The impression-management techniques of basking and blasting were examined in a pair of field studies. These techniques were characterized as indirect rather than direct tactics of self-presentation because they can be seen to influence one's image in the eyes of observers, not through the direct presentation of information about oneself but rather through the presentation of positive or negative information about something with which one is merely associated. In both experiments, it was found that after experiencing a visible personal failure, subjects enhanced the asserted quality of their home university (basking) and devalued the asserted quality of a rival university (blasting). Further, Experiment 2 showed that conditions designed to produce increasing levels of image damage resulted in increasing amounts of subsequent basking and blasting. It is suggested that because of a tendency within observers for cognitive balance, individuals highly desirous of increased public prestige arrange to be positively connected with positive things and negatively connected with negative things in the observers' eyes. Implications of these findings for the area of intergroup relations are discussed.

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Introduction Ultrasound-guided vascular access is an increasingly popular technique due to its reduced complication and higher success rates. Commercially bought training phantoms allow providers to develop tactile skills in a low-risk setting, but are also expensive and poorly accessible. This study analyzes the efficacy of homemade, low-cost, gelatin-based central line vascular models to teach vascular anatomy and intravascular access techniques in training physicians. Methods A gelatin mold was created using a mixture of unflavored gelatin, hot water, psyllium husk powder, and rubbing alcohol. Latex tubing, balloons, precooked hot dog, and tofu were inserted to simulate arteries, veins, nerves, and the sternocleidomastoid muscle, respectively. Medical students from a single institution participated in a 90-minute workshop led by interventional radiology residents. Participants completed presurveys and postsurveys that assessed knowledge acquisition and confidence levels related to acquiring central access. All images were obtained using a USB-C Butterfly iQ probe. Results Twenty medical students were analyzed after the workshop. There was a statistically significant increase in self-reported confidence in basic ultrasound use (adjusting gain, depth, probe manipulation), localizing major anatomical structures, using ultrasound for vessel access, and reported ease in identifying muscle, nerves, and major blood vessels under ultrasound. There was also a significant increase in correctly identified anatomical landmarks after the workshop, including the sternocleidomastoid muscle, internal jugular vein, carotid artery, femoral nerve, femoral artery, and femoral vein. Conclusions Our findings suggest that our homemade, low-cost, gelatin-based models were effective in teaching vascular anatomy and ultrasound-guided vascular access techniques to training physicians.