The ability to correctly judge moral character—an individual’s disposition to think, feel, and behave ethically—is critical considering the negative consequences of misjudgment (e.g., being betrayed or swindled). However, it is currently unknown whether people can reliably detect strangers’ moral character, nor is it known how to best elicit relevant information from strangers to determine their moral character. This research is designed to remedy this dearth in our understanding of moral character judgments, particularly in settings where we need to make prompt evaluations of strangers based on limited information that we obtained from them. The biggest challenge in assessing another person’s moral character is that it is extremely socially desirable, and therefore highly susceptible to distorted self-perceptions and impression management. To address this problem, I propose and test a new person-perception theory: the hidden information distribution and evaluation (HIDE) model. In chapter 1, I develop the HIDE model, which posits that there are aspects of information that individuals do not correctly know about themselves (which I call the hiddenself), as well as aspects of information individuals misrepresent to others (which I call the hiding-self). This model articulates when and why judges (i.e., evaluators) not personally acquainted with targets of evaluation (e.g., job applicants) can reliably detect these targets’ moral character and predict their future unethical behavior. In particular, I propose that the impromptu thinking and language usage that arises when a person answers specially designed interview questions reveal information about his/her hidden-self and hiding-self, enabling a group of judges to make valid judgments about his/her moral character. Additionally, the HIDE model predicts that judges’ evaluations using this written interview method will be more valid than evaluations provided by targets’ acquaintances. This is because social relationships can lead people to form biased impressions of targets they are acquainted with, so that they are unable to see the targets’ hidden selves as clearly as judges who do not know the targets. In chapter 2, I test the HIDE model’s prediction that groups of judges can reliably predict targets’ unethical behavior by evaluating their moral character using the written interview method. In studies 1 and 2, large groups of judges were crowd-sourced online. I show that their average moral character evaluations successfully predicts targets’ frequency of unethical behaviors in the laboratory (study 1) and the workplace (study 2). Study 3 extends these findings by determining the minimum number of judges (six) required to make moral character evaluations that predict unethical behavior. In chapter 3, I test the HIDE model’s prediction that judges’ evaluations based on the written interview method can capture unique information about targets’ hidden-self. Three empirical studies (studies 4, 5, and 6) show that these evaluations indeed capture unique variance in targets’ moral character that is missed by both self-reports and ratings provided by targets’ acquaintances. Consequently, these evaluations are more predictive of targets’ unethical behavior than the ratings provided by either the targets themselves or their acquaintances. In chapter 4, I investigate the HIDE model’s prediction that judges’ evaluations using the written interview method can capture unique information about targets’ hiding-self. This occurs because responses to the interview questions reveal implicit aspects of moral character that targets cannot control or fake, even when they want to. In study 7, I manipulated whether targets had an incentive to answer the interview questions in a positively biased manner. I show that judges’ evaluations of targets (based on the interview questions) are actually more predictive of their unethical behavior when targets were motivated to respond in a positively biased manner. Finally, in chapter 5, I carried out text analyses to explore how human judges utilize linguistic cues in written responses to form impressions of moral character, and how these cues predict targets’ unethical behavior. The goal of this chapter is to identify linguistic cues that human judges fail to correctly detect or utilize, and thus to identify shared biases in human perceptions of ethicality. Building on these exploratory text analyses, I discuss the future directions of this research program, especially the potential value of combining human judgments and machine algorithms to boost the accuracy of unethical behavior forecasts.

