Relevant bibliographies by topics / Negative experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Negative experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Negative experiences"

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DUNHAM, KATHERINE, and CHARLENE Y. SENN. "Minimizing Negative Experiences." Journal of Interpersonal Violence 15, no. 3 (2000): 251–61. http://dx.doi.org/10.1177/088626000015003002.

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Vanhouche, Wouter, and Joseph W. Alba. "Generalizing from negative experiences." International Journal of Research in Marketing 26, no. 3 (2009): 238–44. http://dx.doi.org/10.1016/j.ijresmar.2009.05.002.

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Constantino, Rose E., L. Kathleen Sekula, Bruce Rabin, and Clement Stone. "Negative Life Experiences Negative Life Experiences, Depression, and Immune Function in Abused and Nonabused Women." Biological Research For Nursing 1, no. 3 (2000): 190–98. http://dx.doi.org/10.1177/109980040000100304.

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Abuse of women by their intimate partner is a staggering national problem. Abused women have a higher number of medically unexplained somatic symptoms, more functional disability, a lower selfrating of general health, and higher health care utilization when compared to nonabused women. The authors’ purpose in this study was to examine differences in occurrences of negative life experiences, level of depression, and T-cell function between abused and nonabused women. The sample consisted of abused women ( n = 12) and nonabused women ( n = 12). Hypotheses tested were (1) abused women will have more negative life experiences than nonabused women, (2) abused women will have higher levels of depression than nonabused women, and (3) abused women will have reduced T-cell function compared to nonabused women. A cross-sectional cohort design was used to compare differences in negative life experiences, levels of depression, and T-cell function. Independent samplet -tests were performed comparing the abused versus nonabused women on the dependent measures. Significant differences were found between the groups for negative life experiences (LES;t = 2.29,p < 0.05), level of depression (BDI;t = 3.48,p < 0.01), and T-cell function (TMR;t = –5.62,p < 0.01). These findings are descriptive and do not establish causal links. However, this is an inquiry into the psychological and biobehavioral responses of women experiencing abuse and their potential health problems. The study shows that abused women reported more negative life experiences, experienced higher levels of depression, and experienced lower T-cell function when compared with nonabused women.
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Ozcan, Cigdem Berk. "Negative mentors in nursing." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (2017): 174–82. http://dx.doi.org/10.18844/prosoc.v4i2.2745.

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Mentoring is defined as the relationship between an older and experienced mentor and a less experienced young mentee who is seeking help in developing a career. Although learning, growth and development are not seen in various professional organizations and personal relationships, mentoring relationship is a relationship that focuses on the individual's career development and maturation.2007 Eby noted; the mentoring relationship can be observed in interpersonal relations as well as differences in terms of quality. Mentoring is a positive interaction or positive results may not necessarily be observable. Negative mentoring interaction in nurses is increasing in direct proportion to burnout. Eby and Allen 2002 study; Negative mentoring experience may be associated with more negative consequences, although positive mentoring experience contributes to positive outcomes for mentors, including stress and exhaustion reduction. Negative counseling experience for mentee is associated with increased stress and reduced job satisfaction and increased work intensity. In Eby et al.'s 2008 study, we examined the relationship between emotional exhaustion dimension and negative counseling in a study that did not show a relationship between negative mentoring experience and mentored burnout status. Schaffer and Taylar 2010 have identified a destructive relationship with negative emotional exhaustion, increasing emotional exhaustion among interpersonal problems. Negative mentoring experiences are related to emotional exhaustion in nurses and they can conceive significant consequences. Negative mentoring experiences relate to emotional exhaustion in nurses and they can have important consequences. Sambunjak et al 2009 pointed out that the obstacles of health workers are not having strong mentoring skills, seeing mentees as potential competitors, personal obstacles, time constraints, lack of shift work and incentives. Allen et al. 1997, former mentoring experience of the mentor, social support of the manager, work stress or organizational factors and individual characteristics contribute.Negative mentoring should be studied to establish a successful mentoring relationship in nursing. Nurses' awareness of negative mentoring should be increased and negative mentoring problems should be minimized. Keywords: Nursing; mentoring; negative mentoring.
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Viti, Carlotta. "Semantic and cognitive factors of argument marking in ancient Indo-European languages." Diachronica 34, no. 3 (2017): 368–419. http://dx.doi.org/10.1075/dia.34.3.03vit.

