Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

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Horspool, Agi; Lange, Carsten

2012-01-01

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

Increasing Students' Perceived Sociopolitical Empowerment through Online and Face-to-Face Community Psychology Seminars

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Francescato, Donata; Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela

2009-01-01

Community psychology theorists underline the importance of promoting sociopolitical empowerment, but few studies have been conducted on the evaluation of the efficacy of empowering programs among university students. The authors report two studies: the first, with 216 psychology majors, compared the efficacy of face-to-face and online community…

Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge.

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Cawthon, Stephanie

2009-01-01

Teachers of students with low-incidence disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard of Hearing (Cawthon, Hersh, Kim, & Online Research Lab, in press). A total of 391 participants described professional development they had experienced related to assessment of students who are deaf or hard of hearing. Teachers reported greater exposure to topics in school/district sessions and discussion with their colleagues than in their preparation programs. Teaching at a school for the deaf or teaching students in high school were significant predictors of an increased prevalence of professional development opportunities on assessment-related topics for students who are deaf or hard of hearing.

Challenges Facing Supervisors and Students in the Process of ...

African Journals Online (AJOL)

The paper established that communication, supervisorstudent relationship, access to literature, plagiarism, and poor writing skills among some students are some of the key challenges facing students and supervisors in writing dissertations/theses at OUT. The paper recommends that communication between students and ...

Myth 15: High-Ability Students Don't Face Problems and Challenges

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Moon, Sidney M.

2009-01-01

One rationale for failure to address the needs of high-ability students in schools is that high-ability students do not need special services because they do not face any special problems or challenges. A more extreme corollary of this attitude is the notion that high ability is so protective that students with high ability do not face problems or…

Student-Led Conferences: Students Taking Responsibility

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Nauss, Sherri A.

2010-01-01

One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

Comparing Learning Outcomes of Blended Learning and Traditional Face-to-Face Learning of University Students in ESL Courses

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Zhang, Wei; Zhu, Chang

2018-01-01

Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English…

Preferences for Online and/or Face-to-Face Counseling among University Students in Malaysia

Directory of Open Access Journals (Sweden)

Kah P. Wong

2018-01-01

Full Text Available Increasingly, online counseling is considered to be a cost-effective and highly accessible method of providing basic counseling and mental health services. To examine the potential of online delivery as a way of increasing overall usage of services, this study looked at students’ attitudes toward and likelihood of using both online and/or face-to-face counseling. A survey was conducted with 409 students from six universities in Malaysia participating. Approximately 35% of participants reported that they would be likely to utilize online counseling services but would be unlikely to participate in face-to-face counseling. Based on these results, it is suggested that offering online counseling, in addition to face-to-face services, could be an effective way for many university counseling centers to increase the utilization of their services and thus better serve their communities.

Participation Apprehensive Students: The Influence of Face Support and Instructor-Student Rapport on Classroom Participation

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Frisby, Brandi N.; Berger, Erin; Burchett, Molly; Herovic, Emina; Strawser, Michael G.

2014-01-01

Participation is considered a positive student classroom behavior that can also create a face-threatening classroom climate that may be alleviated through interpersonal relationships with the instructor. Participants (N?=?189) categorized as low apprehensives perceived less face threat and more face support when participating; moderate…

Teaching company law to business students::an effective framework

OpenAIRE

Madhloom, Omar; Butler, Nicolette

2015-01-01

Business students learning company law face a number of unique challenges. Therefore, instructors who teach company law to business students must carefully consider how their courses will meet these unique needs. This article will reflect on the challenges faced by business students studying company law before going on to consider how these challenges can be overcome. This work emphasises the importance of focusing on the learning outcomes of business students undertaking company law and the ...

Preferences for Online and/or Face-to-Face Counseling among University Students in Malaysia

OpenAIRE

Kah P. Wong; Gregory Bonn; Cai L. Tam; Chee P. Wong

2018-01-01

Increasingly, online counseling is considered to be a cost-effective and highly accessible method of providing basic counseling and mental health services. To examine the potential of online delivery as a way of increasing overall usage of services, this study looked at students’ attitudes toward and likelihood of using both online and/or face-to-face counseling. A survey was conducted with 409 students from six universities in Malaysia participating. Approximately 35% of participants reporte...

Course design via Equivalency Theory supports equivalent student grades and satisfaction in online and face-to-face psychology classes

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David eGarratt-Reed

2016-05-01

Full Text Available There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association (APA has highlighted the importance of ensuring the effectiveness of online psychology courses. Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a case study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting online students with an equivalent learning experience, we recommend that future research investigates means of successfully facilitating collaborative group-work assessment

Time for a Change: College Students' Preference for Technology-Mediated Versus Face-to-Face Help for Emotional Distress.

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Lungu, Anita; Sun, Michael

2016-12-01

Even with recent advances in psychological treatments and mobile technology, online computerized therapy is not yet popular. College students, with ubiquitous access to technology, experiencing high distress, and often nontreatment seekers, could be an important area for online treatment dissemination. Finding ways to reach out to college students by offering psychological interventions through technology, devices, and applications they often use, might increase their engagement in treatment. This study evaluates college students' reported willingness to seek help for emotional distress through novel delivery mediums, to play computer games for learning emotional coping skills, and to disclose personal information online. We also evaluated the role of ethnicity and level of emotional distress in help-seeking patterns. A survey exploring our domains of interest and the Mental Health Inventory ([MHI] as mental health index) were completed by 572 students (mean age 18.7 years, predominantly Asian American, female, and freshmen in college). More participants expressed preference for online versus face-to-face professional help. We found no relationship between MHI and help-seeking preference. A third of participants were likely to disclose at least as much information online as face-to-face. Ownership of mobile technology was pervasive. Asian Americans were more likely to be nontreatment seekers than Caucasians. Most participants were interested in serious games for emotional distress. Our results suggest that college students are very open to creative ways of receiving emotional help such as playing games and seeking emotional help online, suggesting a need for online evidence-based treatments.

The Effect of Face-to-Face Teaching on Student Knowledge and Satisfaction in an Undergraduate Neuroanatomy Course

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Whillier, Stephney; Lystad, Reidar P.

2013-01-01

The total number of anatomy teaching hours has declined in medical courses worldwide. Conversely, face-to-face teaching in undergraduate neuroanatomy at Macquarie University increased by 50% in 2011. Our aim was to investigate whether this influenced student performance and overall satisfaction with the course. One hundred eighty-one students…

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

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Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we

Attitudes toward Face-to-Face and Online Counseling: Roles of Self-Concealment, Openness to Experience, Loss of Face, Stigma, and Disclosure Expectations among Korean College Students

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Bathje, Geoff J.; Kim, Eunha; Rau, Ellen; Bassiouny, Muhammad Adam; Kim, Taehoon

2014-01-01

This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure…

Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online

Directory of Open Access Journals (Sweden)

Søren Smedegaard Bengtsen

2015-09-01

Full Text Available Through an empirical study of supervision on student assignments at the university across face-to-face and online settings, we show firstly the limiting implications of traditional dichotomies between face-to-face and online supervision. Secondly we show that more attention must be given to the way different digital tools influence the supervisory dialogue. These findings illustrate a form of ‘torn pedagogy’; that online tools and platforms destabilize and tear traditional understandings of supervision pedagogy apart. Also we forge a new concept of “format supervision” that enables supervisors to understand and reflect their supervision practice as a deliberate choice between face-to-face and online formats.

Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online

Directory of Open Access Journals (Sweden)

Søren Smedegaard Bengtsen

2015-02-01

Full Text Available Through an empirical study of supervision on student assignments at the university across face-to-face and online settings, we show firstly the limiting implications of traditional dichotomies between face-to-face and online supervision. Secondly we show that more attention must be given to the way different digital tools influence the supervisory dialogue. These findings illustrate a form of ‘torn pedagogy’; that online tools and platforms destabilize and tear traditional understandings of supervision pedagogy apart. Also we forge a new concept of “format supervision” that enables supervisors to understand and reflect their supervision practice as a deliberate choice between face-to-face and online formats.

The discourse of a community of student teachers: a corpus-based analysis of online and face-to-face modes

OpenAIRE

Riordan, Elaine

2013-01-01

peer-reviewed This research study focuses on the discourse of a community of student teachers and a peer tutor in an English language teaching teacher education programme. The chief aims of this study are (1) to examine the features of the discourse in online and face-to-face modes of communication, (2) to investigate the community practices, and extrapolate how the student teachers and the peer tutor build and maintain their community, and (3) to elucidate what roles the...

Virtual & Real Face to Face Teaching

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Teneqexhi, Romeo; Kuneshka, Loreta

2016-01-01

In traditional "face to face" lessons, during the time the teacher writes on a black or white board, the students are always behind the teacher. Sometimes, this happens even in the recorded lesson in videos. Most of the time during the lesson, the teacher shows to the students his back not his face. We do not think the term "face to…

Mirror Mirror on the Wall, Is Blended Instruction the Best of All? Students' Perceptions of Blending Face-to-Face and Online Instruction

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Terras, Katherine; Chiasson, Kari; Sansale, Adam

2012-01-01

According to Ayala (2009), blended learning is "the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students' perceptions of…

International Student Mental Health

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Prieto-Welch, Susan L.

2016-01-01

This chapter describes the mental health status of international students in institutions of higher education, unique challenges these students face and their impact on mental health, and suggestions for ways to address these challenges.

Responding with Care to Students Facing Trauma

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Souers, Kristin

2018-01-01

Exposure to trauma--which many experts view as include ongoing life stressors like poverty, parents divorcing, death of a family member, or drug abuse in the home--is prevalent among school-aged children. Teachers know that facing trauma impedes students' ability to focus and learn, but it can be challenging to keep responding caringly to a…

A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students.

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Maloney, Stephen; Nicklen, Peter; Rivers, George; Foo, Jonathan; Ooi, Ying Ying; Reeves, Scott; Walsh, Kieran; Ilic, Dragan

2015-07-21

Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its

A comparison of student performance in human development classes using three different modes of delivery: Online, face-to-face, and combined

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Kalsow, Susan Christensen

1999-11-01

The problem. The dual purposes of this research were to determine if there is a difference in student performance in three Human Development classes when the modes of delivery are different and to analyze student perceptions of using Web-based learning as all or part of their course experience. Procedures. Data for this study were collected from three Human Development courses taught at Drake University. Grades from five essays, projects, and overall grades were used in the three classes and analyzed using a single factor analysis of variance to determine if there was a significant difference. Content analysis was used on the evaluation comments of the participants in the online and combined classes to determine their perceptions of Web-based learning. Findings. The single factor analysis of variance measuring student performance showed no significant difference among the online, face-to-face, and combined scores at the .05 level of significance, however, the difference was significant at the .06. The content analysis of the online and combined course showed the three major strengths of learning totally or partly online to be increased comfort in using the computer, the quality of the overall experience, and convenience in terms of increased access to educational opportunities. The barriers included lack of human interaction and access to the professor. Conclusions. The study indicates that Web-based learning is a viable option for postsecondary educational delivery in terms of student performance and learning. On the average, performance is at least as good as performance in traditional face-to-face classrooms. Improved performance, however, is contingent on adequate access to equipment, faculty skill in teaching using a new mode of delivery, and the personality of the student. The convenient access to educational opportunities and becoming more comfortable with technology are benefits that were important to these two groups. Web-based learning is not for everyone

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

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Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

Science.gov (United States)

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

Face-to-Face versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities

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Richardson, John T. E.

2016-01-01

This study examined the experiences of students taking the same courses in the humanities by distance learning when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The results showed that, given a…

Challenges Faced by Undergraduate Military Students at American Public University System

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Machuca, Ana; Torres, Karin; Morris, Pamela; Whitley, William

2014-01-01

This paper will summarize some of challenges faced by military students enrolled in an associate and bachelors online program at American Public University System (APUS). The survey results on which the study is based exposed the following problems faced by military personnel: 48.7% had difficulties working around military obligations, 33.3%…

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

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Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

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Yilmaz, M. Betul

2017-01-01

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic…

Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format.

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Keis, Oliver; Grab, Claudia; Schneider, Achim; Öchsner, Wolfgang

2017-11-09

Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. Interestingly, the very factors associated with e-learning - and always praised as advantages of it - are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date) was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students' needs could be better met if measures were included to strengthen extrinsic and intrinsic motivation and formats were favoured that enable students to have a minimum level

Career Development with Transgender College Students: Implications for Career and Employment Counselors

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Scott, David A.; Belke, Stephanie L.; Barfield, Hannah G.

2011-01-01

The number of transgender college students continues to increase every year. These students face unique challenges that many college and university career centers are not prepared to handle. This article describes some of the challenges facing transgender students and college career centers. A professional development design is proposed to assist…

Ethical tensions faced by dietetic students during fieldwork | Nortje ...

African Journals Online (AJOL)

Research confirms that students carrying out their fieldwork are faced with various ethical conundrums and are unsure as to how to address these. This study identifies and discusses four major issues in this regard, namely confidentiality issues, the distribution of limited resources, power struggles and conflicting values with ...

Communication competence, social support, and depression among college students: a model of facebook and face-to-face support network influence.

Science.gov (United States)

Wright, Kevin B; Rosenberg, Jenny; Egbert, Nicole; Ploeger, Nicole A; Bernard, Daniel R; King, Shawn

2013-01-01

This study examined the influence of the social networking site Facebook and face-to-face support networks on depression among (N = 361) college students. The authors used the Relational Health Communication Competence Model as a framework for examining the influence of communication competence on social support network satisfaction and depression. Moreover, they examined the influence of interpersonal and social integrative motives as exogenous variables. On the basis of previous work, the authors propose and test a theoretical model using structural equation modeling. The results indicated empirical support for the model, with interpersonal motives predicting increased face-to-face and computer-mediated competence, increased social support satisfaction with face-to-face and Facebook support, and lower depression scores. The implications of the findings for theory, key limitations, and directions for future research are discussed.

Differences in Learning Styles and Satisfaction between Traditional Face-to-Face and Online Web-Based Sport Management Studies Students

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West, Ellen Jo

2010-01-01

Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style…

Dyslexia and English: Degree of Difficulties Faced by the Students with Dyslexia while Learning English

Directory of Open Access Journals (Sweden)

Paraskevi Kaperoni

2016-12-01

Full Text Available This research aims to investigate the hypothesis that students diagnosed with dyslexia face a greater amount of difficulty when they attempt to learn a foreign language and especially English. On a survey carried out in the form of a questionnaire, two groups of students completed the same questionnaire regarding their difficulty to learn the basic skills such as reading, writing, listening, and speaking. The questions mostly focused on the difficulty they may face in spelling, reading, and listening which are the main aspects of the language dyslexic students’ score lower than students without dyslexia. The answers were evaluated with the use of the statistical method of t-test. The findings of the survey displayed a great difference on the score chosen by the two teams, which indicates the greater degree of difficulty the dyslexic students face confirming the original hypothesis.

Face time: educating face transplant candidates.

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Lamparello, Brooke M; Bueno, Ericka M; Diaz-Siso, Jesus Rodrigo; Sisk, Geoffroy C; Pomahac, Bohdan

2013-01-01

Face transplantation is the innovative application of microsurgery and immunology to restore appearance and function to those with severe facial disfigurements. Our group aims to establish a multidisciplinary education program that can facilitate informed consent and build a strong knowledge base in patients to enhance adherence to medication regimes, recovery, and quality of life. We analyzed handbooks from our institution's solid organ transplant programs to identify topics applicable to face transplant patients. The team identified unique features of face transplantation that warrant comprehensive patient education. We created a 181-page handbook to provide subjects interested in pursuing transplantation with a written source of information on the process and team members and to address concerns they may have. While the handbook covers a wide range of topics, it is easy to understand and visually appealing. Face transplantation has many unique aspects that must be relayed to the patients pursuing this novel therapy. Since candidates lack third-party support groups and programs, the transplant team must provide an extensive educational component to enhance this complex process. As face transplantation continues to develop, programs must create sound education programs that address patients' needs and concerns to facilitate optimal care.

Brief Report: Patterns of Eye Movements in Face to Face Conversation Are Associated with Autistic Traits--Evidence from a Student Sample

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Vabalas, Andrius; Freeth, Megan

2016-01-01

The current study investigated whether the amount of autistic traits shown by an individual is associated with viewing behaviour during a face-to-face interaction. The eye movements of 36 neurotypical university students were recorded using a mobile eye-tracking device. High amounts of autistic traits were neither associated with reduced looking…

Comparing Online and Face-to-Face Student Counselling: What Therapeutic Goals Are Identifed and What Are the Implications for Educational Providers?

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Hanley, Terry; Ersahin, Zehra; Sefi, Aaron; Hebron, Judith

2017-01-01

Online counselling is increasingly being used as an alternative to face-to-face student counselling. Using an exploratory mixed methods design, this project investigated the practice by examining the types of therapeutic goals that 11- to 25-year-olds identify online in routine practice. These goals were then compared to goals identified in…

Exploring the Adjustment Problems among International Graduate Students in Hawaii

Science.gov (United States)

Yang, Stephanie; Salzman, Michael; Yang, Cheng-Hong

2015-01-01

Due to the advance of technology, the American society has become more diverse. A huge population of international students in the U.S. faces unique issues. According to the existing literature, the top-rated anxieties international student faces are generally caused by language anxiety, cultural adjustments, and learning differences and barriers.…

Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format

Directory of Open Access Journals (Sweden)

Oliver Keis

2017-11-01

Full Text Available Abstract Background Since the introduction of the e-learning electrocardiogram (ECG course ‘ECG Online’ into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. Methods In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. Results Interestingly, the very factors associated with e-learning – and always praised as advantages of it – are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. Conclusions Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students’ needs could be better met if measures were included to strengthen extrinsic and intrinsic

Active Learning: Engaging Students to Maximize Learning in an Online Course

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Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

2017-01-01

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

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Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

2011-11-01

This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

Assessing students in community settings: the role of peer evaluation

NARCIS (Netherlands)

H.G. Schmidt (Henk); D.H.J.M. Dolmans (Diana); A.A. Abdel-Hameed (Ahmed); M.E.M. Mohi Eldin (Magzoub)

1998-01-01

textabstractThe assessment of students in community settings faces unique difficulties. Since students are usually posted in small groups in different community settings and since the learning (largely) takes place outside the classroom, assessing student performance becomes an intrinsically complex

Comparing face-to-face, synchronous, and asynchronous learning: postgraduate dental resident preferences.

Science.gov (United States)

Kunin, Marc; Julliard, Kell N; Rodriguez, Tobias E

2014-06-01

The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.

College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community

Science.gov (United States)

Yang, Yan; Cho, YoonJung; Mathew, Susan; Worth, Sheri

2011-01-01

The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA results suggested a gender difference across the two course delivery formats, with male students expending…

A COMPARISON OF STUDY RESULTS OF BUSINESS ENGLISH STUDENTS IN E-LEARNING AND FACE-TO-FACE COURSES

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Petr Kučera

2012-09-01

Full Text Available The paper deals with the comparison of results of students in thelessons of Business English e-learning course with face-to-faceteaching at the Faculty of Economics and Management of the CULSin Prague. E-learning as a method of instruction refers to learningusing technology, such as the Internet, CD-ROMs and portabledevices. A current trend in university teaching is a particular focus one-learning method of studies enhancing the quality and effectivenessof studies and self-studies. In the paper we have analysed the currentstate in the area of English for Specific Purposes (ESP e-learningresearch, pointed out the results of a pilot ESP e-learning course intesting a control and an experimental group of students and resultsof questionnaires with views of students on e-learning. The paperfocuses on the experimental verification of e-learning influenceon the results of both groups of students. Online study materialsupports an interactive form of the teaching by means of multimediaapplication. It could be used not only for full-time students but alsofor distance students and centers of lifelong learning.

Writing Motivation of Students with Specific Language Impairments

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Brouwer, Kyle Lee

2010-01-01

This study was designed to compare the writing motivation of students with specific language impairments with their non-disabled peers. Due to the cognitive and linguistic demands of the writing process, students with language impairments face unique difficulties during the writing process. It was hypothesized that students with specific language…

Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula

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Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John

2015-01-01

High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…

Review of Research on Student-Facing Learning Analytics Dashboards and Educational Recommender Systems

Science.gov (United States)

Bodily, Robert; Verbert, Katrien

2017-01-01

This article is a comprehensive literature review of student-facing learning analytics reporting systems that track learning analytics data and report it directly to students. This literature review builds on four previously conducted literature reviews in similar domains. Out of the 945 articles retrieved from databases and journals, 93 articles…

Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

Science.gov (United States)

Callis-Duehl, Kristine; Idsardi, Robert; Humphrey, Eve A.; Gougis, Rebekka Darner

2018-02-01

We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

Science.gov (United States)

Alias, Aliza

2014-01-01

Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

OpenAIRE

Kemp, Nenagh; Grieve, Rachel

2014-01-01

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class mat...

Encouraging Participation in Face-to-Face Lectures: The Index Card Technique

Science.gov (United States)

Daws, Laura Beth

2018-01-01

Courses: This activity will work in any face-to-face communication lecture course. Objectives: By the end of the semester in a face-to-face lecture class, every student will have engaged in verbal discussion.

Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study

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Seta Boghikian-Whitby

2016-05-01

Full Text Available This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI in Internet-based Online and Face-to-Face (F2F modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST and Sensing and Perceiving (SP group types learned significantly more in Online modality versus F2F.

Content analysis of medical students' seminars: a unique method of analyzing clinical thinking.

Science.gov (United States)

Takata, Yukari; Stein, Gerald H; Endo, Kuniyuki; Arai, Akiko; Kohsaka, Shun; Kitano, Yuka; Honda, Hitoshi; Kitazono, Hidetaka; Tokunaga, Hironobu; Tokuda, Yasuharu; Obika, Mikako; Miyoshi, Tomoko; Kataoka, Hitomi; Terasawa, Hidekazu

2013-12-01

The study of communication skills of Asian medical students during structured Problem-based Learning (PBL) seminars represented a unique opportunity to assess their critical thinking development. This study reports the first application of the health education technology, content analysis (CA), to a Japanese web-based seminar (webinar). The authors assigned twelve randomly selected medical students from two universities and two clinical instructors to two virtual classrooms for four PBL structured tutoring sessions that were audio-video captured for CA. Both of the instructors were US-trained physicians. This analysis consisted of coding the students' verbal comments into seven types, ranging from trivial to advanced knowledge integration comments that served as a proxy for clinical thinking. The most basic level of verbal simple responses accounted for a majority (85%) of the total students' verbal comments. Only 15% of the students' comments represented more advanced types of critical thinking. The male students responded more than the female students; male students attending University 2 responded more than male students from University 1. The total mean students' verbal response time for the four sessions with the male instructor was 6.9%; total mean students' verbal response time for the four sessions with the female instructor was 19% (p thinking for medical students. This report may stimulate improvements for implementation.

