Limitations and Conclusions Sample Clauses

Limitations and Conclusions. Despite its strengths, the results from the present work must be considered in light of its weaknesses. First, differences in sample characteristics prevented the direct comparison of SCARED data for treatment- and non-treatment seeking samples. This critical next step is needed to establish or confirm that clinical cutoff scores have acceptable specificity and sensitivity in both community and treatment-seeking samples. One set of cutoffs may not be sufficient for such disparate samples. Instead, separate cutoffs may be necessary to appropriately accommodate both groups. Second, issues related to age, sex, and ethnicity are beyond the scope of the current study. Previous research suggests that such factors may differentially impact discriminant validity, diagnostic utility, and informant agreement on the SCARED (e.g., Xxxx et al., 2003; Xxxxxxxx et al., 2009; Xxxx et al., 2011); however little is known about the extent to which these relations vary across community compared to treatment-seeking samples. In the present study, the majority of participants at both sites were Caucasian. Targeted recruitment is needed in future studies to obtain a more diverse sample in both community and treatment-seeking populations. Third, although the treatment-seeking sample in Study 1 is the largest to date to test the SCARED in conjunction with diagnostic interviews, the community sample of anxiety- disordered youth in Study 2 was relatively small. Given the limited number of anxious youth in the community sample (N=33), our ability to generalize the findings from this group is somewhat limited. Studies with small samples have a lower likelihood of identifying true effects given their relatively low power. Large community-based studies that administer the SCARED in conjunction with a clinical interview, such as the K-SADS-PL, are needed to yield a larger number of anxious youth. Studies that directly compare the scores on the SCARED in well- matched treatment-seeking and community populations will likely need to oversample from the community to achieve this goal. While there is no way to confirm this, data from Study 1 suggest that timeframe instructions may not, in this context, have a large influence on how participants respond. Given the various contexts in which the SCARED is administered, it is important that researchers carefully consider, and report, the timeframe they instruct participants to use when completing the SCARED. Finally, the present study tested pare...
Sample 1
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Limitations and Conclusions. ‌ The immediate implications of the comparative analyses will be to the Africa CDC and the implementation of the IWD. However, one limitation includes the fact that the methods heavily rely on internet research; the sample evaluated was small. Additionally, with some of the data coming from websites of the LMS, self-reporting could contain potential biases. Given the time frame of this project, there were resources outside of internet sites that were examined. But a more comprehensive assessment should include interviews with technical members of each selected LMS, together with technical members of various universities who participated in the process of LMS analysis for their own institutions. This would provide a thorough qualitative analyses of experiences using the various LMS and resolutions about features from technical personnel of the LMS, as they have a better understanding. Lastly, with the analyses being exclusive to the Africa CDC IWD needs and priorities, other organizations may not be able to utilize this work as the findings are not necessarily generalizable. With the mission to “strengthen Africa’s public health institutions’ capabilities to detect and respond quickly and effectively to disease outbreaks and other health burdens through an integrated network of continent-wide preparedness, response, public health surveillance, laboratory, and research programs” [2], Africa CDC is a growing organization that is set to implement the IWD. The institute will train public health personnel and ultimately work to strengthen the healthcare workforce throughout Africa. In order for this to be implemented and beneficial, a LMS will be set up to support the pedagogical environment. Therefore, the need to establish an LMS that correlates with the priorities of the Africa CDC IWD implementation was imperative. With the analyses of LMSs, we hope that the offered recommendation is considered, and further commits to incorporating Canvas as the LMS for the IWD.
Sample 1
Limitations and Conclusions. This cross-sectional study captured PMA at one point of time, yet it is likely that PMA is a dynamic phenomenon. Whilst there may be some relatively unchangeable predictors of PMA such as personality and previous experi- ence, there are also likely to be some anteced- ents that change over time. Situational factors such as workload, work-life issues, changes to company policies and practices (e.g., mentor- ing training programs), and changes to organ- izational climate (e.g., downsizing) may alter PMA. Length of the mentorship did not come out to be a significant variable. In future it may be more useful to consider the stages of men- toring, rather than assuming that length is lin- early related to PMA. It may be that these findings are only ap- plicable to mentoring within universities. However, as the employees in this study were involved in the operational and business func- tions of the university there may be some gen- erality to the findings. Moreover, given that the antecedents in this study were either dispo- sitional (e.g., personality) or not unique to a university sample (e.g., workload) the results may relate to other contexts. The extent to which protégés and mentors agree about the level of psychosocial support being provided in their relationship is an im- portant factor for work outcomes. However, this study has shown that PMA is not readily achieved. While the results point to a number of situational and dispositional factors that can be used to improve PMA, further work is needed to xxxxxx a greater understanding of the antecedents and outcomes of PMA. Xxxxx, X., Xxxxxx, X., Xxxxxxx, X., & Xxxxxxx, G. (1997a). A field study of factors re- lated to supervisors’ willingness to mentor others. Journal of Vocational Behavior, 50, 1-22. Xxxxx, X., Xxxxxx, M., & Xxxxxxxxx, S. (1997b). The mentor's perspective: A qualitative inquiry and future research agenda. Journal of Vocational Behav- ior, 51, 70-89. Xxxxx, X., Xxxxx, X., & Xxxxx, R. (1996). Early career outcomes of graduate employ- ees: the effect of mentoring and ingra- tiation. Journal of Management Stud- ies, 33, 95-118. Baird, X., & Xxxx, K. (1983). Career dynam- ics: managing the superior/subordinate relationship. Organizational Dynamics, 11(4), 46-64. Xxxx, X., & Xxxxxxxx, P. (1999). Structural equation modeling analysis with small samples using partial least squares. In
Sample 1

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