Reliability of a Cryoscopic Micro-Osmometer Using 15-µL Plasma Samples to Measure Hydration Status in Varied Environmental Conditions

Measurement of plasma osmolality (P_osm) remains popular for assessing hydration status in exercise science. However, a controlled reliability assessment of micro-osmometry using small sample volumes to measure P_osm remains to be performed. This study aimed to examine the reliability of a cryoscopic micro-osmometer requiring 15-μL samples across varied environmental conditions. Thirteen young adults (26.4 ± 5.7 years) completed a 20-min steady-state cycling protocol on separate occasions in cool/dry conditions and hot/humid conditions. P_osm was assessed using fingertip capillary samples taken in duplication prior to and following 20-min acclimatization and recovery periods around the cycling bout. Absolute (typical error of measurement = .62–.83 mOsmol·kg^–1; coefficient of variation = .9% to 1.3%) and relative (intraclass correlation coefficient = .60–.85) reliability of this approach were supported. These findings suggest micro-osmometry requiring small plasma samples (15 μL) can be reliably used by practitioners to assess longitudinal changes and cross-sectional hydration status in varied environmental conditions.     

The continuing bonds of US expatriates living in Egypt

This study used the continuing bonds model, which describes the process of loss and mourning, to build a theory about the acculturation process of US expatriates. We examined six case studies of US expatriates permanently residing and working in Egypt. Participants were interviewed about the loss of their US culture and their cultural experiences in Egypt. All participants acknowledged losing aspects of their US culture, and kept continuing bonds with it, but these bonds took different forms depending on the way they responded to their loss and the way they negotiated the influences of both host and native cultures. We present three of these case studies in this paper due to space limitations. One participant believed that his continuing bonds might be imagined or outdated and used religion to avoid the influences of both US and Egyptian cultures in his life. Another participant used his continuing bonds to inspire marginalized Egyptians and refugees. The third participant used his continuing bonds to isolate himself from the Egyptian culture and lead an exclusive American lifestyle. External factors such as political climate of host country, family members, privilege, circumstances of coming to Egypt, and age influenced the mourning process.     

Cross-Cultural Perspectives on Intercultural Communication Competence

This study examined the process of developing intercultural communication competence (ICC) with particular attention to cross-cultural differences in communication patterns. A qualitative approach involving 40 interviews with Americans living in Sweden and Swedes living in the US was employed in order to gain a nuanced, in-depth, and contextual understanding of how immigrants and expatriates experience the process. Several differences in verbal and nonverbal communication patterns between the two cultures emerged. The findings provide insights into how ICC is developed differently across cultures, as well as how the cognitive, affective, and behavioral components of ICC are interrelated and influenced by culture-specific aspects.     

In the trainer's voice: A study of training transfer practices

Data were gathered from members of a large professional training organization regarding their practices for supporting training transfer. Transfer factor categories grounded in the literature were used to code the data using content analysis procedures. Commensurate with the transfer literature, results suggest that trainers reported strategies used within the training setting and in the work environment as having the most influence on training transfer. Transfer practices that do not have a firm grounding in the research but that emerged in the data, trainer characteristics and evaluation practices, were reported by trainers as being important influences on training transfer. This study extends previous work on training transfer practices by elucidating the specific transfer influences perceived by training professionals as critical for supporting transfer in organizations. Implications for practice and research are offered that focus on building trainer proficiency for training transfer in organizational settings.     

Fostering kinship with animals: animal portraiture in humane education

Visual depictions of animals can alter human perceptions of, emotional responses to, and attitudes toward animals. Our study addressed the potential of a slideshow designed to activate emotional responses to animals to foster feelings of kinship with them. The personal meaning map measured changes in perceptions of animals. The participants were 51 students enrolled at a pre-university college in Montreal, Quebec. Major conceptual themes were developed based on students’ responses on the PMM both pre- and post-slideshow. Ninety-two percent changed their perceptions of ‘Animal’ after viewing the slideshow. Pre-slideshow perceptions of ‘Animal’ were described primarily as Pets/Symbols, Biological/Wild Nature, Commodity/Resource, and Dangerous. After the show, the perceptions shifted to Kinship and Sentience/Individuality, with substantial increases in the depth and emotion associated with responses. Thus, viewing animal portraiture improved feelings of kinship with animals and enhanced perceptions of animal individuality in a classroom setting.     

Female academics’ research capacities in the Kurdistan region of Iraq: socio-cultural issues,personal factors and institutional practices

In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female academics' research leadership in universities in the Kurdistan region of Iraq. The project aimed to develop female academics' research capacities using action learning and research principles, in order to focus on issues of concern to practitioners, seek understanding, reflect on activities and enhance them through needs identification–solution–reflection cycles and collaboratively seek solutions. The research uncovered socially constructed barriers to advancement shaped by socio-cultural issues and institutional practices, found exemplars of successful female academics and strengthened participants' research leadership capacities. We conclude that the expansion of female academics' capacities should be prioritised in the Kurdistan region of Iraq to harness their contributions to nation-building and economic development, goals that are explicitly emphasised in higher education policy statements.     

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.