Comparing Role-Playing Activities in Second Life and Face-to-Face Environments

Science.gov (United States)

Gao, Fei; Noh, Jeongmin J.; Koehler, Matthew J.

2009-01-01

This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments, but the communication styles were different. In SL role-playing activities, students took more…

Instructor Credibility across Disciplines: Identifying Students' Differentiated Expectations of Instructor Behaviors

Science.gov (United States)

Obermiller, Carl; Ruppert, Bryan; Atwood, April

2012-01-01

Business communication instructors can face a unique set of challenges to maintain their credibility with students. Communication plays an important role in the instructor-student relationship, and students judge instructors' ability to teach communication based on their ability to practice what they teach. The authors' empirical study shows that…

"No Significant Distance" between Face-to-Face and Online Instruction: Evidence from Principles of Economics

Science.gov (United States)

Coates, Dennis; Humphreys, Brad, R.; Kane, John; Vachris, Michelle, A.

2004-01-01

This paper describes an experiment focused on measuring and explaining differences in students learning between online and face-to-face modes of instruction in college level principles of economics courses. Our results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students…

Description of Stikes Yarsis students' motivation in facing the international nursing job opportunity

Directory of Open Access Journals (Sweden)

Wesiana Heris Santy

2015-11-01

Full Text Available 800x600 The proliferation of nursing higher education in Indonesia increases the number of nurse graduates in Indonesia. Unfortunately, it is not equivalent with the jobs provided for them as well as their low motivation to catch the opportunity to work abroad. Therefore, this research was purposed to describe the motivation of students of Stikes Yarsis in facing the international nursing job opportunity. The type of research was descriptive involving all students of the second and fourth class in the program of study S1 Nursing Stikes Yarsis as the population. The samples were taken from all population by applying the total sampling technique, totally 184 respondents. Moreover, the research variable was the motivation of students of Stikes Yarsis in facing the international nursing job opportunity. The result showed that half of the respondents, 92 students, had a low motivation in facing the international nursing job opportunity. Low motivation is one of the factors which influence the students not to catch the job opportunity abroad. Hence, Stikes Yarsis as the nursing education provider is expected to be able to increase their motivation by giving information, providing facilities which support the students in developing their ability in speaking foreign languages, as well as building networking with institutions outside this country so that the graduates will easily get a job abroad.  Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif"; mso-bidi-font-family:"Times New Roman";}

Using online learning in a traditional face-to-face environment.

Science.gov (United States)

Kozlowski, Dawn

2002-01-01

A model for designing online learning was developed and implemented in a Registered Nurse-to-Bachelor of Science in Nursing course using online and face-to-face methodologies. The combination of online and face-to-face learning modalities may help the student who is a novice Internet explorer or seasoned Web navigator by offering technological support as well as providing constant in-person feedback regarding course requirements. The face-to-face component facilitates a sense of community and peer support that sometimes is lacking in an entirely online course. During the 2 semesters this model was used, students expressed satisfaction with having the course facilitator/professor physically available for consultation and advisement. Evaluation of this online/on-site course is ongoing and uses computer-administered qualitative questionnaires, a facilitator-moderated focus group, and Likert-type course evaluations.

Oral Academic Discourse Socialisation: Challenges Faced by International Undergraduate Students in a Malaysian Public University

Science.gov (United States)

Mahfoodh, Omer Hassan Ali

2014-01-01

This paper reports a qualitative study which examines the challenges faced by six international undergraduate students in their socialisation of oral academic discourse in a Malaysian public university. Data were collected employing interviews. Students' presentations were also collected. Semi-structured interviews were transcribed verbatim and…

Designing Inclusive Learning for Twice Exceptional Students in Minecraft

Science.gov (United States)

O'Sullivan, Muireann; Robb, Nigel; Howell, Stephen; Marshall, Kevin; Goodman, Lizbeth

2017-01-01

Twice exceptional learners are intellectually or creatively gifted yet also experience one or more learning difficulties. These students face a unique set of challenges in educational settings. Recommended strategies for accommodating twice exceptional learners focus on--among other things--(1) providing freedom and variety, so that students can…

Prevalence of Unique Pediatric Pathologies Encountered by Paramedic Students Across Age Groups.

Science.gov (United States)

Ernest, Eric V; Brazelton, Tom B; Carhart, Elliot D; Studnek, Jonathan R; Tritt, Patricia L; Philip, Genghis A; Burnett, Aaron M

2016-08-01

Introduction Traditionally, Emergency Medical Services (EMS) educators have divided the pediatric population into age groups to assist in targeting their clinical and didactic curriculum. Currently, the accrediting body for paramedic training programs requires student exposure to pediatric patients based entirely on age without specifying exposure to specific pathologies within each age stratification. Identifying which pathologies are most common within the different pediatric age groups would allow educators to design curriculum targeting the most prevalent pathologies in each age group and incorporating the physiologic and psychological developmental milestones commonly seen at that age. Hypothesis It was hypothesized that there are unique clusterings of pathologies, represented by paramedic student primary impressions, that are found in different age groups which can be used to target provider education. This is a retrospective review of prospectively collected data documented by paramedic students in the Fisdap (Field Internship Student Data Acquisition Project; Saint Paul, Minnesota USA) database over a one-year period. For the purposes of this study, pediatric patients were defined arbitrarily as those between the ages of 0-16 years. All paramedic student primary impressions recorded in Fisdap for patients aged 0-16 years were abstracted. Primary impression by age was calculated and graphed. The frequency of primary impression was then assessed for significance of trend by age with an alpha ≤.05 considered significant. The following primary impressions showed clinically and statistically significant variability in prevalence among different pediatric age groups: respiratory distress, medical-other, abdominal pain, seizure, overdose/poisoning, behavioral, and cardiac. In patients less than 13 years old, respiratory and other-medical were the most common two primary impressions and both decreased with age. In patients 5-16 years old, the prevalence of

Earth Hazards Consortium: a Unique Approach to Student-Centered Learning

Science.gov (United States)

Mann, C. P.; Granados, H. D.; Durant, A.; Wolf, R. E.; Girard, G.; Javier, I. H.; Cisneros, M.; Rose, W.; Sánchez, S. S.; Stix, J.

2006-12-01

contributing to their professional development, in addition to gaining a unique cultural experience. The course and field trip foci for the next two years are: Volcanic Edifice Failure/Cascades and Western Canada (2007) and Convergent Plate Boundary Volcanism/Mexican Volcanic Belt (2008). The consortium welcomes participation in the EHaz program from interested discussion leaders, students, and education specialists in teaching and learning.

Motivation for Math in Rural Schools: Student and Teacher Perspectives

Science.gov (United States)

Hardre, Patricia L.

2011-01-01

Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning…

Face-to-Face Activities in Blended Learning

DEFF Research Database (Denmark)

Kjærgaard, Annemette

While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

Science.gov (United States)

Rice, Linda Marie; Wall, Carla Anne; Fogel, Adam; Shic, Frederick

2015-01-01

This study examined the extent to which a computer-based social skills intervention called "FaceSay"™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). "FaceSay"™ offers students simulated practice with eye gaze, joint attention,…

Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: a comparative study.

Science.gov (United States)

Saleh, Suha M; Asi, Yara M; Hamed, Kastro M

2013-06-01

Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.

Description of Stikes Yarsis students' motivation in facing the international nursing job opportunity

OpenAIRE

Wesiana Heris Santy

2015-01-01

The proliferation of nursing higher education in Indonesia increases the number of nurse graduates in Indonesia. Unfortunately, it is not equivalent with the jobs provided for them as well as their low motivation to catch the opportunity to work abroad. Therefore, this research was purposed to describe the motivation of students of Stikes Yarsis in facing the international nursing job opportunity. The type of research was descriptive involving all students of the second and fourth class in th...

International Students Attending Canadian Universities: Their Experiences with Housing, Finances, and Other Issues

Science.gov (United States)

Calder, Moira J.; Richter, Solina; Mao, Yuping; Kovacs Burns, Katharina; Mogale, Ramadimetja S.; Danko, Margaret

2016-01-01

Universities recruit international students for a number of reasons, including enhancement of global contacts and reputation, to increase enrolment, and to generate revenue from tuition. These students face unique challenges as compared with domestic students, but no published studies or reports exist on this issue. In this article we report our…

A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?

Directory of Open Access Journals (Sweden)

LillAnne Jackson

2013-12-01

Full Text Available In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1 face-to-face instruction in-class versus an (2 online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.

Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place

OpenAIRE

David Starr-Glass

2017-01-01

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying r...

DISCOURSE AND PARTICIPATION IN ESL FACE-TO-FACE AND WRITTEN ELECTRONIC CONFERENCES

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Michael Fitze

2006-01-01

Full Text Available This study was a comparative investigation of face-to-face and written electronic conferences. The participants were advanced English as a second language (hereafter: ESL students. The two types of conferences were compared in terms of textual features and participation. There was no statistically significant difference in the total number of words that students produced in an equivalent amount of time in the two types of conferences. The discourse in written electronic conferences displayed greater lexical range, and students in these conferences produced more discourse demonstrating interactive competence. The statistically significant finding of increased lexical range in written electronic conferences persisted even when the interactive discourse was eliminated from the conference transcripts and the transcripts were reanalyzed. This finding suggests that, during written electronic conferences, students were better able to use and practice a wider range of vocabulary related to the topics. For one of the groups, participation in written electronic conferences was more balanced among students, while for the other group participation was about equally balanced regardless of the conference setting. This last finding came as a surprise and points to a need for further research into variables that might mediate balanced participation in face-to-face and written electronic conferences.

A Signal Detection Approach in a Multiple Cohort Study: Different Admission Tools Uniquely Select Different Successful Students

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Linda van Ooijen-van der Linden

2018-05-01

Full Text Available Using multiple admission tools in university admission procedures is common practice. This is particularly useful if different admission tools uniquely select different subgroups of students who will be successful in university programs. A signal-detection approach was used to investigate the accuracy of Secondary School grade point average (SSGPA, an admission test score (ACS, and a non-cognitive score (NCS in uniquely selecting successful students. This was done for three consecutive first year cohorts of a broad psychology program. Each applicant's score on SSGPA, ACS, or NCS alone—and on seven combinations of these scores, all considered separate “admission tools”—was compared at two different (medium and high cut-off scores (criterion levels. Each of the tools selected successful students who were not selected by any of the other tools. Both sensitivity and specificity were enhanced by implementing multiple tools. The signal-detection approach distinctively provided useful information for decisions on admission instruments and cut-off scores.

The Use of Computer-Mediated Communication To Enhance Subsequent Face-to-Face Discussions.

Science.gov (United States)

Dietz-Uhler, Beth; Bishop-Clark, Cathy

2001-01-01

Describes a study of undergraduate students that assessed the effects of synchronous (Internet chat) and asynchronous (Internet discussion board) computer-mediated communication on subsequent face-to-face discussions. Results showed that face-to-face discussions preceded by computer-mediated communication were perceived to be more enjoyable.…

Blended versus Face-to-Face: Evidence from a Graduate Corporate Finance Class

Science.gov (United States)

Harjoto, Maretno Agus

2017-01-01

The author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014-2016 year, the author found that students in the blended classes had a greater belief that prelecture…

The Mental Health Status of Single-Parent Community College Students in California.

Science.gov (United States)

Shenoy, Divya P; Lee, Christine; Trieu, Sang Leng

2016-01-01

Single-parenting students face unique challenges that may adversely affect their mental health, which have not been explored in community college settings. The authors conducted secondary analysis of Spring 2013 data from the American College Health Association-National College Health Assessment to examine difficulties facing single-parent community college students and the association between single parenting and negative mental health (depression, self-injury, suicide attempt). Participants were 6,832 California community college students, of whom 309 were single parents. Demographic and mental health data were characterized using univariate descriptive analyses. Bivariate analyses determined whether single parents differed from other students regarding negative mental health or traumatic/difficult events. Finances, family, and relationship difficulties disproportionally affected single parents, who reported nearly twice as many suicide attempts as their counterparts (5.3% vs. 2.7%; p students face a higher prevalence of mental health stressors than other community college students.

A Better Tomorrow: Examination of International Students' Success in Higher Education

Science.gov (United States)

Shen, Yue

2017-01-01

International student enrollment in U.S. higher education has increased and diversified over the past decade. The unique needs and challenges international students face in pursuing higher education in the U.S. need a systematic investigation. Previous research literature has identified cultural diversity as one main challenge against…

A Layer Framework to Investigate Student Understanding and Application of the Existence and Uniqueness Theorems of Differential Equations

Science.gov (United States)

Raychaudhuri, D.

2007-01-01

The focus of this paper is on student interpretation and usage of the existence and uniqueness theorems for first-order ordinary differential equations. The inherent structure of the theorems is made explicit by the introduction of a framework of layers concepts-conditions-connectives-conclusions, and we discuss the manners in which students'…

Body appreciation, interest in cosmetic enhancements, and need for uniqueness among U.S. college students.

Science.gov (United States)

Gillen, Meghan M; Dunaev, Jamie

2017-09-01

The aim of the current study was to examine associations between body appreciation and putative correlates that focus on self-enhancement and self-expression. Students (N=261; mean age=20.16years, SD=3.68; 60.9% female) from a non-residential college in the northeastern United States completed a questionnaire measuring body appreciation, interest in cosmetic enhancements, and need for uniqueness. Individuals with higher body appreciation and African Americans/Blacks reported significantly higher self-attributed need for uniqueness and significantly higher investment in a distinctive appearance. The association between body appreciation and interest in cosmetic enhancements (e.g., hair coloring) was not significant. Results suggest that body appreciation may be linked to a desire to express one's own unique qualities. Copyright © 2017 Elsevier Ltd. All rights reserved.

Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials

Directory of Open Access Journals (Sweden)

Sara de Freitas

2003-12-01

Full Text Available This study compares continual assessment data, intake numbers, retention numbers and final examination grades of a mixed cohort of face-to-face and distance learners against similar data from previous years where e-learning materials were not used in order to test whether e-learning materials can support the same quality and quantity of teaching and learning for both face-to-face and distance learners. The results for this cohort of learners demonstrate that: (i distance e-learners score as well and sometimes better than face-to-face learners; (ii face-to-face student numbers have increased; (iii overall, student retention and student attendance have been maintained; (iv final examination results have been maintained or in some cases improved; (v lecturer workload was high, but not unmanageable, and it is clear how manageability can be improved.

Face recognition in the thermal infrared domain

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Kowalski, M.; Grudzień, A.; Palka, N.; Szustakowski, M.

2017-10-01

Biometrics refers to unique human characteristics. Each unique characteristic may be used to label and describe individuals and for automatic recognition of a person based on physiological or behavioural properties. One of the most natural and the most popular biometric trait is a face. The most common research methods on face recognition are based on visible light. State-of-the-art face recognition systems operating in the visible light spectrum achieve very high level of recognition accuracy under controlled environmental conditions. Thermal infrared imagery seems to be a promising alternative or complement to visible range imaging due to its relatively high resistance to illumination changes. A thermal infrared image of the human face presents its unique heat-signature and can be used for recognition. The characteristics of thermal images maintain advantages over visible light images, and can be used to improve algorithms of human face recognition in several aspects. Mid-wavelength or far-wavelength infrared also referred to as thermal infrared seems to be promising alternatives. We present the study on 1:1 recognition in thermal infrared domain. The two approaches we are considering are stand-off face verification of non-moving person as well as stop-less face verification on-the-move. The paper presents methodology of our studies and challenges for face recognition systems in the thermal infrared domain.

Scaffolded Semi-Flipped General Chemistry Designed to Support Rural Students' Learning

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Lenczewski, Mary S.

2016-01-01

Students who lack academic maturity can sometimes feel overwhelmed in a fully flipped classroom. Here an alternative, the Semi-Flipped method, is discussed. Rural students, who face unique challenges in transitioning from high school learning to college-level learning, can particularly profit from the use of the Semi-Flipped method in the General…

Young, Gifted, and Black: Promoting High Achievement among African-American Students.

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Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

"Just Like the Other Boys": Meeting the Needs of Gender Diverse Students

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Croteau, Susan M.; Lewis, Katherine

2016-01-01

Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school recently enrolled a transgender student, and the principal, Amy Lamar, is resistant to considering the student's unique needs. This case was developed for use in a leadership course. Instructors can use the case to encourage dialogue around legal…

Web-Based vs. Face-to-Face MBA Classes: A Comparative Assessment Study

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Brownstein, Barry; Brownstein, Deborah; Gerlowski, Daniel A.

2008-01-01

The challenges of online learning include ensuring that the learning outcomes are at least as robust as in the face-to-face sections of the same course. At the University of Baltimore, both online sections and face-to-face sections of core MBA courses are offered. Once admitted to the MBA, students are free to enroll in any combination of…

Predictors of Coping Strategies among Nursing College Students at AL-Zaytoonah University of Jordan

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Yehia, Dalal Bashir Moh'd; Jacoub, Shirooq M.; Eser, Seqlia Mohammad

2016-01-01

Background: Stress is a phenomenon faced by all individuals that show symptoms of vulnerability in physical, functional and social impairment as well as there is a unique ways to cope with these symptoms. Nursing students face many stressors during their academic period which influence their personality and academic performance. Objectives: The…

Human Face as human single identity

OpenAIRE

Warnars, Spits

2014-01-01

Human face as a physical human recognition can be used as a unique identity for computer to recognize human by transforming human face with face algorithm as simple text number which can be primary key for human. Human face as single identity for human will be done by making a huge and large world centre human face database, where the human face around the world will be recorded from time to time and from generation to generation. Architecture database will be divided become human face image ...

DIFFICULTIES THAT ARAB STUDENTS FACE IN LEARNING ENGLISH

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Kassem BAHEEJ

2015-11-01

Full Text Available Jordan English is not used in everyday situations. Arab students face problems of learning English, both in writing and in speech. They find it hard to learn English in their native country, where language is Arabic. The only way to learn English in Jordan is through formal training, ie inside the classroom foreign language teachers are native speakers of Arabic. There is little opportunity to learn English through natural interaction in the target language. This is possible only when students are faced with native speakers of English who come to the country as tourists, and this happens very rarely.DIFICULTĂŢI CU CARE SE CONFRUNTĂ STUDENŢII ARABI CARE ÎNVAŢĂ LIMBA ENGLEZĂ În Iordania, limba engleză nu este utilizată în situaţii cotidiene. Studenţii arabi se confruntă cu probleme de învăţare a limbii engleze, atât în scris, cât şi în vorbire. Lor le vine greu să înveţe limba engleză în ţara lor natală, dat fiind că limba maternă este araba. Singura modalitate de a învăţa limba engleză în Iordania este prin instruire formală, adică în sala de clasă în care profesorii de limbă străină sunt vorbitori nativi de limbă arabă. Există puţine şanse de a învăţa limba engleză prin interacţiune naturală în limba-ţintă. Acest lucru este posibil numai atunci când elevii conversează cu vorbitori nativi de limbă engleză, care vin în ţară în calitate de turişti, ceea ce se întâmplă foarte rar.

Stress faced by gifted Vietnamese students: what might contribute to it?

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Minh Hang Thi Nguyen

2015-11-01

Full Text Available Background Gifted students might have to face an abundance of stress. Nevertheless, very little evidence in Vietnam indicates how much stress those students are experiencing and what might predict it. This study aims to examine the stress level in students of the High School for Gifted Students in Hanoi and factors that might contribute to the stress. Participants and procedure This is a cross sectional study with the participation of 150 students from the High School for Gifted Students, Hanoi. Data were collected from March to April 2015. The first measure was the “Stress Level Test”, which was adapted to the Vietnamese culture to measure academic stress in students. The second measure examined factors contributing to stress: 1 social life, 2 family, 3 school work, 4 personal relationships, 5 well-being, 6 adapting skills. Results The results showed that 74% of students were experiencing mild to medium stress, which was found to be higher in girls and in students who lived away from home. The six predicting factors significantly contribute 17.30% to students’ stress experience, of which school work (p = .001 and students’ well-being (p = .011 can individually predict stress. These outcomes suggested that more attention should be focused on this specific population and more actions need to be taken to help them perform better at school. Conclusions Students of the High School for Gifted Students definitely experienced a considerable amount of stress which was related to school pressure and their well-being. For them to have a better high school life, more recreational and leisure time activities outside the classroom need to take place. In addition, more approachable and functional advisors and counseling personnel would be an ideal solution to this problem.

Showing Your Students You Care: Seeing the Individual Trees in the Classroom Forest

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Philipp, Randolph A.; Thanheiser, Eva

2010-01-01

Teaching is a complex profession, and although every context is unique, teachers face common challenges. The authors have identified two challenges that nearly every teacher encounters: (1) managing a classroom of students; and (2) addressing the needs of individual students. Although these are not teachers' only challenges, the authors highlight…

Governor's School students experience multidisciplinary research in a whole new way

OpenAIRE

Fay, Patrick

2010-01-01

High school students from the Virginia Governor's School were recently treated to a unique experience of immersive virtual reality technology and how it is used in understanding and solving real problems facing the commonwealth and the country.

Examining Conceptual and Operational Definitions of "First-Generation College Student" in Research on Retention

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Peralta, Karie Jo; Klonowski, Monica

2017-01-01

This research brief reports that students who have parents with little to no postsecondary education have an increasing presence in colleges and universities. Researchers recognize that these individuals face unique barriers in higher education programs that affect their ability to graduate. Given the wide concern about student retention,…

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

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Emily Walden

2016-07-01

Full Text Available To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students — especially those with learning disabilities (SWLDs — having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers’ implementation of a web-based curriculum (the SOAR Student Toolkit for teaching online research strategies to all students (both general education students and SWLDs in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%, the pace and format was appropriate (93%, and sufficient practice and feedback were provided (100%. All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1 at pretest to 60.5% (SD = 23.0 at

Effects of Team Climate on Substance Use Behaviors, Perceptions, and Attitudes of Student-Athletes at a Large, Public University

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Tomon, Jennifer E.; Ting, S. Raymond

2010-01-01

College student-athletes comprise a special group on the college campus owing to their dual roles as students and athletes. Although many positives are associated with being a student-athlete, researchers have found that this population is faced with unique academic, physical, and social stressors that put student-athletes at greater risk for…

Cultural and hierarchical influences: ethical issues faced by Taiwanese nursing students.

