43 Matching Annotations
  1. Sep 2020
  2. Aug 2020
    1. Horby, P., Mafham, M., Linsell, L., Bell, J. L., Staplin, N., Emberson, J. R., Wiselka, M., Ustianowski, A., Elmahi, E., Prudon, B., Whitehouse, A., Felton, T., Williams, J., Faccenda, J., Underwood, J., Baillie, J. K., Chappell, L., Faust, S. N., Jaki, T., … Landray, M. J. (2020). Effect of Hydroxychloroquine in Hospitalized Patients with COVID-19: Preliminary results from a multi-centre, randomized, controlled trial. MedRxiv, 2020.07.15.20151852. https://doi.org/10.1101/2020.07.15.20151852

  3. Jul 2020
    1. Furthermore, cultural practices that emphasize the value of nuclear family relationships (related to Component 2, nuclear family belongingness) are part of this strengths-based mindset that promotes belongingness and buffers youth against threats of poor mental health. This can be especially powerful for emigrants from racial and ethnic minority families when youth feel less supported by peers at school but feel strong belongingness in their nuclear families at home. This can encourage school personnel to improve family ties through parent outreach and more emphasis on conferences with families. It also encourages family inter-ventions in the community, such as family therapy, that move beyond the school.

      Findings: parent outreach by schools can be critical

    2. Also, potentially potent in strengthening belongingness is individual coun-seling that encourages adolescents to find strength in relationships with family members, such that they are able to maintain these relationships even as they move from school to school. For each of these interventions, a student’s ability to find belongingness through healthy relationships, and gain strength from them, can be emphasized. Thus, by building belongingness through building healthy relationships, students can become resilient against negative threats. These are the types of interventions that can be supported by the result that belongingness is an effective moderator of the influence of peer acceptance on loneliness. In this way, these findings support Gysbers’s (2004) and Forrest’s (2004) encouragement for counseling psychology research to be informative for school counselors

      Findings: For each of these interventions, a student’s ability to find belongingness through healthy relationships, and gain strength from them, can be emphasized. Thus, by building belongingness through building healthy relationships, students can become resilient against negative threats.

    3. for the outcome of loneliness, and revealed belongingness as a moderator for this outcome (Table 2), is valuable in the establishment of belongingness as noteworthy for the social lives of adolescents. The graphing of the post hoc analysis of this relationship (Figure 1) further clarifies the importance of belongingness. This informs an understanding of the social environment of a multicultural middle school by showing that while those who have low peer acceptance are at risk, those who are strong in belongingness are some-what buffered against such consequences. Thus, belongingness appears to be a protective factor. Because the loneliness questionnaire, the CLS, targeted loneliness in the school environment, it was logical to expect that peer acceptance would be significantly correlated to loneliness, which it was. That students with high belongingness levels showed essentially no impact from peer acceptance levels on loneliness at school is notable. It suggests that high levels of belongingness can buffer the negative effects of low peer acceptance. This begins to establish belongingness as important in the lives of adolescents and as a promising factor in promoting resilience.

      Findings: This begins to establish belongingness as important in the lives of adolescents and as a promising factor in promoting resilience

    4. The relationship between loneliness and depression was steeper for low belongingness than for high belongingness, meaning that students with low belongingness were more vulnerable to depression in relation to feelings of loneliness than were their high-belongingness counterparts

      Findings: students with low belongingness were more vulnerable to depression in relation to feelings of loneliness than were their high-belongingness counterparts.

    5. With only loneli-ness in the equation with depression, the relationship was significant (R2= .28, p< .001). When belongingness was introduced, there was an increase in the strength of the equation (R2 increased by .02, p= .005). Finally, the interaction between belongingness and loneliness was significant with levels of depres-sion (R2 increased by .03, p= .001). Thus, there is support for Hypothesis 2, that belongingness does moderate the influence of loneliness on depression.

      Findings: belongingness does moderate the influence of loneliness on depression.

    6. This shows that belongingness was a moderator of the influence of peer acceptance on loneliness, supporting Hypothesis 1

      Findings: belongingness was a moderator of the influence of peer acceptance on loneliness

    7. The relationship between loneliness and peer acceptance was plotted at three levels of belongingness: low (-1 SD), medium (M), and high belongingness (+1 SD). With low belong-ingness, there is a somewhat steep relationship between loneliness and peer acceptance. This means that students who had limited belongingness were highly vulnerable to feelings of loneliness from rejection by their peers. At medium levels of belongingness, the relationship between peer acceptance and loneliness was not as steep, yet peer acceptance still had a clear influ-ence on loneliness. At high levels of belongingness, the line representing the relationship between loneliness and peer acceptance was nearly horizontal. In regard to loneliness, this reveals that students who were high in belong-ingness were almost unaffected by their level of peer acceptance, whereas students who were low in belongingness were susceptible to experiencing loneliness at low levels of peer acceptance

      Findings: In regard to loneliness, this reveals that students who were high in belongingness were almost unaffected by their level of peer acceptance, whereas students who were low in belongingness were susceptible to experiencing loneliness at low levels of peer acceptance

  4. Jun 2020
    1. It is now the job of social workers to promote these sorts of relationships for low-income young people, so we can best support their economic success.

