8-LB: Emotional Impact of Hypoglycemia and Use of Glucagon: Perspectives of People with T1D and Caregivers of Minors with T1D

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 8-LB
Author(s):  
ALLYSON HUGHES ◽  
JEOFFREY BISPHAM ◽  
LILY FULLER ◽  
WENDY WOLF ◽  
SUSANNE A. FITCH ◽  
...  
Keyword(s):  
Emotional Impact

Emotional Impact Feedback Changes How We Remember Negative Autobiographical Experiences

2010 ◽  
Vol 57 (5) ◽  
pp. 354-359 ◽  
Author(s):  
Melanie K. T. Takarangi ◽  
Deryn Strange
Keyword(s):  
Well Being ◽  
The Other ◽  
Personal Perspective ◽  
Emotional Impact ◽  
Potential Mechanism ◽  
Negative Experiences ◽  
Negative Memory ◽  
The Relationship ◽  
Negative Memories ◽  
Over Time

When people are told that their negative memories are worse than other people’s, do they later remember those events differently? We asked participants to recall a recent negative memory then, 24 h later, we gave some participants feedback about the emotional impact of their event – stating it was more or less negative compared to other people’s experiences. One week later, participants recalled the event again. We predicted that if feedback affected how participants remembered their negative experiences, their ratings of the memory’s characteristics should change over time. That is, when participants are told that their negative event is extremely negative, their memories should be more vivid, recollected strongly, and remembered from a personal perspective, compared to participants in the other conditions. Our results provide support for this hypothesis. We suggest that external feedback might be a potential mechanism in the relationship between negative memories and psychological well-being.

Giving and receiving written feedback on research reports: a narrative review and guidance for supervisors and students

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Kerith Duncanson ◽  
David Schmidt ◽  
Emma Webster
Keyword(s):  
Research Report ◽  
Emotional Impact ◽  
Written Feedback ◽  
Supervisory Relationship ◽  
Factors Associated ◽  
Researcher Development ◽  
Teacher Student ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Educational Component

PurposeWritten feedback on research-related writing is an important educational component of novice researcher development. Limited evidence exists to inform effective written feedback, particularly in relation to research reports by novice researchers. The aim of this narrative literature review was to explore supervisor and novice researcher perspectives on the provision of written feedback, particularly in the context of their evolving supervisory relationship. MethodsA systematic search of peer-reviewed journals in educational and health databases was undertaken for the terms ‘written feedback’ and ‘research report’, from January 2001 to August 2020. Identified literature was critiqued for methodological quality. Findings were coded, grouped and described as themes. Next, the themes and their parts were applied to the development of a two-part written feedback checklist that includes separate but related recommendations for supervisors and novice researchers.FindingsFrom 35 included papers, the four main themes that related to written feedback on research reports by novice researchers were: the emotional impact of receiving or giving written feedback; written feedback in the supervisory power dynamic; communicating written feedback; and the content and structure of written feedback. The changing nature and complexity of factors associated with written feedback from research supervisors reflected the transition from a supervisory relationship to a peer relationship. The checklist developed from the synthesised data is intended to provide guidance for supervisors and students about their respective and shared responsibilities within a supervisory relationship.  ImplicationsIncreased awareness of the characteristics, roles and impact of written feedback will assist supervisors of novice researchers to provide effective written feedback, and for students to effectively utilise written feedback. Progression of written feedback throughout the supervisory period is proposed as a means of transitioning from a teacher-student to a peer researcher relationship. 

The Orator in the Theatre

2018 ◽  
Author(s):  
Raphaëla Dubreuil
Keyword(s):  
The Political ◽  
Emotional Impact ◽  
Democratic Values ◽  
Athenian Democracy ◽  
Self Presentation ◽  
Strong Emotion ◽  
Close Study

This chapter explores the image Plutarch created of the end of Athenian Democracy. Its aim is to show that Plutarch conceived of this end through the lens of the theatre, and to explore the origins of this portrayal. It makes this argument through close study of the intersection of theatre and politics in Plutarch’s Life of Phocion. Plutarch expresses the political significance of crucial moments by drawing attention to their theatrical dimension. Theatrical venues, self-presentation, staging, speech, and props are used in order to create an emotional impact on an Athenian audience. Since Plutarch understood theatre in (mostly) Platonic terms, this evaluation is negative. He wishes to depict an Athenian society predisposed to strong emotion, ready to welcome an exuberant tyrant with open arms despite its previous democratic values.

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