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Yeh, Mei-Yu; Wu, Shu-Mei; Che, Hui-Lian

2010-05-01

OBJECTIVES Improving nurses' competence in resolving clinical ethical issues must start with ethics education in training and clinical practice. However, many students complain that they cannot apply classroom learning to actual clinical scenarios. This study explored ethical issues and dilemmas, and their impact experienced by student nurses in clinical practice. METHODS Focus groups were conducted with 44 first-year student nurses from a 2-year college course in northern Taiwan. Interviews were tape-recorded and verbatim transcripts were analysed using content analysis. RESULTS Students expressed and discussed their views in eight focus groups. Analysis of interviews revealed five themes: frustration at inability to help some patients; oppression caused by lower status; lack of honesty and ethical courage; powerlessness, and self-encouragement in adversity. CONCLUSIONS Taiwanese nurse ethics training was only recently introduced and the curriculum has not addressed the clinical reality in Taiwan. This reality includes limitations arising from the medical hierarchy and the socio-cultural role of families in medical decision making, which may inhibit ethical judgements and decision making. In clinical dilemmas, the most common problems faced by Taiwanese nursing students involved not knowing how to handle some situations, inability to abide by principles, and a lack of appropriate role models. Hence, we suggest that nursing ethics education should: (i) integrate scenarios involving ethical dilemmas into daily routines; (ii) give students opportunities to discuss their feelings about their experiences; (iii) allow teachers and students to talk about scenarios with ethical implications, and (iv) provide students with opportunities to reflect on clinical scenarios in order to clarify their values and learn how to respect the value of life.

Undergraduate Essay Writing: Online and Face-to-Face Peer Reviews

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Chong, Mike R.; Goff, Lori; Dej, Kimberly

2012-01-01

We implemented two different approaches of using peer review to support undergraduate essay assignments for students taking large second-year courses in life sciences and biology: a web-based online peer review (OPR) approach and a more traditional face-to-face peer review (FPR) approach that was conducted in tutorial settings. The essays…

Facebook and MySpace: complement or substitute for face-to-face interaction?

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Kujath, Carlyne L

2011-01-01

Previous studies have claimed that social-networking sites are used as a substitute for face-to-face interaction, resulting in deteriorating relationship quality and decreased intimacy among its users. The present study hypothesized that this type of communication is not a substitute for face-to-face interaction; rather, that it is an extension of communication with face-to-face partners. A survey was administered to examine the use of Facebook and MySpace in this regard among 183 college students. The study confirmed that Facebook and MySpace do act as an extension of face-to-face interaction, but that some users do tend to rely on Facebook and MySpace for interpersonal communication more than face-to-face interaction.

Engaging undergraduate nursing students in face-to-face tutorials.

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Elder, Ruth L; Lewis, Peter A; Windsor, Carol A; Wheeler, Margaret; Forster, Elizabeth; Foster, Joanne; Chapman, Helen

2011-09-01

Chronic nursing shortages have placed increasing pressure on many nursing schools to recruit greater numbers of students with the consequence of larger class sizes. Larger class sizes have the potential to lead to student disengagement. This paper describes a case study that examined the strategies used by a group of nursing lecturers to engage students and to overcome passivity in a Bachelor of Nursing programme. A non-participant observer attended 20 tutorials to observe five academics deliver four tutorials each. Academics were interviewed both individually and as a group following the completion of all tutorial observations. All observations, field notes, interviews and focus groups were coded separately and major themes identified. From this analysis two broad categories emerged: getting students involved; and engagement as a struggle. Academics used a wide variety of techniques to interest and involve students. Additionally, academics desired an equal relationship with students. They believed that both they and the students had some power to influence the dynamics of tutorials and that neither party had ultimate power. The findings of this study serve to re-emphasise past literature which suggests that to engage students, the academics must also engage. Copyright © 2011 Elsevier Ltd. All rights reserved.

About-face on face recognition ability and holistic processing.

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Richler, Jennifer J; Floyd, R Jackie; Gauthier, Isabel

2015-01-01

Previous work found a small but significant relationship between holistic processing measured with the composite task and face recognition ability measured by the Cambridge Face Memory Test (CFMT; Duchaine & Nakayama, 2006). Surprisingly, recent work using a different measure of holistic processing (Vanderbilt Holistic Face Processing Test [VHPT-F]; Richler, Floyd, & Gauthier, 2014) and a larger sample found no evidence for such a relationship. In Experiment 1 we replicate this unexpected result, finding no relationship between holistic processing (VHPT-F) and face recognition ability (CFMT). A key difference between the VHPT-F and other holistic processing measures is that unique face parts are used on each trial in the VHPT-F, unlike in other tasks where a small set of face parts repeat across the experiment. In Experiment 2, we test the hypothesis that correlations between the CFMT and holistic processing tasks are driven by stimulus repetition that allows for learning during the composite task. Consistent with our predictions, CFMT performance was correlated with holistic processing in the composite task when a small set of face parts repeated over trials, but not when face parts did not repeat. A meta-analysis confirms that relationships between the CFMT and holistic processing depend on stimulus repetition. These results raise important questions about what is being measured by the CFMT, and challenge current assumptions about why faces are processed holistically.

Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game

Science.gov (United States)

Van Eaton, Grant; Clark, Douglas B.; Smith, Blaine E.

2015-01-01

Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly "single-player" games. This study explores the patterns of physics reasoning that emerge in face-to-face and online forum collaboration while students play a physics-focused educational game in their classroom. We…

Holistic face representation is highly orientation-specific.

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Rosenthal, Gideon; Levakov, Gidon; Avidan, Galia

2017-09-29

It has long been argued that face processing requires disproportionate reliance on holistic processing (HP), relative to that required for nonface object recognition. Nevertheless, whether the holistic nature of face perception is achieved via a unique internal representation or by the employment of an automated attention mechanism is still debated. Previous studies had used the face inversion effect (FIE), a unique face-processing marker, or the face composite task, a gold standard paradigm measuring holistic processing, to examine the validity of these two different hypotheses, with some studies combining the two paradigms. However, the results of such studies remain inconclusive, particularly pertaining to the issue of the two proposed HP mechanisms-an internal representation as opposed to an automated attention mechanism. Here, using the complete composite paradigm design, we aimed to examine whether face rotation yields a nonlinear or a linear drop in HP, thus supporting an account that face processing is based either on an orientation-dependent internal representation or on automated attention. Our results reveal that even a relatively small perturbation in face orientation (30 deg away from upright) already causes a sharp decline in HP. These findings support the face internal representation hypothesis and the notion that the holistic processing of faces is highly orientation-specific.

Web-based versus face-to-face interprofessional team encounters with standardized patients.

Science.gov (United States)

Lempicki, Kelly A; Holland, Christine S

2018-03-01

Challenges exist in developing interprofessional education (IPE) activities including coordinating schedules and obtaining appropriate space for teams to work. Virtual worlds have been explored as a means to overcome some of these challenges. We sought to develop a web-based interprofessional team interaction with a standardized patient (SP), as compared to a face-to-face SP interaction, focusing on the competency area of interprofessional communication. Interprofessional teams of students were randomized to complete a web-based or face-to-face SP encounter. The web-based encounter was conducted via video conference that students accessed using their own electronic device. Interprofessional communication was evaluated by faculty observers and the SPs. Participants of the web-based encounter also completed a perceptions questionnaire. Interprofessional communication was rated as average/above average by the authors and SPs. Perceptions of the web-based encounter were mixed with not all students willing to complete such an encounter again despite finding it enjoyable and a positive learning experience. The need for adequate preparation was identified, including the opportunity to review the patient case before the encounter. The web-based SP encounter afforded students the opportunity to utilize communication technology to provide patient-centered care while collaborating as an interprofessional team. Video conferencing presents an opportunity to bypass some logistical challenges in scheduling IPE experiences and can be implemented as a co-curricular activity, avoiding course revisions. Additional studies are needed to further explore student and patient perspectives and clarify when, and with what level of trainees, the experiences are most valuable. Copyright © 2017 Elsevier Inc. All rights reserved.

Interpersonal Communication Motives for Flirting Face to Face and Through Texting.

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Punyanunt-Carter, Narissra M; Wagner, Thomas R

2018-04-01

The objective of this study was to investigate specific interpersonal communication motives that college students use to flirt through texting versus face to face (FtF). Four hundred college students (101 men, 299 women) were surveyed and reported using various communication motives to flirt using texting with a potential romantic partner. College students reported specific motives for flirting. Women reported flirting through text and FtF for pleasure motives significantly more than men, whereas men reported flirting for control and relaxation. In addition, men were more likely to flirt FtF for escape compared with women. Findings suggest that individuals are likely to flirt for pleasure if they are in a committed romantic relationship compared with those not in a committed relationship.

Tailoring a Web-Based Weight Maintenance Intervention for Northern Plains American Indian Public University Students

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Hemmingson, Kaitlyn; Lucchesi, Roxanne; Droke, Elizabeth; Kattelmann, Kendra K.

2016-01-01

Objective: High levels of obesity-related health disparities are common among US American Indian (AI) populations. AI public university students often face unique challenges that may contribute to weight gain and related consequences. Few weight maintenance interventions have been developed that meet the needs of AI public university students. The…

A Comparison of Learning Outcomes in Skills-Based Courses: Online versus Face-to-Face Formats

Science.gov (United States)

Callister, Ronda Roberts; Love, Mary Sue

2016-01-01

In comparing the learning outcomes of online versus face-to-face courses, skills-based forms of instruction have received little attention. This study asks the question "Can skills-based courses taught online achieve the same outcomes as face-to-face courses in which the instructor and students interacting in real time may have higher levels…

Collaborative Random Faces-Guided Encoders for Pose-Invariant Face Representation Learning.

Science.gov (United States)

Shao, Ming; Zhang, Yizhe; Fu, Yun

2018-04-01

Learning discriminant face representation for pose-invariant face recognition has been identified as a critical issue in visual learning systems. The challenge lies in the drastic changes of facial appearances between the test face and the registered face. To that end, we propose a high-level feature learning framework called "collaborative random faces (RFs)-guided encoders" toward this problem. The contributions of this paper are three fold. First, we propose a novel supervised autoencoder that is able to capture the high-level identity feature despite of pose variations. Second, we enrich the identity features by replacing the target values of conventional autoencoders with random signals (RFs in this paper), which are unique for each subject under different poses. Third, we further improve the performance of the framework by incorporating deep convolutional neural network facial descriptors and linking discriminative identity features from different RFs for the augmented identity features. Finally, we conduct face identification experiments on Multi-PIE database, and face verification experiments on labeled faces in the wild and YouTube Face databases, where face recognition rate and verification accuracy with Receiver Operating Characteristic curves are rendered. In addition, discussions of model parameters and connections with the existing methods are provided. These experiments demonstrate that our learning system works fairly well on handling pose variations.

Attention to internal face features in unfamiliar face matching.

Science.gov (United States)

Fletcher, Kingsley I; Butavicius, Marcus A; Lee, Michael D

2008-08-01

Accurate matching of unfamiliar faces is vital in security and forensic applications, yet previous research has suggested that humans often perform poorly when matching unfamiliar faces. Hairstyle and facial hair can strongly influence unfamiliar face matching but are potentially unreliable cues. This study investigated whether increased attention to the more stable internal face features of eyes, nose, and mouth was associated with more accurate face-matching performance. Forty-three first-year psychology students decided whether two simultaneously presented faces were of the same person or not. The faces were displayed for either 2 or 6 seconds, and had either similar or dissimilar hairstyles. The level of attention to internal features was measured by the proportion of fixation time spent on the internal face features and the sensitivity of discrimination to changes in external feature similarity. Increased attention to internal features was associated with increased discrimination in the 2-second display-time condition, but no significant relationship was found in the 6-second condition. Individual differences in eye-movements were highly stable across the experimental conditions.

Increasing Participation of Rural and Regional Students in Higher Education

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Fleming, Michele J.; Grace, Diana M.

2014-01-01

Regional and rural students in Australia face unique challenges when aspiring to higher education. These challenges reflect systematic disadvantage experienced by rural and regional populations as a whole. In an effort to redress these inequities, and aided by the Australian Government's Higher Education Participation and Partnerships Program…

Fears and Related Anxieties in Chinese High School Students

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Li, Huijun; Prevatt, Frances

2008-01-01

Chinese students from different high school settings face unique academic and emotional challenges. They are in a very vulnerable position due to high parent and teacher expectations and pressure to succeed in college entrance examinations and honour the family and the school. They are also vulnerable due to possible inappropriate parenting…

A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

Science.gov (United States)

Edginton, Andrea; Holbrook, Jane

2010-06-15

To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

The opinion of university students on distance education using ICT

Directory of Open Access Journals (Sweden)

José Ignacio Baile Ayensa

2016-01-01

Full Text Available Introduction. Distance education within the university context has been spread worldwide for more than four decades and has been mainly developed in the last years thanks to the use of the information and communications technology (ICT. There are few studies investigating the opinion of university students on distance education using ICT tools compared with traditional learning (face to face. There are no studies on the best valued teaching techniques either nor why they are considered so. This lack of research justifies the present study. Methodology. A survey was conducted among university students of Psychology from the Open University of Madrid (Udima. 177 students took part in the study filling in a 15 item questionnaire through a Google Docs. Results. The students consider distance education using ICT to be better or as good as traditional (face to face education; they also highly value this methodology as far as the improvement of their capabilities and academic achievement is concerned. Besides, the best valued didactic tools are those that seem to allow higher autonomy to the student and have less technological demands. Discussion. The results of this research are similar to those found in previous studies that analyzed other educational levels or populations. Paradoxically, synchronous or more innovative tools were not the best valued, probably because of the unique profile of the student within the distance education system.

[Uniqueness seeking behavior as a self-verification: an alternative approach to the study of uniqueness].

Science.gov (United States)

Yamaoka, S

1995-06-01

Uniqueness theory explains that extremely high perceived similarity between self and others evokes negative emotional reactions and causes uniqueness seeking behavior. However, the theory conceptualizes similarity so ambiguously that it appears to suffer from low predictive validity. The purpose of the current article is to propose an alternative explanation of uniqueness seeking behavior. It posits that perceived uniqueness deprivation is a threat to self-concepts, and therefore causes self-verification behavior. Two levels of self verification are conceived: one based on personal categorization and the other on social categorization. The present approach regards uniqueness seeking behavior as the personal-level self verification. To test these propositions, a 2 (very high or moderate similarity information) x 2 (with or without outgroup information) x 2 (high or low need for uniqueness) between-subject factorial-design experiment was conducted with 95 university students. Results supported the self-verification approach, and were discussed in terms of effects of uniqueness deprivation, levels of self-categorization, and individual differences in need for uniqueness.

The Effects of Face-to-Face and Computer-Mediated Peer Review on EFL Writers' Comments and Revisions

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Ho, Mei-ching

2015-01-01

This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students' revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university.…

Oral Braille Reading Decoding Strategies of Middle School Students Who Are Blind or Have Low Vision

Science.gov (United States)

Nannemann, Allison C.; Bruce, Susan M.; Hussey, Colleen; Vercollone, Becky S.; McCarthy, Mary

2017-01-01

Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and…

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

Science.gov (United States)

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

Rationale for Students Preparation and Entrepreneurship Education in the Face of Global Economic Crisis in Nigeria

Science.gov (United States)

Onuma, Nwite

2016-01-01

The rationale for students preparation in job creation through entrepreneurship education was examined. Problems of unemployment among Nigerian university graduates and challenges to entrepreneurship in the face of global economic crisis were also highlighted. The persistent problem of unemployment among University graduates and its attendant…

Patterns of feelings in face to face negotiation: a Sino-Dutch pilot study

NARCIS (Netherlands)

Ulijn, J.M.; Rutkowski, A.F.; Kumar, Rajesh; Zhu, Y.

2005-01-01

We conducted a pilot study to compare the emotions experienced by Dutch and Chinese students during a face-to-face negotiation role play. Emotions play an important role in negotiations because they influence the behaviour and judgments of negotiators The Data Printer case developed by Greenhalgh

Law in Translation: Challenges and Opportunities in Teaching International Students in Business Law and Legal Environment Courses

Science.gov (United States)

Dove, Laura R.; Bryant, Natalie P.

2016-01-01

The purpose of this article is to outline the unique challenges faced by international students enrolled in business law or legal environment of business courses. It is also imperative to recognize the numerous opportunities that instructors can create in business law classrooms that will enhance the experience of all students given the…

Lip prints- A study of its uniqueness among students of MediCiti Medical College.

Science.gov (United States)

Alzapur, Archana; Nagothu, Rajani S; Nalluri, Hima B

2017-01-01

"Cheiloscopy" is a technique that deals with lip prints. The pattern of fine creases on the lips are unique to the individual. They are similar to finger prints and useful in crime investigation. To study the uniqueness, prevalence, and gender significance of lip print patterns in human subjects. The study was conducted on 100 randomly selected male and female undergraduate medical students. The lip print of each subject was obtained and its pattern was analyzed according to Suzuki and Tsuchihashi classification. The study showed that Type I lip pattern was the commonest. Our study has added to confirmation of the distinctiveness of cheiloscopy, which can be used as an additional tool for identification. Studies on lip prints being very scanty, our findings add significantly to the meager literature on this subject. Further in-depth studies to establish prevalence of patterns in lip prints will certainly help as useful evidence in forensic investigations.

Supporting Middle School Students Whose Parents Are Deployed: Challenges and Strategies for Schools

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Williams, Brenda

2013-01-01

Middle school students from military families face unique challenges, especially when their parents are deployed. Among the challenges they experience are frequent relocations; issues that affect academic achievement; uncertainty; and changes in roles, responsibilities, and relationships at home. Reunification involves issues of the returning…

Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

Science.gov (United States)

Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison

2012-01-01

Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD.…

Learners' Willingness to Communicate in Face-to-Face versus Oral Computer-Mediated Communication

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Yanguas, Íñigo; Flores, Alayne

2014-01-01

The present study had two main goals: to explore performance differences in a task-based environment between face-to-face (FTF) and oral computer-mediated communication (OCMC) groups, and to investigate the relationship between trait-like willingness to communicate (WTC) and performance in the FTF and OCMC groups. Students from two intact…

Service Strategies for Higher Educational Institutions Based on Student Segmentation

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Ghosh, Amit K.; Javalgi, Rajshekhar; Whipple, Thomas W.

2008-01-01

Over the last decade, higher education institutions in the U.S. have faced increased competition and expenditures coupled with declines in financial support. Furthermore, they often have been forced to cater to the needs of an increasingly diverse group of students and must design service strategies based on the unique needs of each group. This…

Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers

Science.gov (United States)

de Vega, Carolina Armijo; McAnally-Salas, Lewis

2011-01-01

The aim of this paper was to know the students' perceptions of using online support in a chemistry course. To achieve this objective, a qualitative research was conducted over a chemistry course that was imparted in a face-to-face modality using a LMS (learning management system) for on-line support. The supports available in the LMS were forums,…

The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School

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Ida Ayu Made Istri Utami

2017-03-01

Full Text Available Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.

Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving

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Kati Vapalahti

2015-03-01

Full Text Available This paper reports on a teaching experiment in which social work students (n=38 practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students or face-to-face (14 students improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test. Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.

Males Are Not as Active as Females in Online Discussion: Gender Differences in Face-to-Face and Online Discussion Strategies

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Tsai, Meng-Jung; Liang, Jyh-Chong; Hou, Huei-Tse; Tsai, Chin-Chung

2015-01-01

This study examined the gender difference in students' perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale…

An Interactive Mobile Lecturing Model: Enhancing Student Engagement with Face-to-Face Sessions

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Boyinbode, Olutayo; Ng'ambi, Dick; Bagula, Antoine

2013-01-01

Although use of podcasts and vodcasts are increasingly becoming popular in higher education, their use is usually unidirectional and therefore replicates the transmission mode of traditional face-to-face lectures. In this paper, the authors propose a tool, MOBILect, a mobile lecturing tool that enables users to comment on lecture vodcasts using…

A real time mobile-based face recognition with fisherface methods

Science.gov (United States)

Arisandi, D.; Syahputra, M. F.; Putri, I. L.; Purnamawati, S.; Rahmat, R. F.; Sari, P. P.

2018-03-01

Face Recognition is a field research in Computer Vision that study about learning face and determine the identity of the face from a picture sent to the system. By utilizing this face recognition technology, learning process about people’s identity between students in a university will become simpler. With this technology, student won’t need to browse student directory in university’s server site and look for the person with certain face trait. To obtain this goal, face recognition application use image processing methods consist of two phase, pre-processing phase and recognition phase. In pre-processing phase, system will process input image into the best image for recognition phase. Purpose of this pre-processing phase is to reduce noise and increase signal in image. Next, to recognize face phase, we use Fisherface Methods. This methods is chosen because of its advantage that would help system of its limited data. Therefore from experiment the accuracy of face recognition using fisherface is 90%.

Challenges and issues facing the future of nursing education: implications for ethnic minority faculty and students.

Science.gov (United States)

Davis, Sheila P; Davis, Danyetta D

2010-01-01

Current trends in higher education in the United States demand that nursing take stock of how it is prepared or being prepared to face challenges and issues impacting on its future. The intense effort made to attract students to pursue advanced training in science and engineering in the United States pales in comparison to the numbers of science and engineering majors produced yearly in international schools. As a result, more and more jobs are being outsourced to international markets. Could international outsourcing become a method of nursing education? Authors submit that to remain competitive, the nursing profession must attract a younger cohort of technologically savvy students and faculty reflective of the growing diverse population in the United States. Additionally, nursing programs in research universities face even more daunting challenges as it relates to mandates for funded research programs of educational units. This article offers suggestions and recommendations for nursing programs in higher education institutions on ways to attract and retain ethnic minorities and of how to harness the power of research to address burgeoning societal health challenges.

An evaluation of remote communication versus face-to-face in clinical dental education.