Background: Rheumatoid arthritis (RA) is a chronic inflammatory joint disease. Physical activity is a cornerstone in the treatment. Hydrotherapy is an appreciated alternative for many patients. Quantitative research has been made in the area but to the authors’ knowledge, no qualitative studies have been made. Purpose: To explore and analyse the experiences of hydrotherapy among a group of people with RA with a focus on the impacts of the exercise form. Design and method: Explorative, descriptive qualitative design. Semi-structured interviews with five people with RA. A qualitative content analysis was chosen to process data. Results: Three themes were identified: The pros of exercising in water; The cons of exercising in water; When hydrotherapy is especially important. These themes contain eight categories: Effects; Important in implementation; Positive attributes of the pool; Community; Negative attributes of the pool; Availability; Bad periods; Disease severity; Konklusion: The informants especially highlighted the exercise effects, social aspects and the properties of water as pros. The hard pool floor and the inavailability were the primary cons experienced. Hydrotherapy seemed particularly incentivized when coupled with high disease severity. This study can serve as a foundation when choosing a physical activity intervention for this group. Future studies with similar purposes should include a larger sample.

As produções científicas sobre adoção, especialmente no campo da Psicologia, em geral são estudos que avaliam as crianças adotadas, muitas vezes comparando-as com as crianças não-adotadas. A criança aparece como foco principal, porém poucos estudos investigam a adoção a partir da ótica da própria criança. Os estudos falam sobre a criança e não com ela. No entanto, enquanto parte constitutiva do processo de adoção, a criança está submetida a uma série de fatores que circunscrevem este processo; ao mesmo tempo em que ela se relaciona com eles, negocia e, até certo ponto, tem a possibilidade de modificar o percurso do seu desenvolvimento. Neste trabalho, defende-se a idéia de que para se compreender os processos de adoção, faz-se necessário conhecer as significações construídas sobre o processo de adoção por parte daqueles que o estão vivenciando. Deixando o âmbito individual da adoção, propomo-nos a investigá-la enquanto relacional, contextual, abrangendo aspectos sociais e culturais, dentro de uma visão de processo. Nesse sentido, interessa-nos conhecer a perspectiva da criança sobre seu processo de adoção, assumindo-a como colaboradora de nossa pesquisa. Para tanto, optamos por um referencial que contemple essa complexidade, daí o trabalho com a perspectiva teórico-metodológica da Rede de Significações. Conversamos individualmente com três crianças entre 6 e 7 anos, que vivenciaram uma adoção tardia, durante seis encontros domiciliares facilitados por um material de apoio. Os pais adotantes foram entrevistados durante uma visita. Todos os encontros foram registrados por meio de gravações em áudio, fotografias dos materiais produzidos pelas crianças e notas de campo. As gravações foram transcritas integralmente e revisadas. O corpus da pesquisa foi composto pelas narrativas produzidas durante as conversas com as crianças, entrevistas com os pais e notas de campo. Entendemos esse contexto de investigação como sendo dialógico, em que as narrativas são construídas e situadas na relação entre pesquisador e participante. Ao narrar, as crianças aprendem sobre si e constroem significados. A partir das perspectivas dessas crianças, aprendemos sobre a relação intrínseca e dialética existente entre o processo de adoção tardia e os outros contextos (o abrigo, a família biológica e o Sistema Judiciário). No entanto, ao mesmo tempo em que evidenciou-se a necessidade de valorizar a história de vida, também evidenciou-se um processo de silenciamento do passado dessas crianças circunscrevendo as práticas associadas ao processo de adoção. Dessa forma, essa ambigüidade presente no processo de adoção tardia nos sugeriu a necessidade de um programa de acompanhamento familiar pré e pós-adoção, em que tanto a criança como seus pais possam ocupar um lugar com direito à voz, e que suas histórias de vida venham a ser respeitadas e valorizadas, assim como as expectativas mútuas entre pais e filhos possam ser discutidas em diferentes momentos. / Research on adoption is usually characterized by studies that evaluate the children: they talk about the children but not with them. Few studies have investigated adoption from the children?s perspective. In this work, we highlight the idea that to be able to understand the adoption process, it is important to take into consideration the meanings attributed to adoption from those experiencing it. This research aimed at investigating the children?s narratives about their adoption process. A theoretical-methodological approach called Network of Meanings has guided the construction of this corpus and its analysis. We have talked with three children around 6 and 7 years-old, who have experienced late adoption. Six interviews were made with each child at their own home, having props as external cues. The adoptive parents were interviewed during one visit. The interviews were registered through audiotape, complemented by pictures of the children?s productions and field notes. The tapes were fully transcribed and revised. The analysis was based on the children?s narratives, parents?narratives, and field notes. We understand this investigation as a dialogic context where the narratives are constructed and situated at the relationship between researcher and participant. By narrating, the children constructed meanings about their life history and may have learned about themselves. From these children?s perspectives we found out about the dialectic and intrinsic relationship between the late adoption process and other contexts, such as foster-home institution, biologic family and Judiciary System. While the value of life history became evident, at the same time a past silencing process also became evident, constraining the practices related to the adoption process. Thus, by listening to these children, we recognized the necessity of pre and post-adoption family programs in which children and parents could have voice, respect and value for their life history, and in which their mutual expectations could be discussed at different moments.

