Television use in the 21st century: An exploration of television and social television use in a multiplatform environment

First Monday ◽  
2016 ◽  
Author(s):  
Jiyoung Cha
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Social Movement ◽  
Information Sharing ◽  
21St Century ◽  
Sense Of Community ◽  
Social Bonding ◽  
Video Viewing ◽  
Television Use ◽  
Online Persona

Recognizing the multiplatform and individualized video viewing environment, this study conducted focus groups to delve into reasons behind the choice and use of television over other types of video platforms, and the motives for using social television. The results suggest that the focus group participants feel affection for television as a medium itself — a feeling that is independent of the content available on television. The motives for seeking social television include a sense of community, social bonding with existing networks, reinforcement of an online persona, entertainment, information sharing, social movement, self-documentation, and incentives.

scholarly journals Undergraduates May Prefer to Learn about the Library Informally

2015 ◽  
Vol 10 (1) ◽  
pp. 84 ◽  
Author(s):  
Robin Elizabeth Miller
Keyword(s):  
Focus Group ◽  
Social Science ◽  
Focus Groups ◽  
Information Sharing ◽  
Undergraduate Students ◽  
Academic Library ◽  
Approaches To Learning ◽  
Early Years ◽  
Library Instruction ◽  
Trial And Error

A Review of: Murphy, J. A. (2014). Library learning: Undergraduate students’ informal, self-directed, and information sharing strategies. Partnership: The Canadian Journal of Library and Information Practice and Research, 9(1), 1-20. https://journal.lib.uoguelph.ca/index.php/perj/index Abstract Objective – To determine undergraduate student approaches to learning about research and to seeking assistance with resources and services offered by the library. Design – Three face-to-face focus groups received the same 12 questions to discuss over 90 minutes. Setting – Academic library in Saskatchewan, Canada. Subjects – A total of 14 undergraduate students majoring in a social science or humanities subject area. Of these, four subjects were in their second year of undergraduate study, four in their third year, and six in their fourth year. Subjects participated in focus groups with other students in their year of study. The researcher recruited subjects through printed advertisements distributed in areas frequented by social science and humanities students. 12 female students and 2 male students participated. 13 participants had attended a library instruction session in the past. Subjects were offered pizza, but were not otherwise incentivized to participate. Methods – The researcher and an assistant conducted three focus groups with undergraduate students, eliciting qualitative comments later transcribed and coded manually for analysis. Requirements for participation included being engaged in an undergraduate major in the social sciences or humanities, and previous experience using the library. Subjects answered open-ended questions about their studies, research activities, use of the library for a variety of tasks, and help seeking preferences. Main Results – Regardless of year of study, focus group participants reported informal approaches to learning about and conducting research. All participants were confident about using the library’s online resources, and preferred learning about library resources through self-directed practice and trial and error. Participants revealed that learning about the library informally was preferable to library instruction. Most participants indicated they had sought help from the library at one time or another. Participants prized sharing information with classmates, especially through collaboration and social networks, and they valued the expertise of professors, peers, friends, and family when doing research. Three factors may influence their choice to consult and exchange information with other trusted advisers outside of the library: convenience, familiarity, and knowledge. Conclusion – Findings from this study align with previous findings about student approaches to seeking research assistance. The author reveals that assistance from the library, including library instruction, is less important to focus group participants than the research strategies they have developed informally, including trial and error and information sharing within one’s personal network. The author observes that the informal learning strategies implemented by undergraduates in this study mirror the strategies of adult learners, especially in the workplace. The author suggests that intentional, course integrated library instruction in the early years of undergraduate education would strengthen students’ preferred self-directed learning about research.

A Survey on Crypto-Steganographic Schemes and A Use Case in Healthcare System

2019 ◽  
Vol 1 (2) ◽  
pp. 25-33
Author(s):  
Mei Ling Phang ◽  
Swee Huay Heng
Keyword(s):  
Social Networking ◽  
Information Sharing ◽  
Healthcare System ◽  
Double Layer ◽  
21St Century ◽  
Electronic Devices ◽  
Third Party ◽  
Use Case ◽  
Comparison Analysis ◽  
Information Assets

