bluuebunny/crossref_metadata_2025 huggingface dataset:
A study on awareness and practices of bio-medical waste management in tertiary care hospital
Authors: Ahmad Mohammad Shakil
Published: August 2021

Introduction: Bio-Medical Waste (BMW) consists of solids, liquids, sharps and laboratory waste that are potentially infectious and dangerous. In India, lack of knowledge and practice in relation to availability of resources and processes in place has been reported in many studies. Hence, the present study has been carried out with an objective of assessing awareness and practices of healthcare providers regarding BMW. Materials and methods: This cross-sectional study was conducted in tertiary care hospital with 300 beds in Karnataka over a period of one month using preformed, pre-structured proforma. Results: Almost all health personnel were aware about BMW guidelines; adequate segregation of BMW was noticed in only 4 sites (11.8%). Conclusion: The awareness about BMW management among healthcare providers in our study was found to be adequate but with low segregation practices. The staffs are well aware to manage the spills and will use if all the sites are provided with spill kits. Key words: Biomedical waste, color coding, India, tertiary hospital, waste segregation
Evaluation of surgery and radiosurgery for acromegaly: A review of efficacy, complications, and follow-up
Authors: Kamian Shaghayegh , Pirdehghan Reza , Najmaldin Atousa
Published: August 2021

Background: Acromegaly is a rare disease caused by an over-increase in growth hormone (GH) and insulin-like growth factors. If left untreated, acromegaly is associated with many complications and increased mortality. The three modalities of treatment for this disease are surgery, pharmacotherapy, and radiotherapy. Another treatment option is stereotactic radiosurgery (SRS), which is used as an adjunct and alternative treatment in patients with acromegaly who are not suitable options for surgery. Methods: The present study is a review study conducted by searching the databases of Elsevier, PubMed, Springer, and Wiley, and using the keywords of acromegaly, treatment, transsphenoidal surgery, and radiosurgery. Fifteen studies, which had been performed between 2010 and 2021, were selected for review. Results: The results of these studies indicated that the use of SRS (LINAC SRS and GKRS) after surgery and medical treatment, before surgery and during radiotherapy improve biochemical and endocrine control and the quality of life of patients. However, due to some side effects of these treatments, it is necessary to conduct further studies in this field. Conclusion: All three modalities of treatment would be effective in acromegaly if used with appropriate indication in right sequence. Keywords: Pituitary Neoplasms, Pituitary Gland, Radiotherapy, Radiosurgery, Acromegaly
Gestión administrativa contable y su incidencia en las empresas públicas de Ecuador
Authors: Ponce Álvarez Cruz Verónica , Quiñonez Cercado Mónica del Pilar , Baque Sánchéz Erick Raúl
Published: August 2021

Contexto: Este estudio se lleva a cabo en las empresas publicas ecuatorianas, en el mismo se realiza un análisis de incidencia de la gestión administrativa contable, donde se incluye el control interno como el instrumento clave para mantener la seguridad de la información financiera, frente a los fraudes que se encuentra expuesta. Método: En esta investigación se realiza un análisis situacional de la gestión administrativa contable y su incidencia en las empresas públicas de Ecuador, seguido de un análisis de diferentes fuentes de información confiables. Resultados: A través del análisis situacional realizado, se identificaron problemas actuales, útiles para la toma de decisiones, destacándose así problemas potenciales. Se expone un plan de resolución que contempla; acciones, metas y responsabilidades a cumplir a corto y mediano plazo.  Conclusiones: Se identificaron problemas en las empresas seleccionadas, cuyos límites no estaban claramente definidos. El análisis situacional abarcó el proceso de toma de decisiones y la solución de problemas para mejorar la gestión administrativa contable de las empresas públicas ecuatorianas, que poseen incidencia negativa en el crecimiento del PIB, después del confinamiento producido por la actual pandemia que azota el mundo.
Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university
Authors: Nnadozie Victor , Anyanwu Clinton , Ngwenya Jabulisile , Khanare Fumane
Published: August 2021

South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students’ experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country’s universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings’ implications for teaching and learning praxis in the university and makes suggestions for further research.
Turning chemistry education on its head: Design, experience and evaluation of a learning-centred ‘Modern Chemistry’ subject
Authors: Koeper Ingo , Shapter Joe , North Vanessa , Houston Don
Published: August 2021

