scholarly journals AN EXPERIMENTAL STUDY OF ELECTRONIC NEGOTIATION: CONTENT ANALYSIS OF VERBAL INTERACTIONS FOCUSING ON THE EFFECTS OF CORRECTABILITY AND EXITABILITY

PSYCHOLOGIA ◽  
2003 ◽  
Vol 46 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Taketoshi HATTA ◽  
Ken-ichi OHBUCHI
Keyword(s):  
Experimental Study ◽  
Content Analysis ◽  
Verbal Interactions ◽  
Electronic Negotiation

scholarly journals PHARMACOTHERAPY OF SYSTEMIC AUTOIMMUNE DISEASES IN CONDITIONS OF THE COVID-19 PANDEMIC: INNOVATIVE EXPERIMENTAL STUDY

2021 ◽  
Author(s):  
Ihor Hayduchok
Keyword(s):  
Experimental Study ◽  
Content Analysis ◽  
Autoimmune Diseases ◽  
Discrete Series ◽  
Supply And Demand ◽  
Postgraduate Education ◽  
Dosage Forms ◽  
Systemic Autoimmune Diseases ◽  
Medical Academy ◽  
Coronavirus Infection

The article presents the results of an innovative experimental study of pharmacotherapy of systemic autoimmune diseases in a pandemic of coronavirus infection is a timely and socially oriented way. The methodology of conducting a content analysis based on the theoretical principles of pharmaceutical and medical law and its components. Author used the method of drug selection developed by the Department of Medical and Pharmaceutical Law, General and Clinical Pharmacy of the Kharkiv Medical Academy of Postgraduate Education. Content analysis was performed by dosage forms by grouping them using the Sturgess formula, followed by the construction of discrete series of variations and distribution polygon. Received data made possible to state, that in some circumstances, doctors have a choice of both drugs and dosage forms. However, the data obtained show a lack of balance between supply and demand for patients and physicians. The analysis allows to obtain a complete description of the balance of "supply and demand" between the range and types of dosage forms of drugs INN Silymarin ATC code A05BA03, that approved for use.

scholarly journals Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

2019 ◽  
Vol 20 (4) ◽  
pp. 710-737 ◽  
Author(s):  
Astrid Berg ◽  
Daniel Orraryd ◽  
Alma Jahic Pettersson ◽  
Magnus Hultén
Keyword(s):  
Content Analysis ◽  
Microscopic Level ◽  
Practical Work ◽  
Verbal Interactions ◽  
Thematic Content Analysis ◽  
Teaching Activities ◽  
Use Of Resources ◽  
Multimodal Representations ◽  
Micro Level ◽  
Audio Video

A central aspect of learning chemistry is learning to relate observations of phenomena to models of the sub-microscopic level of matter, and hence being able to explain the observable phenomena. However, research shows that students have difficulties discerning and comprehending the meaning of the sub-micro level and its models, and that practical work in its traditional form fails to help students to discern the relation between observations and models. Consequently, there is a strong call for new teaching activities to address these issues. This paper emerges from a growing number of studies showing that learning is supported when students are set to cooperatively create their own multimodal representations of science phenomena. In this paper, we explore the approach of letting students create their own stop-motion animation as a means to explain observations during practical work. The students’ work of producing a phenomenon in the laboratory and creating an animation was recorded (audio–video) to capture students’ verbal and non-verbal interactions and use of resources. Data was analysed using a thematic content analysis with a deductive approach aimed at identifying the aspects of chemistry content that are being reasoned. The analysis showed that the task enabled students to engage in reasoning concerning both the observations and the sub-micro-level models, and how they relate to each other. The task also enabled students to reason about features of the representation that are needed to make sense of both the observational and sub-microscopic aspects of a phenomenon, as well as reflecting upon the meaning of a model.

An Experimental Study on the Effects of Exitability and Correctability on Electronic Negotiation

2007 ◽  
Vol 23 (3) ◽  
pp. 283-305 ◽  
Author(s):  
Taketoshi Hatta ◽  
Ken-ichi Ohbuchi ◽  
Mitsuteru Fukuno
Keyword(s):  
Experimental Study ◽  
Electronic Negotiation

Identifying Applicant Faking in Job Interviews

2018 ◽  
Vol 17 (3) ◽  
pp. 143-154 ◽  
Author(s):  
Nicolas Roulin ◽  
Deborah M. Powell
Keyword(s):  
Experimental Study ◽  
Content Analysis ◽  
Interview Study ◽  
Employment Interviews ◽  
Job Interviews ◽  
Applicant Faking ◽  
Potential Indicator ◽  
Legal Contexts ◽  
Moderating Role

Abstract. Applicants’ use of faking tactics could threaten the validity of employment interviews. We examined criterion-based content analysis (CBCA), an approach used in legal contexts, as a potential indicator of interviewee faking. We also examined the moderating role of storytelling in the faking-CBCA relationship. We conducted one experimental study, with 100 interviewees receiving instructions to respond honestly versus to exaggerate/invent responses, and one mock interview study, with self-reported faking from 111 interviewees. Responses were recorded, transcribed, and coded for CBCA and storytelling. Faking was associated with CBCA when interviewees freely engaged in faking tactics, an overall CBCA indicator was used, and interviewees’ responses contained story features. Additional analyses highlight that CBCA-based assessments of faking/honesty could reach up to 63.4% accuracy.

Verbal Interactions between an Eminent Mental Training Consultant and Elite Level Athletes: A Case Study

1999 ◽  
Vol 13 (4) ◽  
pp. 418-443 ◽  
Author(s):  
Rebecca J. Lloyd ◽  
Pierre Trudel
Keyword(s):  
Content Analysis ◽  
Interaction Analysis ◽  
Mental Training ◽  
Sources Of Information ◽  
Word Count ◽  
Verbal Interactions ◽  
Case Study Design ◽  
Audio Recordings ◽  
Elite Level

A case study design was used to (a) describe the process and identify the content of the verbal interactions between an eminent mental training consultant and five elite level athletes during ten sessions, and to (b) compare the analyzed sessions with the consultant’s published approach on mental training. The sources of information included the audio recordings of the mental training sessions, the interviews with the consultant, the interviews with the athletes, and two articles published by the consultant. An adapted version of the Flanders’ (1965) Interaction Analysis in the Classroom was used to systematically code the process, and a content analysis was performed on the transcripts of the mental training sessions and interviews. During the sessions, the consultant’s verbal behaviors accounted for 39% of the total coded behaviors leaving 60% for the athletes and 1% for silence. The content analysis revealed that up to 24 topics were addressed in each session (often the athletes would “unload”) where certain issues had a more frequent word count. The analysis of the content and process revealed that the consultant follows an athlete-centered approach that corresponds to the consultant’s published perspective.

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