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Abstract This paper discusses how the argument structure of experience predicates may be affected by semantic factors in Indo-European. I investigate whether the semantic role of the experiencer is preferably expressed by the nominative or by an oblique case in various predicates of volition, cognition, propositional attitude, psychological experience and physical perception in each Indo-European branch, with particular consideration of Hittite, Old Indic, Ancient Greek, Latin, Classical Armenian and Tocharian. In my data, while the nominative coding of the experiencer tends to be generalized to heterogeneous semantic classes of experience predicates, an oblique experiencer occurs with more specific lexical categories, that is, the predicate like/please on the one hand and predicates of negative experience on the other. Interestingly, negative experiences of being sad, sick or unlucky are syntactically associated with oblique experiencers much more commonly than their correspondent positive experiences of being happy, healthy or lucky. This asymmetrical representation of negative and positive experiences has parallels in other language families and may have a cognitive motivation, whereby bad physical or psychological conditions are conceptualized as external forces attacking unwilling humans who have no control of them. This may be relevant not only for the currently debated issue of Indo-European argument marking, but also for an integration of semantic and cognitive principles into historical linguistics.
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Mariani, Ilaria, and Enrico Gandolfi. "Negative Experiences as Learning Trigger." International Journal of Game-Based Learning 6, no. 3 (2016): 50–73. http://dx.doi.org/10.4018/ijgbl.2016070104.

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This study shows the results gathered from 141 subjects playing the persuasive urban game A Hostile World via a post-game-experience quantitative questionnaire. The aim is to problematize and deepen the role of negative emotions (e.g., frustration, rage) – explicitly fostered by A Hostile World to increase empathy toward immigrants and foreigners – in triggering an effective learning outcome. A multidisciplinary approach that draws its principles from Sociology, Game Design and Education Studies was applied to lead and structure the analysis. Empirically, a quantitative survey was disseminated to n:141 players addressing negativity and play. Results show that negative experiences in ludic environments offer a precious support if well pondered. Findings are noteworthy because they allow to reflect on negativity and gaming with the support of an empirical investigation, which is a significant source of data for grounded and tangible follow-ups. Therefore, implications concern both scholars and practitioners who intend to use and explore negative emotions in gaming.
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LONDON, SUSAN. "Negative Experiences Common in Clerkships." Family Practice News 41, no. 10 (2011): 48. http://dx.doi.org/10.1016/s0300-7073(11)70555-2.

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Galinsky, Maeda J., and Janice H. Schopler. "Negative Experiences in Support Groups." Social Work in Health Care 20, no. 1 (1994): 77–95. http://dx.doi.org/10.1300/j010v20n01_09.

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Palmer, David. "Positive and Negative Curiosity Experiences Among Tertiary Students." Global Journal of Educational Studies 4, no. 1 (2018): 90. http://dx.doi.org/10.5296/gjes.v4i1.13226.

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Curiosity is a motivation construct that is important at all levels of education. This study investigated the curiosity experiences of tertiary students. Individual interviews were carried out with 20 tertiary students. Participants were asked to describe experiences of wanting-to-learn (positive curiosity) or not-wanting-to-learn (negative curiosity) that they had recently experienced in regular classes. Participants reported they had recently experienced both forms of curiosity, which correlated with high and low levels of cognitive learning behaviours. Antecedent factors included personal interest, confidence, expectancies, value, and teacher influences.
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Nardini, Gia, and Richard J. Lutz. "How mental simulation evokes negative affective misforecasting of hedonic experiences." Journal of Consumer Marketing 35, no. 6 (2018): 633–43. http://dx.doi.org/10.1108/jcm-07-2017-2291.

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Purpose The purpose of this paper is to investigate the relationship between mental simulation and affective misforecasting of hedonic consumption experiences. Design/methodology/approach The authors present a series of lab and field studies that manipulate mental simulation and experience type (ordinary versus extraordinary) and measure affective misforecasting and mindfulness. Data were analyzed using a combination of ANOVA and PROCESS. Findings Mental simulation before an experience causes negative affective misforecasting to occur for extraordinary experiences but not ordinary experiences. The authors further show that mindfulness mediates the effect of mental simulation on affective misforecasting. Practical implications The findings provide insight into how thinking about experiences before consumption affects consumers’ actual engagement with the experience. This paper suggests that, by encouraging consumers to mentally simulate their experiences before consumption, marketers may cause consumers to miss out on enjoying their experiences to the fullest. Instead, marketers may want to maintain some mystique by encouraging consumers to “come see for themselves”. Originality/value The authors demonstrate a novel cause of affective misforecasting: mental simulation before the experience and provide initial evidence in support of a novel psychological process explanation (i.e. mindfulness) for the effect of mental simulation on affective misforecasting.
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Dissertations / Theses on the topic "Negative experiences"

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Mayberry, Emily. "Negative life experiences, alexithymia, and physical symptoms." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14307/.