In science courses in general, but especially in first year chemistry classes, the amount of content that is delivered is often overwhelming and too complex for the student to easily cope with. Students not only have to gain knowledge in a variety of different field, they also have to learn new laboratory skills and analytical techniques. Additionally, there is an issue with more and more information being available to everybody through the internet, while our education often still focusses on delivering that knowledge, rather than exploring ways how students can be guided to understanding and using the knowledge provided. There have been different approaches on how to make ‘dry’ scientific concepts more interesting and how enhance student engagement, ranging from problem-based learning approaches, case studies or flipped classroom models. We have recently turned a fairly classic first year chemistry course on its head. In the new structure, students are gaining knowledge and understanding purely through the completion of a range of challenges. We have removed all lectures, tutorials and the final exam, and all interaction with the student happens in the laboratory. Throughout the semester, students attempt to complete a range of challenges, both theoretical and practical, find relevant information, propose approaches to solving the challenges, and discuss these and subsequent outcomes with academic staff. In order to analyse the design, we have conducted structured interviews with students from 2016-2018. Initial assessment of the data suggests a high level of engagement of the students, paired with a better preparation of students for their subsequent studies. Students enjoyed having the freedom to choose and design their own experiments. Additionally, students improved significantly in non-content related aspects such as time-management, organisation, planning and self-learning, with notable impact on their learning in higher years.
Going digital to enhance the learning of undergraduate students
Authors: Patterson Nicholas , Schultz Madeleine , Wood-Bradley Guy , Lanham Elicia , Adachi Chie
Published: August 2021

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.
Flexible hybrid format in university curricula to offer students in-subject choice of study mode: An educational design research project
Authors: Colasante Meg , Bevacqua John , Muir Stephen
Published: August 2021

In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be designated as on-campus, online, or a predetermined mix of each. In a university in Australia, several subjects were designed in a flexible hybrid format where students were offered flexibility to create their own learning pathway via online or on-campus mode, changing as it suited and regardless of their original enrolment mode in the subject. The curriculum model was conceptualised and deployed using educational design research, involving three designed and taught subjects and a further two designed-only subjects (i.e. not yet taught) to help test the concept in contrasting contexts. Insights on the new model were gained from participating teachers, their students, and online analytics. Using the experiences of the trial as the basis of this discussion paper, one practical step and its related challenges are shared in working toward a hybrid pedagogy, with associated design principles extrapolated.
Editorial 17.4: Advancing Non-placement Work-integrated Learning Across the Degree
Authors: Dean Bonnie , Eady Michelle , Yanamandram Venkata
Published: August 2021

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.
‘'Workplace’ or Workforce: What Are We Preparing Students For?
Authors: Winchester-Seeto Theresa , Piggott Leanne
Published: August 2021

This Position Paper explores some of the assumptions that underpin the dependence on physical WIL placements. The authors focus on the fundamental question of what exactly we are preparing students for – is it the workplace, or should we think more broadly about preparing students for the workforce? This raises other questions around the necessity of students undertaking placements in a physical workplace to learn what they need, as well as analysing what aspects of work trigger learning. Workplaces in many organisations are quite different to those of a decade ago, requiring different skills of their workers, and for some, there is no single physical workplace at all. Preparing students for this new paradigm requires us to rethink what kind of WIL experience will be most efficacious and potentially opens space for consideration of other options such as virtual WIL, project-based WIL, studio learning, and student designed start-ups. It is hoped that our thoughts and recommendations might challenge how academics and practitioners currently think about and deliver WIL, with a view to advancing new approaches to non-placement WIL.
Free Your Mind
Authors: Seligman Martin ,   University of Pennsylvania
Published: August 2021

This is not the first time that great universities have had to shut their doors during an epidemic. And there is perhaps a lesson for all students about what can happen during a shutdown.

In 1665, Cambridge University closed as the bubonic plague swept across England.

