual framework for auditing and the explanations of objectives and ,objectives-based' standards that emerged during the evolution of the Project. It considers the ideas objectives in ISAs, requirements and explanatory material in order to throw light on the nature of auditing standards that contain them. The question of whether an important distinction between ,requirements' and ,presumptive requirements' has been lost between the first and the second Exposure Draft is examined. This distinction can be explained and justified in terms of a distinction between different concepts of rules. It is suggested that the Clarity Project was a missed opportunity. The results are uncertain because there was a failure to undertake adequate conceptual enquiry into some of the concepts that directed its development. A start is made in rectifying this omission in the paper. [source]

,SPRACHKULTUR' IN LAY AND ACADEMIC DISCOURSE IN MODERN GERMANY1

GERMAN LIFE AND LETTERS, Issue 4 2008
Winifred V. Davies
ABSTRACT The term ,Sprachkultur' is common in German-language academic and lay discourse, but what exactly does it mean? Is it used in the same way by trained and lay linguists? This article defines the term and traces its history, before going on to compare and contrast its use by both groups. Data taken from lay-linguistic works are analysed and two recurring motifs (i. the link between morality and linguistic usage and ii. accuracy/clarity) are discussed to see what light they throw on conceptions of language and language use. The concluding section sums up the similarities and differences between lay and academic linguists. The latter tend to concentrate on ,Sprachgebrauchskultur' whereas the former are prepared to criticise the language system as well. The stress laid by lay linguists on accuracy and the link between morality and linguistic choices reflects a ,telementational' view of language which has major shortcomings, and appears to be rooted in a world-view that equates diversity with cultural and ideological fragmentation rather than seeing it as enriching. However, the study of pronouncements by trained linguists shows that their work, too, reflects ideological assumptions about the nature of standard and other varieties of German. [source]

Environment for engineering design, analysis, and simulation for education using MATLAB via the World Wide Web.

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2002

Abstract In Part II of this paper, we present representative examples that demonstrate the capabilities and features of the developed education environment that allows one to simulate in real time engineering systems utilizing the power of MATLAB through a web browser interface. The web-based graphical user interface (GUI) provides the means for the user to input system parameters and the display of the analysis results. The examples presented demonstrate the required clarity of the developed GUI, and the nature and type of the results returned to the web browser of the user in real time. This environment has the capability to return to the user textual, graphical, pictorial, and animation related material. The user has the option to download analysis results in any of the generated forms to the client computer. This work demonstrates the ease of implementation and advantages of using this technology to aid in classroom instruction. Users with Internet can access the developed simulation modules at http://zodhia.uta.edu/development. © 2002 Wiley Periodicals, Inc. Comput Appl Eng Educ 10: 109,120, 2002; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.10019 [source]

Illustrative Hybrid Visualization and Exploration of Anatomical and Functional Brain Data

COMPUTER GRAPHICS FORUM, Issue 3 2008
W. M. Jainek
Abstract Common practice in brain research and brain surgery involves the multi-modal acquisition of brain anatomy and brain activation data. These highly complex three-dimensional data have to be displayed simultaneously in order to convey spatial relationships. Unique challenges in information and interaction design have to be solved in order to keep the visualization sufficiently complete and uncluttered at the same time. The visualization method presented in this paper addresses these issues by using a hybrid combination of polygonal rendering of brain structures and direct volume rendering of activation data. Advanced rendering techniques including illustrative display styles and ambient occlusion calculations enhance the clarity of the visual output. The presented rendering pipeline produces real-time frame rates and offers a high degree of configurability. Newly designed interaction and measurement tools are provided, which enable the user to explore the data at large, but also to inspect specific features closely. We demonstrate the system in the context of a cognitive neurosciences dataset. An initial informal evaluation shows that our visualization method is deemed useful for clinical research. [source]

Corporate Governance Codes and the Supply of Corporate Information in the UK

CORPORATE GOVERNANCE, Issue 5 2006
Lynsey Sheridan
There have been a number of changes in United Kingdom corporate governance regulation since the financial scandals of the late 1980s and early 1990s. These developments, commencing with the publication of the Cadbury Report in 1992, address "the frequency, clarity and form in which information should be provided" (Cadbury Report, 1992, p. 60). This paper examines the increased flow of corporate news announcements by UK listed companies following the introduction of corporate governance codes. Our results indicate that the introduction of the Cadbury, Greenbury and Hampel reports was accompanied by a significant increase in the number of news announcements. [source]