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Estimates suggest that a large proportion of people attending medical appointments have symptoms that are not entirely attributable to structural or pathophysiological explanations – often termed ‘functional symptoms’. These symptoms are distressing for individuals and are associated with high healthcare costs. A range of psychosocial factors, including negative life experiences of trauma, negative affect, and relationship insecurity, are believed to play a role in the development, maintenance, and reporting of these symptoms. Developmental theories suggest that these psychosocial factors might also interact with one another and impact emotional development, thus making people more vulnerable to the emotional processing difficulty of alexithymia, which is also associated with functional symptoms. Therefore, this thesis begins by exploring relationships between insecure attachment styles, alexithymia, and symptoms that are not fully explained medically, through a review of existing literature. It then builds on previously published work by validating a new measure of trauma, affect, and relationship insecurity. It tests the reliability and validity of the measure and the measure’s ability to predict the potentially relevant variables of emotional processing difficulties and physical symptom reporting in a community sample. It also explores whether alexithymia and relationship insecurity mediate the relationship between early life trauma and current physical symptom reporting within this sample.
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Thupae, Keneilwe. "Exploring negative brand experiences at the Bottom of Pyramid." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26384.

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The purpose of the research study was to build a deeper understanding of negative brand experiences for consumers at the Bottom of the pyramid segment. The research took an approach of looking at a negative brand experience from end to end, by focusing on elements such as brand contacts, triggers and customer response across different experience dimensions. The literature asserts that for companies to succeed at the Bottom of the Pyramid they need to forego existing assumptions, companies must realise that low income consumers are brand conscious in order to build successful brands. Building successful brands at this market involves offering more than just a functional offering but creating an emotional bond through positive experiences. Such experiences are created each time one is in contact with one of the brand touch-points. The qualitative study showed that consumers value being treated with respect in addition to the provision of a product or service. It also shows that negative brand experiences can happen at various points for both products and services irrespective of whether a product is regarded as hedonic or utilitarian. The nature of negative word of mouth within this segment needs to be explored further as the study showed that there are other factors that influence one to spread negative word of mouth. The research study also shows that consumers are sensitive to brands that demonstrate not to care or those that break trust as such experiences lead to strong negative emotions.<br>Dissertation (MBA)--University of Pretoria, 2010.<br>Gordon Institute of Business Science (GIBS)<br>unrestricted
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Cooper, Shanna. "EXPERIENTIAL NEGATIVE SYMPTOMS IN YOUNG ADULTS ENDORSING PSYCHOTIC-LIKE EXPERIENCES." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/517180.

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Psychology<br>Ph.D.<br>While many studies of risk factors for psychosis focus on positive symptoms, such as subthreshold levels of hallucinations and delusions, fewer studies have examined negative symptoms in the early course of the schizophrenia or other psychotic disorders. This relative lack of focus on the role of negative symptoms is problematic, given findings that negative symptoms, such as a loss of motivation and pleasure (MAP), are associated with a more persistent and impairing course of psychosis, and tend to appear earlier in the development of psychotic symptoms. Psychotic disorders, which afflict approximately 3-5% of the population, tend to emerge in late adolescence/early adulthood and are among the most debilitating and costly of mental disorders. The current project explored three areas of negative symptoms in young adults who demonstrated a range of psychotic-like experiences (PLEs). First, a review of the literature pertaining to negative symptoms across the span of psychosis was conducted. Second, we tested whether experiential negative symptoms – specifically MAP deficits – were associated with increases in PLEs, including those that are experienced as distressing (PLEDs). Third, we examined the potential influence of episodic memory performance factors on the relationship between MAP symptoms and PLEs/PLEDs. Collectively, this project highlights the importance of including negative symptoms (i.e., MAP deficits) and/or cognitive performance (i.e., associative/relational learning/memory) outcomes when evaluating people with PLEs/PLEDs to identify those who may be at greater risk for developing a psychotic disorder.<br>Temple University--Theses
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Tomasulo, Gregory C. "A Moderated Mediation Analysis of Abusive Experiences and Negative Outcomes." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1281352650.