Isaac Newton, a 22-year-old student, was forced to retreat to the family farm, Woolsthorpe Manor. Isolated there for more than a year, on his own he revolutionized the scientific world. Newton said that this shutdown freed him from the pressures of the curriculum and led to the best intellectual years of his life.
Gratitude Letter: Remembering Walter Mischel
Authors: Duckworth Angela
Published: August 2021

Walter Mischel, one of the greatest psychologists in history, died earlier this month. Walter was the sort of person you expected to live forever. When we met, he was 78 years old and as spry as a fox. Over the next decade, whenever we had the chance to meet in person, I’d end up chasing him—literally jogging to keep up—across the campus of Columbia University.
Imagine That
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Not long ago, I found myself in a heated argument about empathy.

A new friend—someone I'd long admired but only recently met—and I were discussing social inequality.

“I think the real problem is empathy,” I said. “I mean, I care about other people. But I wonder how possible it is for me to truly feel what another person is feeling. I know this sounds awful, but I think there are severe limits to the human capacity for empathy.”

My friend objected. “Wait, this is exactly what people do. You listen to someone else's story, and you use your imagination to put yourself into their narrative. The details of what they see, what they hear, what they smell…you imagine yourself in their story. Of course human beings are capable of empathy!”

As arguments sometimes do, our debate ended in stalemate.

But the question preoccupied me for a long time. Days later, when I was supposed to be thinking about something else, snippets of our dialogue would resurface. Who was right?

We all have our coping mechanisms.
Intelligence Plus Character
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

When you walk into the Character Lab office, the very first thing you'll see are the words of Martin Luther King, Jr.: “Intelligence plus character—that is the goal of true education.”

The quote comes from an essay King published in the Morehouse College campus newspaper around his 18th birthday.

King opens his argument with an observation: “I too often find that most college men have a misconception of the purpose of education.” A common mistake, he says, is in seeing only one of two aims.

The more obvious goal of education is “to become more efficient,” particularly in “thinking logically and scientifically.” Today, we might say we send our kids to school to become critical thinkers. “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.”

Another—perhaps less obvious—goal is to cultivate character: “But education which stops with efficiency may prove the greatest menace to society,” King wrote. “The most dangerous criminal may be the man gifted with reason, but with no morals.”
Kids Today
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Compared to 50 years ago, are children today better or worse at delaying gratification?

If you answered “worse,” then you have company.

Roughly 3 out of 4 parents believe that self-control has decreased over the past half-century. Likewise, when given a brief description of the famous marshmallow test, the same proportion of parents guess that preschoolers today are less able to delay gratification than their counterparts in the 1960s.

Here's how one older gentleman described the decline of self-controlled behavior among kids of his generation.

The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.
Less Can Be More
Authors: Klotz Leidy ,   University of Virginia
Published: August 2021

My six-year-old son has a stubborn palate.

Attempting to diversify his diet, my partner and I have tried it all. We've coated veggies in cheese, filled each compartment of his lunchtime bento boxes with intriguing flavors (freeze-dried strawberries!), and involved him in meal prep. We've subscribed to kid-friendly meal-delivery services, watched cooking shows together, and pointed out “your little sister's eating it.” No luck.

Even if you don't have a picky eater in the house, you've encountered this situation before. When you want to improve something—whether it's a kid's diet, your own parenting, or the design of a room—you think about how to change things from the way they are to the way you want them to be.

While people can get very creative in their solutions, my colleagues and I have found that one approach is consistently overlooked: subtraction. We think first about adding, whether it's piling on more options (the bento boxes), more information (the cooking shows), or more motivation (the sister).

But in our eagerness to add, we neglect the other way to create change—by taking things away. For instance, removing bread as the default snack presented to my son led to more improvement than all of the additions combined. Now, bananas, rice, and granola have made their way into the regular rotation. With any luck, he will be eating vegetables by the time he turns 10.
Letting Kids Drive
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Years ago, I met an educator named Diane Tavenner who blew my socks off.

We'd been invited by Bill and Melinda Gates to give what amounted to a private TED talk, followed by discussion, on what kids need to thrive in every sense of the word.

When it was her turn, Diane told the story of Summit Public Schools. As Diane described a day in the life of a Summit student, I leaned in, rapt with wonder.

Summit students, she explained, take responsibility for their own learning. Sure, they get a ton of support—much more attention and personalized instruction than in a typical public school. But their primary job is not to do as they are told. Instead, their mission is to develop authentic interests and a sense of purpose. Only when students have a reason for learning, Diane said, do they bring their full attention and energy to their work.