Texts, Tensions, Subtexts, and Implied Agendas: My Quest for Cultural Pluralism in a Decade of Writing

CURRICULUM INQUIRY, Issue 2 2004
Carola Conle
ABSTRACT Scanning my own academic work to discover hidden agendas revealed underlying issues that seemed important in cultural pluralism. They included the need for recognition and for public spaces in culturally pluralistic environments where the experiences of individuals from very different background are listened to and valued. It was particularly interesting that such settings seemed to be highly conducive to inquiry. The differences among people's experiences intensified an implicit inquiry dynamic when narrative was the medium of choice rather than argumentative discussion. In those settings, as well as in the reexamination of my own writing, becoming clearer about what was only indirectly expressed earlier brought greater clarity about important issues. [source]

Learning from Difference: Considerations for Schools as Communities

CURRICULUM INQUIRY, Issue 3 2000
Carolyn M. Shields
In today's highly complex and heterogeneous public schools, the current notion of schools as homogeneous communities with shared beliefs, norms, and alues is inadequate. Drawing on Barth's (1990) question of how to use ifference as a resource, I take up ideas from feminism, multiculturalism, and inclusive education to consider the development of community in schools. I argue that despite the valuable contributions of these theoretical perspectives, each lso includes the potential for increased fragmentation and polarization. As we consider how to use differences as a foundation for community, it is important ot to reify any particular perspective, thus marginalizing others and erecting new barriers. Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference. Among the dominant issues identified in today's climate of turbulent educational reform are concerns about how to restructure schools to ensure equality of student opportunity and excellence of instruction (Elmore, 1990; Lieberman, 1992; Murphy, 1991). Many proposals include modifying present leadership and governance structures, overcoming the hegemony of existing power bases, developing mechanisms for accountability, enhancing professionalism, and co-ordinating community resources. One of the suggestions frequently made to address these issues is to change from a focus on schools as organizations to a recognition of schools as communities (Barth, 1990; Fullan, 1993; Lupart & Webber, 1996; Senge, 1990). However, despite the widespread use of the metaphor of community as an alternative to the generally accepted concept of schools as rational or functional organizations, there seems to be little clarity about the concept of community, what it might look like, how it might be implemented, or what policies might sustain it. Indeed, theories about schools as communities have often drawn from Tönnies (1887/1971) concept of gemeinschaft,a concept which perhaps evokes a more homogeneous and romanticized view of the past than one which could be helpful for improving education in today's dynamic, complex, and heterogeneous context (Beck & Kratzer, 1994; Sergiovanni, 1994a). More recently, several writers (Fine et al., 1997; Furman, 1998; Shields & Seltzer, 1997) have advanced the notion of communities of otherness or difference. These authors have suggested that rather than thinking of schools as communities that exist because of a common affiliation to an established school ethos or tradition, it might be more helpful to explore an alternative concept. A school community founded on difference would be one in which the common centre would not be taken as a given but would be co-constructed from the negotiation of disparate beliefs and values as participants learn to respect, and to listen to, each other. In this concept, bonds among members are not assumed, but forged, and boundaries are not imposed but negotiated. Over the past eight years, as I have visited and worked with a large number of schools trying earnestly to address the needs of their diverse student bodies, I have become increasingly aware of the limitations of the concept of community used in the gemeinschaft sense with its emphasis on shared values, norms, and beliefs, and have begun to reflect on the question framed by Barth (1990): ,How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?' (p. 514). In this article, I consider how learning from three of these areas of difference: gender, race, and ability, may help us to a better understanding of educational community. This article begins with some illustrations and examples from practice, moves to consider how some theoretical perspectives may illuminate them, and concludes with reflections on how the implications of the combined reflections on practice and theory might actually help to reconceptualize and to improve practice. While it draws heavily on questions and impressions which have arisen out of much of my fieldwork, it is not intended to be an empirical paper, but a conceptual one,one which promotes reflection and discussion on the concept of schools as communities of difference. The examples of life in schools taken from longitudinal research studies in which I have been involved demonstrate several common ways in which difference is dealt with in today's schools and some of the problems inherent in these approaches. Some ideas drawn from alternative perspectives then begin to address Barth's question of how to make deliberate use of diversity as a way of thinking about community. Taken together, I hope that these ideas will be helpful in creating what I have elsewhere called ,schools as communities of difference' (Shields & Seltzer, 1997). [source]