Science.gov (United States)

Martin, N; Lazalde, O Martínez; Stokes, C; Romano, D

2012-03-23

Distance learning and internet-based delivery of educational content are becoming very popular as an alternative to real face-to-face delivery. Clinical-based discussions still remain greatly face-to-face despite the advancement of remote communication and internet sharing technology. In this study we have compared three communication modalities between a learner and educator: audio and video using voice over internet protocol (VoIP) alone [AV]; audio and video VoIP with the addition of a three dimensional virtual artefact [AV3D] and physical face-to-face [FTF]. Clinical case discussions based on fictitious patients were held between a 'learner' and an 'expert' using the three communication modalities. The learner presented a clinical scenario to the experts, with the aid of a prop (partially dentate cast, digitised for AV3D), to obtain advice on the management of the clinical case. Each communication modality was tested in timed exercises in a random order among one of three experts (senior clinical restorative staff) and a learner (from a cohort of 15 senior clinical undergraduate students) all from the School of Clinical Dentistry, University of Sheffield. All learners and experts used each communication modality in turn with no prior training. Video recording and structured analysis were used to ascertain learner behaviour and levels of interactivity. Evaluation questionnaires were completed by experts and learners immediately after the experiment to ascertain effectiveness of information exchange and barriers/facilitators to communication. The video recordings showed that students were more relaxed with AV and AV3D than FTF (p = 0.01). The evaluation questionnaires showed that students felt they could provide (p = 0.03) and obtain (p = 0.003) more information using the FTF modality, followed by AV and then AV3D. Experts also ranked FTF better than AV and AV3D for providing (p = 0.012) and obtaining (p = 0) information to/from the expert. Physical face-to-face

The Deep River Science Academy: a unique and innovative program for engaging students in science

International Nuclear Information System (INIS)

Turner, C.W.; Didsbury, R.; Ingram, M.

2014-01-01

For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information. (author)

The Deep River Science Academy: a unique and innovative program for engaging students in science

Energy Technology Data Exchange (ETDEWEB)

Turner, C.W., E-mail: carlrhonda.turner@sympatico.ca [Deep River Science Academy, Deep River, Ontario (Canada); Didsbury, R. [Atomic Energy of Canada Limited, Chalk River, Ontario (Canada); Ingram, M. [Deep River Science Academy, Deep River, Ontario (Canada)

2014-06-15

For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information. (author)

The Information Needs and Behavior of Mature Community College Students: A Review of Literature

Science.gov (United States)

Zeit, Krystina

2014-01-01

This paper is a review of literature devoted to the unique information needs and information-seeking behavior of the growing nontraditional or mature community college student population. This underserved user group faces distinctive challenges that librarians, researchers, and administrators must recognize and address. Much of the existing…

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

Directory of Open Access Journals (Sweden)

Gili Marbach-Ad

2016-12-01

Full Text Available This study describes the implementation and effectiveness of small-group active engagement (GAE exercises in an introductory biology course (BSCI207 taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198 employed three lectures per week. The other section (n = 136 replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students. Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

EXPLORING THE PROBLEMS FACED BY TECHNICAL SCHOOL STUDENTS IN LEARNING ENGINEERING COURSES

Directory of Open Access Journals (Sweden)

RAMLEE MUSTAPHA

2014-12-01

Full Text Available The teaching of engineering courses is relatively challenging due to the nature of the courses that are perceived as “difficult courses” by a number of students. Thus, the purpose of this action research was to explore the problems faced by electrical and electronic engineering (PKEE students studying a difficult topic–transistor. This research was also aimed at identifying the students’ attitude towards Problem-based Learning (PBL. Literature has shown that PBL could enhance students’ understanding and make the learning more meaningful. The theoretical framework of this study was based on Kemmis and Mc Taggart model. Cooperative learning method was also utilised in this study consisted of Jigsaw technique in the first and second rounds of the study. In the final round, the discussion method was used. In an action research design, a classroom is a usual research site. Thus, an engineering class of 30 Form 5 students in a Technical School was selected. The PBL method was applied in the class for a nine-week duration. Empirical data were gathered from peer assessment, observation, and pre- and post-tests. The data were described descriptively using frequency, mean and standard deviation. The main results show that the students were more interactive and their post-test result shows significant increases. In terms of the attitude towards PBL, the participants rated PBL highly. The participants also assert that the main benefits of PBL include enhancing their collaborative and problem-solving skills.

Genetic specificity of face recognition.

Science.gov (United States)

Shakeshaft, Nicholas G; Plomin, Robert

2015-10-13

Specific cognitive abilities in diverse domains are typically found to be highly heritable and substantially correlated with general cognitive ability (g), both phenotypically and genetically. Recent twin studies have found the ability to memorize and recognize faces to be an exception, being similarly heritable but phenotypically substantially uncorrelated both with g and with general object recognition. However, the genetic relationships between face recognition and other abilities (the extent to which they share a common genetic etiology) cannot be determined from phenotypic associations. In this, to our knowledge, first study of the genetic associations between face recognition and other domains, 2,000 18- and 19-year-old United Kingdom twins completed tests assessing their face recognition, object recognition, and general cognitive abilities. Results confirmed the substantial heritability of face recognition (61%), and multivariate genetic analyses found that most of this genetic influence is unique and not shared with other cognitive abilities.

[Health and humanization Diploma: the value of reflection and face to face learning].

Science.gov (United States)

Martínez-Gutiérrez, Javiera; Magliozzi, Pietro; Torres, Patricio; Soto, Mauricio; Walker, Rosa

2015-03-01

In a rapidly changing culture like ours, with emphasis on productivity, there is a strong need to find the meaning of health care work using learning instances that privilege reflection and face to face contact with others. The Diploma in Health and Humanization (DSH), was developed as an interdisciplinary space for training on issues related to humanization. To analyze the experience of DSH aiming to identify the elements that students considered key factors for the success of the program. We conducted a focus group with DSH graduates, identifying factors associated with satisfaction. Transcripts were coded and analyzed by two independent reviewers. DSH graduates valued a safe space, personal interaction, dialogue and respect as learning tools of the DSH. They also appreciates the opportunity to have emotional interactions among students and between them and the teacher as well as the opportunity to share personal stories and their own search for meaning. DSH is a learning experience in which their graduates value the ability to think about their vocation and the affective interaction with peers and teachers. We hope to contribute to the development of face to face courses in the area of humanization. Face to face methodology is an excellent teaching technique for contents related to the meaning of work, and more specifically, to a group of learners that require affective communication and a personal connection of their work with their own values and beliefs.

Investigating the Difficulties and Problems Faced by the English Language Students of Al Quds Open University in Legal Translation Process

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Ahmed Maher Mahmoud Al-Nakhalah

2013-12-01

Full Text Available Following experimental descriptive method, the paper explores the difficulties and problems faced by the English language students of Al Quds Open University in legal translation process; that is, while translating legal terms/documents from Arabic to English and from English to Arabic. A test was designed by the researcher in order to explore and investigate the difficulties and problems faced by the students. The test included four questions: 1 Translating English legal paragraph, 2 Translating Arabic legal paragraph, 3 Translating ten Arabic legal terms and 4 Translating ten English legal terms. The test was applied on the English language students of Al Quds Open University in Gaza Region in Palestine during the second course of the academic year 2010/2011. The samples of the study were chosen and selected randomly. Following suitable statistical methods, the paper offers the obtained results with critical discussion. Possible solutions, recommendations and suggestions to overcome these difficulties and problems also form important parts of the discussion in the paper.

All you need is Facebook friends? Associations between online and face-to-face friendships and health

OpenAIRE

Lima, M. L.; Marques, S.; Muiños, G.; Camilo, C.

2017-01-01

WOS:000392847900002 (Nº de Acesso Web of Science) Positive social relations are known to have a beneficial impact on health, however, little is known about the links of health with online relationships. In this study, we compare face-to-face and virtual friendships in their association with health. By building on previous results of studies conducted on the well-being of college students, we expect to find stronger associations of face-to-face friendships with health than of those establis...

Pair Interactions and Mode of Communication: Comparing Face-to-Face and Computer Mediated Communication

Science.gov (United States)

Tan, Lan Liana; Wigglesworth, Gillian; Storch, Neomy

2010-01-01

In today's second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved…

Experience of International Education of East Asian Students in English-Speaking Countries: A Four-Dimensional Approach

Science.gov (United States)

Martinez, Maria L.; Colaner, Kevin T.

2017-01-01

Global participation in international education in the last two decades has increased exponentially. International students face difficulties in adjusting to the culture of their host country due to their unique needs (Bertram, Poulakis, Elsasser & Kumar, 2014). This article presents themes comprising the international education phenomenon…

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

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Rivera, Christopher J.; Jimenez, Bree A.; Baker, Joshua N.; Spies, Tracy; Mims, Pamela J.; Ginevra, Courtade

2016-01-01

The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general…

Assessing Student Performance and Perceptions in Lecture Capture vs. Face-to-Face Course Delivery

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Euzent, Patricia; Martin, Thomas; Moskal, Patrick; Moskal, Patsy

2011-01-01

Public universities are currently facing a challenge in determining how to deliver quality instruction in the face of severe fiscal constraints. With recent technological advances, courses streamed over the Internet (i.e., lecture capture) are now becoming common. However, little research has been published that specifically examines student…

The Academic, Administrative, Economic, Social, and Psychological Problems Faced by Students of Textile and Clothing Major at King Abdul-Aziz University

Science.gov (United States)

Alsubyani, Noor Abdulhadi

2017-01-01

The purpose of this study is to investigate the academic, administrative, economic, social, and psychological problems faced by students of Textile and fabric major at King Abdul-Aziz University. To achieve this purpose, a questionnaire was designed and distributed to a sample of students in the Textile and fabric major, after the use of…

The Body That Speaks: Recombining Bodies and Speech Sources in Unscripted Face-to-Face Communication.

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Gillespie, Alex; Corti, Kevin

2016-01-01

This article examines advances in research methods that enable experimental substitution of the speaking body in unscripted face-to-face communication. A taxonomy of six hybrid social agents is presented by combining three types of bodies (mechanical, virtual, and human) with either an artificial or human speech source. Our contribution is to introduce and explore the significance of two particular hybrids: (1) the cyranoid method that enables humans to converse face-to-face through the medium of another person's body, and (2) the echoborg method that enables artificial intelligence to converse face-to-face through the medium of a human body. These two methods are distinct in being able to parse the unique influence of the human body when combined with various speech sources. We also introduce a new framework for conceptualizing the body's role in communication, distinguishing three levels: self's perspective on the body, other's perspective on the body, and self's perspective of other's perspective on the body. Within each level the cyranoid and echoborg methodologies make important research questions tractable. By conceptualizing and synthesizing these methods, we outline a novel paradigm of research on the role of the body in unscripted face-to-face communication.

[Treatment goals in FACE philosophy].

Science.gov (United States)

Martin, Domingo; Maté, Amaia; Zabalegui, Paula; Valenzuela, Jaime

2017-03-01

The FACE philosophy is characterized by clearly defined treatment goals: facial esthetics, dental esthetics, periodontal health, functional occlusion, neuromuscular mechanism and joint function. The purpose is to establish ideal occlusion with good facial esthetics and an orthopedic stable joint position. The authors present all the concepts of FACE philosophy and illustrate them through one case report. Taking into account all the FACE philosophy concepts increases diagnostic ability and improves the quality and stability of treatment outcomes. The goal of this philosophy is to harmonize the facial profile, tooth alignment, periodontium, functional occlusion, neuromuscular mechanism and joint function. The evaluation and treatment approach to vertical problems are unique to the philosophy. © EDP Sciences, SFODF, 2017.

Technology Confidence, Competence and Problem Solving Strategies: Differences within Online and Face-to-Face Formats

Science.gov (United States)

Peterson, Sharon L.; Palmer, Louann Bierlein

2011-01-01

This study identified the problem solving strategies used by students within a university course designed to teach pre-service teachers educational technology, and whether those strategies were influenced by the format of the course (i.e., face-to-face computer lab vs. online). It also examined to what extent the type of problem solving strategies…

The Kent Face Matching Test.

Science.gov (United States)

Fysh, Matthew C; Bindemann, Markus

2018-05-01

This study presents the Kent Face Matching Test (KFMT), which comprises 200 same-identity and 20 different-identity pairs of unfamiliar faces. Each face pair consists of a photograph from a student ID card and a high-quality portrait that was taken at least three months later. The test is designed to complement existing resources for face-matching research, by providing a more ecologically valid stimulus set that captures the natural variability that can arise in a person's appearance over time. Two experiments are presented to demonstrate that the KFMT provides a challenging measure of face matching but correlates with established tests. Experiment 1 compares a short version of this test with the optimized Glasgow Face Matching Test (GFMT). In Experiment 2, a longer version of the KFMT, with infrequent identity mismatches, is correlated with performance on the Cambridge Face Memory Test (CFMT) and the Cambridge Face Perception Test (CFPT). The KFMT is freely available for use in face-matching research. © 2017 The British Psychological Society.

Quantitative Skills, Critical Thinking, and Writing Mechanics in Blended versus Face-to-Face Versions of a Research Methods and Statistics Course

Science.gov (United States)

Goode, Christopher T.; Lamoreaux, Marika; Atchison, Kristin J.; Jeffress, Elizabeth C.; Lynch, Heather L.; Sheehan, Elizabeth

2018-01-01

Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students to either 50/50 BL or 100% FTF versions of a research methods and statistics in psychology course. Students who took the BL version of the course scored significantly lower…

Orienting to face expression during encoding improves men's recognition of own gender faces.

Science.gov (United States)

Fulton, Erika K; Bulluck, Megan; Hertzog, Christopher

2015-10-01

It is unclear why women have superior episodic memory of faces, but the benefit may be partially the result of women engaging in superior processing of facial expressions. Therefore, we hypothesized that orienting instructions to attend to facial expression at encoding would significantly improve men's memory of faces and possibly reduce gender differences. We directed 203 college students (122 women) to study 120 faces under instructions to orient to either the person's gender or their emotional expression. They later took a recognition test of these faces by either judging whether they had previously studied the same person or that person with the exact same expression; the latter test evaluated recollection of specific facial details. Orienting to facial expressions during encoding significantly improved men's recognition of own-gender faces and eliminated the advantage that women had for male faces under gender orienting instructions. Although gender differences in spontaneous strategy use when orienting to faces cannot fully account for gender differences in face recognition, orienting men to facial expression during encoding is one way to significantly improve their episodic memory for male faces. Copyright © 2015 Elsevier B.V. All rights reserved.

Younger children's nursing students are uniquely placed to provide emotional care for young people in hospital and promote for them a sense of normalcy.

Science.gov (United States)

Shepherd, Jean M

2014-06-01

To highlight the emotional impact of being in the hospital for young people and to explore the impact of the care by younger student nurses on promoting a sense of "normalcy" for them. Adolescence is strongly influenced by peer relationships and is a unique period in life that requires the achievement of many developmental tasks. An important task of adolescent is developing relationships with peers and feeling part of a recognised peer group. Young people prefer engaging in conversation with people of their own age because they feel less likely to be judged by their peers. Heideggerian hermeneutic phenomenological study. A Heideggerian phenomenological study was undertaken. Individual unstructured interviews were conducted with eleven younger student nurses (aged l7 years and 5 months-l8 years and 11 months) and nine young people with a chronic illness (aged 13 years and 7 months-18 years and 1 month). The data was collected in 2009. Young people in the hospital with a chronic illness experienced moments in time when they had nothing to think about but the business of getting better. During unique caring interactions, younger children's nursing students were able to help them temporarily forget about their illness and promote for them a sense of normalcy. Younger children's nursing students are in a unique position to engage in ontological caring interactions with the young people due to their similarity in age and stage of development. They are uniquely placed to help the young people reintegrate back into their known "lifeworlds" and promote for them a sense of "normalcy". Clinical staff need to be alerted to the emotional distress caused to young people during long periods of time in the hospital. Practitioners and nurse educators should be facilitating younger student nurses to interact with the young people in a therapeutic way and the care delivered to young people in the hospital should promote a sense of normalcy for them. © 2013.

Online versus Face-to-Face Accounting Education: A Comparison of CPA Exam Outcomes across Matched Institutions

Science.gov (United States)

Morgan, John Daniel

2015-01-01

Programmatic-level comparisons are made between the certified public accountant (CPA) exam outcomes of two types of accounting programs: online or distance accounting programs and face-to-face or classroom accounting programs. After matching programs from each group on student selectivity at admission, the two types of programs are compared on CPA…

Unique factors rural Veterans' Affairs hospitals face when implementing health care-associated infection prevention initiatives.

Science.gov (United States)

Harrod, Molly; Manojlovich, Milisa; Kowalski, Christine P; Saint, Sanjay; Krein, Sarah L

2014-01-01

Health care-associated infection (HAI) is costly to hospitals and potentially life-threatening to patients. Numerous infection prevention programs have been implemented in hospitals across the United States. Yet, little is known about infection prevention practices and implementation in rural hospitals. The purpose of this study was to understand the infection prevention practices used by rural Veterans' Affairs (VA) hospitals and the unique factors they face in implementing these practices. This study used a sequential, mixed methods approach. Survey data to identify the HAI prevention practices used by rural VA hospitals were collected, analyzed, and used to inform the development of a semistructured interview guide. Phone interviews were conducted followed by site visits to rural VA hospitals. We found that most rural VA hospitals were using key recommended infection prevention practices. Nonetheless, a number of challenges with practice implementation were identified. The 3 most prominent themes were: (1) lack of human capital including staff with HAI expertise; (2) having to cultivate needed resources; and (3) operating as a system within a system. Rural VA hospitals are providing key infection prevention services to ensure a safe environment for the veterans they serve. However, certain factors, such as staff expertise, limited resources, and local context impacted how and when these practices were used. The creative use of more accessible alternative resources as well as greater flexibility in implementing HAI-related initiatives may be important strategies to further improve delivery of these important services by rural VA hospitals. Published 2013. This article is a U.S. Government work and is in the public domain in the USA.

Perceptions of school nurses on the challenges of service provision to ESL students.

Science.gov (United States)

Whitman, Marilyn V; Davis, Jullet A; Terry, Allison J

2010-04-01

The number of English-as-as second-language (ESL) students in public schools across the country is rising creating unique challenges for school health services with the introduction of new cultures and languages. This study describes the perceptions of school nurses in Alabama schools regarding the challenges they face when communicating with ESL students and their parents. The population consists of school nurses in Alabama public schools. The obtained sample of 1,429 responses is presented and discussed. Urban school nurses were more likely to have access to an interpreter, yet they were more likely to rely on an ESL student to act as a translator when speaking to his/her parents. Kindergarten through elementary school nurses were more likely to witness an increase in ESL students and encounter difficulty communicating with these students and their parents. School nurses have a unique opportunity to engage parents of ESL students in the health of their child, thus it is vital that they be provided with cultural facts and encouraged to use interpreter services to lessen language barriers.

How Mode of Delivery Affects Comprehension of an Operations Management Simulation: Online vs Face-to-Face Classrooms

Science.gov (United States)

Riley, Jason M.; Ellegood, William A.; Solomon, Stanislaus; Baker, Jerrine

2017-01-01

Purpose: This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students' ability to learn and retain new concepts. Design/methodology/approach: Leveraging Littlefield…

Meeting Unique Student Needs: Dual-Identified Students and Teacher Self-Efficacy

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Dornayi, Hassan Mohsen

2017-01-01

This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students.…

An academic-VA partnership: Student interprofessional teams integrated with VA PACT teams.

Science.gov (United States)

Swenty, Constance L; Schaar, Gina L; Butler, Ryan M

2016-12-01

Veterans are challenged with multiple unique healthcare issues related to their military service environment. Likewise, health care providers must understand the special concerns associated with military conflict and recognize how the veteran's care can be optimized by interprofessional care delivery. Little is taught didactically or clinically that supports nursing students in addressing the unique issues of the veteran or the student's need to work collaboratively with allied health team members to enhance the veteran's care. Because of limited exposure to the veteran's special conditions, nursing students who may seek a career with the veteran population often face challenges in rendering appropriate care. The VA offers an invaluable opportunity for health profession students to collaborate with VA interprofessional Patient Aligned Care Teams (PACT) ultimately optimizing veteran health outcomes. This academic partnership, that implements an interprofessional model, will prepare students to better embrace the veteran population. This article describes the immersion of health profession students in interprofessional collaborative practice (IPCP) using PACT team principles which ultimately promotes the students' ability to link theory content to patient care delivery. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparative Study of the Effect of Three Teaching Methods of Group, Personal (Face-to-Face, and Compact Disc on Correcting the Pronunciation and Reading of the Prayer in the Students of Qom University of Medical Sciences

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Shabanali Khansanami

2013-07-01

Full Text Available Background and Objectives: Emphasis is placed on the correction of reading the prayer as an important precept in Islamic culture, and it is essential to use an effective teaching method to promote the status of reading the prayers in youth. This study was conducted with the aim of comparing the effect of the methods of group teaching, personal (face-to-face teaching and using compact disc (CD on correcting the pronunciation and reading of the prayer in the students of Qom University of Medical Sciences in 2011.Methods: This semi-experimental study was done on the students of the Faculty of Nursery and Midwifery of Qom University of Medical Sciences. The samples were randomly assigned into three groups, and the number of students in each group was 22. A checklist of reading mistakes was completed before the intervention, and then, teaching content was given to them in the form of group and face-to-face teaching and CD. In the following, reading mistakes of the students’ prayer were recorded one month after intervention. Data was analyzed using descriptive statistics, and Kruskal–Wallis and Wilcoxon tests at a significance level of p0.05.Conclusion: Based on the findings of this study, the effect of teaching methods of group, personal, and CD was the same in correcting the students’ reading of the prayer. Therefore, it is suggested that considering the students’ interest and current circumstances, various methods could be used for correction of the students’ reading of the prayer.

Confusion, Crisis, and Opportunity: Professional School Counselors' Role in Responding to Student Mental Health Issues

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Walley, Cynthia; Grothaus, Tim; Craigen, Laurie

2009-01-01

With the array of challenges facing today's youth, school counselors are in a unique position to recognize and respond to the diverse mental health needs of students. After a brief examination of the challenges and some promising responses, this article will consider the use of advocacy, collaboration, and professional development to aid school…

Familiarity knowledge in student nurses' clinical studies: exemplified by student nurses in palliative care.