Recently, Diane wrote a book about all she's learned. During her book tour, I had the opportunity to interview Diane before a crowd of parents and educators. “If you had a magic wand and could change one thing about American schools,” I asked, “what would it be?”
Lost in Translation
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

At Character Lab, we abide by the two-email rule.

It states, simply, that if you have a question or problem that isn't
solved in two emails, you must pick up the phone: A few minutes of
talking can save hours of writing and reading. Even more important, a
short conversation can prevent misunderstandings that can linger in the
air for much longer.

I wrote that rule, and put it into our Culture Book,
when I realized how common it was for minor misunderstandings to
snowball into major conflicts. In retrospect, it was clear these crises
could have been avoided if the communication took place in a richer
medium than email.

In fact, we also live by the talk-in-person rule: Whenever possible, we speak face-to-face.
Making the Grade
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Like many schools, the university where I teach has made all classes
pass/fail optional. Months ago, before Covid-19 sent my students home
for the semester, I was designing a new undergraduate class. Against convention, I requested its designation be mandatory pass-fail.

Why?

I love to teach but hate to grade. I know that sizing up what
students know and can do serves a function, but I hate it all the same.

One reason is that grades are assigned to individuals, not groups—inadvertently implying that achievement is a solo sport.

Think about it. You're anointed the valedictorian if you outperform
everyone in your graduating class. To graduate summa cum laude, you edge
out classmates who earned magna cum laude—who in turn beat those who
made cum laude, not to mention those who walk across the stage and
accept their diploma without any extra frills at all.

The psychologist Abraham Maslow once observed that “self-­actualizing
people are, without one single exception, involved in a cause outside
their own skin, in something outside of themselves.”
Name That Feeling
Authors: Brackett Marc ,   Yale University
Published: August 2021

About 10 years ago, I was suffering from acid reflux and blamed it on
work stress. When I went to my doctor, he said, “Welcome to the
professor's life.” Then he said, “Take some Prilosec for the heartburn,
and I'll prescribe you some anti-anxiety medication to alleviate the
stress.”

But I wondered whether medicating my stress was the right decision.
Was my problem truly anxiety, or was it something else? How could the
director of a center for emotional intelligence not be aware of his own feelings? Just because I knew the science didn't mean I was practicing it.

So I asked myself a few questions: What was I really feeling? What might I have been reacting to?
Perfect Storm
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

This fall, cell phone use in French schools is officially prohibited
for students at all grade levels, from elementary through high school.

The ban on phones raises an interesting philosophical dilemma. On one
hand, prohibiting phones curtails personal freedom. This is the
argument undergraduates make to me when, politely, I suggest they not
use their cell phones or laptops during lectures.

On the other hand, cell phones are about as potent a distraction as
one could dream up for adolescents, whose developing brains haven't
quite gotten the hang of impulse control and, as evolutionary fate would
have it, are at their lifetime peak for sensation seeking and reward
sensitivity.

In other words, adolescence is a perfect storm for failures of self-control.
Planting a Growth Mindset
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

These days, it seems like having a growth mindset is de rigueur.

Chances are you've been urged to adopt a growth mindset or to pass
one along to your kids. The idea of growth mindset has gone viral.

But what is a growth mindset, really? And why should you care?

A growth mindset about intelligence is the belief that your
intellectual abilities can develop. The opposite—a fixed mindset—is
believing that you can't really get any smarter than you are right now.

As a neurobiology major in college, I was taught that our brains didn't change much after early childhood.
Practice, Practice, Practice
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

In the 1993 film Groundhog Day, misanthropic meteorologist Phil Connors relives the same 24 hours, over and over and over again…for years on end.

Given nearly infinite “do-overs,” Phil learns to speak French, play
jazz piano, and flip cards into an upturned hat. Most important: he
discovers the good in other people, and he learns to care about them. In
return, they love him back.

There's a lesson in Groundhog Day for all of us: Trying to do something over and over again, with intention and focus and feedback on what we could do better next time, is how you improve—at anything.
Proactivity in Your Inbox
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

The other day, an email popped up in my inbox that began with this:

Dear Dr. Duckworth,I am a high school junior seeking opportunities to explore my interest in psychology…

“I don't have room this year,” I thought and was about to reply with a
polite thank-you-but-no-thank-you. But the second paragraph stopped me
short:

When I was a competitive figure skater, my coach told me to watch your TED Talk on grit
to help me prepare for competitions. Though I was young at the time, I
found it incredibly moving and inspiring. Ever since then, with
everything I do, I always think about how gritty I am being in the
situation….When I started thinking about seeking an internship, I
thought of you first….It would be an amazing honor and fruitful
experience to work alongside you and learn from you.