Este trabalho de investigação tem como objetivo compreender e analisar o desenvolvimento do Curso de Formação dos Professores Indígenas do Estado de São Paulo - MagIND, uma parceria entre a Secretaria de Estado da Educação e a Faculdade de Educação da Universidade de São Paulo, FE-USP, realizado em 2002 e 2003. Os indígenas que concluiram o curso estão aptos a serem professores de Educação Infantil e das quatro séries iniciais do Ensino Fundamental I. Para a pesquisa, foram considerados os pontos de vista dos professores indígenas e dos professores/formadores não-indígenas, partindo do pressuposto de que a escola é um espaço de diálogo e conflito entre os conhecimentos indígenas e aqueles da escola não-indígena. O recurso de entrevista foi o procedimento básico da pesquisa cujas categorias de análise que emergiram das respostas às entrevistas são: (a) duração do curso, ritmos docentes e discentes; (b) oralidade, leitura e escrita; (c) o preconceito vivido e o poder alcançado pelos professores indígenas, (d) a matemática escolar e os professores indígenas. No âmbito dos fundamentos, procurei contribuições na Antropologia Social e na Etnomatemática para entender os limites e as possibilidades da educação escolar indígena e, de modo especial, para compreender as contradições e os progressos que ocorrem no processo ensino-aprendizagem quando são tomadas como objetivos e valores a interculturalidade e a Etnomatemática. / This work of inquiry intends to understand and to analyze the development of the São Paulo State indigenous teachers\' formation program - MagIND, a program developed through a partnership between the São Paulo State Secretary of Education and the College of Education at the University of São Paulo, FE-USP, Brazil, carried in 2002 and 2003. The indigenous people that have concluded the course have been qualified to be k - 4/ kindergarten and elementary education teachers. This research has been devised according to the point of view of the indigenous teachers and non-indigenous teachers and teacher educators, starting from the assumption that the school is a space of dialogue and conflict between the indigenous people knowledge and the non-indigenous school one. The resource of interviewing was the basic research procedure whose categories of analysis that emerged from the answers to the interviews are: (a) duration of the course, teacher and student rhythms; (b) speaking, reading and writing; (c) the living prejudice and the power achieved by the indigenous teachers (d) the school mathematics and the indigenous teachers. In regards to the background theory I have looked for contributions in the Social Anthropology and Ethnomathematics to understand the limits and the possibilities of indigenous school education and, more specifically to understand the contradictions and the progress in the teaching-learning process when interculturality and Ethnomathematics are considered as objective and values.

This survey aimed to examine and analyze six companies' internal security. Six interviews were held with different sized companies, where the size of the office ranged from under ten to around 800 employees. The interviews contained questions regarding their information security, their perimeter security as well as the employees' personal security. The larger companies had more policies and security procedures than the smaller companies. Virus protection, banning USB flash drives from outside the company, security education and a well functioning report system are vital for a satisfying internal security. Interviewees from the smaller companies saw internal security principles as a necessity but also as an obstacle. The larger companies saw the same principles as something that would improve their security. These companies also had implemented more safety measures both in software, such as remote controls and guidelines for employees. Targeting problem areas with special educational campaigns helps employees defend themselves against social engineering. All companies that participated either develops software or are consultant companies in IT. They deliver IT solutions in one way or another and their internal security should reflect the same high standard and IT maturity. The smaller companies did not perform any risk analyses on which threats their company faces and did not have any safeguards in place if their employees do not conduct themselves correctly on their networks. Our opinion is that this should not be limited by the size of a company and all companies should perform risk analyses to be able to improve their internal security in the future.