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Haugan, Grethe; Hanssen, Ingrid

2012-01-01

In this article based on a literary study, the form of knowledge named familiarity knowledge is examined. Although rooted in the philosophical tradition of Wittgenstein and Polanyi, the development of familiarity knowledge is tied in with clinical practice and particular patients and contexts while paying attention to the framework factors influencing the setting as a whole as well as with theoretical knowledge relevant to the situation at hand. Palliative care makes a backdrop for some of the discussion. Familiarity knowledge can never be context free and attends to that which is unique in every nurse-patient relationship. Both assertive and familiarity knowledge are needed to care for dying patients in a competent, sensitive, and truly caring manner. Mentors need to help students synthesize assertive knowledge and familiarity knowledge during their clinical studies to enrich both kinds of knowledge and deepen their understanding. Student nurses expertly mentored and tutored while caring for dying patients living at home become, for instance, less apprehensive about facing dying patients than students not so mentored. Nurses need to understand the complexity of nursing care to be able to see the uniqueness of the situation and approach the individual patient on the bases of experience and insight.

Being a young midwifery student: A qualitative exploration.

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Fenwick, J; Cullen, D; Gamble, J; Sidebotham, M

2016-08-01

undergraduate midwifery programmes offer opportunities for school leavers and young people (aged less than 21 years) to enter the profession. There is limited research exploring this age groups experience of their Bachelor of Midwifery programme. In order to retain these students we need to ensure that their experiences of undertaking a Bachelor of Midwifery program are positive and barriers and challenges are minimised. this study explored young midwifery students' experience of their Bachelor of Midwifery program. a descriptive exploratory qualitative approach was used to explore the experiences of eleven students aged 20 years or less on enrolment. Data was collected using face-to-face or telephone-recorded interviews. Thematic analysis was used to analysis the data set. three major themes described the young students' experiences. The first labelled 'The challenges of being young' presented a number of age related challenges including transport issues with on-call commitments as some students had not gained a driver's license. Students experienced some degree of prejudice relating to their age from their older student peers and some clinical staff during placements. 'Finding your way' was the second theme and described the strategies students used to build confidence and competence both in the university and clinical environment. The young students reported a strong commitment to the profession. They demonstrated high levels of connection with women and found the continuity of care experiences invaluable to their learning. The final theme 'Making the transition from teenager to midwife' demonstrated some unique insights into how studying to become a midwife impacted upon their personal and professional growth. the young students in this study encountered some unique issues related to their age. However as they progressed through the program they developed confidence in themselves and visualised themselves as having a long midwifery career. They were strongly

On the Existence of Unique Equilibria in Location Models

NARCIS (Netherlands)

Webers, H.M.

1996-01-01

In this paper, we study a two-stage location-then-price game where consumers are distributed piecewise uniformly, each piece being referred to as an interval.Although the firms face a coordination problem, it is obvious that, for any given locations and prices, there is a unique indifferent

Teen camp: a unique approach to recruit future nurses.

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Redding, Donna A; Riech, Sandy; Prater, Marsha A

2004-01-01

A collaborative and unique approach to interest high school students in nursing. To inform educators and nursing departments about an innovative approach to recruit future nurses. Professional literature and authors' experience. All students related positive experiences. The initial camp evaluation produced innovative input from the students, and each camp met its goal of creating career interest in the nursing profession.

Experimental instruction in photonics for high school students: approaches to managing problems faced

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Choong, Zhengyang

2017-08-01

Student research projects are increasingly common at the K-12 level. However, students often face difficulties in the course of their school research projects such as setting realistic timelines and expectations, handling problems stemming from a lack of self-confidence, as well as being sufficiently disciplined for sustained communication and experimentation. In this work, we explore manifestations of these problems in the context of a photonics project, characterising the spectrum of the breakdown flash from Silicon Avalanche Photodiodes. We report on the process of planning and building the setup, data collection, analysis and troubleshooting, as well as the technical and human problems at each step. Approaches that were found to be helpful in managing the aforementioned problems are discussed, including an attention to detail during experimental work, as well as communicating in a forthcoming manner. Œe former allowed for clearer planning and the setting of quantifiable proximal goals; the latter helped in motivating discipline, and also helped in the understanding of research as an iterative learning process without a clear definition of success or failure.

Design of aerosol face masks for children using computerized 3D face analysis.

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Amirav, Israel; Luder, Anthony S; Halamish, Asaf; Raviv, Dan; Kimmel, Ron; Waisman, Dan; Newhouse, Michael T

2014-08-01

Aerosol masks were originally developed for adults and downsized for children. Overall fit to minimize dead space and a tight seal are problematic, because children's faces undergo rapid and marked topographic and internal anthropometric changes in their first few months/years of life. Facial three-dimensional (3D) anthropometric data were used to design an optimized pediatric mask. Children's faces (n=271, aged 1 month to 4 years) were scanned with 3D technology. Data for the distance from the bridge of the nose to the tip of the chin (H) and the width of the mouth opening (W) were used to categorize the scans into "small," "medium," and "large" "clusters." "Average" masks were developed from each cluster to provide an optimal seal with minimal dead space. The resulting computerized contour, W and H, were used to develop the SootherMask® that enables children, "suckling" on their own pacifier, to keep the mask on their face, mainly by means of subatmospheric pressure. The relatively wide and flexible rim of the mask accommodates variations in facial size within and between clusters. Unique pediatric face masks were developed based on anthropometric data obtained through computerized 3D face analysis. These masks follow facial contours and gently seal to the child's face, and thus may minimize aerosol leakage and dead space.

Ariadne's Thread: Using Social Presence Indices to Distinguish Learning Events in Face-to-Face and ICT-Rich Settings

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Baskin, Colin; Henderson, Michael

2005-01-01

Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory (Short, Williams & Christie,…

Unique Opportunities: Influence of Study Abroad on Black Students

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Lee, Jasmine; Green, Qiana

2016-01-01

This research adds to the dearth of literature examining the experiences of Black students who study abroad. Additionally, this project extends the literature on the influence of diasporic travel on US Black undergraduate students. Because study abroad has positive benefits for student learning and development (Brux & Fry, 2010), targeted…

Remote-online case-based learning: A comparison of remote-online and face-to-face, case-based learning - a randomized controlled trial.

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Nicklen, Peter; Keating, Jenny L; Paynter, Sophie; Storr, Michael; Maloney, Stephen

2016-01-01

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students. Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format. Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8-10] control group: 10 [7-10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement "I enjoyed the method of CBL delivery." Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs. RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.

Similarity measures for face recognition

CERN Document Server

Vezzetti, Enrico

2015-01-01

Face recognition has several applications, including security, such as (authentication and identification of device users and criminal suspects), and in medicine (corrective surgery and diagnosis). Facial recognition programs rely on algorithms that can compare and compute the similarity between two sets of images. This eBook explains some of the similarity measures used in facial recognition systems in a single volume. Readers will learn about various measures including Minkowski distances, Mahalanobis distances, Hansdorff distances, cosine-based distances, among other methods. The book also summarizes errors that may occur in face recognition methods. Computer scientists "facing face" and looking to select and test different methods of computing similarities will benefit from this book. The book is also useful tool for students undertaking computer vision courses.

Oculomotor guidance and capture by irrelevant faces.

Directory of Open Access Journals (Sweden)

Christel Devue

Full Text Available Even though it is generally agreed that face stimuli constitute a special class of stimuli, which are treated preferentially by our visual system, it remains unclear whether faces can capture attention in a stimulus-driven manner. Moreover, there is a long-standing debate regarding the mechanism underlying the preferential bias of selecting faces. Some claim that faces constitute a set of special low-level features to which our visual system is tuned; others claim that the visual system is capable of extracting the meaning of faces very rapidly, driving attentional selection. Those debates continue because many studies contain methodological peculiarities and manipulations that prevent a definitive conclusion. Here, we present a new visual search task in which observers had to make a saccade to a uniquely colored circle while completely irrelevant objects were also present in the visual field. The results indicate that faces capture and guide the eyes more than other animated objects and that our visual system is not only tuned to the low-level features that make up a face but also to its meaning.

Face recognition accuracy of forensic examiners, superrecognizers, and face recognition algorithms.

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Phillips, P Jonathon; Yates, Amy N; Hu, Ying; Hahn, Carina A; Noyes, Eilidh; Jackson, Kelsey; Cavazos, Jacqueline G; Jeckeln, Géraldine; Ranjan, Rajeev; Sankaranarayanan, Swami; Chen, Jun-Cheng; Castillo, Carlos D; Chellappa, Rama; White, David; O'Toole, Alice J

2018-05-29

Achieving the upper limits of face identification accuracy in forensic applications can minimize errors that have profound social and personal consequences. Although forensic examiners identify faces in these applications, systematic tests of their accuracy are rare. How can we achieve the most accurate face identification: using people and/or machines working alone or in collaboration? In a comprehensive comparison of face identification by humans and computers, we found that forensic facial examiners, facial reviewers, and superrecognizers were more accurate than fingerprint examiners and students on a challenging face identification test. Individual performance on the test varied widely. On the same test, four deep convolutional neural networks (DCNNs), developed between 2015 and 2017, identified faces within the range of human accuracy. Accuracy of the algorithms increased steadily over time, with the most recent DCNN scoring above the median of the forensic facial examiners. Using crowd-sourcing methods, we fused the judgments of multiple forensic facial examiners by averaging their rating-based identity judgments. Accuracy was substantially better for fused judgments than for individuals working alone. Fusion also served to stabilize performance, boosting the scores of lower-performing individuals and decreasing variability. Single forensic facial examiners fused with the best algorithm were more accurate than the combination of two examiners. Therefore, collaboration among humans and between humans and machines offers tangible benefits to face identification accuracy in important applications. These results offer an evidence-based roadmap for achieving the most accurate face identification possible. Copyright © 2018 the Author(s). Published by PNAS.

A smart technique for attendance system to recognize faces through parallelism

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Prabhavathi, B.; Tanuja, V.; Madhu Viswanatham, V.; Rajashekhara Babu, M.

2017-11-01

Major part of recognising a person is face with the help of image processing techniques we can exploit the physical features of a person. In the old approach method that is used in schools and colleges it is there that the professor calls the student name and then the attendance for the students marked. Here in paper want to deviate from the old approach and go with the new approach by using techniques that are there in image processing. In this paper we presenting spontaneous presence for students in classroom. At first classroom image has been in use and after that image is kept in data record. For the images that are stored in the database we apply system algorithm which includes steps such as, histogram classification, noise removal, face detection and face recognition methods. So by using these steps we detect the faces and then compare it with the database. The attendance gets marked automatically if the system recognizes the faces.

Marketing Learning Communities to Generation Z: The Importance of Face-to-Face Interaction in a Digitally Driven World

Science.gov (United States)

Spears, Julia; Zobac, Stephanie R.; Spillane, Allison; Thomas, Shannon

2015-01-01

This article aims to identify the marketing strategies utilized by Learning Community (LC) administrators at two large, public, four-year research universities in the Midwest. The use of digital media coupled with face-to-face interaction is identified as an effective method of marketing LCs to the newest population of incoming college students,…

The New Face of Genetics: Creating A Multimedia Educational Tool for the Twenty-First Century

Science.gov (United States)

Fan, Audrey

In the study of certain genetic conditions, it is important to understand the specific "dysmorphology" associated with them. This describes the unique anatomical manifestations of the genetic condition. Traditionally, students learn about dysmorphology by reading text descriptions or looking at photographs of affected individuals. The New Face of Genetics is a film project that aims to teach students dysmorphology by featuring people who have specific genetic conditions. The goal is to enhance students' understanding of these conditions as well as to impart the humanity and beauty of the people who appear in the film. Students will have the opportunity to see dysmorphic features on the animated human form as well as meet individuals who are living with genetic difference. The target audience includes genetic counseling students and other medical professionals. Three short films were made in this format to demonstrate how this type of educational tool can be made. The featured conditions were Marfan syndrome, Sturge-Weber syndrome and Joubert syndrome. Future work will be carried out by other genetic counseling students who will make additional films based on our templates. A compendium of approximately 20 films will be eventually completed and released to genetic counseling programs and medical schools.

Face Pareidolia in the Rhesus Monkey.

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Taubert, Jessica; Wardle, Susan G; Flessert, Molly; Leopold, David A; Ungerleider, Leslie G

2017-08-21

Face perception in humans and nonhuman primates is rapid and accurate [1-4]. In the human brain, a network of visual-processing regions is specialized for faces [5-7]. Although face processing is a priority of the primate visual system, face detection is not infallible. Face pareidolia is the compelling illusion of perceiving facial features on inanimate objects, such as the illusory face on the surface of the moon. Although face pareidolia is commonly experienced by humans, its presence in other species is unknown. Here we provide evidence for face pareidolia in a species known to possess a complex face-processing system [8-10]: the rhesus monkey (Macaca mulatta). In a visual preference task [11, 12], monkeys looked longer at photographs of objects that elicited face pareidolia in human observers than at photographs of similar objects that did not elicit illusory faces. Examination of eye movements revealed that monkeys fixated the illusory internal facial features in a pattern consistent with how they view photographs of faces [13]. Although the specialized response to faces observed in humans [1, 3, 5-7, 14] is often argued to be continuous across primates [4, 15], it was previously unclear whether face pareidolia arose from a uniquely human capacity. For example, pareidolia could be a product of the human aptitude for perceptual abstraction or result from frequent exposure to cartoons and illustrations that anthropomorphize inanimate objects. Instead, our results indicate that the perception of illusory facial features on inanimate objects is driven by a broadly tuned face-detection mechanism that we share with other species. Published by Elsevier Ltd.

Students Facing Poverty: The New Majority

Science.gov (United States)

Suitts, Steve

2016-01-01

Low-income students are now a majority in U.S. public schools. Steve Suitts, formerly of the Southern Education Foundation, reviews statistics showing that the percentage of students in K-12 schools coming from low-income families has increased to 52 percent. Meanwhile, state funding for K-12 schools has increased much more modestly, so that…

Lattices with unique complements

CERN Document Server

Saliĭ, V N

1988-01-01

The class of uniquely complemented lattices properly contains all Boolean lattices. However, no explicit example of a non-Boolean lattice of this class has been found. In addition, the question of whether this class contains any complete non-Boolean lattices remains unanswered. This book focuses on these classical problems of lattice theory and the various attempts to solve them. Requiring no specialized knowledge, the book is directed at researchers and students interested in general algebra and mathematical logic.

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

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Suzanne C. Makarem

2015-07-01

Full Text Available University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost, and technical competence requirements to make this transition, in addition to the lack of beliefs in the legitimacy of online education. This article demonstrates the use of online video lectures to adapt traditional university courses to a blended format. The study is implemented for a School of Business Marketing course. We illustrate a cost-effective and timeefficient way for faculty members to record and share online video lectures with limited training and technical support. Using a student sample from two sections of the same marketing course, the study findings support the use of online video lectures as an effective way to free class time for learner-centred activities, without sacrificing student performance outcomes or course satisfaction.

Trustworthy-looking face meets brown eyes.

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Karel Kleisner

Full Text Available We tested whether eye color influences perception of trustworthiness. Facial photographs of 40 female and 40 male students were rated for perceived trustworthiness. Eye color had a significant effect, the brown-eyed faces being perceived as more trustworthy than the blue-eyed ones. Geometric morphometrics, however, revealed significant correlations between eye color and face shape. Thus, face shape likewise had a significant effect on perceived trustworthiness but only for male faces, the effect for female faces not being significant. To determine whether perception of trustworthiness was being influenced primarily by eye color or by face shape, we recolored the eyes on the same male facial photos and repeated the test procedure. Eye color now had no effect on perceived trustworthiness. We concluded that although the brown-eyed faces were perceived as more trustworthy than the blue-eyed ones, it was not brown eye color per se that caused the stronger perception of trustworthiness but rather the facial features associated with brown eyes.

Comparison of Normal Resident Flora on the Face of Medical Students who use and who do not use Cosmetics

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Udayalaxmi Jeppu

2017-10-01

Full Text Available Introduction: Normal flora of the skin plays a beneficial role in preventing the pathogenic organisms from colonizing the skin and causing infection. It is possible that the facial cosmetics may cause a change in the normal flora disrupting its protective function. Aim: To find out the effect of cosmetics, those that are applied on to the face on resident normal flora of the face. Materials and Methods: This was a cross-sectional study involving medical students aged 19 to 25 years, of whom 42 were regular cosmetic users and another 42 were non cosmetic users. Swabs were taken from the face of the subjects after a face wash with soap and water and eluted in 1 ml sterile peptone water. Tenfold dilutions of the sample were made and 100 ìl of the diluted sample was spread over the surface of Trypticase soy agar, Mac Conkey’s agar and blood agar. The colonies were counted and also identified. Statistical evaluation was done by Chi-square test using SPSS version 16. Results: We isolated Coagulase Negative Staphylococci (CoNS, Micrococcus spp. and methicillin sensitive S.aureus, non-fermenting oxidase negative gram negative bacilli and diphtheroids from both the groups. We found that most of the students who were regular cosmetic users 22 (52.38% yielded negligent growth in comparison with non-cosmetic users (16, 38%. CoNS was less frequently isolated from regular cosmetic users 10 (23.8% in comparison with those who do not use cosmetics 17 (40.47%. Conclusion: It is possible that regular use of cosmetics does reduce the normal flora but further studies with larger sample size are required to prove and confirm this finding.

Using Media While Interacting Face-to-Face Is Associated With Psychosocial Well-Being and Personality Traits.

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Lee, Mindy; Murphy, Karen; Andrews, Glenda

2018-01-01

Positive face-to-face human interactions are known to benefit well-being. Drawing upon previous work regarding the interference of media (via technological devices or print) in social interaction, the aim of this study was to identify whether using media during face-to-face interaction could potentially limit the positive effect of interaction on well-being. Participants were 437 university students who completed an online survey which assessed media multitasking behaviors, well-being (trait depression, trait anxiety, social anxiety, empathy, and psychological well-being), and personality traits (Big-5 and narcissism). Face-to-face interaction was positively associated with well-being. However, when media use during face-to-face interaction was considered, there was a negative relationship with well-being (more depression, more anxiety, and less psychological well-being). Those who used certain media types, such as phone or video chatting, listening to music, and gaming, while interacting with others, also had lower scores on measures of empathy. Regression analyses showed significant contributions by these media types to empathy levels, even after controlling for age, gender, and personality traits. Face-to-face media multitasking was related to higher levels of narcissism and neuroticism, and lower levels of agreeableness, conscientiousness, and openness. This study provides insight into the possible role of media multitasking during face-to-face interaction on psychosocial outcomes.

All You Need Is Facebook Friends? Associations between Online and Face-to-Face Friendships and Health.

Science.gov (United States)

Lima, Maria Luisa; Marques, Sibila; Muiños, Gabriel; Camilo, Cristina

2017-01-01

Positive social relations are known to have a beneficial impact on health, however, little is known about the links of health with online relationships. In this study, we compare face-to-face and virtual friendships in their association with health. By building on previous results of studies conducted on the well-being of college students, we expect to find stronger associations of face-to-face friendships with health than of those established through Facebook. Furthermore, we expect to test the mediating role of social capital variables in this process. Two large-scale studies conducted in community samples (Study 1 = 350 urban residents; Study 2 = 803 urban and rural residents) showed that the number and quality of face-to-face friendships were directly associated with self-reported health status, however, the same did not occur with Facebook friendships. Moreover, the association of face-to-face friendships with health was totally mediated by bonding (mostly) but also bridging social capital. These results, replicated in both studies, were found controlling for confounding variables such as age, gender, education, living alone, self-esteem, and socioeconomic status. This pattern of results emphasizes the gains of face-to-face over online friendships for individuals' health status in community samples.

All You Need Is Facebook Friends? Associations between Online and Face-to-Face Friendships and Health

Science.gov (United States)

Lima, Maria Luisa; Marques, Sibila; Muiños, Gabriel; Camilo, Cristina

2017-01-01

Positive social relations are known to have a beneficial impact on health, however, little is known about the links of health with online relationships. In this study, we compare face-to-face and virtual friendships in their association with health. By building on previous results of studies conducted on the well-being of college students, we expect to find stronger associations of face-to-face friendships with health than of those established through Facebook. Furthermore, we expect to test the mediating role of social capital variables in this process. Two large-scale studies conducted in community samples (Study 1 = 350 urban residents; Study 2 = 803 urban and rural residents) showed that the number and quality of face-to-face friendships were directly associated with self-reported health status, however, the same did not occur with Facebook friendships. Moreover, the association of face-to-face friendships with health was totally mediated by bonding (mostly) but also bridging social capital. These results, replicated in both studies, were found controlling for confounding variables such as age, gender, education, living alone, self-esteem, and socioeconomic status. This pattern of results emphasizes the gains of face-to-face over online friendships for individuals’ health status in community samples. PMID:28194125

Development of ODL in a Newly Industrialized Country according to Face-to-Face Contact, ICT, and E-Readiness

Directory of Open Access Journals (Sweden)

J. Marinda van Zyl

2013-03-01

Full Text Available A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (r were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT. Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

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Ina Blau

2017-07-01

Full Text Available This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism. The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

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Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-01-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used…

Nursing students' experiences of ethical issues in clinical practice: A New Zealand study.

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Sinclair, J; Papps, E; Marshall, B

2016-03-01

Nursing students experience ethical problems in clinical practice in a different way from registered nurses. In order to develop ethical reasoning and competence in nursing students, nurse educators must recognise the unique issues students face. This research described the occurrence of ethical issues in clinical practice for 373 undergraduate nursing students who responded to a national questionnaire investigating the frequency of pre-determined ethical issues and the corresponding level of distress. Over two thirds of respondents experienced breaches of a patient's right to confidentiality, privacy, dignity or respect and 87% experienced unsafe working conditions. The most distressing issues were those that compromised patient safety, including unsafe healthcare practices, working conditions and suspected abuse or neglect. Themes that emerged from an open-ended question included lack of support and supervision, bullying and end of life issues. This research found the frequency at which ethical issues are experienced was highest in year three participants. However, the overall distress levels were lower for the majority of issues for those participants in the later part of their degree. Recommendations from this research include developing ethics education around the main concerns that students face in order to enhance students' understanding, resilience and ability to respond appropriately. Copyright © 2016 Elsevier Ltd. All rights reserved.

