5,385 research outputs found
Reasons for ongoing participation in a longitudinal cohort study
No full textChristopher A. Barton, Cathryn May, Desiree Mészáros, Melanie C. Matheson, Mark Jenkins, Graham Giles, John Hopper, E. Haydn Walters, Shyamali C. Dharmage, Michael J Abramso
Allied Health for mental health: why do GPs refer?
No full textLiz Cleland, Amy Cotton, Christopher Barton, Teresa Burgess, Alf Marti
The conundrum of medically unexplained symptoms: Questions to consider
No full textBackgroundThe classification and etiology of medically unexplained symptoms remain a clinical challenge. Recent proposals to improve systems of classification include ending the tradition of separating symptoms into medical or psychiatric groups.MethodSeveral research questions are proposed to resolve some of the divergent opinions about the nature of these difficulties.ConclusionUnitary models of somatic symptom causation should not be presumed. Examination of the causes and nature of somatic distress in those with and without psychiatric disorders requires separate investigation for each, and these should not be presumed to be similar. Psychophysiological models of somatic symptoms are required that can be studied in research protocols.Alexander C. McFarlane, Niki Ellis, Christopher Barton, Derek Browne and Miranda Van Hoof
Barton, Christopher C.
No full textSee entry in Jackson County volume 1, page 14: https://digital.archives.alabama.gov/digital/collection/voter/id/163
Lithofacies variations within the Wessex Formation and their influence on coastal stability
No full text
Aristoxenus Elements of rhythm: text, translation, and commentary with a translation and commentary on POxy 2687
No full textAristoxenus of Tarentum makes productive use of Aristotelian concepts and methods in developing his theory of musical rhythm in his treatise Elements of Rhythm. He applies the Aristotelian distinction between form and material and the concept of hypothetical necessity to provide an explanation for why musical rhythm is manifested in the syllables of song, the notes of melody, and the steps of dance. He applies the method of formulating differentiae, as described in Aristotle's Parts of Animals, to codify the formal properties of rhythm.
Aristoxenus' description of the rhythmic foot presents several interpretive challenges. Our text is fragmentary, and we lack Aristoxenus' definitions of several key terms. This study seeks to establish the meanings of these terms on the basis of a close examination of the structure of Aristoxenus' argument. Parallel passages in Aristides Quintilianus' On Music are considered in detail for their consistency or lack thereof with Aristoxenian usage. Parallel passages in POxy 2687 are cited as illustrations for several rhythmic constructions and principles Aristoxenus mentions; because these involve original interpretations of some points in POxy 2687, they are supported by a thorough presentation of POxy 2687 in a separate chapter.
One central conclusion of this study is that Aristoxenus viewed rhythmic feet as musical functions, analogous to the theory of melodic functions he had presented in his Elements of Harmony. Only limited conclusions about the applicability of Aristoxenus' theory to the history of ancient Greek music can be justified. While some of the extant remains of Greek music are in accord with Aristoxenian theory, others contradict it. Much of ancient poetry is more rhythmically complex than what is presented in our text of E.R., but regular poetic forms such as the anapestic dimeter and the stately rhythms of religious hymns may have provided the original starting points for subsequent rhythmic developments Aristoxenus seeks to explain.Ph.D.Includes bibliographical references (296-312)by Christopher C. Marchett
Cohort Profile: Melbourne Atopy Cohort study (MACS)
No full textAdvance Access Publication Date: 21 April 2016Adrian J Lowe, Caroline J Lodge, Katrina J Allen, Michael J Abramson, Melanie C Matheson, Paul S Thomas, Christopher A Barton, Catherine M Bennett, Bircan Erbas, Cecilie Svanes, Mathias Wjst, Francisco G, omez Real, Jennifer L Perret, Melissa A Russell, Melissa C Southey, John L Hopper, Lyle C Gurrin, Christine J Axelrad, David J Hill and Shyamali C Dharmag
Depression diagnosis and treatment amongst multimorbid patients: a thematic analysis
No full textBACKGROUND: We explored experiences of depression diagnosis and treatment amongst multimorbid patients referred to a metropolitan multidisciplinary outpatient clinic to identify commonalities across this patient group. METHODS: Patients with two or more chronic conditions and a diagnosis of depression participated in semi-structured interviews that were digitally recorded and transcribed. Thematic analysis was performed on the transcriptions. RESULTS: Multimorbid patients attributed depressive symptoms to the loss of 'normal' roles and functionality and struggled to reconcile the depression diagnosis with their sense of identity. Beliefs about themselves and depression affected their receptivity to diagnosis and intervention strategies. These included prescribed interventions, such as psychotherapy or pharmacotherapy, and patient-developed strategies. CONCLUSIONS: Functional and social role losses present a clear context in which GPs should raise the subject of mood, with the situational attribution of depression suggesting that psychotherapy, which is rarely offered, should be prioritised in these circumstances.Melinda N Stanners, Christopher A Barton, Sepehr Shakib and Helen R Winefiel
Video Prompting to Teach Robotics and Coding to Students with Autism Spectrum Disorder
No full textSPECIAL EDUCATION
Video Prompting to Teach Robotics and Coding to Students
with Autism Spectrum Disorder
John C. Wright
Dissertation under the direction of Professor Erin E. Barton.
Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, I used a single case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, I used a multiple-probe across skills single case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom during non-core instructional time. Additionally, questionnaires were disseminated to study participants and public school special educators naïve to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention
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