Book Review: Mirza, Sarah & Margaret Strobel (ed.) 1989. Three Swahili Women. Life Histories from Mombasa. Bloomington & Indianapolis: Indiana University Press. and Mirza, Sarah & Margaret Strobel (ed.) 1989. Wanawake watatu wa Kiswahili hadithi za maisha kutoka Mombasa, Kenya. Bloomington & Indianapolis: Indiana University Press.

The after–action review (AAR; also known as the after–event review or debriefing) is a training approach that is based on reviews of trainees’ performance on recently completed tasks or performance events. Used by the military for decades, the use of AAR–based training has increased dramatically in recent years. Empirical research investigating AARs, however, is almost non–existent, and theoretical work on the effectiveness AAR–based training and the underlying processes have been limited. The present study presents a theoretical framework for the AAR by integrating the AAR into the existing training literature. In addition, this study presents an empirical evaluation of the effectiveness of AAR–based training, and an investigation of whether objective AAR–based training is more effective than subjective AAR–based training. One–hundred twenty individuals were trained in 30 4–person teams on a cognitively complex performance task. Teams were trained using a non–AAR–, subjective AAR–, or objective AAR–based training approach. Declarative knowledge, team performance, and team–efficacy served as the measures of training effectiveness. It was hypothesized that AAR–based training (subjective AAR– and objective AAR– based training combined) would be more effective than non–AAR–based training. Further, it was hypothesized that objective AAR–based training would be more effective than subjective AAR–based training. The study results indicated that AAR–based training was more effective than the non–AAR–based training approach in terms of team performance and team–efficacy, but not team declarative knowledge. Objective AAR–based training was no more effective than subjective AAR–based training. Teams performed equally well on the training outcome measures regardless of whether they used an objective or subjective AAR– based training approach. It is anticipated that the theoretical framework and empirical results of this study will serve as a catalyst for the integration of AAR–based training into existing training literatures and to inform the design and practice of AAR–based training systems to take full advantage of their efficacy as training interventions.

E-learning tools such as Calibrated Peer Review (CPR) have made writing assignments easier to implement and grade; however, we have limited knowledge of how CPR affects student scientific writing. Past CPR research has examined how CPR generated scores change across multiple CPR writing assignments for the purpose of reporting student learning gains. This study will not rely on CPR generated score data. This study (1) independently evaluated the impact of CPR on student writing of ecological inquiry report components using a grading criteria instrument and (2) explored how the revision process influenced the quality of ecological inquiry report components through text analysis. A web-based science inquiry project was implemented in a large (up to 500 students) introductory ecology course. Students observed grizzly bears at McNeil River Falls in Alaska using Bear Cam picture stills. They developed and tested hypotheses about grizzly bear spatial distribution and interactions and reported findings in individual ecological inquiry reports. Students submitted reports to CPR and anonymously reviewed three peer reports and self-assessed their own. Finally, students were given one-week following CPR to revise reports based on peer reviews and submit online. A 28-item grading criteria instrument (9 scales) was used to examine how students revised ecological inquiry reports post CPR. Eight paired t-tests were used to assess the pre-post CPR changes in scores for individual grading criteria scales or components. Cohen's d effect size was used to explore how achievement or performance level, ethnicity, gender and major influenced student text changes to ecological inquiry report components post CPR. Text analysis using a subset of 27 sample reports (pre-post CPR) assessed the amount and location of text changes and the impact of these revisions on the quality of ecological inquiry report components. Common errors in ecological inquiry report components post CPR were also analyzed. Results showed that CPR and revision significantly improved the scores related to the objective, sampling and discussion scales. Analyses using Cohen's d effect sizes illustrated interesting but inconsistent patterns related to the influence of student performance level, gender, ethnicity, and major on pre-post CPR score gains. Text analysis revealed the majority of helpful revisions were related to making the objective identifiable, reporting of sample size and discussion of study limitations and future questions raised by individual ecological inquiry projects. Text analysis shows three common reasons participants failed to meet grading criteria post CPR. Un-testable hypotheses, insufficient descriptions for sample selection, data analysis, variables collected and revisions of only easy grading criteria components. This study provided direct evidence of CPR's effects on student writing and provided a greater understanding of pattern of revision process following CPR.

published_or_final_version / Law / Master / Doctor of Legal Studies

Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis. The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.