Information sharing has become prevalent due to the expansion of social networking in this 21st century. However, electronic devices are vulnerable to various kinds of attacks. Information might be disclosed, modified and accessed by an unauthorised third party which consequently leads to the breach of confidentiality, integrity and availability of the information. Therefore, it is of utmost importance to employ the technology of cryptography and steganography to protect information assets. Cryptography and steganography have weaknesses when they are working alone. Therefore, crypto-steganography, the combination of cryptography and steganography are introduced to overcome the weaknesses in order to provide a double layer of security and protection. This paper provides a general overview of steganography and cryptography as well as a comparison analysis of different crypto-steganographic schemes. A secure crypto-steganographic system for healthcare is then developed with the implementation and integration of the secure crypto-steganographic scheme proposed by Juneja and Sandhu. This healthcare system enables users to store and deliver message in a more secure way while achieving the main goals of both cryptography and steganography.

French and Spanish Queer Film

2016 ◽  
Author(s):  
Chris Perriam ◽  
Darren Waldron
Keyword(s):  
Focus Groups ◽  
Sense Of Community ◽  
National Identities ◽  
Audience Research ◽  
Large Sample ◽  
Current State ◽  
Trans People ◽  
Screening Questionnaires ◽  
On Line ◽  
The Uk

This book advances the current state of film audience research and of our knowledge of sexuality in transnational contexts, by analysing how French LGBTQ films are seen in Spain and Spanish ones in France, as well as how these films are seen in the UK. It studies films from various genres and examines their reception across four languages (Spanish, French, Catalan, English) and engages with participants across a range of digital and physical audience locations. A focus on LGBTQ festivals and on issues relating to LGBTQ experience in both countries allows for the consideration of issues such as ageing, sense of community and isolation, affiliation and investment, and the representation of issues affecting trans people. The book examines films that chronicle the local, national and sub-national identities while also addressing foreign audiences. It draws on a large sample of individual responses through post-screening questionnaires and focus groups as well as on the work of professional film critics and on-line commentators.

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

Considering Others’ Mental States Causally Increases Feelings of Social Bonding and Information Sharing

2019 ◽  
Author(s):  
Elisa Baek ◽  
Diana Tamir ◽  
Emily B. Falk
Keyword(s):  
Social Behavior ◽  
Information Sharing ◽  
Mental States ◽  
Social Bonding ◽  
Health News ◽  
Brain Behavior ◽  
The Relationship ◽  
Share Information ◽  
Shed Light ◽  
Mentalizing System

Information sharing is a ubiquitous social behavior. What causes people to share? Mentalizing, or considering the mental states of other people, has been theorized to play a central role in information sharing, with higher activity in the brain’s mentalizing system associated with increased likelihood to share information. In line with this theory, we present novel evidence that mentalizing causally increases information sharing. In three pre-registered studies (n = 400, 840, and 3500 participants), participants who were instructed to consider the mental states of potential information receivers indicated higher likelihood to share health news compared to a control condition where they were asked to reflect on the content of the article. Certain kinds of mentalizing were particularly effective; in particular, considering receivers’ emotional and positive mental states, led to the greatest increase in likelihood to share. The relationship between mentalizing and sharing was mediated by feelings of closeness with potential receivers. Mentalizing increased feelings of connectedness to potential receivers, and in turn, increased likelihood of information sharing. Considering receivers’ emotional, positive, and inward-focused mental states was most effective at driving participants to feel closer with potential receivers and increase sharing. Data provide evidence for a causal relationship between mentalizing and information sharing and provide insight about the mechanism linking mentalizing and sharing. Taken together, these results advance theories of information sharing and shed light on previously observed brain-behavior relationships.

Behavioral Health Professionals’ Perceptions on Outcomes of Patient-Controlled Granular Information Sharing Study: Focus Groups and Survey (Preprint)

2020 ◽  
Author(s):  
Julia Ivanova ◽  
Tianyu Tang ◽  
Nassim Idouraine ◽  
Anite Murcko ◽  
Adela Grando ◽  
...  
Keyword(s):  
Focus Groups ◽  
Information Sharing ◽  
Behavioral Health ◽  
Health Professionals ◽  
Medical Information ◽  
Health Data ◽  
Health Record ◽  
Team Members ◽  
Patient Study ◽  
Actual Patient