Ah, flattery! It works every time, doesn't it?
Psychological Distance
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Last week, I told you that compared to 50 years ago, kids today are better at delaying gratification.

Why is the capacity for self-control on the rise?

Stephanie Carlson, the scientist responsible for this discovery, is
one of my close collaborators. I called to ask her what she thinks.

“Children today are better at symbolic thinking,” Stephanie told me. “And symbolic thinking facilitates self-control.”

“Symbolic thinking means mentally representing objects and events in
ways that extend beyond the here-and-now,” Stephanie explained. “These
mental transformations help put psychological distance between you and temptations.”
Sampling
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

A 19-year old “wunderkind” chef just had his restaurant reviewed in The New Yorker: “As a kid, Flynn McGarry knew exactly what he wanted to be when he grew up, but, unlike most kids, he didn't have to wait.”

At 12, McGarry was already running a supper club out of the kitchen
his parents installed in his bedroom. At 15, he was apprenticing at top
restaurants. Soon after, he opened a series of pop-up restaurants and
now, at an age when most young people don't even know their major, he's
getting rhapsodic reviews in The New Yorker.

Everyone, I think, wants to be a prodigy. I did. I yearned to know
what I'd do with the rest of my life and to be, as McGarry is described
in the closing paragraph of the review, “exceptionally gifted,
intuitive, and inventive.”
Sleep Success
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

I have a New Year's resolution: Get more sleep.

Sleep is a miracle drug with no side effects. As neuroscientist Matthew Walker explains in his book Why We Sleep,
“There does not seem to be one major organ within the body, or process
within the brain, that isn't optimally enhanced by sleep (and
detrimentally impaired when we don't get enough).”

Recently, Character Lab Research Network included questions about sleep in a survey of more than 20,000 high school students.

Here's what we found: the more hours students slept, the better
rested they felt when they woke up. Students who slept more were more
likely to feel “ready to learn” when they showed up for class. Not
surprisingly, hours of sleep were also positively correlated with
happiness and report card grades.

So, why don't teenagers get more sleep?
Success Story
Authors: Jones Brady K. ,   University of St. Francis
Published: August 2021

I majored in Spanish in college, and after graduation, I wasn't sure
what to do with my degree. One gray winter day toward the end of my
senior year, I found myself in Chicago applying for an interpreter
position at a law firm. 

The fast-talking attorney who interviewed me gave me an impromptu
test: I had to translate a colleague's words from Spanish to English on
the spot, as if she were testifying in court. Flustered, I struggled to
keep up. After only a minute or so, the attorney waved her colleague out
of the room, then turned to me and said, “I have to be honest. That
translation was not sufficient.” 

Ouch. It still hurts to tell that story! And when I remember that
day, I don't feel motivated to do the hard work of learning a second
language. I feel like running in the other direction.
The Best-Laid Plans
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

My guess is that you, like most American adults, have at least one New Year's resolution.

But resolving to change, however fervently you wish to do so, is no guarantee that you'll actually follow through.

Why not?

One reason is that most goals cannot be accomplished all at once and
on the spot. You need a way to bridge your current intentions with your
future actions. And contrary to popular belief, you don't need more
willpower; you need a strategy.

Decades of research on how children and adults turn intentions into actions have culminated in a four-step process called WOOP—an acronym that stands for Wish, Outcome, Obstacle, Plan.
The Crowd Within
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Tim Beck will turn 100 years old this summer. 

What is the psychotherapist who revolutionized how we treat mental health challenges thinking about these days?

Recently, Tim and I have been exchanging emails about a new idea that
explains why Good-Natured Angela had mysteriously disappeared from the
Zoom call I described in last week's tip.

Where'd she go?

And where the heck did Hot-Tempered Angela come from?

