Although satisfying friendships are crucial for well-being throughout adulthood, measures of friendship satisfaction have been limited by: (1) item content relevant to children only, (2) a focus on single relationships rather than the friendship network, and (3) disagreement about the number of dimensions necessary to capture the construct. To overcome these limitations, we assembled an item pool from a number of existing measures, created additional items drawn from research on friendships, and then examined the structure and psychometric properties of those items in two online surveys of over 2000 respondents each. Factor analyses consistently identified two correlated factors—closeness and socializing—but bi-factor modeling revealed that scores on both subscales load strongly on a general factor, suggesting that the multifaceted content can be scored efficiently as a unidimensional composite. Analyses using item response theory (IRT) supported the creation of a reliable 14-item instrument that demonstrated adequate convergent and predictive validity. Thus, the Friendship Network Satisfaction (FNS) Scale is a psychometrically sound tool to advance research on friendships across the lifespan.
Medicine is the art and science of restoring and preserving health through the healing process. The science of medicine lies in evidenced based practices and the technological achievements of the last century, which enable practitioners to preserve the physical body. A growing number of research articles and writings have also appeared addressing the spiritual dimension of healing (the art of medicine), which often ignored creates a gap in the medical care of the patient. The spiritual aspects of medical care are explored based on the experience of the doctor-patient encounter. Three case studies of various clinical settings are presented to begin to look at the spiritual aspect of healing and better define its incorporation in the encounters with patients. The author reflects on the skills and concepts that begin to define the spiritual dimension of care: communication (listening, speaking), connection (space, safety, and sacredness), and communion through which healing can occur. As health care professionals we can be a "healing" (Hopeful, Empathetic, Attentive, Loving, Intentional, Nourishing, Grateful) presence taking care of the physical, mental and spiritual needs of our patients in our encounters with them, bringing them back to health and wholeness.
Absfract. The secretion of placental lactogen begins early in pregnancy. Previous studies indicate that rat placental lactogen (rPL) is secreted from Day 8 of pregnancy and that it is luteolytic as well as luteotrophic. This study establishes the onset of both the luteotrophic and the luteolytic effects of placental lactogen in pregnant rats subject to timed hypophysectomy. Pregnancy was preserved in all groups with the administration of dydrogesterone (9p, 10a-pregna4,6-diene-3,20 dione), a progesterone analog, and diethylstilbestrol, an estrogen analog.Plasma progesterone and 20a-hydroxypregn-4-ene-3-one (20-OHP) were measured in serial serum samples by RIA. The data indicate that rPL is secreted as early in pregnancy as the seventh day. Rats hypophysectomized on Day 6 of pregnancy or later had ovaries that con- 76
The National Collegiate Athletic Association NCAA (2009) defines the term “risk” as a “student-athlete’s likelihood of graduation”. The ability of athletic departments and athletic academic professionals to identify which of their student-athletes might be considered at risk is less straightforward. While many departments use their own tools to assess risk, there has been little research on the subject. This exploratory study sought to generate a collective understanding of how athletic academic units across the country define the term “at-risk” and assess which of their student-athletes are at-risk in order to begin creating a framework for use across the industry. A survey was completed by 43 member of the National Association of Academic and Student-Athlete Development Professionals (N4A) who serve in learning specialist roles, within athletic academic units. The results showed that academic units, across NCAA institutions, do not have one clear definition of risk, but rather the definition falls into four distinct categories. The study also found that there are three initial risk assessments used most frequently to determine student-athletes’ risk upon arrival at the institution, while the continued risk assessments fall into six distinct categories of assessments. As this is an exploratory study, the researchers acknowledge that we are only scratching the surface in regards to the breadth` and depth of assessment usage to determine risk of student-athletes at NCAA institutions. Therefore, the implications for future research are discussed. Keywords: Risk, assessment, initial assessment, continued assessment
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