The goal of this thesis is to investigate the literature on physician-assisted death (PAD) in the United States and argue for the legalization of PAD. This thesis discusses the historical and contemporary legal literature of PAD as well as the concerns voiced by opponents of PAD. This thesis addresses the concerns of PAD opponents and invalidating some concerns and and attenuating others. Proper implementation of PAD is proposed via Mandatory Psychiatric Review (MPR) and other psychological services. Further improvements needed in PAD policy are discussed as well as the current benefits of PAD.

Background: Fibromyalgia (FM) disorder commonly involves musculoskeletal widespread pain and other symptoms like fatigue, sleep disruption, depression and anxiety and is associated with disability, work disability and high health care utilization. An integrated approach combining pharmacological and non-pharmacological treatments is advised to manage the disorder. Among the non-pharmacological interventions exercise has been shown to help; however, details about effectiveness of different types of interventions remain unknown. Objectives: The objective of this dissertation was to synthesize the evidence on the effectiveness of: a) Aquatic exercise interventions for adults with FM as reported in randomized control trials (RCTs), and b) any physical activity interventions for adults with FM as reported in systematic reviews. This was done by conducting a Cochrane systematic review of an aquatic training intervention and second, synthesizing the effectiveness of a variety of exercise interventions. Methods: For the Cochrane systematic review, nine electronic databases were searched. Selection criteria included full text publication of a RCT including an aquatic exercise intervention (AQ) (exercise in water was >50% of the full intervention) and provision of between-group outcome data. Pairs of reviewers independently screened and selected articles, assessed risk of bias, and extracted data on 24 outcomes. Effects of the interventions were evaluated using mean, standardized mean differences and 95% confidence interval (MD/SMD [95% CI]). Specific computer software designed for meta-analysing and evaluating the quality of evidence were used (i.e RevMan, GradePro). The second review, the synthesis of a variety of exercise interventions or umbrella systematic review, inspected six electronic databases for the January 1st 2007 to March 31st 2012 period. We included systematic Cochrane and non-Cochrane reviews that reported on the effects of any physical activity intervention for adults with FM. Pairs of reviewers independently screened and selected articles, assessed quality of the reviews using a valid and reliable tool (AMSTAR tool), and extracted data on four outcomes. Effects of the interventions were evaluated using standardized mean differences and 95% confidence intervals (SMD [95% CI]). We planned to use RevMan software for meta-analysis but due to heterogeneity of the reviews this was not done. Results: The Cochrane review examined 16 aquatic exercise training studies (n = 881). Nine studies compared aquatic exercise to control, five studies compared aquatic exercise to land-based exercise, and two compared aquatic to a different aquatic program. The aquatic vs control studies provided low to moderate quality evidence suggesting that aquatic training is beneficial for wellness, symptoms and fitness in adults with FM. The aquatic vs land group results suggested very low to low quality evidence that there are no differences in benefits between aquatic and land-based exercise except in muscle strength (very low quality evidence favoring land). In examining aquatic vs aquatic meta-analyses was not possible and only one difference in a major outcome was found. The umbrella systematic review synthesis of information (n-= nine systematic reviews) found positive results for diverse exercise interventions on pain, multidimensional function, and self-reported physical function and no conclusive evidence for new (to FM) physical activity mode (i.e. qigong, tai chi). There are however, methodological weaknesses in some of the reviews which reduce applicability of the research to clinical practice. Adverse effects reported suggest there was no serious harm performing physical activity for individuals with FM. Conclusions: Exercise interventions have the potential to positively impact individuals with FM including several outcomes like quality of life, physical functioning and pain. While some interventions had statistically significant results, methodological limitations prevented us from arriving at conclusions regarding particular elements and modes of exercise that will help inform health professional’s clinical practice. On the other hand, some preliminary analysis showed that variables like age, disease duration, disease severity and pain intensity warrant further exploration. A rigorous scientific process (or quality research) as the precursor of quality evidence is crucial for validity and credibility of the information and our future understanding of the effectiveness of exercise interventions for individuals with FM.