      Calls on social workers (particularly in schools) to promote capital mentorship for low-income youth to support their economic success

    2. Another limitation of the overall dissertation work is the limited attention paid to the role of race. Although we know that the racial ethnic makeup of a young person is strongly associated with their chances to be upwardly mobile (Chetty et al., 2018), this work focused on the role of their income instead, only considering race as a matching variable in all propensity score matching. This is because the income-based achievement gap is growing more rapidly than the race-based achievement gap, suggesting that income may have a stronger association with economic upward mobility

      Limited as research did not pay attention to the role of race

    3. This type of mentoring model has shown to provide a wide array of supports to young people who are traditionally harder to support through traditional mentoring programs, including those aging out of the foster care system and those involved in the juvenile justice system

      Youth-initiated mentoring can be an alternative option for those who are traditionally harder to support through traditional mentoring programs

    4. By addressing the issue of low-income youth not having capitalmentors by stocking the pond and teaching young people to "fish", social workerscan greatly contribute to low-income young people's economic successthrough the provision of capitalmentors.

      Culmination of "stocking" and "fishing" will contribute to economic success

    5. not wantingtotake any more of a teacher's time. These types of courses teach young people that they have every right to build a network of support, and should be motivated to do so by their own potential for success

      Low income youth do not feel privileged enough to seek out mentors or take up teachers' time; this course could teach them they deserve to build a network of support

    6. Teach Them to FishFindings from this dissertation highlighted that (1) low-income youth were less likely to be mentored than their middle-income peers and (2) when mentored, low-income youth were not likely to have the kinds of mentors that can promote upward mobility. Because of this, young people may need to be taught how to cultivate the specific type of mentoring relationships, capitalmentors, which can promote mobility. One model of how to do this is an actual course on how to identify and seek out this particular type of mentor

      "Teach them to Fish"

      • low-income youth were less likely to be mentored
      • low-income youth did not have the kinds of mentors that can promote upward mobility
      • solution: create a course on how to identify and seek out this type of capital mentor
    7. Because the majority (57%) of young people met their capitalmentor through school, focused efforts should be made to create "mentor-rich environments" (Freedman, 1993, p. xxiv) in and around school. Social workers are in a prime position to take on this task, as social workers are already working in the school setting and have relationships with key potential mentors, including teachers and other school personnel. To "stock the pond," social workers should consider trainingteachers and school personnel toacknowledge their potential asa capitalmentor. This could include trainingteachers andschool personnelto recognize the power they have to connect young people to resources they do not have access to in their current social circles, and to proactivelyengage with these young people. School social workers should also advocate for institutional support of informal mentorship, including the creation of opportunities for one-on-one connections and rewarding teachers for prioritizing mentorship

      "Stock the Pond" in schools.

      • 57% of young people met their capital mentor through school
      • schools should create "'mentor-rich environments'" in/around school
      • social workers are ideal to take on this position
      • social workers should train teachers and school personnel to acknowledge their potential as a capital mentor through training
      • school social workers should advocate for institutional support of informal mentorship, like creating opportunities for one-on-one connections and rewarding teachers for prioritizing mentorship
    8. The findings of the dissertation suggest that those who are interested in promoting economic mobility for low-income and other vulnerable youth should thus promote capitalmentoring relationships for these young people.

      Promoting economic mobility can be done by promoting capital mentoring relationships

    9. Low-income young people pursuing economic mobility may find themselves in situations that their core mentors and family members cannot help with and do not have experience with. These situations may include applying to college, pursuing financial aid for college, interviewing for a high-wage position and investing.Capitalmentors, who are more likely than other mentors to provide good advice, may help young people navigate these situations and help in to promoting upward mobility for low-income young people.

      Capital mentors can play a role in academics for low-income youth as they may not have anyone to assist them in certain situations

    10. Capitalmentors, however, were more likely to provide bonding capital. Capitalmentors range from close members of the community (neighbors, friends' parents, etc.) to associates far outside the young person's inner-most group (teachers, employers, etc.). Youth described these mentors in ways that indicated they had boosted their relationships with common networks, including neighborhoods, friend groups, school, and work. Paired with the fact that capitalmentors are also more likely to provide bridging capital, this finding highlights the importance of network manipulation in the pursuit of social capital. Although core mentors may be promoting all kindsof psychosocial benefits in young people, they are not adapting, bolstering, and expanding young people's social network, like capitalmentors are. This seems to be a key piece to promoting mobility, as capitalmentors are providing social capital and are associated with upward mobility for low-income youth.

      Capital mentors were more likely to provide bonding capital which boosted youth relationships with common networks, including school. Highlights need to adapt, bolster, and expand youth's social network.

