DEVELOPMENT AND VALIDATION OF A SEXUAL ACTUALIZATION MEASURING INSTRUMENT FOR THE ELDERLY

The objective of this study was to develop a measuring instrument for assessing sexual actualization of the elderly and test some of its metrological properties. The assistance of experts on sexology, gerontology, and the actualization of potential was required. The questionnaire was sent twice, at a 2-week interval, to individuals who showed an interest in the study. Of the 115 people who answered the questionnaire, 52 were women, with a mean age of 67.3, and 63 were men, with a mean age of 68.9. The results show good temporal stability (intraclass correlation coefficient =.89) and strong internal consistency (Cronbach's alpha =.97). Two construct validity studies were conducted. The first consisted in comparing the Sexual Actualization Questionnaire (SAQ) and a general well-being scale; no significant relationship was found (r =.07; p =.41). However, the results of the second study, which compared the SAQ scores of the senior individuals who had been sexually active with those who had not, were significant (p <.05).     

Expediting the transfer of evidence into practice: building clinical partnerships

A librarian/clinician partnership was fostered in one hospital through the formation of the Evidence-based Practice Committee, with an ulterior goal of facilitating the transfer of evidence into practice. The paper will describe barriers to evidence-based practice and outline the committee's strategies for overcoming these barriers, including the development and promotion of a Web-based guide to evidence-based practice specifically designed for clinicians (health professionals). Educational strategies for use of the Web-based guide will also be addressed. Advantages of this partnership are that the skills of librarians in meeting the needs of clinicians are maximized. The evidence-based practice skills of clinicians are honed and librarians make a valuable contribution to the knowledge-base of the clinical staff. The knowledge acquired through the partnership by both clinicians and librarians will increase the sophistication of the dialogue between the two groups and in turn will expedite the transfer of evidence into practice.     

Do We Have a Trust Problem? Exploring Undergraduate Student Views on the Tentativeness and Trustworthiness of Science

Science & Education - Science includes the fundamental attributes of durability and uncertainty; hence, we teach about the “tentative yet durable” nature of science. Public...     

Mathematics in Secondary Psychiatric Schools: Curricular and Assessment Policies and Practices

The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between respondent and nonrespondent schools on demographic variables. Results indicate a disconnect between the mathematics curriculum and state assessments. Approximately half teachers responded that their school relies on standard district or state curriculum, and the curriculum and instructional materials are aligned with assessments to a great extent. Only about 40% and 30%, respectively, reported that schools are supervised and teachers are provided professional development to facilitate the alignment of curriculum with state assessments to a great extent. Additional results and implications are discussed.     

Development Of A Consultation Profile Of Interventions Perceived As Successful By Human Performance Technology Consultants

The purpose of this study was to develop a consultation profile of interventions perceived as successful by internal or external Human Performance Technology consultants. Members of the National Society for Performance and Instruction [The National Society for Performance and Instruction is currently known as the International Society for Performance and Instruction] and the American Society for Training and Development were asked to describe in detail a single intervention which they considered successful in terms of outcomes for both themselves and their clients. The results indicate that the scope of these interventions is not limited to training but includes a broader range of performance improvement interventions. This supports the notion that professionals in the field are undertaking more systemic approaches in their practice. An average of 40% of total project time is allocated to front-end analysis. The projects reported by our respondents also emphasize collaborative decision-making, especially during the front-end analysis phase. Factors most commonly reported as responsible for the success of projects were support from the client, collaboration between team members, and clear definition of expectations.