Capturing Flow in the Business Classroom

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008
Yi Maggie Guo
ABSTRACT This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made. [source]

Panic disorder: a review of DSM-IV panic disorder and proposals for DSM-V,

DEPRESSION AND ANXIETY, Issue 2 2010
Michelle G. Craske Ph.D
Abstract This review covers the literature since the publication of DSM-IV on the diagnostic criteria for panic attacks (PAs) and panic disorder (PD). Specific recommendations are made based on the evidence available. In particular, slight changes are proposed for the wording of the diagnostic criteria for PAs to ease the differentiation between panic and surrounding anxiety; simplification and clarification of the operationalization of types of PAs (expected vs. unexpected) is proposed; and consideration is given to the value of PAs as a specifier for all DSM diagnoses and to the cultural validity of certain symptom profiles. In addition, slight changes are proposed for the wording of the diagnostic criteria to increase clarity and parsimony of the criteria. Finally, based on the available evidence, no changes are proposed with regard to the developmental expression of PAs or PD. This review presents a number of options and preliminary recommendations to be considered for DSM-V. Depression and Anxiety, 2010. © 2010 Wiley-Liss, Inc. [source]

False memory and obsessive,compulsive symptoms

DEPRESSION AND ANXIETY, Issue 5 2009
Heide Klumpp Ph.D
Abstract Background: The memory deficit hypothesis has been used to explain the maintenance of repetitive behavior in individuals with obsessive,compulsive disorder, yet the majority of studies focusing on verbal memory show mixed results. These studies primarily evaluated memory accuracy via the inclusion or omission of previously encountered material, as opposed to false recognition (i.e., the inclusion of erroneous material). We evaluated false memories and memory processes in individuals with obsessive,compulsive washing symptoms (OC), individuals matched on depression and anxiety without OC symptoms (D/A), and in nonanxious individuals (NAC). Methods: Twenty-eight OC, 28 D/A, and 29 NAC individuals read OC-threat relevant, positive, and neutral scenarios and then performed a recognition test. Erroneous recognition of words associated to encoded, but not previously viewed, scenarios were classified as false memories. To evaluate processes underlying memory, participants completed a modified remember/know task to examine whether the OC individuals differed from the other individuals in recollective clarity for false memories of OC-relevant (e.g., germs), positive (e.g., lottery), and neutral (e.g., bread) material. Results: The OC individuals used "know" more than the D/A and NAC individuals for false memories of threat. For veridical memories, the OC individuals used "know" more than the NAC, but not, D/A individuals. Conclusions: The greater reliance on "know" (i.e., feelings of familiarity) in general and false threat memories in particular in individuals with OC symptoms may add to feelings of uncertainty for threat-relevant material, which may contribute to compulsive behavior. Depression and Anxiety, 2009. ©2008 Wiley-Liss, Inc. [source]

Hope in psychiatry: a review of the literature

ACTA PSYCHIATRICA SCANDINAVICA, Issue 6 2008
B. Schrank
Objective:, Hope has long been considered an important therapeutic factor in medicine, nursing and mental health and recently received attention as a central component of recovery. However, conceptual clarity, applicability and the predictive value of hope remain unclear. This review aims to define hope, review current approaches to assessment, and outline research evidence linking hope with effectiveness. Method:, We conducted a comprehensive review of publications on the conceptualisation and measurement of hope, and on its use as a predictive variable specifically in mental health patients. Results:, Forty-nine definitions of hope were identified, which were grouped into seven emergent dimensions. Thirty-two measurement tools were identified, although few have been used in research involving mental health patients. Eleven studies investigated hope as a predictive variable for differing outcomes, with inconclusive results. Conclusion:, Many conceptual frameworks for hope have been proposed, but empirical evidence on its predictive power in mental health is lacking. [source]

Content validity of the expanded and revised Gross Motor Function Classification System

DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 10 2008
Robert J Palisano PT ScD
The aim of this study was to validate the expanded and revised Gross Motor Function Classification System (GMFCS-E&R) for children and youth with cerebral palsy using group consensus methods. Eighteen physical therapists participated in a nominal group technique to evaluate the draft version of a 12- to 18-year age band. Subsequently, 30 health professionals from seven countries participated in a Delphi survey to evaluate the revised 12- to 18-year and 6- to 12-year age bands. Consensus was defined as agreement with a question by at least 80% of participants. After round 3 of the Delphi survey, consensus was achieved for the clarity and accuracy of the descriptions for each level and the distinctions between levels for both the 12- to 18-year and 6- to 12-year age bands. Participants also agreed that the distinction between capability and performance and the concept that environmental and personal factors influence methods of mobility were useful for classification of gross motor function. The results provide evidence of content validity of the GMFCS-E&R. The GMFCS-E&R has utility for communication, clinical decision making, databases, registries, and clinical research. [source]