Influences of face, stigma, and psychological symptoms on help-seeking attitudes in Macao.

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Cheang, Sut Ieng; Davis, J Mark

2014-09-01

The purpose of this study was to examine the relationships between concerns about loss of face, stigma, psychological symptoms, and attitudes toward seeking mental health services such as counseling in Macao. Participants included 391 students attending the largest public university in Macao: 277 were from Macao and 114 were from Mainland China. Participants completed questionnaires measuring attitudes toward seeking professional psychological help, concerns about loss of face, self-stigma, public-stigma, and psychological symptoms. Results showed that positive attitudes toward help-seeking were significantly negatively correlated with self-stigma, public-stigma, and concerns about loss of face but there was no significant correlation with psychological symptoms. Psychological symptoms were positively correlated with face concerns, self-stigma, and public-stigma. Stigma (self and public) was found to be significantly positively associated with face concerns, but the correlations were weak. Findings also showed that Macao students had higher levels of distress, and endorsed greater self- and public-stigma than Mainland Chinese students; however, the groups did not differ in face concerns or attitudes toward help-seeking. Regression analysis indicated that group membership was not a significant predictor of help-seeking. Self-stigma was the strongest predictor of professional help-seeking. Age and sex were also found to be significant predictors. Results suggested that younger students were more likely to seek help and that female students reported greater levels of distress and tended to have more positive attitudes toward seeking psychological services than male students. © 2014 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

In-person contact begets calling and texting: interpersonal motives for cell phone use, face-to-face interaction, and loneliness.

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Jin, Borae; Park, Namkee

2010-12-01

This study examined how cell-phone use is related to interpersonal motives for using cell phones, face-to-face communication, and loneliness. A survey of 232 college students who owned a cell phone revealed that affection and inclusion were relatively strong motivations for using voice calls and text messaging, and that interpersonal motives were positively related to the amount of cell-phone use, including calling and texting. The amount of face-to-face interaction was positively associated with the participants' cell-phone use and their interpersonal motives for using cell phones: the more the participants engaged in face-to-face interaction with other people, the higher their motives were and the more frequent cell-phone use was. Loneliness did not have a direct relation to cell-phone use. Instead, the participants with higher levels of loneliness were less likely to engage in face-to-face social interaction, which led them to use cell phones less and to be less motivated to use cell phones for interpersonal purposes.

Self-stigma and the intention to seek psychological help online compared to face-to-face.

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Wallin, Emma; Maathz, Pernilla; Parling, Thomas; Hursti, Timo

2018-07-01

The present study aims to investigate the impact of help-seeking self-stigma on the preference and intention to seek psychological treatment delivered online compared to face-to-face. This study uses survey data from two Swedish samples. Sample 1 consists of 267 students (78.7% women) with a mean age of 24.5 (SD = 6.1). Sample 2 consists of 195 primary care patients (56.9% women) with a mean age of 45.3 (SD = 17.7). The number of participants who preferred online treatment was higher if seeking psychological help for a perceived stigmatized problem compared to mental health problems in general. The odds ratios for choosing treatment online over face-to-face were 6.41, 95% CI [4.05, 10.14] in Sample 1 and 11.19, 95% CI [5.29, 23.67] in Sample 2. In addition, findings suggest that higher levels of help-seeking self-stigma predicted higher intention to seek treatment online compared to face-to-face. Our results suggest that online interventions may facilitate help-seeking among individuals deterred by stigma. © 2018 Wiley Periodicals, Inc.

Are Face-to-Face Classes More Effective than Online Classes? An Empirical Examination

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Ganesh, Gopala; Paswan, Audhesh; Sun, Qin

2015-01-01

Using data from a unique undergraduate marketing math course offered in both traditional and online formats, this study looks at four dimensions of course evaluation: overall evaluation, perceived competence, perceived communication, and perceived challenge. Results indicate that students rate traditional classes better on all four dimensions.…

Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces.

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Guan, Lili; Zhao, Yufang; Wang, Yige; Chen, Yujie; Yang, Juan

2017-01-01

The self-face processing advantage (SPA) refers to the research finding that individuals generally recognize their own face faster than another's face; self-face also elicits an enhanced P3 amplitude compared to another's face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the SPA. In the current event-related potential study, 27 healthy Chinese undergraduate students were primed with emotional faces (angry, happy, or neutral) and were asked to judge whether the target face (self, friend, and stranger) was familiar or unfamiliar. Electrophysiological results showed that after priming with emotional faces (angry and happy), self-face elicited similar P3 amplitudes to friend-face in individuals with low self-esteem, but not in individuals with high self-esteem. The results suggest that as low self-esteem raises fears of social rejection and exclusion, priming with emotional faces (angry and happy) can weaken the SPA in low self-esteem individuals but not in high self-esteem individuals.

Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces

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Lili Guan

2017-08-01

Full Text Available The self-face processing advantage (SPA refers to the research finding that individuals generally recognize their own face faster than another’s face; self-face also elicits an enhanced P3 amplitude compared to another’s face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the SPA. In the current event-related potential study, 27 healthy Chinese undergraduate students were primed with emotional faces (angry, happy, or neutral and were asked to judge whether the target face (self, friend, and stranger was familiar or unfamiliar. Electrophysiological results showed that after priming with emotional faces (angry and happy, self-face elicited similar P3 amplitudes to friend-face in individuals with low self-esteem, but not in individuals with high self-esteem. The results suggest that as low self-esteem raises fears of social rejection and exclusion, priming with emotional faces (angry and happy can weaken the SPA in low self-esteem individuals but not in high self-esteem individuals.

Meeting Each Student's Unique Potential: One Approach to Education.

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Gauld, Joseph W.

1996-01-01

By championing extrinsic motivation, the achievement-reward system short-circuits individuals' innate inner power. Achievement-oriented adults rely on their knowledge, skills, and abilities, not their deeper potential. Hyde School, in Bath, Maine, solves this problem by committing the entire school community to development of unique potential via…

An Exploratory Study of Face-to-Face and Cyberbullying in Sixth Grade Students

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Accordino, Denise B.; Accordino, Michael P.

2011-01-01

In a pilot study, sixth grade students (N = 124) completed a questionnaire assessing students' experience with bullying and cyberbullying, demographic information, quality of parent-child relationship, and ways they have dealt with bullying/cyberbullying in the past. Two multiple regression analyses were conducted. The multiple regression analysis…

Development of Critical Thinking Skills through Writing Tasks: Challenges Facing Maritime English Students at Aqaba College, AlBalqa Applied University, Jordan

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Alidmat, Ali Odeh Hammoud; Ayassrah, Mohamed Ayed

2017-01-01

Teaching English for Special Purposes (ESP) in a context where English is taught as a Foreign Language (EFL) is no easy task. There is in fact extensive research reporting on challenges facing both teacher and student in the Foreign Language classroom where language skills must be learnt outside their usual context. Even more challenging is…

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

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Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Differentiating Performance Approach Goals and Their Unique Effects

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Edwards, Ordene V.

2014-01-01

The study differentiates between two types of performance approach goals (competence demonstration performance approach goal and normative performance approach goal) by examining their unique effects on self-efficacy, interest, and fear of failure. Seventy-nine students completed questionnaires that measure performance approach goals,…

Internet-delivered cognitive behavioural therapy with and without an initial face-to-face psychoeducation session for social anxiety disorder: A pilot randomized controlled trial

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Magnus Nordmo

2015-11-01

Conclusions: Notwithstanding limitations due to the small sample size, the findings indicate that guided ICBT is an effective treatment for students with SAD. Adding an initial face-to-face PE session to the guided ICBT did not lead to enhanced outcomes in the present study.

Spatio-temporal dynamics and laterality effects of face inversion, feature presence and configuration, and face outline

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Ksenija eMarinkovic

2014-11-01

Full Text Available Although a crucial role of the fusiform gyrus in face processing has been demonstrated with a variety of methods, converging evidence suggests that face processing involves an interactive and overlapping processing cascade in distributed brain areas. Here we examine the spatio-temporal stages and their functional tuning to face inversion, presence and configuration of inner features, and face contour in healthy subjects during passive viewing. Anatomically-constrained magnetoencephalography (aMEG combines high-density whole-head MEG recordings and distributed source modeling with high-resolution structural MRI. Each person's reconstructed cortical surface served to constrain noise-normalized minimum norm inverse source estimates. The earliest activity was estimated to the occipital cortex at ~100 ms after stimulus onset and was sensitive to an initial coarse level visual analysis. Activity in the right-lateralized ventral temporal area (inclusive of the fusiform gyrus peaked at ~160ms and was largest to inverted faces. Images containing facial features in the veridical and rearranged configuration irrespective of the facial outline elicited intermediate level activity. The M160 stage may provide structural representations necessary for downstream distributed areas to process identity and emotional expression. However, inverted faces additionally engaged the left ventral temporal area at ~180 ms and were uniquely subserved by bilateral processing. This observation is consistent with the dual route model and spared processing of inverted faces in prosopagnosia. The subsequent deflection, peaking at ~240ms in the anterior temporal areas bilaterally, was largest to normal, upright faces. It may reflect initial engagement of the distributed network subserving individuation and familiarity. These results support dynamic models suggesting that processing of unfamiliar faces in the absence of a cognitive task is subserved by a distributed and

Effectiveness and acceptability of face-to-face, blended and e-learning: a randomised trial of orthodontic undergraduates.

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Bains, M; Reynolds, P A; McDonald, F; Sherriff, M

2011-05-01

This study compared e-learning (EL), face-to-face learning (F2FL) and blended learning (BL) with respect to their effectiveness and student attitudes towards them. It also evaluated the effect of the order in which the components (EL and F2FL) of blended learning are delivered. This was a prospective cluster randomised trial comparing four parallel groups. Eight groups of fourth year dental undergraduate students were randomly allocated to one of four intervention groups: EL, F2FL, BL1 or BL2. These four groups were assessed for their baseline comparability of knowledge and skills. Each then received the same cephalometric tutorial but delivered by the allocated mode of learning. Effectiveness was immediately assessed with a MCQ which measured short-term recall of knowledge. Student attitudes were evaluated with a questionnaire followed by a focus group discussion. Ninety (57%) students completed the study. Pearson's chi-square test found no statistically significant difference between F2FL and BL; EL alone was less effective (Peffects. These results suggest that BL is more likely than either F2FL or EL alone, to be both effective and accepted when delivering cephalometric education to undergraduates. © 2011 John Wiley & Sons A/S.

Handedness and phenotypic characteristics of the head and face

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Cvetković Milena

2015-01-01

Full Text Available Craniofacial characteristics are used to identify similarities and differences between human populations or within a single population. The aim of this study is to provide data on the differences/similarities between two groups of subjects, left-handed and right-handed children, based on the parameters that determine the phenotypic characteristics of the head and face: head dimensions, face dimensions, hair color, eye color and earlobe shape. The study participants included 1354 students aged 7 to 15 years from regular schools of southeastern Serbia. The instruments used include: the Edinburgh Handedness Questionnaire for handedness determination, the cephalometer, and the questionnaire. 135 students (9.97% were identified as left-handed, and the differences in the observed parameters were recorded between left-handed and right-handed girls in relation to the cephalic index, nasal index, head breadth, face breadth, and eye color.

A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

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Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

2017-03-01

Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

A Variety of Diversity: Facing Higher Education's Educational Challenges

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Dey, Eric L.

2008-10-01

First among the many important challenges facing American higher education is the need to improve the effectiveness of our educational programs. Public concern has heightened the sense of urgency for colleges and universities to make progress on improving and measuring educational outcomes, which is made more challenging by the varieties of diversity facing us. Diversity is not just an issue related to student recruitment or experience, but rather it is one that also relates to institutions and their faculties. New educational methods must address such diversity to be effective, and one possible example can be found in ongoing research at the University of Michigan that explores the educational implications of implementing a web-based lecture capture system in large lecture courses. Student use of and reactions to such systems is important, as is the potential to influence course performance for students in general, but also for underrepresented and at-risk student subpopulations. In addition to helping bring our current landscape into focus, this paper will identify effective practices as well as continuing challenges to improving educational practice for undergraduate students.

[Face recognition in patients with autism spectrum disorders].

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Kita, Yosuke; Inagaki, Masumi

2012-07-01

The present study aimed to review previous research conducted on face recognition in patients with autism spectrum disorders (ASD). Face recognition is a key question in the ASD research field because it can provide clues for elucidating the neural substrates responsible for the social impairment of these patients. Historically, behavioral studies have reported low performance and/or unique strategies of face recognition among ASD patients. However, the performance and strategy of ASD patients is comparable to those of the control group, depending on the experimental situation or developmental stage, suggesting that face recognition of ASD patients is not entirely impaired. Recent brain function studies, including event-related potential and functional magnetic resonance imaging studies, have investigated the cognitive process of face recognition in ASD patients, and revealed impaired function in the brain's neural network comprising the fusiform gyrus and amygdala. This impaired function is potentially involved in the diminished preference for faces, and in the atypical development of face recognition, eliciting symptoms of unstable behavioral characteristics in these patients. Additionally, face recognition in ASD patients is examined from a different perspective, namely self-face recognition, and facial emotion recognition. While the former topic is intimately linked to basic social abilities such as self-other discrimination, the latter is closely associated with mentalizing. Further research on face recognition in ASD patients should investigate the connection between behavioral and neurological specifics in these patients, by considering developmental changes and the spectrum clinical condition of ASD.

Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

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Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

A unique strategy for pediatric community health nursing for ADN students.

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Janvier, K A

1999-01-01

Students were overwhelmingly positive when given the opportunity to evaluate the pilot project and the model of pediatric community health nursing. According to the students, the strong points of the model were the orientation before the community experience, the presence of faculty of the community, the ability to contact faculty when needed, and the postclinical conference. The students' comments confirmed the faculty's belief that a clinical experience in community health nursing must place more emphasis on the specialty of community health nursing to be meaningful for students. To do the of job of educating tomorrow's nurses, ADN faculty should develop new strategies for teaching the pediatric clinical component of community health nursing. Clearly, hospitals are no longer the exclusive sites where students learn about patient and family needs and nursing care delivery. Community-based and community-focused experiences will continue to be required so that nursing students are prepared to practice in a dynamic and changing healthcare environment.

Staying Connected: Computer-Mediated and Face-to-Face Communication in College Students' Dating Relationships.

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Boyle, Andrea M; O'Sullivan, Lucia F

2016-05-01

Little is known about the features, depth, and quality of communication in heterosexual dating relationships that include computer-mediated communication (CMC). This study examined these features as well as CMC's potential to facilitate self-disclosure and information-seeking. It also evaluated whether partner CMC interactions play a role in partner intimacy and communication quality. Young adults (N = 359; 18-24) attending postsecondary education institutions completed an online survey about their CMC use. To be included in the study, all participants were in established dating relationships at the time of the study and reported daily communication with their partner. CMC was linked to partners' disclosure of nonintimate information. This personal self-disclosure was linked positively to relationship intimacy and communication quality, beyond contributions from face-to-face interactions. Breadth (not depth) of self-disclosure and positively valenced interactions, in particular, proved key to understanding greater levels of intimacy in dating relationships and better communication quality as a function of CMC. CMC provides opportunities for partners to stay connected and to improve the overall quality of their intimacy and communication.

Difficulties faced by eighth grade students in the learning of linear equation problems at a high school in Heredia

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Gilberto Chavarría Arroyo

2014-06-01

Full Text Available The current article presents the results of a study that aimed to analyze the difficulties faced by eighth grade students when learning to solve algebraic problems based on linear equations with one unknown variable. The participants were learners with low average performance in mathematics at a high school in Heredia. The research followed a naturalistic paradigm and the case study method with a qualitative approach. Different techniques like class observations, questionnaires to students, non-structured interviews to teachers and interviews to the learners were applied. The research helped to identify the main causes of difficulty when learning to solve algebraic problems. Some of the causes that were identified are affective aspects, lack of previous knowledge, poor relational understanding, fatigue, diversion, reading deficiencies and misunderstanding of terminology.

Eye contrast polarity is critical for face recognition by infants.

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Otsuka, Yumiko; Motoyoshi, Isamu; Hill, Harold C; Kobayashi, Megumi; Kanazawa, So; Yamaguchi, Masami K

2013-07-01

Just as faces share the same basic arrangement of features, with two eyes above a nose above a mouth, human eyes all share the same basic contrast polarity relations, with a sclera lighter than an iris and a pupil, and this is unique among primates. The current study examined whether this bright-dark relationship of sclera to iris plays a critical role in face recognition from early in development. Specifically, we tested face discrimination in 7- and 8-month-old infants while independently manipulating the contrast polarity of the eye region and of the rest of the face. This gave four face contrast polarity conditions: fully positive condition, fully negative condition, positive face with negated eyes ("negative eyes") condition, and negated face with positive eyes ("positive eyes") condition. In a familiarization and novelty preference procedure, we found that 7- and 8-month-olds could discriminate between faces only when the contrast polarity of the eyes was preserved (positive) and that this did not depend on the contrast polarity of the rest of the face. This demonstrates the critical role of eye contrast polarity for face recognition in 7- and 8-month-olds and is consistent with previous findings for adults. Copyright © 2013 Elsevier Inc. All rights reserved.

The Unique Context of Identity-Based Student Organizations in Developing Leadership.

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Kodama, Corinne M; Laylo, Rhonda

2017-09-01

This chapter addresses the important role of identity-based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

PROBLEMS FACED BY INDONESIAN EFL LEARNERS IN WRITING ARGUMENTATIVE ESSAY

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Wulan Rahmatunisa

2014-12-01

Full Text Available This study aims to find out problems in writing argumentative essay faced by Indonesian EFL learners. It is carried out in a qualitative research design as it attempted to describe the problems and their ways out. The data were taken from university students’ writing task and interview. The participants are the second year of university Indonesia students who enrol their study in English Department. Results of the data indicated that Indonesian EFL learners faced the problems in three categories, those are linguistics problems, cognitive problems, and psychological problems. Mostly, students faced problems in linguistics related to the grammatical structure (23.2%, formatting words (30.2%, words classes (16.3%, error in using words (9.3%, and the use of article (21%. Second, cognitive problems are related to organizing paragraph, difficulties in remaining word classes, getting lost the generic structure, making a conclusion, and putting punctuation. Last, psychological problems which included laziness, egoism, bad mood, and difficulties to start writing also faced by Indonesian EFL learners. Data analysis also indicated the problem solving which hopefully will be beneficial for EFL teachers in writing class. It is strongly recommended that the EFL class should strengthen all the language skills in general and writing in particular, motivate the students to use English with the teachers, introduce pair work, peer-correction, and use dictionaries frequently etc.

Familiar face + novel face = familiar face? Representational bias in the perception of morphed faces in chimpanzees

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Yoshi-Taka Matsuda

2016-08-01

Full Text Available Highly social animals possess a well-developed ability to distinguish the faces of familiar from novel conspecifics to induce distinct behaviors for maintaining society. However, the behaviors of animals when they encounter ambiguous faces of familiar yet novel conspecifics, e.g., strangers with faces resembling known individuals, have not been well characterised. Using a morphing technique and preferential-looking paradigm, we address this question via the chimpanzee’s facial–recognition abilities. We presented eight subjects with three types of stimuli: (1 familiar faces, (2 novel faces and (3 intermediate morphed faces that were 50% familiar and 50% novel faces of conspecifics. We found that chimpanzees spent more time looking at novel faces and scanned novel faces more extensively than familiar or intermediate faces. Interestingly, chimpanzees looked at intermediate faces in a manner similar to familiar faces with regards to the fixation duration, fixation count, and saccade length for facial scanning, even though the participant was encountering the intermediate faces for the first time. We excluded the possibility that subjects merely detected and avoided traces of morphing in the intermediate faces. These findings suggest a bias for a feeling-of-familiarity that chimpanzees perceive familiarity with an intermediate face by detecting traces of a known individual, as 50% alternation is sufficient to perceive familiarity.

Women are better at seeing faces where there are none: an ERP study of face pareidolia.

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Proverbio, Alice M; Galli, Jessica

2016-09-01

Event-related potentials (ERPs) were recorded in 26 right-handed students while they detected pictures of animals intermixed with those of familiar objects, faces and faces-in-things (FITs). The face-specific N170 ERP component over the right hemisphere was larger in response to faces and FITs than to objects. The vertex positive potential (VPP) showed a difference in FIT encoding processes between males and females at frontal sites; while for men, the FIT stimuli elicited a VPP of intermediate amplitude (between that for faces and objects), for women, there was no difference in VPP responses to faces or FITs, suggesting a marked anthropomorphization of objects in women. SwLORETA source reconstructions carried out to estimate the intracortical generators of ERPs in the 150-190 ms time window showed how, in the female brain, FIT perception was associated with the activation of brain areas involved in the affective processing of faces (right STS, BA22; posterior cingulate cortex, BA22; and orbitofrontal cortex, BA10) in addition to regions linked to shape processing (left cuneus, BA18/30). Conversely, in the men, the activation of occipito/parietal regions was prevalent, with a considerably smaller activation of BA10. The data suggest that the female brain is more inclined to anthropomorphize perfectly real objects compared to the male brain. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

The two faces of endogenous DNA editing enzymes: Promoting ...

International Development Research Centre (IDRC) Digital Library (Canada)

The two faces of endogenous DNA editing enzymes: Promoting gene mutations as well as genome repair. Type B lymphocytes are a specific type of white blood cell within our immune system. They produce and export antibodies which seek out, attach to, and neutralize microbes and toxins. A unique way that B ...

Cyber Victimization in High School: Measurement, Overlap with Face-to-Face Victimization, and Associations with Social-Emotional Outcomes

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Brown, Christina Flynn; Demaray, Michelle Kilpatrick; Tennant, Jaclyn E.; Jenkins, Lyndsay N.