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Watkinson, Marcelina. "Mothers' experiences of postpartum psychosis and negative emotions during breastfeeding." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/76900/.

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Objectives: Maternal health and well-being has been studied widely from the angle of postpartum depression and practical aspects of infant feeding. However, two kinds of difficulties, postpartum psychosis (PPP) and negative emotions experienced during breastfeeding, have received significantly less attention in the perinatal research field. Consequently, clinical guidelines and available support are limited for mothers with such experiences. Therefore the main objective of this thesis was to explore how experiences of PPP and negative emotions during breastfeeding influence the way mothers view themselves and their relationships, in order to identify recommendations for clinical practice. Method: A systematic literature review of 10 studies on PPP and an empirical qualitative study of 11 mothers experiencing negative emotions during breastfeeding were undertaken. Findings: Across both studies, themes captured how mothers’ negative experiences influenced the way they viewed themselves, their relationships with others and how they navigated the mother-child bond and breastfeeding. Mothers also felt disappointed with professionals’ lack of knowledge and understanding of their experiences. However, gaining insight into their own difficulties alleviated mothers’ distress and enabled them to develop and employ various coping strategies, such as seeking peer support. Discussion: Discussion of findings highlighted that the psychological nature of difficulties associated with PPP and breastfeeding problems is often given a secondary priority. In contrast, mothers experienced that relationships with others and increased understanding of their experiences was essential to their ability to cope and recover. In light of mothers’ disappointment with the care they received, clinical recommendations highlighted the importance of training and raising awareness about less common difficulties that mothers may experience in the perinatal period, which may affect how they feel about themselves and consequently, how well they adapt to the mothering role.
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McNeely, Nicolette Nestor. "The Ohio 4-H camp counseling experience relationship of participation to personal, interpersonal, and negative experiences /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095800892.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 170 p.; also includes graphics. Includes bibliographical references (p. 130-139).
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Smith, Amanda. "Young people's experiences after traumatic or negative events : a qualitative exploration." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/25194.

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This study explores the responses of young people to traumatic or difficult events, who have not sought help from the mental health services. Literature in trauma has tended to concentrate on those who suffer a pathological reaction. However, there are many young people who undergo traumatic events who do not develop a psychiatric disorder. This group is not often studied and we know little about their reaction to these events. In this study, a qualitative methodology was used to explore the experiences of six young people who felt they had an undergone a traumatic of difficult life experience. This approach included an acknowledgment of the researcher’s own views and their effect in the study. Each young person was interviewed and the transcripts were analysed using Grounded Theory (Struss and Corbin, 1998). Four categories emerged from the data. These were: impact of the event, processing the event, managing the impact and developmental aspects. The event appeared to have a serious impact on the young people’s lives although they did not feel it was in their thoughts at the present time. In the aftermath of the event, young people appeared to be engaged in processing the event and protecting themselves from being overwhelmed. This group appeared to have the flexibility to move between integration and protection, and also the ability to use a range of coping strategies. It was suggested that processing may not be a linear process that reaches a natural end point. This was discussed in terms of clinical work and the expectations therapists and clients have of the therapeutic process.
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Taylor, Lisa Marie Pittman Joe F. "Negative adult romantic relationship experiences and working models of self and other." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/TAYLOR_LISA_34.pdf.

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Harms, David. "Positive and Negative Experiences of Career Technical Secondary Students in Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2544.

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Research indicates that secondary students who are successful in online classes share common traits. However, many secondary career technical education (CTE) students taking online courses do not demonstrate the traits identified for success. CTE students may not benefit from online classes unless they are designed with their needs in mind. The purpose of this study was to investigate current CTE student experiences with online classes at a single career center. The research questions investigated CTE experiences with online classes, positive and negative online design features, and the hybrid classroom. The theoretical framework was constructivism. The purposive sample included 12 student participants (3 participants from each of 4 CTE career clusters) and 1 paraprofessional in charge of the classroom. Data included individual and small group interviews and observations. Participants reported that the current online course design, primarily text followed by a traditional assessment, was problematic. Instructional design features that assisted CTE students included individual pacing, instant feedback on assessments, and class organization. Features that did not assist students included content issues, technology issues, and limited testing options. Hybrid environment features that assisted CTE students included having a set time and place, access to technology, and the support of a paraprofessional. Career technical education in general may benefit from this research. Effective online education may provide greater opportunities for a larger audience of learners; their improved preparation helps students contribute more to the work force and gain more in terms of career success.
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Jesinoski, Mark S. "Young's Schema Theory: Exploring the Direct and Indirect Links Between Negative Childhood Experiences and Temperament to Negative Affectivity In Adulthood." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/845.