BACKGROUND Granular information sharing studies rarely use actual patient electronic health record (EHR) information. In a previous study, behavioral health patients categorized their own EHR data into sensitive categories (e.g. mental health) and chose which care team members (e.g. pharmacists) should have access to those records. In this study, behavioral health professionals are provided access to the outcomes of a previous patient study to better understand the perspectives of health professionals on patient-controlled granular information sharing. OBJECTIVE Assess behavioral health professionals’: (1) perspectives on understanding and opinions about granular information sharing; (2) accuracy in assessing redacted medical information; (3) reactions to patient rationale for health data categorization, assignment of sensitivity, and sharing choices; and (4) recommendations on how to improve the process of granular health information sharing. METHODS Four two-hour focus groups and a pre- and post-survey were conducted at two integrated health facilities. During the focus groups, outcomes from a previous study on patients’ medical record sharing choices were shared. Thematic analysis and descriptive statistical analyses were conducted. RESULTS Twenty-eight professionals were initially unaware of or provided incorrect definitions of granular information sharing (56.0%). After having access to outcomes from a previous patient study, professionals increased their mixed perspectives (21.4% to 37.1%) on granular information sharing. A majority (81.3%) identified that key medical data had been redacted from the study case. Many (66.1%) stated they did not understand patient rationale for categorization or medical sharing preferences. Finally, participants recommended that a variety of educational approaches be incorporated to inform patients about granular information and health record sharing processes. CONCLUSIONS This study provides detailed insights from behavioral health professionals on patient-controlled granular information sharing. Health professionals accurately identified information gaps resulting from patient-directed data redaction, improved in their overall concept comprehension, underscored the fine line between patient safety and patient rights, and expressed a commitment to help patients appreciate the risks and benefits associated with granular information sharing. Outcomes will inform the development, deployment and evaluation of an electronic consent tool for granular health data sharing.

scholarly journals Blending Indigenous Sharing Circle and Western Focus Group Methodologies for the Study of Indigenous Children’s Health: A Systematic Review

2021 ◽  
Vol 20 ◽  
pp. 160940692110151
Author(s):  
Sarah C. Hunt ◽  
Nancy L. Young
Keyword(s):  
Systematic Review ◽  
Focus Group ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
Children's Health ◽  
Children’S Health ◽  
Community Advisory Board ◽  
Original Research ◽  
Research Approach ◽  
Sharing Circles

The primary objective of this systematic review was to investigate how Western focus groups and Indigenous sharing circles have been blended for the study of Indigenous children’s health. The secondary objective of this study was to propose recommendations for adapting focus groups to include elements of sharing circles. This systematic review was conducted using a systematic search of original research articles published between 2009 and 2020 that (a) focused on North American Indigenous children’s health and (b) used group-based qualitative methods including focus groups and sharing circles. Each of the articles was screened for relevance and quality. The methods sections were reviewed, subjected to qualitative content analysis, and codes were analyzed to identify common themes and synthesize results. We identified 29 articles, most of which followed a community-based participatory research approach. In these publications, most included a community advisory board, ethics approval was obtained, and in some cases, community members were included as research assistants. There was evidence that sharing circles and focus group methods had been blended in the recent Indigenous children’s health literature. This was particularly apparent in the authors’ approaches to recruitment, location, facilitation techniques, question format and reimbursement. Several groups have published results that describe approaches that successfully incorporated aspects of Indigenous sharing circles into Western focus groups, thus establishing a research method that is culturally safe and appropriate for the study of Indigenous children’s health.

Participatory development of the food literacy intervention “GUSTO” for older adults in Germany

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
F Zastrow ◽  
K Neher ◽  
H Hassel
Keyword(s):  
Older Adults ◽  
Focus Group ◽  
Focus Groups ◽  
Everyday Life ◽  
Healthy Aging ◽  
Participatory Approach ◽  
Target Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Food Literacy