There are several concerning issues with passwords today; one of them being weak passwords, but password management also plays a big role e.g. when the users reuses passwords over several services or don't change their passwords on a regular basis. With the usage of passwords for several aspects of our daily lives comes the responsibility of trying to mitigate these issues, a role that often falls on to the users themselves. The usage of guidelines has proved helpful in this regard but still lacks important aspects. This paper suggests the usage of education in the form of a lecture to help with the problem. In this paper we conducted a study of password leaks, a literature analysis of the area around passwords and perform some qualitative interviews with different kinds of people with varying education and usage of passwords. The results from these studies will then lay the foundation for the lecture in the experiment part of the paper, two experiment groups will be used, one given a lecture as education on the matter and one control group not given any education. The study has showed that the usage of a lecture can help increase the entropy, average length of user‟s passwords. These results can be interpreted together with another study that did a similar experiment to that a lecture can be a more efficient way to teach users about passwords.

BACKGROUND: Maladaptive patterns of alcohol consumption can lead to clinically significant impairment or distress and have been established as a partial cause of a wide variety of health conditions, including neuropsychiatric disorders, cardiovascular diseases, hepatic inflammations, certain cancers, and infectious diseases. In the United States, Hispanic and non-Hispanic white (NHW) men have comparable rates of moderate alcohol consumption, however, Hispanic men are more likely to consume higher volumes of alcohol and with more frequency and experience disproportionate levels of adverse health and social consequences of alcohol abuse when compared to NHW men. Further, Hispanic men face greater barriers than NHW men in accessing, engaging, and completing alcohol abuse treatment services despite the contrasting burden of alcohol-related consequences they face. OBJECTIVES: This dissertation is composed from three studies addressing the following aims to: 1) synthesize the culturally- and gender-responsive components of alcohol and substance abuse and dependence treatment programs designed for Hispanic males in the United States; 2) explore Hispanic male perspectives and opinions regarding alcohol use and abuse patterns that may lead to disparate rates of alcohol abuse in Hispanic males in the United States; and 3) examine U.S. Hispanic male perspectives regarding the barriers to alcohol abuse treatment-seeking related behaviors that lead to disparate treatment engagement and completion rates. METHODS: A systematic literature search was conducted for Aim 1 in which articles reporting on culturally- and/or gender-adapted alcohol and/or substance abuse interventions designed exclusively for Hispanic males were identified. Aim 2 and Aim 3 used semi-structured interviews to elicit Hispanic male perspectives of alcohol abuse and alcohol abuse treatment seeking behaviors. Separate thematic analyses were conducted as per the objectives of Aims 2 and 3. Data analysis was based on a deductive process including a preliminary codebook that was supplemented with inductive codes that surfaced during iterative thematic analyses. RESULTS: Regarding Aim 1, literature searches yielded 2685 titles, resulting in 12 articles that fit the parameters of the review. The most scientifically rigorous findings suggest that cultural adaptations may outperform standard treatment for Hispanic men (n=6). Nevertheless, a fraction of the included interventions (n=4) did not improve outcomes compared to standard treatment. Considering the scarce number of publications, it is difficult to discern how much findings reflect ineffective interventions or methodological limitations. Findings for Aim 2 indicate that there are intersected effects of machismo, a culture of normalized overconsumption, social context stressors, and poor coping strategies that may influence maladaptive relationships with alcohol use. Findings for Aim 3 suggest that treatment seeking behaviors are highly influenced by; a) structural factors related to treatment accessibility, and linguistic and cultural-responsiveness of available treatment, b) sociocultural factors related to difficulties problematizing alcohol abuse due to lack of knowledge and cultural normalization of consumption, and societal stigmatization of alcohol abuse treatment, and c) individual factors related to machismo-bound pride as well as lack of knowledge. CONCLUSIONS: Given the rapid expansion of the Hispanic population in the United States, and the parallel growth of alcohol abuse implications in this population, it is imperative that we learn where these problems may be rooted to better understand how to diminish the existing gaps. Collectively, these findings point to the need for treatment providers to disseminate accurate information about treatment availability and eligibility, and the treatment process. This work also illustrates the need to for consciousness building efforts targeting the Hispanic male community regarding the detrimental effects of alcohol-related problems and treatment, in order to diminish the stigma. Increased or redistributed funding for linguistically and culturally responsive programs is also needed in communities with large Hispanic populations in order to meet the growing demand, particularly for the uninsured. Further research is needed to identify other potential barriers and recovery resources for this population and other Hispanic subgroups in other parts of the United States.

