Nutzungsbedingungen:Dieser Text wird unter einer Deposit-Lizenz (Keine Weiterverbreitung -keine Bearbeitung) The Question Appraisal System (QAS-04) ELIZABETH DEAN, RACHEL CASPAR, GEORGINA MCAVINCHEY, LETICIA REED & ROSANNA QUIROZany approaches are used to prepare instruments for multicultural administration, depending on the scope, schedule and budget of the study. Sequential questionnaire development, the most common approach to developing cross-cultural instruments, is also the most affordable. Designers formulate and pretest an instrument in the source language, then translate it into the target language(s) using culture-specific tailoring. In contrast, parallel development incorporates target cultures throughout the design and pretesting process. The disadvantages to parallel development are that it is expensive, timeconsuming, and subject to version control problems. The Question Appraisal System (QAS) is a coding tool for pretesting instruments (Willis & Lessler, 1999). The QAS is supported by an item taxonomy of the cognitive demands of a question and documents the features that may lead to response error. Results of the appraisal are used to revise question wording, response wording, questionnaire format, and question ordering. This paper describes research conducted to update the QAS to identify problems due to cross-cultural and cross-linguistic application of questions.
Objectives To understand the information needs and experiences with health care and social support among women with confirmed or possible Zika virus infection during pregnancy. Methods We conducted in-depth interviews with 18 women whose pregnancies were part of surveillance efforts in two states, Pennsylvania and Virginia. Using a semi-structured guide available in English and Spanish, we asked women about their experiences. We conducted a thematic analysis using NVivo 11. Results Only one participant reported that her infant had been diagnosed with health problems related to congenital Zika virus infection. Most participants said they received the information they needed about Zika virus and their infant's medical care. Most participants primarily spoke Spanish and described satisfactory experiences communicating with providers, either using a mix of Spanish and English or using an interpreter. Coordination of care and clear communication among different providers was a key factor in participants' satisfaction with health care received. Participants noted high levels of stress around the uncertainty associated with Zika virus exposure during pregnancy. Conclusions for Practice Although participants reported satisfaction with care, they also reported high levels of anxiety and challenges coping with the uncertainties along their journeys. Study findings support the need for guidance for providers about how to talk with women about Zika virus infection during pregnancy and specifically how to discuss the uncertainties about diagnosis and outcomes.
The difficulty of translating country-specific programs for use in surveys has been well documented. Questions about educational attainment offer a good illustration of this difficulty, particularly amongst Spanish-speaking immigrants in the United States, who come from a variety of countries where education systems are different in both name and structure. This article presents results from cognitive testing of Spanish education-level questions in the U.S. Census Bureau's American Community Survey. We conducted two iterative rounds of testing with 46 Spanish-speaking respondents from 11 different countries. Respondents had differing interpretations of the Census Bureau's education-level categories because they differed, either in meaning or by the terms used, from the categories in their countries of origin. For example, Mexican-origin respondents interpreted 'escuela secundaria,' or 'high school,' to correspond to nine years of schooling, while in the U.S. completing high school corresponds to 12 years of schooling. This type of misinterpretation could result in upward biases in reports of educational levels. We discuss various approaches tested to deal with this type of response error.
This chapter presents two cases that relate to innovations in smallholder contexts, where food insecurity and a changing climate create a context of vulnerability framed by uncertainty and risks. The innovations (genetically modified cassava for smallholder farming in Kenya and remote-sensing technologies with unmanned aerial vehicles for East African smallholder farmers) provide examples of how translational research can address some of the ethical issues that arise from technological fixes. The common thread in these cases is the way participatory approach can help mitigate potential ethical challenges that arise when scientists and innovators seek solutions to difficult problems in contexts where there are differences in values, power and knowledge by a diversity of actors or stakeholders and institutions, and where the context itself may impact on the outcomes.
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