Introduction: Testicular microlithiasis is an uncommon condition characterized by calcifications within the seminiferous tubules. The true prevalence in a normal population has not been defined. Methods: A review of the literature with emphasis on the connection between testicular microlithiasis and testicular malignancy was carried out. Results: Testicular microlithiasis is associated with different testicular pathologies, including testicular cancer. However, a direct causative connection between testicular microlithiasis and testicular pathologies is not supported by the literature. Conclusions: Patients with testicular microlithiasis should be followed up regularly. Further investigations concerning the etiology of testicular microlithiasis remain to be done. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

abstract: Writing scientific explanations is increasingly important, and today's students must have the ability to navigate the writing process to create a persuasive scientific explanation. One aspect of the writing process is receiving feedback before submitting a final draft. This study examined whether middle school students benefit more in the writing process from receiving peer feedback or teacher feedback on rough drafts of scientific explanations. The study also looked at whether males and females reacted differently to the treatment groups. And it examined if content knowledge and the written scientific explanations were correlated. The study looked at 38 sixth and seventh-grade students throughout a 7-week earth science unit on earth systems. The unit had six lessons. One lesson introduced the students to writing scientific explanations, and the other five were inquiry-based content lessons. They wrote four scientific explanations throughout the unit of study and received feedback on all four rough drafts. The sixth-graders received teacher feedback on each explanation and the seventh-graders received peer-feedback after learning how to give constructive feedback. The students also took a multiple-choice pretest/posttest to evaluate content knowledge. The analyses showed that there was no significant difference between the group receiving peer feedback and the group receiving teacher feedback on the final drafts of the scientific explanations. There was, however, a significant effect of practice on the scores of the scientific explanations. Students wrote significantly better with each subsequent scientific explanation. There was no significant difference between males and females based on the treatment they received. There was a significant correlation between the gain in pretest to posttest scores and the scientific explanations and a significant correlation between the posttest scores and the scientific explanations. Content knowledge and written scientific explanations are related. Students who wrote scientific explanations had significant gains in content knowledge. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011

Many legal systems throughout the world have established out-of-court remedies to rectify miscarriages of justice and wrongful convictions. In Canada, this extraordinary remedy is served by a government minister, who is entrusted with the assessment of claims of innocence post-conviction. While researchers have already addressed various concerns over the current conviction review process (Braiden & Brockman, 1999; Walker & Campbell, 2009; Roach, 2012a), Roach (2012b) emphasized that little is known about the applicant’s lived experience. This thesis intends to explore the underlying rationale of the current regime under section 696.1 of the Criminal Code and shed light on how the Canadian government, through the Minister of Justice addresses claims and attempts to remedy wrongful conviction. A case study of Mr. Hailemikael Fekade Kassa’s criminal case file, an applicant who consented to this study of his second-degree murder conviction in 2009, will be used to explore the challenges faced by a Canadian claimant of innocence in preparation of his post-conviction review application. This research has revealed that: (1) the Canadian conviction review process implicitly removes the responsibility for error from the conventional justice system; and (2) despite significant evidence capable of raising doubt, the applicant under study encountered great difficulty in meeting the stringent eligibility criteria. A review of the literature provides the necessary contextual information to this critical examination through a comparative study of the post-conviction review schemes operating in North Carolina, the United Kingdom, Norway and Canada. Further, this project uses Foucault’s (1991) theory of governmentality as its analytical framework to investigate the governmental technologies and rationalities securing the current objectives of the Canadian review process and to explore the effects of policy at the micro-level. Following a presentation of the major findings and brief discussions of the evidence discovered in Mr. Kassa’s file, a final analysis situates the research findings within governmentality theory and highlights their broader implications.