Tim's explanation for how very different our thoughts, feelings, and actions can be is what he calls the Theory of Modes.
The basic idea is that each and every one of us has developed a variety
of “modes”: separate personality states—different selves, so to
speak—complete with their own goals, attitudes, and so forth.
The Flynn Effect
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

In tandem with increases in delay of gratification, the human capacity for abstract reasoning has increased enormously over the past century. This phenomenon is called the Flynn Effect, after the political scientist who discovered it.

I first learned about the Flynn Effect in graduate school. I remember
thinking it was impossible. How could it be that as a species, we're
getting smarter?

And not just a little bit smarter.

The size of the Flynn Effect is staggering: more than 30 IQ
points—the difference between getting an average score on a standard
intelligence test versus qualifying as mentally gifted. Gains are
comparable in all areas of the United States and, indeed, around the
world.
The Key to Reading People
Authors: Gehlbach Hunter ,   Johns Hopkins School of Education
Published: August 2021

After weeks of strange and elaborate explanations, our
kindergartner's long con finally crumbled. Her school politely called to
say that the lunch money they had been fronting our little one would
not continue. They hoped we would reconcile the debt to avoid the
awkwardness of refusing to feed a 5-year-old.

This unexpected news explained why our budding con artist had been
returning home with a nearly full lunch box for weeks. Her discovery
that announcing her name to the cafeteria ladies could procure chocolate
milk soon evolved into her obtaining complete (and tasty) school
lunches. Yet, this information failed to explain how two well-educated
parents—one of whom specifically studies how people perceive each
other—misread their daughter so badly. We never doubted her increasingly
fantastic explanations for the re-emergent (and healthy) homemade
lunch.

Reading others is as challenging as it is crucial. Our daily acts of social perspective taking—figuring
out others' thoughts and feelings, perceptions and motivations—guide
our behaviors toward others. They form the building blocks for all our
social relationships. For the most part, we strive to read others
accurately, but research indicates that two motives frequently derail us.
The Problem With Venting
Authors: Kross Ethan ,   University of Michigan
Published: August 2021

Shortly before my wife, Lara, gave birth to our first child, we went through a parental rite of passage: baby boot camp. 

For a full day, we sat in an auditorium with other (mostly) excited
soon-to-be parents, listening intently to experts teach us how to change
diapers, warm bottles, and swaddle babies. 

Shortly before the session ended, the speaker turned to the topic of
managing our emotions and the chatter in our heads. The first few months
of parenthood will have lows, not just highs, the instructor cautioned.
One piece of advice she offered for dealing with these difficulties? 

Vent. Reach out to your spouse or a friend, she said, and release your feelings.
The Romeo and Juliet Effect
Authors: Cialdini Robert ,   Arizona State University
Published: August 2021

If you really want to get something done, you've got three options:
Do it yourself, pay top dollar—or forbid your teenager to do it. 

You probably recognize the truth of that adage from your own teenage
years. Imposing authority can be counterproductive because teenagers
tend to resist such attempts at control.

Nothing illustrates the boomerang quality of parental pressure on
adolescent behavior quite as clearly as a phenomenon known as the “Romeo
and Juliet effect.” 

The term refers to Romeo Montague and Juliet Capulet, the ill-fated
teen characters who defied, with tragic consequences, all parental
attempts to keep them apart. But does this happen in real life? In research
done with 140 Colorado teenage couples, parental interference made the
pairs feel greater love and desire for marriage. As the interference
intensified, so did the love experience. When the interference weakened,
romantic feelings cooled.
The Secret
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

“How are you feeling?”

Uncle Marvin wanted to know.

Marc Brackett, now the founding director of the Yale Center for
Emotional Intelligence, was 12 years old. It was one of the first times
in his life that someone had asked him this question sincerely and
seemed open to an answer other than “Fine, thanks.”

In fact, Marc was anything but fine. And because Uncle Marvin's
question gave him permission, he told the truth: “I have no real
friends…I suck at sports…I'm fat, and the kids at school all hate me.”

Around other adults—including his own parents—Marc felt unseen. But Uncle Marvin was different.
Throughlines
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Six months ago, the Louvre opened a new art museum
in Abu Dhabi. The museum's central theme is universality. When you see
art from entirely different cultural traditions displayed side by side,
you see striking similarities that in a traditional museum would be less
obvious. Three gold funerary masks from the Levant, China, and Peru. In
a small, dark room, side by side, illuminated pages of the Koran,
Bible, and Torah.

