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What are the needs and preferences associated with people and members of the family dismissed through the emergency department within A day? Any qualitative research perfectly into a family-centred approach.
Introduction Following behavioral recommendations is key to successful containment of the COVID-19 pandemic. Therefore, it is important to identify causes and patterns of non-compliance in the population to further optimize risk and health communication. Methods A total of 157 participants [80% female; mean age = 27.82 years (SD = 11.01)] were surveyed regarding their intention to comply with behavioral recommendations issued by the German government. Latent class analysis examined patterns of compliance, and subsequent multinomial logistic regression models tested sociodemographic (age, gender, country of origin, level of education, region, and number of persons per household) and psychosocial (knowledge about preventive behaviors, risk perception, stigmatizing attitudes) predictors. Results Three latent classes were identified high compliance (25%) with all recommendations; public compliance (51%), with high compliance regarding public but not personal behaviors; and low compliance (24%) with most recommendations. Compared to high compliance, low compliance was associated with male gender [relative risk ratio (RRR) = 0.08 (0.01; 0.85)], younger age [RRR = 0.72 (0.57; 0.93)], and lower public stigma [RRR = 0.21 (0.05; 0.88)]. Low compliers were also younger than public compliers [RRR = 0.76 (0.59; 0.98)]. Discussion With 25% of the sample reporting full compliance, and 51% differing in terms of public and personal compliance, these findings challenge the sustainability of strict regulatory measures. Moreover, young males were most likely to express low compliance, stressing the need for selective health promotion efforts. Finally, the positive association between public stigma and compliance points to potential othering effects of stigma during a pandemic, but further longitudinal research is required to examine its impact on health and social processes throughout the pandemic.The current study aimed to validate the Japanese version of the Burnout Assessment Tool (BAT-J), a new burnout measure. We conducted an Internet survey to confirm the validity and reliability of the BAT-J, using registered monitors from a Japanese survey company. The first-wave survey was conducted in May 2018, with 1,032 monitors. Of these, 498 participated in the second-wave survey in June 2018 to confirm 1-month test-retest reliability. We examined the factorial validity of the BAT-J core symptoms (BAT-JC) and BAT-J secondary symptoms (BAT-JS), as well as their reliability (internal consistency and test-retest reliability) and construct validity. Factorial validity was examined using confirmatory factor analyses and exploratory structural equation modeling bifactor analyses. Convergent and discriminant validity were examined using multitrait-multimethod frameworks well as the average variance explained. Exploratory structural equation modeling bifactor solutions for the BAT-JC, BAT-JS, and BAT-J demonstrated the best fit to the data. They also indicated that the general factor accounted for over two-thirds of the common variance explained. Internal consistency and test-retest reliability were confirmed. Convergent and internal discriminant validity of the BAT-JC were confirmed vis-ȧ-vis burnout, as assessed with the Maslach Burnout Inventory - General Survey. Moreover, external discriminant validity of the BAT-J was demonstrated for work engagement and workaholism. Finally, both BAT scales showed significant positive relationships with job demands and turnover intention. All validity results were in line with the job demands-resources model. The results of the current study provide the first evidence for the BAT-J's reliability and factorial and construct validity.We propose that distinct leadership competencies differ in their development over time. Extending the integrative model of leader development (Day et al., 2009), we further propose that leader identity will form complex relationships with leadership competencies over time. To test these propositions, we use longitudinal data (i.e., 5 months, four measurement points) of the 80 in total high-potential executives in a corporate leadership development program. We find a significant difference in the initial levels and the changes of eight distinct leadership competencies. We also find that leader identity relates to the development of certain - but not all - leadership competencies. Finally, we demonstrate the importance of developing leadership competencies by linking them to career advancement (i.e., job promotion). These findings are discussed in light of their theoretical and practical implications.Intervention in the early years can help to mitigate the risks that early language and communication difficulties pose for later learning and well-being. Critical to this is the capacity of early years educators to evaluate language development accurately in the classroom in order to target individual support effectively. This article reports on the development and testing of the Early Language in Play Settings (eLIPS) tool, an observational measure of child language. An action research model was used in the design of the tool with the result that the methodology adopted was compatible with an early years child-centered approach. selleck compound Observations of children in play settings were used to gather information about early language through subscales measuring social communication, receptive and expressive language. A series of preliminary trials with 3- to 5-year-olds, established that the eLIPS measures have concurrent validity with scores from a standardized language assessment, the Clinical Evaluation of Language Fundamentals-Preschool 2 UK . Investigation of internal consistency showed reliability for use by researchers and early years educators together with inter-rater reliability across these groups. It was concluded that eLIPS has potential as a tool to assist early years educators in understanding individual patterns of language acquisition in a play-based environment and for framing team discussions about approaches to early language support.To write by hand, to type, or to draw - which of these strategies is the most efficient for optimal learning in the classroom? As digital devices are increasingly replacing traditional writing by hand, it is crucial to examine the long-term implications of this practice. High-density electroencephalogram (HD EEG) was used in 12 young adults and 12, 12-year-old children to study brain electrical activity as they were writing in cursive by hand, typewriting, or drawing visually presented words that were varying in difficulty. Analyses of temporal spectral evolution (TSE, i.e., time-dependent amplitude changes) were performed on EEG data recorded with a 256-channel sensor array. For young adults, we found that when writing by hand using a digital pen on a touchscreen, brain areas in the parietal and central regions showed event-related synchronized activity in the theta range. Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning.
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