    11. An unexpected finding was that capitalmentors provided both bridging and bonding capital. Previous research suggested that bonding capital would be likelier found in relationships with family,

      Capital mentors provided bridging and bonding capital

    12. The potentially promising finding from this dissertationis that although low-income youth were significantly less likely than their middle-income peers to report a capitalmentoring relationship, they were significantly likely to be upwardly mobile when they did. There is a type of mentor, the capitalmentor, whocan make a difference on economic upward mobility for those who need itmost.

      Low-income youth report capital mentors less often, but were significantly likely to be upwardly mobile when they did

    13. The capitalrelationship is likely with someone from outside the family, and is not marked by feelings of closeness or frequent communication.Young people go to capitalmentors for sound advice. These relationships connected young people to new resources and bolstered young peoples'feelingsof connectedness to a common group.

      Capital relationships "connected young people to new resources and bolstered young peoples' feelings of connectedness to a common group"

    14. in these data informal mentors were no more likely to promote upward mobility among youth living in areas of higher poverty than among those residing in other neighborhoods

      (inconclusive) Informal mentors were no more likely to promote upward mobility in more impoverished neighborhoods than any other neighborhoods

    15. Without this, I am unable to truly understand therelationship between neighborhood context and the informal mentor, and thus cannot truly test the mentor's ability to moderate neighborhood effects

      Cannot make conclusion on the connection between mobility and neighborhood because lack of context

    16. This dissertation found that while both core and capital mentors provide various forms of support that is meaningful to young people, only capital mentors were associated with upward mobility for low-income youth

      Capital mentors were associated with upward mobility for low-income youth

    17. This study found that havingan informal mentor was associated with economic mobility for middle income youth. These mentors are one of many resources these young people have that may contribute tothese youth beingmore likely to be mobile than their low-income peers (Putnam, 2015; Mitnik et al., 2015). This suggests that mentors fit well into the profile of resources middle-income youth have that promote economic mobility in adulthood

      Informal mentoring was more strongly associated with economic mobility for middle income youth as the data suggests that mentors fit well into the profile of resources middle-income youth have over their low-income peers

    18. Overall, this study found that some, but not all, mentors can promote upward mobility for low-income youth. Specifically, capital mentors, those from outside the family who provide social capital and informational support can promote economic mobility for those who are least likely to be mobile. This important finding acknowledges the potential impact of individual relationships in the promotion of individual economic mobility. This potentially promising finding is still, however, on the most-micro level of potential interventions for economic mobility, focusing on building blocks leading to mobility.

      Some mentors can provide upward mobility for low-income youth-- particularly capital mentors who provide social capital and informational support to youth

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  5. Apr 2020
    1. In terms of radiologic findings, bilateral pneumonia (75 of 82 patients [91.5%] vs 236 of 334 patients [70.7%]) and multiple mottling and ground-glass opacity (53 [64.6%] vs 15 [4.5%]) were more prevalent in patients with than those without cardiac injury (both P < .001, Table 1).
  6. Sep 2019
    1. Results

      Results == Findings.

      I am aware that this section contains some statistical technique you did not learn in the course. Try to read the authors' descriptions, nonetheless, and see if you can make sense out of it. If the authors did their job, you should be able to understand their findings even if you might not appreciate the intricacies of their methodological choices.

      Please identify and highlight the key findings of this research.

  7. Nov 2017
    1. The most common eye finding in congenital toxoplasmosis is the presence of chorioretinal scars, reported in 79% of patients. These scars may occur anywhere in the retina but with a higher incidence in the macula.

      Ocular findings in Congenital Toxoplasomsis:

      • 79% patients have chorioretinal scars *Scar may involve macula with significant decrease in visual acuity
      • scar may involve periheral area with decreased acuity by dragging of macula

      Normal Retina

      Chorioretinal scar in congenital toxoplasmosis

      Other posterior ocular complications include:

      • retinal attachment and active chorioretinitis in 10%
      • Optic atrophy in 20%
      • Other findings may include: cataracts, microphtalmia, microcornea, nystagmus.
  8. Oct 2017
    1. participants are more likely to speak to people and organi-zations with large followings.

      This is interesting. Specifically in this case of healthcare conversation, people are definitely more likely to take advice or consultation from the organization or people with most following. It could be because we are inherently likely to believe those that are followed by many others.

  9. Jan 2014
    1. To summarize the survey's findings: Curation of digital data is a concern for a significant proportion of UCSB faculty and researchers. Curation of digital data is a concern for almost every department and unit on campus. Researchers almost universally view themselves as personally responsible for the curation of their data. Researchers view curation as a collaborative activity and collective responsibility. Departments have different curation requirements, and therefore may require different amounts and types of campus support. Researchers desire help with all data management activities related to curation, predominantly storage. Researchers may be underestimating the need for help using archival storage systems and dealing with attendant metadata issues. There are many sources of curation mandates, and researchers are increasingly under mandate to curate their data. Researchers under curation mandate are more likely to collaborate with other parties in curating their data, including with their local labs and departments. Researchers under curation mandate request more help with all curation-related activities; put another way, curation mandates are an effective means of raising curation awareness. The survey reflects the concerns of a broad cross-section of campus.

      Summary of survey findings.