Previous job interview studies have found that evaluations of English-as-an-additional language (L+) candidates related less to demonstrated qualifications and more to matches or mismatches in communicative expectations. Candidates’ pragmatic skillfulness can affect interviewers’ perceptions of their competence, and by extension, their hireability. Despite the importance of pragmatics to interview success, few studies have looked at the efficacy of pragmatics training. To address this gap, a mixed-methods study was ncarried out with L+ English university students and professional interviewers. Two training types – pragmatics-focused feedback (n = 9) and feedback plus a pragmatics lesson (n = 9) – were compared to a control (n = 9). A second focus was to understand the factors that influenced the nine interviewers’ evaluations. To this end, the interviewers engaged in a video-stimulated recall session. The resulting data were coded thematically. Finally, the interviewers’ communication was analyzed using an Interviewer Actions instrument and qualitative analysis. Results showed that both experimental groups significantly outperformed the control group, which provides an endorsement of pragmatics training for L+ candidates. A second finding was that language ability themes were most prevalent in interviewer comments. This reveals a self-referential emphasis on the candidates’ talk as the primary source of competency judgments, which disadvantages L+ speakers. The Interviewer Action scores, supported by candidate evaluations and comments, indicated that engaged and supportive interviewer communication was most favourably received by the candidates. However, the qualitative analysis highlighted the challenge for interviewers in engaging with candidates while maintaining neutrality vis-à-vis responses. With increasingly diverse candidate pools, interviewers must upgrade their communication skills to make confident judgments about all interviewees. / Graduate

Recent meetings and publications have discussed what geoscience undergraduates should learn for professional success, and among other items, have identified several quantitative skills and habits of mind as being necessary for geoscience students; many of these items are commonly associated with Quantitative Literacy (QL). The Computational Geology course in the geology department has been evolving at USF for 20 years. The course teaches QL in a geologic setting independent of specific core geology topics. This course has long preceded the national acknowledgment of the need for what it teaches within the field. As the first of a series of related studies intended to find the effect and role of this course within the geoscience community, this thesis study begins as a qualitative narrative inquiry of course and program alumni. In the study reported here ten USF Geology alumni from a variety of career paths who took GLY 4866 between 1997 to 2013 underwent semi-structured interviews recounting their memories of the course, discussing the benefits to them of the course in their careers, and outlining their views of what students should gain from this course for professional success. The interview results illuminate trends that can be usefully grouped by job/career category. Regulators (3) had the shortest overall interview time, remembered the least in terms of specific events from the course, and had limited (but consistent) suggestions for student learning. Their memories and suggestions were also rarely unique. Consultants (3) were the median group in length, and showed overlap in the content of their interviews to regulators, with additional details added. Academics (4) had the longest interview times, the most detailed memories from the course, and the most suggestions, possibly due to these interviewees using similar methods in their later careers as course instructors. Consultants and academics related large blocks of story text that were unique while also relating common statements. Narratives from professionally successful alumni were sought to gain greater detail on the likely impact of Computational Geology than surveys are likely to give. The responses of selected, successful alumni were also sought to help refine questions that are to be used later in surveys of a larger sample population of alumni and to a larger national audience of geoscientists regarding their undergraduate programs and how those programs prepared them with quantitative skills. The information that interview subjects provided about the educational needs for successful entry-level geology professionals were shaped into a series of suggestions for course and program improvement. Course and program improvement suggestions and questions for a proposed survey have been assembled both to improve the GLY 4866 offering at USF for broader dissemination and to contribute to broader discussion of strategies for improving the quantitative skills and learning of geoscientists.

