Online Platform for Visual COVID-19 Literature Interactive Discovery (Preprint)

BACKGROUND The rate of publication of COVID-19 literature is astonishing and the research is extremely varied. Innovative tools are needed to aid researchers to find patterns in this vast amount of literature to identify subsets of interest in an automated fashion. OBJECTIVE We present a new online software resource with a friendly user interface that allow users to query and interact with visual representations of relationships between publications. METHODS We publicly released an application called PLATIPUS (Publication Literature Analysis and Text Interaction Platform for User Studies) that allows researchers to search, filter, and sort literature supplied by COVIDScholar. This tool contains standard filtering capabilities based on authors, journals, high-level categories, and various research-specific details via natural language processing. At the center of the software is a visual interface that offers a variety of representations of data-driven clusters that dynamically update from a researcher’s query. RESULTS PLATIPUS is publicly available online and currently links to over 116,000 publications. This application has the potential to transform how COVID-19 researchers utilize public literature to enable their research. CONCLUSIONS The PLATIPUS application provides the end-user with a variety of ways to search and filter over one hundred thousand COVID-19 publications. CLINICALTRIAL N/A

Homosocial Masculinities

This chapter uses the concept of homosociality to discuss attitudes to, and representations of, relationships between men. Examining masculinities and masculine characters from each of the forty sagas of Icelanders, this chapter constitutes the first comprehensive study of masculinities in this genre. It investigates the interpersonal dynamics of masculinity in the sagas, thereby demonstrating how masculinity inflects homosocial relationships (and thus virtually all aspects of saga texts). By focusing on the actions of male characters, this chapter touches upon, elucidates, and articulates many facets of saga society, and the representation of men within it, which are generally taken for granted and consequently not usually formulated in saga scholarship. The conclusions drawn about the operation of homosociality in saga society are concurrently used to think through some of the implications that Old Norse material might hold for Eve Kosofsky Sedgwick’s model of homosociality.

Self-Transcendence Values, Relationships, and Participatory Practice in Early Childhood Education

This study seeks to reveal the circumstances that encourage versus those that block children’s participation in the context of daily teacher-children encounters in preschools in Israel. Six cases were selected for analysis—three in which children’s participation was enabled and three in which children’s participation was blocked by teachers or student-teachers. Participants in the study were five student-teachers doing fieldwork as part of their professional preparation as well as two teachers. Analysis yielded the following conclusions: meaningful participation takes place in the context of a personal, caring relationship with an educator. For challenging situations that require decisions about enabling or denying children’s participation, self-transcendence values need to be activated by student-teachers or teachers. Activation of these values is the outcome of personal mental struggle, which is strengthened by having clear, articulated goals to include children in guided and nonguided social encounters. This study suggests that a teacher’s espousal of self-transcendence values is among the attributes that have an impact on teachers’ representations of relationships, their interactions with children, and the children’s participation in daily, preschool social encounters, whose quality may in turn affect the relationships with children. Documentation and critical reflection need to be incorporated into educational practice so that decision-making in challenging situations will be the product of thorough deliberation.

Beliefs about gender violence. Sexism in adolescent relationships

This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitive-developmental perspective. The sample consists of 297 students from 3 different state-subsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of High School). The students’ representations of relationships are analyzed from the point of view of both genders and the degree to which they consider violence to be justified. The study is based upon a transversal design (quasi-experimental) with survey. The instrument used is an adaptation of the Cuestionario de Actitudes hacia la Diversidad y la Violencia (Questionnaire of Attitudes towards Diversity and Violence). The results demonstrate a partial relationship between moral-evolutionary development and the degree of justification applied to different situations in which there is violence. The data shows that the acceptance of sexist beliefs and the justification of violence decrease as students get older. However, from 15-16 years old (4th ESO) is the age at which students most justify gender stereotypes. The study indicates middle- adolescence as the ideal time to carry out psycho-educational interventions, taking into account the values related to equality and respect between genders.

Beliefs about gender violence. Sexism in adolescent relationships

This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitive-developmental perspective. The sample consists of 297 students from 3 different state-subsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of High School). The students’ representations of relationships are analyzed from the point of view of both genders and the degree to which they consider violence to be justified. The study is based upon a transversal design (quasi-experimental) with survey. The instrument used is an adaptation of the Cuestionario de Actitudes hacia la Diversidad y la Violencia (Questionnaire of Attitudes towards Diversity and Violence). The results demonstrate a partial relationship between moral-evolutionary development and the degree of justification applied to different situations in which there is violence. The data shows that the acceptance of sexist beliefs and the justification of violence decrease as students get older. However, from 15-16 years old (4th ESO) is the age at which students most justify gender stereotypes. The study indicates middle- adolescence as the ideal time to carry out psycho-educational interventions, taking into account the values related to equality and respect between genders.