This article provides insight into the cultural patterns of metacognitive guidance that occurs among children and mothers in selected Australian homes. Fourteen Anglo Australian and eight immigrant Indian (Telugu) mot...
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This article provides insight into the cultural patterns of metacognitive guidance that occurs among children and mothers in selected Australian homes. Fourteen Anglo Australian and eight immigrant Indian (Telugu) mothers' interactions with their 4-year-old male and female children on a puzzle-solving task were videotaped. Mother-child dyads' interactions were analyzed with respect to metacognitive guidance. The results indicated variations in Anglo Australian and immigrant Indian (Telugu) mothers' metacognitive guidance, rooted in, respectively, cultural frames of independence (Australian) and interdependence (Indian). The results support the notion of cultural specificity in metacognitive guidance. Implications for early childhood practice are provided.
The set of study designs that have been accepted as appropriate by the international clinical research community represents a firm framework that gives guidance to researchers. Indeed, if investigators apply such an a...
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The set of study designs that have been accepted as appropriate by the international clinical research community represents a firm framework that gives guidance to researchers. Indeed, if investigators apply such an accepted study design, preferably the one that is representing the highest level of evidence for the chosen study topic [1], and report their work well, they have the best chance of coming up with valid and convincing results that will be published and add to better health care. Design application can be a rather informal process, but there is an increasing systematic evidence base on how designs are applied in research practice, and how appropriately they are reported [2]. This allows us to monitor the methodological quality of clinical research over time and provides an important source for evaluating and improving designs to make them better fit with the challenges as experienced in \'real world research\' [3]. This may lead to further innovations, as has occurred with designing pragmatic studies. Also, the improvement and extension of reporting guidelines is facilitated by consistently reviewing the experience in how guidelines are used in practice over the years. In a Commentary on the CONSORT 2010 Statement [4], Cals et al. made a plea for frequent updates and an easily citeable web link to the most current guideline version at the time of submission of an article using the relevant design.
The 10 year anniversary of the International Conference on Harmonisation (ICH) E10 guidance has given us the opportunity to reflect on the impact of the guidance with a special issue to mark the occasion [1]. There is...
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The 10 year anniversary of the International Conference on Harmonisation (ICH) E10 guidance has given us the opportunity to reflect on the impact of the guidance with a special issue to mark the occasion [1]. There is a perception that the guideline is about non-inferiority studies, however, as Rockhold and Enas highlight only 2.5 pages of the 30-page guidance actually pertains to non-inferiority studies [2]. The fact that the guideline does not cover non-inferiority studies has meant that there have since been further regulatory guidelines [3, 4]. The latter of these is reviewed on behalf of the European Federation of Statisticians in the Pharmaceutical Industry in this issue [5].
The guidance for safety testing of drug metabolites (MIST) from the FDA (2008) and the ICH (2009) has had significant impact on drug discovery and development. Before the MIST guidance, there were no regulations for d...
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The guidance for safety testing of drug metabolites (MIST) from the FDA (2008) and the ICH (2009) has had significant impact on drug discovery and development. Before the MIST guidance, there were no regulations for drug metabolites. Nonclinical evaluation of drug safety is assessed by comparison between systemic exposure in nonclinical studies and in human studies; therefore, the nonclinical evaluation of drug metabolite safety based on a similar concept (comparison of systemic exposure of metabolites between nonclinical and human studies) may be reasonable. However, the requirement of further toxico-logical investigation of metabolites present at 10% of the parent drug's exposure at steady state (FDA) or at 10% of total drug-related exposure (ICH) has led to much debate. There is no scientific consensus on the validity of the "10% criteria," and a lot of debate around that. Under the MIST guidance, circulating stable drug metabolites are the basis of the criterion, whereas different categories such as the amount or duration of drug use or patient age from the viewpoint of pharmacologically based mechanisms of toxicdty have been also proposed.
In the last two decades or so we have witnessed an explosion of guidelines dealing with almost every aspect of medical care. I suspect that many doctors have guideline burnout and are disinterested by them and simply ...