2017-01-01

Cyber victimization is a contemporary problem facing youth and adolescents (Diamanduros, Downs, & Jenkins, 2008; Kowalski & Limber, 2007). It is imperative for researchers and school personnel to understand the associations between cyber victimization and student social-emotional outcomes. This article explores (a) gender differences in…

Beyond survival: Challenges facing South African automotive component exporters

Directory of Open Access Journals (Sweden)

M. J. Naude

2006-12-01

Full Text Available Purpose and Objective: The South African automotive component industry faces huge challenges in a very competitive global market. The primary focus of this research article is to determine the challenges facing exporters within this industry with special reference to selected sub-sectors. The challenges are approached from a supply chain perspective only. Problem Investigated: The research problem of this study was to identify these unique challenges and ascertain whether the implementation of a 'philosophy of continuous improvement' could be used as a strategic tool to address the challenges they face in the market. Methodology: This study included a combination of literature review, interviews with managers in the selected sub-groups and questionnaires sent out to determine the challenges facing automotive component exporters. In order to test the content validity and the reliability of the questionnaire, a pilot study was conducted at two organisations that are the main suppliers of automotive filters for passenger vehicles. The non-probability convenience sample technique was used to select the sample and consisted of selected sub-sectors that contribute 64,1% of the total value of automotive component exports in South Africa. Out of twenty-seven questionnaires sent out, twenty (74% response rate were duly completed by the respondents and returned to the researcher. Findings: South Africa faces unique challenges and these are listed and ranked according to priority from most to least important as follows: 1. The reduction of production costs; 2. R/US$ exchange rate effect on the respondent's export sales and profit margin; 3. Exchange rate fluctuations; 4. Threats to the local automotive component market; and 5. Increased competition by way of manufactured imports being sold in the South African market. Value of Research: The study provides recommendations that can be used within the automotive component industry.

A Comparative Analysis of E-Mail and Face-to-Face Communication in an Educational Environment

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Lightfoot, Jay M.

2006-01-01

Electronic mail (e-mail) is an extremely important medium for Internet-based education. Due to its unique characteristics, there is reason to be concerned that students do not put appropriate care into writing messages that are sent via e-mail. This has significant implications for the effectiveness of online learning environments. This paper…

The Next Generation of Scientists: Examining the Experiences of Graduate Students in Network-Level Social-Ecological Science

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Michele Romolini

2013-09-01

Full Text Available By integrating the research and resources of hundreds of scientists from dozens of institutions, network-level science is fast becoming one scientific model of choice to address complex problems. In the pursuit to confront pressing environmental issues such as climate change, many scientists, practitioners, policy makers, and institutions are promoting network-level research that integrates the social and ecological sciences. To understand how this scientific trend is unfolding among rising scientists, we examined how graduate students experienced one such emergent social-ecological research initiative, Integrated Science for Society and Environment, within the large-scale, geographically distributed Long Term Ecological Research (LTER Network. Through workshops, surveys, and interviews, we found that graduate students faced challenges in how they conceptualized and practiced social-ecological research within the LTER Network. We have presented these conceptual challenges at three scales: the individual/project, the LTER site, and the LTER Network. The level of student engagement with and knowledge of the LTER Network was varied, and students faced different institutional, cultural, and logistic barriers to practicing social-ecological research. These types of challenges are unlikely to be unique to LTER graduate students; thus, our findings are relevant to other scientific networks implementing new social-ecological research initiatives.

Face it a visual reference for multi-ethnic facial modeling

CERN Document Server

Beckmann Wells, Patricia

2013-01-01

Face It  presents practical hands-on techniques, 3D modeling and sculpting tools with Maya and ZBrush production pipelines, uniquely focused on the facial modeling of 7 ethnicity models, featuring over 100 different models ranging in age from newborn to elderly characters. Face It is a resource for academic and professionals alike. Explore the modeling possibilities beyond the digital reference galleries online. No more having to adapt medical anatomy texts to your own models! Explore the finite details of facial anatomy with focus on skull development, muscle structure, e

Unique Outcomes in the Narratives of Young Adults Who Experienced Dating Violence as Adolescents.

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Draucker, Claire Burke; Smith, Carolyn; Mazurczyk, Jill; Thomas, Destini; Ramirez, Patricia; McNealy, Kim; Thomas, Jade; Martsolf, Donna S

2016-01-01

Narrative therapy, an approach based on the reauthoring of life narratives, may be a useful psychotherapeutic strategy for youth who have experienced dating violence. A cornerstone of narrative therapy is the concept of unique outcomes, which are moments that stand in contrast to a client's otherwise problem-saturated narratives. The purpose of this study was to identify and categorize unique outcomes embedded in narratives about adolescent dating violence. Text units representing unique outcomes were extracted from transcripts of interviews with 88 young adults who had experienced dating violence and were categorized using standard content analytic techniques. Six categories of unique outcome stories were identified: facing-facts stories, standing-up-for-myself stories, cutting-it-off stories, cutting-'em-loose stories, getting-back-on-track stories, and changing-it-up stories. This typology of unique outcomes can inform clinicians who work with clients who have a history of adolescent dating violence. © The Author(s) 2015.

Perspective projection for variance pose face recognition from camera calibration

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Fakhir, M. M.; Woo, W. L.; Chambers, J. A.; Dlay, S. S.

2016-04-01

Variance pose is an important research topic in face recognition. The alteration of distance parameters across variance pose face features is a challenging. We provide a solution for this problem using perspective projection for variance pose face recognition. Our method infers intrinsic camera parameters of the image which enable the projection of the image plane into 3D. After this, face box tracking and centre of eyes detection can be identified using our novel technique to verify the virtual face feature measurements. The coordinate system of the perspective projection for face tracking allows the holistic dimensions for the face to be fixed in different orientations. The training of frontal images and the rest of the poses on FERET database determine the distance from the centre of eyes to the corner of box face. The recognition system compares the gallery of images against different poses. The system initially utilises information on position of both eyes then focuses principally on closest eye in order to gather data with greater reliability. Differentiation between the distances and position of the right and left eyes is a unique feature of our work with our algorithm outperforming other state of the art algorithms thus enabling stable measurement in variance pose for each individual.

Face to Faith: Teaching Global Citizenship

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Beauchamp, Marcia

2011-01-01

The Tony Blair Faith Foundation has created a program that enables students to learn directly with, from, and about one another's culture, religion and beliefs. Face to Faith is a state-of-the-art educational program that addresses cross-cultural and inter-religious understanding in the context of study about global issues. The program uses…

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities.

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Graham, James M; Kim, Yang-Hyang

2011-04-01

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology. © 2011 Wiley Periodicals, Inc.

Neural synchronization during face-to-face communication.

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Jiang, Jing; Dai, Bohan; Peng, Danling; Zhu, Chaozhe; Liu, Li; Lu, Chunming

2012-11-07

Although the human brain may have evolutionarily adapted to face-to-face communication, other modes of communication, e.g., telephone and e-mail, increasingly dominate our modern daily life. This study examined the neural difference between face-to-face communication and other types of communication by simultaneously measuring two brains using a hyperscanning approach. The results showed a significant increase in the neural synchronization in the left inferior frontal cortex during a face-to-face dialog between partners but none during a back-to-back dialog, a face-to-face monologue, or a back-to-back monologue. Moreover, the neural synchronization between partners during the face-to-face dialog resulted primarily from the direct interactions between the partners, including multimodal sensory information integration and turn-taking behavior. The communicating behavior during the face-to-face dialog could be predicted accurately based on the neural synchronization level. These results suggest that face-to-face communication, particularly dialog, has special neural features that other types of communication do not have and that the neural synchronization between partners may underlie successful face-to-face communication.

Ratings of Emotion in Laterally Presented Faces: Sex and handedness effects

NARCIS (Netherlands)

van Strien, J.W.; van Beek, S.

2000-01-01

Sixteen right-handed participants (8 male and 8 female students) and 16 left-handed participants (8 male and 8 female students) were presented with cartoon faces expressing emotions ranging from extremely positive to extremely negative. A forced-choice paradigm was used in which the participants

Investigating Distance Education Students' Study Skills

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Poyraz, Cengiz

2013-01-01

Distance education, which is a planned way of teaching in which students and instructors are brought face to face in a classroom environment in several different ways by means of technology, has started to become widespread in many fields today. In distance education, students and instructors reside in different locations. Students can learn at…

Face and enactment of identities in the L2 classroom

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Kidd, Joshua Alexander

2016-01-01

This book examines student identities as revealed through the pragmatics of face during an English L2 classroom interaction between Japanese students and a native speaker teacher. This study reminds us that what may be considered acceptable language use in the classroom can shift dramatically according to social, cultural and individual contexts.

Why Hong Kong students favour more face-to-face classroom time in blended learning

OpenAIRE

Henri,James; Lee,Sandra

2007-01-01

A three year study in student characteristics, needs and learning styles guided instructors at the University of Hong Kong Faculty of Education to improve teaching and learning in a core module: Information Literacy. A mixed-method approach analyzed data collected from undergraduate, in-service teachers in a BEd program, and helped instructors in the program to gain insight into the Hong Kong teacher working, post-service towards a BEd in Library and Information Science. Part-time students in...

Medical students' unique experience of army leadership training: a qualitative study.

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Earis, John; Garner, J; Haddock, D; Jenkins, J; Jha, V

2017-10-01

To assess the interactive experience of first year medical students attending the leadership and management course hosted by a British Army Reserve Field Hospital developed in partnership with Liverpool University. 244 students submitted a 1000-word structured reflective learning assignment about their reaction to, learning from and any behaviour and attitude changes as a result of, the training. The assignments were thematically analysed to identify how aspects of the training had impacted upon the students' understanding of leadership and teamwork. Their comments relating to the army were analysed to gain insight into their views and experience of the training. Students were surprised at how enjoyable and useful they found the course. Initially they expressed scepticism about what they could learn in an army-based environment. However, the training, particularly command and planning tasks, helped them appreciate and understand the different skills individuals can bring to a team environment, and the importance of everyone contributing. While some students were challenged by aspects of the course, with support and encouragement from team-mates and the army personnel, they learned they could achieve more together. Teaching leadership and management skills to medical students is a challenge which can be effectively addressed by adapting and developing army training resources. Students overcame initial scepticism about participating, and learned a lot about themselves and each other. In addition, the army developed a better understanding of the doctors of the future. The expertise of the army in delivering this training was crucial to its success as the medical school could not have provided this experience unsupported. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

College Student Concerns: Perceptions of Student Affairs Practitioners

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Reynolds, Amy L.

2013-01-01

The purpose of this study was to increase awareness of the perceptions of student affairs professionals regarding the most frequent and challenging concerns facing college students today. Using the Delphi method, 159 entry-level and mid-level student affairs administrators from institutions across the country were surveyed about their perceptions…

Cultural-social and human resource challenges facing development of information technology in Iran's higher education in viewpoint of graduate students

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M. Rahmanpoor

2017-06-01

Full Text Available The aim of the this study was survey of cultural-social and human recourses  challenges facing development of information technology in higher education in Iran. The population of this study was all graduate students studying in the Department of the State University in academic year 2010-2011. In first stage, Tehran, Allameh-Tabatabaee, San’ati-Sharif, Isfahan, Shiraz and Kurdistan Universities were selected as samples. Among these universities, 460 patients were randomly selected in proportion. Data were collected via a questionnaire. Reliability using Cronbach's alpha coefficient respectively 0/94, and its validity was confirmed by several professors. The data were calculated using SPSS statistical software and then analyzed. In Descriptive statistics level, indicators of frequency, percentage and standard deviation, and in inferential statistics level, T test, ANOVA and post hoc test was used. The results showed that in cultural-social  dimension including the important challenges were the high ratio of computers to students, poor students searching spirit, and lack of English language teachers and students. In human resource dimension are also unfamiliar of the students with the how access to information in databases, shortage or lack of professional expertise in information technology, faculty and administrators do not understand the capabilities of information technology, were most important challenges Information technology in Iran's higher education.

Explaining Student Interaction and Satisfaction: An Empirical Investigation of Delivery Mode Influence

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Johnson, Zachary S.; Cascio, Robert; Massiah, Carolyn A.

2014-01-01

How interpersonal interactions within a course affect student satisfaction differently between face-to-face and online modes is an important research question to answer with confidence. Using students from a marketing course delivered face-to-face and online concurrently, our first study demonstrates that student-to-professor and…

Plutonium uniqueness

International Nuclear Information System (INIS)

Silver, G.L.

1984-01-01

A standard is suggested against which the putative uniqueness of plutonium may be tested. It is common folklore that plutonium is unique among the chemical elements because its four common oxidation states can coexist in the same solution. Whether this putative uniqueness appears only during transit to equilibrium, or only at equilibrium, or all of the time, is not generally made clear. But while the folklore may contain some truth, it cannot be put to test until some measure of 'uniqueness' is agreed upon so that quantitative comparisons are possible. One way of measuring uniqueness is as the magnitude of the product of the mole fractions of the element at equilibrium. A 'coexistence index' is defined and discussed. (author)

Decoding of faces and face components in face-sensitive human visual cortex

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David F Nichols

2010-07-01

Full Text Available A great challenge to the field of visual neuroscience is to understand how faces are encoded and represented within the human brain. Here we show evidence from functional magnetic resonance imaging (fMRI for spatially distributed processing of the whole face and its components in face-sensitive human visual cortex. We used multi-class linear pattern classifiers constructed with a leave-one-scan-out verification procedure to discriminate brain activation patterns elicited by whole faces, the internal features alone, and the external head outline alone. Furthermore, our results suggest that whole faces are represented disproportionately in the fusiform cortex (FFA whereas the building blocks of faces are represented disproportionately in occipitotemporal cortex (OFA. Faces and face components may therefore be organized with functional clustering within both the FFA and OFA, but with specialization for face components in the OFA and the whole face in the FFA.

Facing changes and changing faces in adolescence: a new model for investigating adolescent-specific interactions between pubertal, brain and behavioral development.

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Scherf, K Suzanne; Behrmann, Marlene; Dahl, Ronald E

2012-04-01

Adolescence is a time of dramatic physical, cognitive, emotional, and social changes as well as a time for the development of many social-emotional problems. These characteristics raise compelling questions about accompanying neural changes that are unique to this period of development. Here, we propose that studying adolescent-specific changes in face processing and its underlying neural circuitry provides an ideal model for addressing these questions. We also use this model to formulate new hypotheses. Specifically, pubertal hormones are likely to increase motivation to master new peer-oriented developmental tasks, which will in turn, instigate the emergence of new social/affective components of face processing. We also predict that pubertal hormones have a fundamental impact on the re-organization of neural circuitry supporting face processing and propose, in particular, that, the functional connectivity, or temporal synchrony, between regions of the face-processing network will change with the emergence of these new components of face processing in adolescence. Finally, we show how this approach will help reveal why adolescence may be a period of vulnerability in brain development and suggest how it could lead to prevention and intervention strategies that facilitate more adaptive functional interactions between regions within the broader social information processing network. Copyright © 2011 Elsevier Ltd. All rights reserved.

Facing changes and changing faces in adolescence: A new model for investigating adolescent-specific interactions between pubertal, brain and behavioral development

Science.gov (United States)

Scherf, K. Suzanne; Behrmann, Marlene; Dahl, Ronald E.

2015-01-01

Adolescence is a time of dramatic physical, cognitive, emotional, and social changes as well as a time for the development of many social-emotional problems. These characteristics raise compelling questions about accompanying neural changes that are unique to this period of development. Here, we propose that studying adolescent-specific changes in face processing and its underlying neural circuitry provides an ideal model for addressing these questions. We also use this model to formulate new hypotheses. Specifically, pubertal hormones are likely to increase motivation to master new peer-oriented developmental tasks, which will in turn, instigate the emergence of new social/affective components of face processing. We also predict that pubertal hormones have a fundamental impact on the reorganization of neural circuitry supporting face processing and propose, in particular, that, the functional connectivity, or temporal synchrony, between regions of the face-processing network will change with the emergence of these new components of face processing in adolescence. Finally, we show how this approach will help reveal why adolescence may be a period of vulnerability in brain development and suggest how it could lead to prevention and intervention strategies that facilitate more adaptive functional interactions between regions within the broader social information processing network. PMID:22483070

The Unique Leadership Needs of Minority Student Populations: Crafting a Leadership Identity

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Baughman, Kristen N.; Bruce, Jacklyn

2011-01-01

The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were conducted with 12 students. Major findings noted a strong personal motivation to participate in student leadership positions. Further research on the impact of familial…

‘Connected ka pa ba?’: A study on how social media usage affects face-to-face interactions within the home.

OpenAIRE

dela Vega, Marie Grace A.; B. Flores, Rodelyn; M. Magusib, Avon Joyce

2017-01-01

This study looked at the influence of social media usage on the face-to-face family interactions within the home. Its specific purpose was to determine the teenager’s perception of the quality of family interactions in relation to the duration and frequency of the teenager’s social media usage. An online survey to 100 students was conducted to extract the target population. Ten in-depth interviews were conducted to individuals aged 16 to19 who were identified as heavy users of Facebook and/or...

Famous face recognition, face matching, and extraversion.

Science.gov (United States)

Lander, Karen; Poyarekar, Siddhi

2015-01-01

It has been previously established that extraverts who are skilled at interpersonal interaction perform significantly better than introverts on a face-specific recognition memory task. In our experiment we further investigate the relationship between extraversion and face recognition, focusing on famous face recognition and face matching. Results indicate that more extraverted individuals perform significantly better on an upright famous face recognition task and show significantly larger face inversion effects. However, our results did not find an effect of extraversion on face matching or inverted famous face recognition.

A Web-Based Course on Public Health Principles in Disaster and Medical Humanitarian Response: Survey Among Students and Faculty

Science.gov (United States)

Tam, Greta; Liu, Sida

2018-01-01

Background Web-based public health courses are becoming increasingly popular. “Public Health Principles in Disaster and Medical Humanitarian Response” is a unique Web-based course in Hong Kong. This course aimed to fill a public health training gap by reaching out to postgraduates who are unable to access face-to-face learning. Objective The aim of this paper was to use a structured framework to objectively evaluate the effectiveness of a Web-based course according to Greenhalgh et al’s quality framework and the Donabedian model to make recommendations for program improvement. Methods An interim evaluation of the first cohort of students in 2014 was conducted according to the Donabedian model and a quality framework by Greenhalgh et al using objective and self-reported data. Results Students who registered for the first cohort (n=1152) from June 16, 2014 to December 15, 2014 (6 months) were surveyed. Two tutors and the course director were interviewed. The Web-based course was effective in using technology to deliver suitable course materials and assessment and to enhance student communication, support, and learning. Of the total number of students registered, 59.00% (680/1152) were nonlocal, originating from 6 continents, and 72.50% (835/1152) possessed a bachelor’s or postgraduate degree. The completion rate was 20.00% (230/1152). The chi-square test comparing students who completed the course with dropouts showed no significant difference in gender (P=.40), age (P=.98), occupation (P=.43), or qualification (P=.17). The cost (HK $272 per student) was lower than that of conducting a face-to-face course (HK $4000 per student). Conclusions The Web-based course was effective in using technology to deliver a suitable course and reaching an intended audience. It had a higher completion rate than other Web-based courses. However, sustainable sources of funding may be needed to maintain the free Web-based course. PMID:29374007

Interviewing When You’re Not Face-To-Face: The Use of Email Interviews in a Phenomenological Study

Directory of Open Access Journals (Sweden)

Chandra Bowden

2015-01-01

Full Text Available As Internet usage becomes more commonplace, researchers are beginning to explore the use of email interviews. Email interviews have a unique set of tools, advantages, and limitations, and are not meant to be blind reproductions of traditional face-to-face interview techniques. Email interviews should be implemented when: 1 researchers can justify email interviews are useful to a research project; 2 there is evidence that the target population will be open to email interviewing as a form of data collection; and 3 the justification of the email interview supports the researchers’ theoretical perspective. The objective of this study was to develop an email interviewing methodology. As with other forms of qualitative interviewing, it is important that the researcher: 1 identifies constraints; 2 adequately prepares for the interview; 3 establishes rapport; 4 asks appropriate questions; 5 actively listens; and 6 ends the email interview appropriately.

Discussing Poverty as a Student Issue: Making a Case for Student Human Services

Science.gov (United States)

Cady, Clare

2012-01-01

Student poverty is an issue with which far too many students are confronted. Student affairs professionals must increase their awareness of this human dynamic and develop programs, services, and personal knowledge to support students faced with this challenge.

Environmental Discourse: Helping Graduate Students Build Effective Deliberation and Communication Skills

Science.gov (United States)

Huntzinger, D. N.; Downard, J.; Nielsen, E.

2015-12-01

The environmental sciences are at the forefront of critical issues facing society in the coming decades. As a result, many graduates in the environmental sciences find themselves working with the public to help inform the democratic process of making reasonable public policies. In order to be successful, students need to be confronted with the same kinds of questions and problems that practicing scientists face when they are working at the intersection of science and public policy. Otherwise, they lack the skills and confidence needed to work effectively with the public—especially on hotly contested environmental issues when the skills are needed the most. As part of a new Professional Science Master's (PSM) Program in Climate Science and Solutions at Northern Arizona University we have developed a three-semester course series focused on framing discussions on climate change mitigation and adaptation. Each semester, students use a deliberative model to design, frame, and facilitate a public discussion on a targeted issue of regional and local interest. The deliberative model is built around an approach to practical dilemmas that enables students to isolate and clarify the various sources of conflict around the issue. Working in an iterative manner, students learn to identify and untangling some of the sources of disagreement (e.g., policy, ethics and ideals, difference in scientific understanding) around and issue. As a result, students are in a much better position to clarify the key questions and sort through the competing solutions. The course series helps to improve the communication skills of students and promote productive public discourse with individuals from diverse backgrounds within the community. This type of experiential learning provides unique training to our students that not only broadens there understanding of complex issues surrounding climate change, but also provides them with professional skills that are transferrable to their careers.

Unique associations between young adult men's emotional functioning and their body dissatisfaction and disordered eating.

Science.gov (United States)

Griffiths, Scott; Angus, Douglas; Murray, Stuart B; Touyz, Stephen

2014-03-01

Research on emotional functioning, body dissatisfaction, and disordered eating in males is predominated by studies of negative affect and emotion regulation. Other aspects of emotional functioning, namely emotion recognition and attentional biases toward emotional stimuli, have received little empirical attention. The present study investigated the unique associations between different aspects of men's emotional functioning and their disordered eating attitudes, muscularity dissatisfaction, and body fat dissatisfaction. Results from 132 male undergraduates showed that muscularity dissatisfaction was uniquely associated with both emotion regulation difficulties and an attentional bias toward rejecting faces. Body fat dissatisfaction was not uniquely associated with any aspect of emotional functioning. Disordered eating was uniquely associated with emotion regulation difficulties. Collectively, the results indicate differences in the patterns of associations between men's emotional functioning and their body dissatisfaction and disordered eating. Copyright © 2013 Elsevier Ltd. All rights reserved.