Introduction: The Antimicrobial Self-assessment Toolkit for Acute NHS Trusts (ASAT) was developed by a pharmacist reference group of an Advisory Non-Departmental Public Body on Antimicrobial Resistance and Healthcare Associated Infections (ARHAI). It was developed in conjunction with the Department of Health. The primary purpose of the ASAT is to identify and to measure the methods of implementation of antimicrobial stewardship programmes in acute NHS trusts. The face validity was previously tested by ARHAI. The overall aims of this programme of work were to investigate the validity of the ASAT and to make iterative changes to improve its validity. Ethical approval was not required for this PhD project because it was categorised as service evaluation by the LREC. Also, ethical approval from the University of Manchester Research Ethics Committee was deemed unnecessary at the time of the PhD project due to the nature of the data collected. Methods: A mixed methodology approach utilising a sequential exploratory strategy was used to investigate the validity of the ASAT. This PhD project was composed of four sequential studies which resulted in iterative changes to the ASAT, that is, from ASAT v15a to ASAT v18. In Study 1, cognitive interviews were conducted with eight antimicrobial pharmacists in order to investigate the content validity of ASAT v15a. In Study 2, both cognitive interviews and semi-structured interviews were conducted with 10 clinical microbiologists in order to investigate the content validity of ASAT v16. In Study 3, Rasch modelling and analyses using the Partial Credit Model (PCM) were conducted on the responses to ASAT v17 from 33 NHS trusts across England. In Study 4, simple OLS regression analyses were conducted using the NHS trust ‘ability’ estimates or calibrations and Clostridium difficile (CDI) rates of participating NHS trusts in order to investigate model fit and the predictive validity of the ASAT. Results: The cognitive interviews conducted in study 1 indicated that AMPs encountered cognitive difficulties along the cognitive processing pathway in response to ASAT v15a. These difficulties included comprehension in 27 (32.5%) questions and response generation/formatting in 13 (15.7%) questions. Also respondents indicated that the role of clinical microbiologists in ASPs was underrepresented in ASAT v15a. The interviews conducted in Study 2 were confirmatory in nature as they reflected the findings of Study 1. For example terms such as ‘formulary’ and ‘policy’ were misinterpreted by respondents. Rasch modelling and analysis showed that there were items within ASAT v17 which were underfitting and overfitting the Partial Credit Model. Item fit was investigated after removal of these items which resulted in improved fit for domains 2 and 5. ASAT v18 was developed after these analyses and was included items that were productive for measurement. On examination of the OLS regression analyses conducted in Study 4, it was seen that there was poor model fit and very limited predictive validity of the model. Conclusion: The iterative methodology utilised to investigate the validity and subsequently improve the ASAT was effective in establishing content and construct validity. However, the predictive validity of the ASAT was limited. This may be due to the outcome variable chosen for the OLS regression modelling. A more sensitive outcome measure such as compliance to treatment or prophylaxis guidelines may have been more effective at establishing predictive validity. The findings of this programme of work highlighted that there is further work required to validate the ASAT such as the determination of the appropriate weights and scores for ASAT domains and also the determination of the appropriate outcomes measures to determine the efficacy of ASPs. It is recommended that further validity testing should be conducted before a further iteration of the ASAT is used as a set of quality standards or as a hospital benchmarking tool