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Young's schema theory offers a theoretical approach that relates negative childhood experiences, temperament, and early maladaptive schema, to the experience of negative affect and/or depression in adulthood. However, despite the widespread use of schema therapy in clinical practice, little research has explored the pathways theorized by Young. This study explored the pathways posited by Young and colleagues looking at the direct and indirect relationships among negative childhood experience, temperament, early maladaptive schema, and the experience of negative affect in adulthood. Self-report data were collected from 365 undergraduate students. Results demonstrated consistent and robust direct relationships between temperament and negative affect, as well as indirect relationships between temperament and/or NCE, schema, and the outcome of negative affect. Results, though mixed, reveal strengths of the schema therapy model and provide suggestions for future research.
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Books on the topic "Negative experiences"

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Shaffstall-Klopfenstein, Cyndie. QuarkXPress: Making the most of your negative experiences. Quark, Inc., 1992.

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Shaffstall-Klopfenstein, Cyndie. QuarkXPress: Making the most of your negative experiences. BK Cynner Productions, 1992.

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Grayson, J. Paul. Globe and Mail reports, student experiences, and negative racial encounters. Institute for Social Research, York University, 1995.

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Forrest, Ray. Home ownership in crisis?: The British experience of negative equity. Ashgate, 1999.

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Federighi, Paolo, and Francesca Torlone, eds. A Guarantee System for Youth Policies. “One Step Ahead” Towards employment and autonomy. Firenze University Press, 2014. http://dx.doi.org/10.36253/978-88-6655-468-4.

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The study examines a vast panorama of the policies on which depend the living and working conditions of young people. Measures were examined that can be enacted on a regional level starting from the concrete experience of 6 Regional Governments in as many European countries. The book shows that a true “Youth Guarantee” must guarantee support for the complexity of the transitions that characterise young person’s life and shows how this must be adapted to the different conditions the various segments of young population live in. The wealth and variety of concrete experiences offered by regional policies show how it is possible to activate public ations that, having adequate ingredients, will be able to lessen the negative effects of the economic crisis and allow young people to take one step ahead at any time in their private and professional life.
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Katz, Stanley Nider. Constitutionalism in East Central Europe: Some negative lessons from the American experience. Berghahn Books, 1994.

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Carrie, Mason, ed. 10 successful strategies for conducting a positive meeting with a negative parent: A practical resource for beginning and experienced educators. Mar*Co Products, 2007.

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Berthelot, Michèle. Positive and negative aspects of women's experience in non-traditional occupations: A survey of young women in non-traditional occupations : their experience as students in male-dominated programs (secondary, college, and university levels) and their working conditions. Gouvernement du Québec, Ministère de l'education, 1989.

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Berthelot, Michèle. Positive and negative aspects of women's experience in non-traditional occupations: Highlights : a survey of young women in non-traditional occupations : their experience as students in male-dominated programs (secondary, college and university levels) and their working conditions. Gouvernement du Québec, Ministère de l'éducation, 1989.

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Lyubomirsky, Sonja. Hedonic Adaptation to Positive and Negative Experiences. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780195375343.013.0011.

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Book chapters on the topic "Negative experiences"

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Villoro, Luis. "A Negative Path towards Justice." In Multiple Experiences of Modernity. V&R Unipress, 2014. http://dx.doi.org/10.14220/9783737002295.159.

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L’Abate, Luciano, Mario Cusinato, Eleonora Maino, Walter Colesso, and Claudia Scilletta. "Prevention of Relational Incompetence: Avoiding Negative Experiences." In Relational Competence Theory. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5665-1_20.

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Watson, Jane, Kim Beswick, and Natalie Brown. "Case Study 7: Positive Experiences with Negative Numbers." In Educational Research and Professional Learning in Changing Times. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-945-9_13.