To help all kids thrive, we, too, must look past superficial
differences in origin and focus instead on universal psychological
insights. We must find the throughlines.

Imagine, for example, if I had to fashion an exhibit out of what I
happen to be carrying around in my backpack. In a waist-high glass case,
on a red velvet cloth, under three tiny halogen lights, I'd lay two
books and one manuscript.
The Holy Trinity of Healthy Relationships
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

The pandemic has thrust students of all ages more forcefully into the
arms of technology. Now that the Zoom-enabled school year is underway,
I've pondered just how far technology will go toward replacing
old-fashioned, one-on-one human interaction.

It is indeed amazing what robots and chatbots can do. I schedule 90%
of my meetings using an artificial intelligence “assistant” and not once
has anyone guessed that their calendar appointment, reminder, and
chirpy “Thanks!” came from an algorithm. And it has occurred to me that
the two undergraduate classes I am now teaching remotely, attended by
fewer than 100 students in total, could in theory balloon to a million
at nearly zero marginal cost.

And yet my experience teaching remotely has convinced me that human
beings are built for human relationships. We don't mind buying paper
towels on our browsers, but there is no one-click equivalent to feeling
understood, respected, and cared for by another person.
Turn Weakness Into Strength
Authors: Eskreis-Winkler Lauren ,   University of Chicago
Published: August 2021

A few months ago, Anders Ericsson
passed away. Anders discovered that the secret to world-class
excellence isn't talent—it's practicing in a specific way that he called
“deliberate practice.”
In meticulous studies of chess,
music, sports, and a range of other fields, Anders found that the
willingness to engage in deliberate practice distinguishes the truly
great from the merely good. Deliberate practice
entails working with a coach or teacher to set specific challenging
goals for improvement, concentrating completely while practicing,
receiving immediate feedback, and then repeating the cycle again and
again.
Wash Your Hands for Grandma
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Nobody has a crystal ball when it comes to the coronavirus, but one fact is inarguable: frequent and thorough hand washing is one of the best things we can do to halt the spread of the disease.

By now you've likely heard this recommendation. And since hand
washing costs practically nothing, requires no special skills or
equipment, and dramatically curtails the spread of other germs, too,
there's no reason we shouldn't comply.

Except, of course, the intention-behavior gap. What's that, you ask?
Watch Your Words
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

Because I study effort and achievement, people often assume that all I care about is effort and achievement.

That's understandable—but incorrect.

When I think of my own two teenage girls and how they show up in the
world, I do not think first and foremost of their resumes. I do not go
to bed praying that they graduate summa cum laude. And if a fairy
godmother granted me one wish, it would not be for Amanda and Lucy to be
successful.

Do I care about effort and achievement?

Yes, I do.

Do I hope that my girls learn to work hard and smart, and to accomplish something of importance?

Yes, I do.
We Can Do It
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

“What's different is that we're learning things together, rather than
just on our own. This is the only class where it doesn't feel like I'm
competing against my classmates.”

“When you see someone else have an aha moment, it makes you think maybe you could do it, too.”

“I remember the first time I explained something to someone else. It
made me feel great. It made me feel like maybe I could do this.” 

“Asking your teacher a question can be intimidating. It's different when we ask each other.”

These are some of the comments students in Applied Physics 50:
Physics as a Foundation for Science and Engineering shared when I
dropped into their Zoom team meeting and, on a break, asked what made
this class special.
You Are What You Feed
Authors: Duckworth Angela ,   Character Lab
Published: August 2021

In one of Tim Beck's recent articles, he tells the story of David, a
37-year-old man hospitalized with a diagnosis of schizophrenia. 

David's symptoms are severe, and traditional therapeutic approaches
have so far been unsuccessful. Some days it's a challenge for him to
even engage in a conversation.

One day, his therapist asks him what activity he liked most in the
past. “McDonald's,” he replies. “I've always enjoyed going to McDonald's
for a hamburger.”

The therapist proposes that they walk over to the hospital
restaurant. On arrival, without explanation, a miraculous transformation
occurs.