Abstract Background Healthy aging is one of the major challenges currently faced by an aging population. Food literacy (FL) refers to the ability to apply knowledge and practical skills regarding healthy and sustainable nutrition into everyday life. The project “GUSTO” is sponsored by the Bavarian State Ministry of Health and Care and aims to contribute to enjoyable aging by developing the nutritional skills of people aged 65 and over. This community-based program comprises independent working groups of older adults guided by peer moderators. The FL intervention is developed in cooperation with the target group. Methods The nutritional situation of older adults was first established through a literature research. The results of this research were compared to the “self-perceived food literacy scale” by Poelman et al. (2018) and the “nutritional framework for literacy courses” by Johannsen et al. (2019). The resulting data provided a basis for focus group discussions carried out in six municipalities, supported by local practice partners. In six guided focus group discussions, a number of recurring themes were identified and summarized. Results The focus groups consisted of a total of 44 people between 62 and 88 years of age (average age: 73.1 ± 6.1 years). 22.7 % were men. The group discussions revealed resources used and barriers encountered in terms of FL and interests of older adults. It was evident that, due to the high density of information available, the participants found it difficult to identify reliable information and to implement it in their everyday life. At the request of the focus groups, topics such as the best before date and the use of food waste were added to the intervention. Conclusions Older adults find it challenging to identify reliable nutritional information and implement it in their everyday life. With the help of the participatory approach outlined in this study, target group-related issues can be identified and taken into account in the intervention. Key messages Older adults can be involved in the development of an FL intervention. A participatory approach allows target group-related issues and specific needs to be taken into account in the intervention.

scholarly journals 136. In Their Own words: a Qualitative Analysis of Factors Contributing to Gender Bias in Academic Advancement in Infectious Disease

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S198-S198
Author(s):  
Wendy Stead ◽  
Jennifer Manne-Goehler ◽  
Jasmine R Marcelin ◽  
Carlos Del Rio ◽  
Douglas Krakower
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Gender Bias ◽  
Implicit Bias ◽  
Faculty Members ◽  
Full Professor ◽  
Major Theme ◽  
Academic Advancement ◽  
Assistant Professors ◽  
Implicit And Explicit

Abstract Background Large and persistent inequities in academic advancement exist between men and women faculty in academic Infectious Diseases (ID). To identify and characterize beliefs about why these inequities persist in ID, we asked ID faculty members to share their thoughts and experiences with the advancement process. Characteristics of Focus Group Participants Summary of Main Emergent Themes from Focus Group Analysis Methods We conducted four 60-minute focus groups with ID faculty members during IDWeek 2019. We enrolled women that were diverse geographically and in academic rank (i.e., Instructor/Assistant, Associate, Full Professor). We assigned women to focus groups by rank to minimize social desirability bias across rank. Our fourth focus group included only men who were Full Professors, to capture additional perspectives about barriers to advancement and solutions. (Table 1) We analyzed focus group discussion transcripts using content analysis. Results We identified nine main themes regarding inequities in academic advancement of women in ID. (Table 2) In all 4 focus groups, gender bias as a barrier to academic advancement was a major theme. Women Full Professors emphasized explicit gender bias such as sexual harassment and “predatory mentoring,” whereas women Instructors/Assistant Professors more frequently cited barriers related to implicit bias, such as obscure maternity leave policies and divisional meetings scheduled during childcare hours. Women Associate Professors cited implicit and explicit gender bias, while men Full Professors focused primarily on implicit bias. Women Instructors/Assistant Professors experienced the greatest difficulty in balancing demands of family with career, though this was a prominent theme in all groups. The perception that women less often utilize negotiation to advance themselves was a dominant theme for women Associate Professors, though all groups raised examples of this theme. Conclusion Gender bias, both implicit and explicit, is an important and ongoing barrier to equitable academic advancement of women in ID. Difficulty balancing demands of family with career and gender differences in professional negotiation are also perceived barriers that can be targeted by innovative programs and interventions to address gender disparities in academic advancement. Disclosures All Authors: No reported disclosures

User-centered Requirements for Patient Fluid Intake Monitoring Support

2020 ◽  
Vol 64 (1) ◽  
pp. 736-740
Author(s):  
Ellen J. Bass ◽  
Andrew J. Abbate ◽  
Yaman Noaiseh ◽  
Rose Ann DiMaria-Ghalili
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Real Time ◽  
Information Needs ◽  
Fluid Intake ◽  
Fluid Consumption ◽  
Registered Dietitians ◽  
Group Data ◽  
Focus Group Data

There is a need to support patients with monitoring liquid intake. This work addresses development of requirements for real-time and historical displays and reports with respect to fluid consumption as well as alerts based on critical clinical thresholds. We conducted focus groups with registered nurses and registered dietitians in order to identify the information needs and alerting criteria to support fluid consumption measurement. This paper presents results of the focus group data analysis and the related requirements resulting from the analysis.

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