An association between mothers' speech clarity and infants' speech discrimination skills

DEVELOPMENTAL SCIENCE, Issue 3 2003
Huei-Mei Liu
The quality of speech directed towards infants may play an important role in infants' language development. However, few studies have examined the link between the two. We examined the correlation between maternal speech clarity and infant speech perception performance in two groups of Mandarin-speaking mother,infant pairs. Maternal speech clarity was assessed using the degree of expansion of the vowel space, a measure previously shown to reflect the intelligibility of words and sentences. Speech discrimination in the infants (6,8 and 10,12-month-olds) was measured using a head-turn task. The results show that mothers' vowel space area is significantly correlated with infants' speech discrimination performance. Socioeconomic data from both parents show that the result cannot be attributed to parental socioeconomic factors. This study is correlational and therefore a causal relationship cannot be firmly established. However, the results are consistent with the view that maternal speech clarity directly affects infants' early language learning. [source]

Review of Policies and Guidelines on Infant Feeding in Emergencies: Common Ground and Gaps

DISASTERS, Issue 2 2001
Andrew Seal
Recent crises in regions where exclusive breastfeeding is not the norm have highlighted the importance of effective policies and guidelines on infant feeding in emergencies. In 1993, UNICEF compiled a collection of policy and guideline documents relating to the feeding of infants in emergency situations. In June 2000 Save the Children, UK, UNICEF and the Institute of Child Health undertook a review of those documents, updating the list and identifying the common ground that exists among the different policies. The review also analysed the consistency of the policy framework, and highlighted important areas where guidelines are missing or unclear. This article is an attempt to share more widely the main issues arising from this review. The key conclusions were that, in general, there is consensus on what constitutes best practice in infant feeding, however, the lack of clarity in the respective responsibilities of key UN agencies (in particular UNICEF, UNHCR and WFP) over issues relating to co-ordination of activities which affect infant-feeding interventions constrains the implementation of systems to support best practice. Furthermore, the weak evidence base on effective and appropriate intervention strategies for supporting optimal infant feeding in emergencies means that there is poor understanding of the practical tasks needed to support mothers and minimise infant morbidity and mortality. We, therefore, have two key recommendations: first that the operational UN agencies, primarily UNICEF, examine the options for improving co-ordination on a range of activities to uphold best practice of infant feeding in emergencies; second, that urgent attention be given to developing and supporting operational research on the promotion of optimal infant-feeding interventions. [source]

Matching Response to Context in Complex Political Emergencies: ,Relief', ,Development', ,Peace-building' or Something In-between?

DISASTERS, Issue 4 2000
Philip White
There is an ongoing debate over the value and pitfalls of the policy and practice of ,linking relief and development' or ,developmental relief' in aid responses to complex political emergencies (CPEs). Driven by concerns about relief creating dependence, sometimes doing harm and failing to address root causes of emergencies despite its high cost, pursuit of both relief and development has become a dominant paradigm among international aid agencies in CPEs as in ,natural' disasters. In CPEs a third objective of ,peace-building' has emerged, along with the logic that development can itself help prevent or resolve conflict and sustain peace. However, this broadening of relief objectives in ongoing CPEs has recently been criticised on a number of counts, central concerns being that it leads to a dilution of commitment to core humanitarian principles and is overly optimistic. This paper addresses these issues in the light of two of the CPEs studied by the COPE project: Eritrea and Somalia/Somaliland. It is argued that the debate has so far suffered from lack of clarity about what we mean by ,relief', ,development' and, for that matter, ,rehabilitation' and ,peace-building'. The wide spectrum of possible aid outcomes does not divide neatly into these categories. The relief,development divide is not always as clear-cut, technically or politically, as the critics claim. Moreover such distinctions, constructed from the point of view of aid programmers, are often of little relevance to the concerns of intended beneficiaries. Second, there has been insufficient attention to context: rather than attempting to generalise within and across CPE cases, a more productive approach would be to examine more closely the conditions under which forms of aid other than basic life support can fruitfully be pursued. This leads to consideration of collective agency capacity to respond effectively to diverse needs in different and changing circumstances. [source]