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Juhl, Jacob, Clay Routledge, Joshua A. Hicks, and Constantine Sedikides. "Can Affectively Negative Experiences Contribute to Well-Being? The Affectively Negative Need-Fulfillment Model." In The Happy Mind: Cognitive Contributions to Well-Being. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58763-9_21.

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Dorota, Michalak. "How to Reduce the Negative Impacts of Climate Change?" In Country Experiences in Economic Development, Management and Entrepreneurship. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46319-3_15.

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Glazewski, Krista. "Krista’s Voice: The Transformative Influence of Negative and Positive Experiences." In Women's Voices in the Field of Educational Technology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33452-3_21.

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Marche, Tammy A., and Karen Salmon. "Children’s Memory for Emotionally Negative Experiences: An Eyewitness Memory Perspective." In Child Forensic Psychology. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29251-3_6.

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Provost, Gabrielle, and Jean-Marc Robert. "The Dimensions of Positive and Negative User Experiences with Interactive Products." In Design, User Experience, and Usability. Design Philosophy, Methods, and Tools. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39229-0_43.

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Cham, Sainabou, Abdullah Algashami, Manal Aldhayan, et al. "Digital Addiction: Negative Life Experiences and Potential for Technology-Assisted Solutions." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16184-2_87.

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Anderson, Joanna E., Aaron C. Kay, and Gráinne M. Fitzsimons. "Finding silver linings: Meaning making as a compensatory response to negative experiences." In The psychology of meaning. American Psychological Association, 2013. http://dx.doi.org/10.1037/14040-014.

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Conference papers on the topic "Negative experiences"

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Kultima, Annakaisa. "Negative Game Jam Experiences." In ICGJ 2021: Sixth Annual International Conference on Game Jams, Hackathons, and Game Creation Events. ACM, 2021. http://dx.doi.org/10.1145/3472688.3472693.

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Nomura, Tatsuya. "Influences of experiences of robots into Negative Attitudes toward Robots." In 2014 RO-MAN: The 23rd IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2014. http://dx.doi.org/10.1109/roman.2014.6926295.

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Mehmood, Aneesa, Liat Levita, Markus Reuber, and Emily Mayberry. "44 Lifespan of negative experiences in functional neurological disorder patients." In The British Neuropsychiatry Association – Annual Meeting. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jnnp-2019-bnpa.44.

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He, Weijia, Jesse Martinez, Roshni Padhi, Lefan Zhang, and Blase Ur. "When Smart Devices Are Stupid: Negative Experiences Using Home Smart Devices." In 2019 IEEE Security and Privacy Workshops (SPW). IEEE, 2019. http://dx.doi.org/10.1109/spw.2019.00036.

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Salavera, Carlos. "Translating And Validating Scale Positive And Negative Experiences In Spanish Adolescents." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.34.

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Loeck, J., HJ von Lücken, W. Kehrl, and G. Loske. "Use of Endoscopic negative pressure therapy (ENPT) in Otorhinolaryngology – first experiences." In Abstract- und Posterband – 90. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Digitalisierung in der HNO-Heilkunde. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1685703.

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Turkman, Yasemin, M. Tish Knobf, Holly Powell Kennedy, and Lyndsay N. Harris. "Abstract A46: Exploration of women's experiences with triple-negative breast cancer." In Abstracts: Fifth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Oct 27–30, 2012; San Diego, CA. American Association for Cancer Research, 2012. http://dx.doi.org/10.1158/1055-9965.disp12-a46.

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Keller, R. "Design, Operational Experiences and Beam Results Obtained with the SNS H− Ion Source and LEBT at Berkeley Lab." In PRODUCTION AND NEUTRALIZATION OF NEGATIVE IONS AND BEAMS: Ninth International Symposium on the Production and Neutralization of Negative Ions and Beams. AIP, 2002. http://dx.doi.org/10.1063/1.1517905.

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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Vitak, Jessica, Kalyani Chadha, Linda Steiner, and Zahra Ashktorab. "Identifying Women's Experiences With and Strategies for Mitigating Negative Effects of Online Harassment." In CSCW '17: Computer Supported Cooperative Work and Social Computing. ACM, 2017. http://dx.doi.org/10.1145/2998181.2998337.