Suddenly, David is alert to his surroundings, able to cheerfully
complete the transaction at the cash register and even to joke with the
cashier before taking his food.
Pentingnya Pendidikan dan Pelatihan Bagi Pekerja Radiasi
Authors:   RSUD Prof. Dr. Margono Soekarjo Purwokerto, Prahardi R , Widikusumo Arundito
Published: August 2021

Ionizing radiation, when it hits our bodies, can ionize and excite the atomic nuclei of cells. Ionization and excitation will cause DNA damage either directly or indirectly. DNA damage is direct if ionizing radiation hits DNA, while DNA damage is indirectly through the formation of free radicals (atoms with unpaired electrons) and has a very damaging effect on DNA. Therefore, safety in ionizing radiation, including its use in the medical world, is essential. Protection includes safety avoiding deterministic effects and stochastic effects. To protect against both deterministic and stochastic effects, the role of the radiographer is significant. Heinrich (1980) estimates that (85%) accidents are the result of the contribution of unsafe work behavior (unsafe act). Radiation accidents reported by the United States Energy Atomic Commission from 1960-1968 were caused by operator error (68%), procedural errors (8%), equipment damage (15%), and others (9%). When viewed in detail, the operator's errors were not conducting a radiation survey (46%), not following procedures (36%), not using protective equipment (6%), human error (6%), and calculating radiation exposure errors (6%). Therefore, the radiographer must know and understand ionizing radiation, its dangers, and the application of radiation protection from the results of a survey conducted at Prof. Hospital. Dr. Margono Soekarjo Purwokerto to 22 radiographers showed that the level of understanding of ionizing radiation, the dangers, and the application of radiation protection is still low. Therefore education and training are very much needed for them. Keywords: Radiation Hazard, Radiation Protection, Radiographer Education and Training
Perawatan APD Radiasi di Radiologi Rumah Sakit Mitra Keluarga Kelapa Gading
Authors:   RS Mitra Keluarga Kelapa Gading, Jakarta, Andhika Adi , Kiftia Mariatul
Published: August 2021

Based on the Regulation of the Minister of Health of the Republic of Indonesia Number 54 of 2015, it is stated that medical devices in hospitals need to be calibrated or tested at least one time period in 1 year by the health facility testing center. However, radiation PPE testing or commonly referred to as personal protective equipment from radiation exposure, has not been registered in any health facility testing center. Therefore, it is the responsibility of the owner of the radiation PPE to carry out periodic maintenance and testing so that the performance of the PPE is maintained and monitored, in this case, the hospital in each agency that has radiation PPE. Medical Physicists and Radiation Protection Officers play an essential role in this process directly in the field. This paper will discuss how to treat radiation PPE in Radiology by a medical physicist who works at the Radiology agency at Mitra Keluarga Hospital, Kelapa Gading. Radiation PPE care includes the placement of suitable PPE and routine testing, which is carried out regularly once a year or if needed according to the Decree of the Minister of Health of the Republic of Indonesia No. 1250 of 2009. The results of radiation PPE treatment will obtain an excellent place to put PPE and will monitor performance. Therefore, each radiation PPE owned can optimally reduce or protect body organs from radiation exposure. Keywords: personal protective equipment, PPE care
Towards Sustainable Habitats in Turkey: Challenges and Prospects for the Future
Authors: Oktay Derya
Published: August 2021

Considering the serious environmental and social problems faced during the last few decades and the extensive neglect and devastation of local sources and values, urban development practice cannot be said to be meeting sustainability requirements in most habitats. Urban planning and design are not merely engaged in the visual qualities of urban places but should be recognized as processes through which we consciously shape and manage our habitats with a focus on meeting the requirements of sustainable urbanism. This article firstly explores the logic of sustainable urbanism through a review of its philosophical and practical framework; secondly, it provides a critical assessment of contemporary approaches to sustainable urbanism; and thirdly, it analyses the traditional Turkish (Ottoman) city, which provides valuable clues for sustainable habitats with identity. These evaluations indicate that instead of advocating compactness in all cases, randomly mixing of uses, and promoting car- oriented developments; planners and designers should promote context-sensitive compactness, completeness, and sustainable movement patterns and connectedness. Moreover, rather than relying on standardized urban design guides, practicing ‘green- washed’ architecture and urbanism, creating left-over spaces through planning, and ignoring the peculiarities of the community, practitioners should foster urban identity, promote access to nature and sensitivity to the natural ecology, create sustainable public spaces, and develop social sustainability. These alternative measures are essential for creating sustainability in the urban environment of future habitats.