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In the last two decades or so we have witnessed an explosion of guidelines dealing with almost every aspect of medical care. I suspect that many doctors have guideline burnout and are disinterested by them and simply file these away without ever looking at them. This has not been helped by what seems to be contradictory statements from various guideline developers on the same topics. It is also not really possible to declare what is right and wrong in each guideline, because the differences are often due to variation in development methodologies. At least in the UK guidelines have until now been malleable, so local circumstances (including clinicians\' preferences) come to bear in the process of implementation. A lot of this is done in the name of clinical freedom. So the guidelines get watered down and do not form guidance as such.
My parents' generation lived through the depression. If they had a job they kept it their whole lives. It pleased them that they could support their families and provide their children with the stability they them...
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My parents' generation lived through the depression. If they had a job they kept it their whole lives. It pleased them that they could support their families and provide their children with the stability they themselves missed growing up. In contrast, our children change jobs and professions like clothes until they find what suits them and makes them happy. We are somewhere in the middle, having grown up with guidance to save for a rainy day yet wanting to participate in some of the instant gratification of the "me" generation. What I see around me and in my own life is the compromise between the two. We maintained our jobs, followed our declared professions while we raised our children. Once that financial responsibility was lifted, we chased a new dream. We left the encumbrances of an old job or the maintenance of a suburban home or the weather of the local climate. And that change has brought us both joy and satisfaction.
Three trends in the evolution of the UK Learndirect advice service are identified: the partial migration from telephone to web-based services;the trend within the telephone service from information/advice-oriented int...
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Three trends in the evolution of the UK Learndirect advice service are identified: the partial migration from telephone to web-based services;the trend within the telephone service from information/advice-oriented interventions to more guidance-oriented interventions;and the move from a mainly learning-oriented service to a more career-oriented service. The extent to which these trends are due to changing patterns of customer needs and behaviours, or the effects of policy decisions reflected in social marketing campaigns, is reviewed. Comparable information from New Zealand is presented to indicate the impact of investment in such marketing. Implications for the proposed integration of the Learndirect service in England into a new careers service for adults are discussed. A number of more general conclusions are noted.
Empirical studies of early childhood educators' experiences with learning and implementing positive guidance skills are absent from the extant literature. This study explored this topic with 63 junior and senior l...
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Empirical studies of early childhood educators' experiences with learning and implementing positive guidance skills are absent from the extant literature. This study explored this topic with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined "positive guidance" diversely with definitions ranging from accurate to inaccurate. Most participants held inaccurate or somewhat inaccurate definitions both before and after class. Participants considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices. They rated positive language usage and conflict resolution as two of the four most improved skills during the course and addressing children's individual needs and confidence as most improved after the course ended. The majority of participants cited the hands-on aspects of class and lab as being important in contributing to positive attitudes about positive guidance.
Antimicrobial agents are some of the most widely, and often injudiciously, used therapeutic drugs worldwide. Important considerations when prescribing antimicrobial therapy include obtaining an accurate diagnosis of i...
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Antimicrobial agents are some of the most widely, and often injudiciously, used therapeutic drugs worldwide. Important considerations when prescribing antimicrobial therapy include obtaining an accurate diagnosis of infection;understanding the difference between empiric and definitive therapy;identifying opportunities to switch to narrow-spectrum, cost-effective oral agents for the shortest duration necessary;understanding drug characteristics that are peculiar to antimicrobial agents (such as pharmacodynamics and efficacy at the site of infection);accounting for host characteristics that influence antimicrobial activity;and In turn, recognizing the adverse effects of antimicrobial agents on the host. It is also important to understand the importance of antimicrobial stewardship, to know when to consult infectious disease specialists for guidance, and to be able to identify situations when antimicrobial therapy is not needed. By following these general principles, all practicing physicians should be able to use antimicrobial agents in a responsible manner that benefits both the individual patient and the community.
In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We describe fin...
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In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We describe findings from a sample of middle school science students on the combined impact on learning of student self-efficacy in scientific inquiry and use of individualized guidance messages, and on the interplay between levels of self-efficacy and use of an embedded guidance system in an educational MUVE. Results from our study showed that embedded guidance was associated with improved learning outcomes for learners across a spectrum of self-reported efficacy in science. However, we also found that learners with low levels of initial self-efficacy in science viewed fewer guidance messages than their higher efficacy peers, and did not perform as well as their higher efficacy peers regardless of guidance use level. At the same time, outcomes for low self-efficacy students who used the guidance system heavily were raised to the level of high self-efficacy students who did not use the system.
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