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Reports on the topic "Negative experiences"

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Klafehn, Jennifer L., Deborah A. Cai, Shane Connelly, et al. Soldier Development Following Negative Cross-Cultural Experiences: An Integrated Review of the Literature. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada599261.

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Smyth, Ines. Transformative Leadership for Women's Rights (TLWR): Lessons and recommendations from Oxfam's experiences. Oxfam, 2018. http://dx.doi.org/10.21201/2018.2289.

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The aim of promoting gender equality and women’s rights as integral parts of development efforts is enshrined in the key strategies and plans of many organizations. This is the case for the individual affiliates that comprise Oxfam International (OI), and the Oxfam confederation as a whole. This report sets out to assist Oxfam to better understand and learn from the Confederation’s work in this area to date. The purpose of the report is to provide an initial mapping of work on transformative leadership for women's rights (TLWR) in order to offer suggestions, impetus and a programmatic framework for the development of an ambitious global program on TLWR. It is intended to complement and drive Oxfam’s efforts to bring about the transformation of the pervasive gender inequality that limits women’s wellbeing, confidence and potential, reproduces negative masculinity traits, and contributes to the inequity dominant in contemporary societies.
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Oviedo, Daniel, Daniel Perez Jaramillo, and Mariajosé Nieto. Governance and Regulation of Ride-hailing Services in Emerging Markets: Challenges, Experiences and Implications. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003579.

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This paper seeks to shed some light on the different considerations for regulation and governance of ride-hailing platforms in emerging markets, highlighting their positive and negative externalities. Building on an extensive review of the literature and secondary sources, we outline Ride-hailing's identified and potential effects on users (providers and consumers), incumbents, and society. Based on the welfare impacts structure, we identify the significant challenges that regulators face in understanding, monitoring, evaluating, and regulating this type of transportation innovation. Finally, the paper proposes a framework for approaching such mobility innovations from governance and regulation perspectives. In a context of exponential growth in research and innovation in urban mobility in general and Ride-hailing, a rigorous review of the literature and a critical framework for understanding governance and regulation in such services in rapidly changing contexts is a timely contribution.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Weiss, Andrew, and Henry Landau. On the Negative Correlation Between Performance and Experience and Education. National Bureau of Economic Research, 1985. http://dx.doi.org/10.3386/w1613.

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Carter, Becky. Gender Inequalities in the Eastern Neighbourhood Region. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.062.

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This rapid review examines evidence on the structural causes and drivers of gender inequalities in the Eastern Neighbourhood region and how these gender inequalities contribute to instability in the region. While the Eastern Neighbourhood region performs relatively well on gender equality compared with the rest of the world, women and girls continue to face systemic political and economic marginalisation and are vulnerable to gender-based violence. Research on Armenia, Azerbaijan, Georgia, and Moldova identifies the key underlying cause to be a set of traditional patriarchal gender norms, intersecting with conservative religious identities and harmful customary practices. These norms do not operate in isolation: the literature highlights that gender inequalities are caused by the interplay of multiple factors (with women’s unequal economic resources having a critical effect), while overlapping disadvantages affect lived experiences of inequalities. Other key factors are the region’s protracted conflicts; legal reform gaps and implementation challenges; socio-economic factors (including the impact of COVID-19); and governance trends (systemic corruption, growing conservatism, and negative narratives influenced by regional geopolitics). Together these limit women and girls’ empowerment; men and boys are also affected negatively in different ways, while LGBT+ people have become a particular target for societal discrimination in the region. Global evidence – showing that more gender unequal societies correlate with increased instability – provides a frame of reference for the region’s persistent gender inequalities.
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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Ricciulli-Marín, Diana. The Fiscal Cost of Conflict: Evidence from La Violencia in Colombia. Banco de la República de Colombia, 2020. http://dx.doi.org/10.32468/chee.53.

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This paper studies the effect of internal conflict on local fiscal capacity using evidence from Colombia’s political conflict in the mid-20th century, better known as La Violencia. Following a difference-in-differences strategy, I find that internal conflict has negative long-term consequences in local fiscal capacity. More precisely, municipalities affected by La Violencia experienced an average reduction of 10.3% in their tax revenue and a fall of 2.8 percentage points on their ratio of taxes to total revenue. Effects lasted for more than a decade and are only partially explained by a population and economic activity downturn. These results are consistent with previous evidence indicating a negative effect of violence on tax collection efficiency at the local level.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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