Training versus Education: eLearning, Hybrid, and Face-to-Face Modalities - a Participatory Debate

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Risa Blair

2016-10-01

Full Text Available Is training education or is education training? Universities and organizations treat training and education synonymously, but it is worth exploring the differences. Universities are scrambling to standardize a preferred delivery method of education and training. With the blended modalities of eLearning, face-to-face, and hybrid learning, the educational delivery seems to be equalizing. The disruptive shift with technology in education or training is complicated by the expectations of our millennial, Gen Y, and Gen Z students. As an added pressure at the university level, even more importantly, the expectation of the administration and the accrediting bodies keep changing the 'play book' on requirements. Given the ever changing complexities of today's paradigm-shift in education and learning, we explored the complexities of navigating the delivery methods to achieve educational goals in higher education or training goals in corporate America.

A Unique Review Strategy that Motivates Student Learning

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Donald L. Williams, EdD

2007-08-01

Full Text Available The use of educational games such as crossword puzzles, word search puzzles, modified television game shows, or commercial board and card games are attempts to make learning more fun and motivational regardless of the level of educational experience. This article explains how I have employed the melding of many of these games into one motivational and educational strategy. Students who faithfully availed themselves of the activities consistently improved their test scores and their overall grades within the course.

A Unique Review Strategy that Motivates Student Learning

Directory of Open Access Journals (Sweden)

Donald L. Williams

2007-01-01

Full Text Available The use of educational games such as crossword puzzles, word search puzzles, modified television game shows, or commercial board and card games are attempts to make learning more fun and motivational regardless of the level of educational experience. This article explains how I have employed the melding of many of these games into one motivational and educational strategy. Students who faithfully availed themselves of the activities consistently improved their test scores and their overall grades within the course.

Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning

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Bishara, Saied

2016-01-01

This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…

Face recognition system and method using face pattern words and face pattern bytes

Science.gov (United States)

Zheng, Yufeng

2014-12-23

The present invention provides a novel system and method for identifying individuals and for face recognition utilizing facial features for face identification. The system and method of the invention comprise creating facial features or face patterns called face pattern words and face pattern bytes for face identification. The invention also provides for pattern recognitions for identification other than face recognition. The invention further provides a means for identifying individuals based on visible and/or thermal images of those individuals by utilizing computer software implemented by instructions on a computer or computer system and a computer readable medium containing instructions on a computer system for face recognition and identification.

Dogs can discriminate human smiling faces from blank expressions.

Science.gov (United States)

Nagasawa, Miho; Murai, Kensuke; Mogi, Kazutaka; Kikusui, Takefumi

2011-07-01

Dogs have a unique ability to understand visual cues from humans. We investigated whether dogs can discriminate between human facial expressions. Photographs of human faces were used to test nine pet dogs in two-choice discrimination tasks. The training phases involved each dog learning to discriminate between a set of photographs of their owner's smiling and blank face. Of the nine dogs, five fulfilled these criteria and were selected for test sessions. In the test phase, 10 sets of photographs of the owner's smiling and blank face, which had previously not been seen by the dog, were presented. The dogs selected the owner's smiling face significantly more often than expected by chance. In subsequent tests, 10 sets of smiling and blank face photographs of 20 persons unfamiliar to the dogs were presented (10 males and 10 females). There was no statistical difference between the accuracy in the case of the owners and that in the case of unfamiliar persons with the same gender as the owner. However, the accuracy was significantly lower in the case of unfamiliar persons of the opposite gender to that of the owner, than with the owners themselves. These results suggest that dogs can learn to discriminate human smiling faces from blank faces by looking at photographs. Although it remains unclear whether dogs have human-like systems for visual processing of human facial expressions, the ability to learn to discriminate human facial expressions may have helped dogs adapt to human society.

Attention to the Model's Face When Learning from Video Modeling Examples in Adolescents with and without Autism Spectrum Disorder

Science.gov (United States)

van Wermeskerken, Margot; Grimmius, Bianca; van Gog, Tamara

2018-01-01

We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate…

Cultural in-group advantage: emotion recognition in African American and European American faces and voices.

Science.gov (United States)

Wickline, Virginia B; Bailey, Wendy; Nowicki, Stephen

2009-03-01

The authors explored whether there were in-group advantages in emotion recognition of faces and voices by culture or geographic region. Participants were 72 African American students (33 men, 39 women), 102 European American students (30 men, 72 women), 30 African international students (16 men, 14 women), and 30 European international students (15 men, 15 women). The participants determined emotions in African American and European American faces and voices. Results showed an in-group advantage-sometimes by culture, less often by race-in recognizing facial and vocal emotional expressions. African international students were generally less accurate at interpreting American nonverbal stimuli than were European American, African American, and European international peers. Results suggest that, although partly universal, emotional expressions have subtle differences across cultures that persons must learn.

The inception and evolution of a unique masters program in cancer biology, prevention and control.

Science.gov (United States)

Cousin, Carolyn; Blancato, Jan

2010-09-01

The University of the District of Columbia (UDC) and the Lombardi Comprehensive Cancer Center (LCCC), Georgetown University Medical Center established a Masters Degree Program in Cancer Biology, Prevention and Control at UDC that is jointly administered and taught by UDC and LCCC faculty. The goal of the Masters Degree Program is to educate students as master-level cancer professionals capable of conducting research and service in cancer biology, prevention, and control or to further advance the education of students to pursue doctoral studies. The Program's unique nature is reflected in its philosophy "the best cancer prevention and control researchers are those with a sound understanding of cancer biology". This program is a full-time, 2-year, 36-credit degree in which students take half of their coursework at UDC and half of their coursework at LCCC. During the second year, students are required to conduct research either at LCCC or UDC. Unlike most cancer biology programs, this unique Program emphasizes both cancer biology and cancer outreach training.

Neural markers of opposite-sex bias in face processing

Directory of Open Access Journals (Sweden)

Alice Mado eProverbio

2010-10-01

Full Text Available Some behavioral and neuroimaging studies suggest that adults prefer to view attractive faces of the opposite sex more than attractive faces of the same sex. However, unlike the other-race face effect (ORE; Caldara et al., 2004, little is known regarding the existence of an opposite-/same-sex bias in face processing. In this study, the faces of 130 attractive male and female adults were foveally presented to 40 heterosexual university students (20 men and 20 women who were engaged in a secondary perceptual task (landscape detection. The automatic processing of face gender was investigated by recording ERPs from 128 scalp sites. Neural markers of opposite- vs. same-sex bias in face processing included larger and earlier centro-parietal N400s in response to faces of the opposite sex and a larger late positivity (LP to same-sex faces. Analysis of intra-cortical neural generators (swLORETA showed that facial processing-related (FG, BA37, BA20/21 and emotion-related brain areas (the right parahippocampal gyrus, BA35; uncus, BA36/38; and the cingulate gyrus, BA24 had higher activations in response to opposite- than same-sex faces. The results of this analysis, along with data obtained from ERP recordings, support the hypothesis that both genders process opposite-sex faces differently than same-sex faces. The data also suggest a hemispheric asymmetry in the processing of opposite-/same-sex faces, with the right hemisphere involved in processing same-sex faces and the left hemisphere involved in processing faces of the opposite sex. The data support previous literature suggesting a right lateralization for the representation of self-image and body awareness.

Neural markers of opposite-sex bias in face processing.

Science.gov (United States)

Proverbio, Alice Mado; Riva, Federica; Martin, Eleonora; Zani, Alberto

2010-01-01

Some behavioral and neuroimaging studies suggest that adults prefer to view attractive faces of the opposite sex more than attractive faces of the same sex. However, unlike the other-race face effect (Caldara et al., 2004), little is known regarding the existence of an opposite-/same-sex bias in face processing. In this study, the faces of 130 attractive male and female adults were foveally presented to 40 heterosexual university students (20 men and 20 women) who were engaged in a secondary perceptual task (landscape detection). The automatic processing of face gender was investigated by recording ERPs from 128 scalp sites. Neural markers of opposite- vs. same-sex bias in face processing included larger and earlier centro-parietal N400s in response to faces of the opposite sex and a larger late positivity (LP) to same-sex faces. Analysis of intra-cortical neural generators (swLORETA) showed that facial processing-related (FG, BA37, BA20/21) and emotion-related brain areas (the right parahippocampal gyrus, BA35; uncus, BA36/38; and the cingulate gyrus, BA24) had higher activations in response to opposite- than same-sex faces. The results of this analysis, along with data obtained from ERP recordings, support the hypothesis that both genders process opposite-sex faces differently than same-sex faces. The data also suggest a hemispheric asymmetry in the processing of opposite-/same-sex faces, with the right hemisphere involved in processing same-sex faces and the left hemisphere involved in processing faces of the opposite sex. The data support previous literature suggesting a right lateralization for the representation of self-image and body awareness.

Generating One Biometric Feature from Another: Faces from Fingerprints

Directory of Open Access Journals (Sweden)

Seref Sagiroglu

2010-04-01

Full Text Available This study presents a new approach based on artificial neural networks for generating one biometric feature (faces from another (only fingerprints. An automatic and intelligent system was designed and developed to analyze the relationships among fingerprints and faces and also to model and to improve the existence of the relationships. The new proposed system is the first study that generates all parts of the face including eyebrows, eyes, nose, mouth, ears and face border from only fingerprints. It is also unique and different from similar studies recently presented in the literature with some superior features. The parameter settings of the system were achieved with the help of Taguchi experimental design technique. The performance and accuracy of the system have been evaluated with 10-fold cross validation technique using qualitative evaluation metrics in addition to the expanded quantitative evaluation metrics. Consequently, the results were presented on the basis of the combination of these objective and subjective metrics for illustrating the qualitative properties of the proposed methods as well as a quantitative evaluation of their performances. Experimental results have shown that one biometric feature can be determined from another. These results have once more indicated that there is a strong relationship between fingerprints and faces.

Generating One Biometric Feature from Another: Faces from Fingerprints

Science.gov (United States)

Ozkaya, Necla; Sagiroglu, Seref

2010-01-01

This study presents a new approach based on artificial neural networks for generating one biometric feature (faces) from another (only fingerprints). An automatic and intelligent system was designed and developed to analyze the relationships among fingerprints and faces and also to model and to improve the existence of the relationships. The new proposed system is the first study that generates all parts of the face including eyebrows, eyes, nose, mouth, ears and face border from only fingerprints. It is also unique and different from similar studies recently presented in the literature with some superior features. The parameter settings of the system were achieved with the help of Taguchi experimental design technique. The performance and accuracy of the system have been evaluated with 10-fold cross validation technique using qualitative evaluation metrics in addition to the expanded quantitative evaluation metrics. Consequently, the results were presented on the basis of the combination of these objective and subjective metrics for illustrating the qualitative properties of the proposed methods as well as a quantitative evaluation of their performances. Experimental results have shown that one biometric feature can be determined from another. These results have once more indicated that there is a strong relationship between fingerprints and faces. PMID:22399877

Sex differences in social cognition: The case of face processing.

Science.gov (United States)

Proverbio, Alice Mado

2017-01-02

Several studies have demonstrated that women show a greater interest for social information and empathic attitude than men. This article reviews studies on sex differences in the brain, with particular reference to how males and females process faces and facial expressions, social interactions, pain of others, infant faces, faces in things (pareidolia phenomenon), opposite-sex faces, humans vs. landscapes, incongruent behavior, motor actions, biological motion, erotic pictures, and emotional information. Sex differences in oxytocin-based attachment response and emotional memory are also mentioned. In addition, we investigated how 400 different human faces were evaluated for arousal and valence dimensions by a group of healthy male and female University students. Stimuli were carefully balanced for sensory and perceptual characteristics, age, facial expression, and sex. As a whole, women judged all human faces as more positive and more arousing than men. Furthermore, they showed a preference for the faces of children and the elderly in the arousal evaluation. Regardless of face aesthetics, age, or facial expression, women rated human faces higher than men. The preference for opposite- vs. same-sex faces strongly interacted with facial age. Overall, both women and men exhibited differences in facial processing that could be interpreted in the light of evolutionary psychobiology. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Unique Associations between Peer Relations and Social Anxiety in Early Adolescence

Science.gov (United States)

Flanagan, Kelly S.; Erath, Stephen A.; Bierman, Karen L.

2008-01-01

This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique…

Test plan for dig-face characterization performance testing

International Nuclear Information System (INIS)

Josten, N.E.

1993-09-01

The dig-face characterization concept has been under development at the Idaho National Engineering Laboratory (INEL) since FY 1992 through the support of the Buried Waste Integrated Demonstration Program. A Dig-face Characterization System conducts continuous subsurface characterization simultaneously with retrieval of hazardous and radioactive waste from buried waste sites. The system deploys multiple sensors at the retrieval operation dig-face and collects data that provide a basis for detecting, locating, and identifying hazardous conditions before they are disturbed by the retrieval equipment. This test plan describes initial efforts to test the dig-face characterization concept at the INEL Cold Test Pit using a simplified prototype apparatus and off-the-shelf sensors. The Cold Test Pit is a simulated waste site containing hazardous and radioactive waste surrogates at known locations. Testing will be directed toward three generic characterization problems: metal detection, plume detection, and radioactive source detection. The prototype apparatus will gather data using magnetometers, a ground conductivity meter, a trace gas analyzer, and a gamma ray sensor during simulated retrieval of the surrogate waste materials. The data acquired by a dig-face characterization system are unique because of the high precision, high data density, and multiple viewpoints attainable through the dig-face deployment approach. The test plan establishes procedures for collecting and validating a representative dig-face characterization data set. Analysis of these data will focus on developing criteria for predicting the depth, location, composition, and other characteristics of the surrogate waste materials. If successful, this proof-of-concept exercise will provide a foundation for future development of a fully-operational system that is capable of operating on an actual waste site

Technologically-mediated communication: student expectations and experiences in a FOMO society

Directory of Open Access Journals (Sweden)

Angela T. Ragusa

2017-11-01

Full Text Available Abstract While technology enables a wider section of society to access higher education, accessing, as a process, fundamentally differs from acquiring the individual and systemic skills required for online learning. This study presents primary data about perceptions of, and experiences with, online learning in an Australian university from a survey of 289 distance education (DE students. Epistemologically, it prioritises giving agency and voice to an increasingly disempowered collective, online learners, who often are institutionally pursued for economic advantage, rather than pedagogical interest in serving students’ unique, individual needs/preferences. Participants’ comparison of face-to-face and online learning experiences allowed for benefits and disadvantages of online learning to emerge from lived-experiences. While a key benefit of online learning was its perceived ‘flexibility’, findings revealed difference between students’ conceptualisation of flexibility and institutional realities. Although DE students longed for non-technologically-medicated communication with peers and lecturers, the process of learning how to become a DE student failed to address students’ needs/concerns beyond technical skill acquisition and subject content mastery. Students’ ‘fear they were missing out’ (FOMO on ‘better’ internal classroom and learning experiences was a key limitation 85% perceived about DE. Whereas traditional classroom experiences generally were recalled favourably, online learning was described by its shortcomings. Findings demonstrate need for deeper investigation of how/why educational technologies are implemented. Conclusions suggest critical research investigating whether embedded technologies meet student and/or institutional needs and aspirations in globally competitive learning environments may assuage DE’s stigma, realign expectations and improve teaching/learning experiences.

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

Energy Technology Data Exchange (ETDEWEB)

Howlett, David, E-mail: david.howlett@esht.nhs.uk [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Vincent, Tim [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Watson, Gillian; Owens, Emma [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Webb, Richard; Gainsborough, Nicola [Department of Medicine, Royal Sussex County Hospital, Brighton (United Kingdom); Fairclough, Jil [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Taylor, Nick [Department of Medical Illustration, Eastbourne District General Hospital (United Kingdom); Miles, Ken [Department of Imaging, BSMS (United Kingdom); Cohen, Jon [Department of Infectious Diseases, BSMS (United Kingdom); Vincent, Richard [Department of Cardiology, BSMS (United Kingdom)

2011-06-15

Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

International Nuclear Information System (INIS)

Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

2011-01-01

Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

Science.gov (United States)

Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

2011-06-01

To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality

Reading faces and Facing words

DEFF Research Database (Denmark)

Robotham, Julia Emma; Lindegaard, Martin Weis; Delfi, Tzvetelina Shentova

unilateral lesions, we found no patient with a selective deficit in either reading or face processing. Rather, the patients showing a deficit in processing either words or faces were also impaired with the other category. One patient performed within the normal range on all tasks. In addition, all patients......It has long been argued that perceptual processing of faces and words is largely independent, highly specialised and strongly lateralised. Studies of patients with either pure alexia or prosopagnosia have strongly contributed to this view. The aim of our study was to investigate how visual...... perception of faces and words is affected by unilateral posterior stroke. Two patients with lesions in their dominant hemisphere and two with lesions in their non-dominant hemisphere were tested on sensitive tests of face and word perception during the stable phase of recovery. Despite all patients having...

[Crisis intervention--the summary of a unique interventional program for medical students].

Science.gov (United States)

Perry, Zvi; Busiba, Ziva; Uziel, Elia; Meiri, Gal

2009-02-01

In their daily work, physicians encounter varied illnesses, often accompanied with an emotional crisis that engulfs both the patient and his/her family. Research has shown that physicians find this part of their occupation extremely harsh, especially when conveying to the patient the initial bad news about his condition. Most medical school curricula published do not have any training programs for medical students in this expertise. The Patient's Rights Act and the current need of patients to be involved in their treatment have made it even more important to train would-be physicians on how to convey bad news. The Faculty of Health Sciences at the Ben-Gurion University is among the pioneers in articulating a formal curriculum on how to convey bad news and crisis intervention. The clinical workshop "Crisis Intervention" is aimed at 2nd year medical students, and has been taught at this school for the last 15 years, confronting these issues head-on. The course is conducted by an expert psychiatrist and an experienced social worker. The course is aimed at providing the students with theoretical background on the crisis and the emotional turmoil caused by medical emergencies, as well as to expose the students to real life crisis situations of patients and their families, thereby exposing them to optimal management of these situations. During this 4-day workshop, students learn how to convey bad news, as well as to understand its impact upon patients and their families. In the workshop emphasis is placed on the ethical and legal issues that evolve when caring for extremely ill patients. In the current article the authors unfold the techniques, theoretical and pedagogical issues of the workshop. The authors used semi-structured questionnaires to evaluate the course, and found that the students considered this workshop to be an interesting and relevant course. Using the results shown, as well as an oral debriefing after the course with class representatives, the authors

Face Attention Network: An Effective Face Detector for the Occluded Faces

OpenAIRE

Wang, Jianfeng; Yuan, Ye; Yu, Gang

2017-01-01

The performance of face detection has been largely improved with the development of convolutional neural network. However, the occlusion issue due to mask and sunglasses, is still a challenging problem. The improvement on the recall of these occluded cases usually brings the risk of high false positives. In this paper, we present a novel face detector called Face Attention Network (FAN), which can significantly improve the recall of the face detection problem in the occluded case without comp...

How Well Do Computer-Generated Faces Tap Face Expertise?

Directory of Open Access Journals (Sweden)

Kate Crookes

Full Text Available The use of computer-generated (CG stimuli in face processing research is proliferating due to the ease with which faces can be generated, standardised and manipulated. However there has been surprisingly little research into whether CG faces are processed in the same way as photographs of real faces. The present study assessed how well CG faces tap face identity expertise by investigating whether two indicators of face expertise are reduced for CG faces when compared to face photographs. These indicators were accuracy for identification of own-race faces and the other-race effect (ORE-the well-established finding that own-race faces are recognised more accurately than other-race faces. In Experiment 1 Caucasian and Asian participants completed a recognition memory task for own- and other-race real and CG faces. Overall accuracy for own-race faces was dramatically reduced for CG compared to real faces and the ORE was significantly and substantially attenuated for CG faces. Experiment 2 investigated perceptual discrimination for own- and other-race real and CG faces with Caucasian and Asian participants. Here again, accuracy for own-race faces was significantly reduced for CG compared to real faces. However the ORE was not affected by format. Together these results signal that CG faces of the type tested here do not fully tap face expertise. Technological advancement may, in the future, produce CG faces that are equivalent to real photographs. Until then caution is advised when interpreting results obtained using CG faces.

Scrapping of student bursaries confirmed.

Science.gov (United States)

Longhurst, Chris

2016-07-27

Student bursaries for nurses will be scrapped from next year, the government has confirmed. Undergraduate nursing and midwifery students in England will now face tuition fees and student loans from August 2017.

Tungsten-microdiamond composites for plasma facing components

International Nuclear Information System (INIS)

Livramento, V.; Nunes, D.; Correia, J.B.; Carvalho, P.A.; Mardolcar, U.; Mateus, R.; Hanada, K.; Shohoji, N.; Fernandes, H.; Silva, C.; Alves, E.

2011-01-01

Tungsten is considered as one of promising candidate materials for plasma facing component in nuclear fusion reactors due to its resistance to sputtering and high melting point. High thermal conductivity is also a prerequisite for plasma facing components under the unique service environment of fusion reactor characterised by the massive heat load, especially in the divertor area. The feasibility of mechanical alloying of nanodiamond and tungsten, and the consolidation of the composite powders with Spark Plasma Sintering (SPS) was previously demonstrated. In the present research we report on the use of microdiamond instead of nanodiamond in such composites. Microdiamond is more favourable than nanodiamond in view of phonon transport performance leading to better thermal conductivity. However, there is a trade off between densification and thermal conductivity as the SPS temperature increases tungsten carbide formation from microdiamond is accelerated inevitably while the consolidation density would rise.

Neural synchronization during face-to-face communication

OpenAIRE

Jiang, J.; Dai, B.; Peng, D.; Zhu, C.; Liu, L.; Lu, C.

2012-01-01

Although the human brain may have evolutionarily adapted to face-to-face communication, other modes of communication, e.g., telephone and e-mail, increasingly dominate our modern daily life. This study examined the neural difference between face-to-face communication and other types of communication by simultaneously measuring two brains using a hyperscanning approach. The results showed a significant increase in the neural synchronization in the left inferior frontal cortex during a face-to-...

Human faces are slower than chimpanzee faces.

Directory of Open Access Journals (Sweden)

Anne M Burrows

Full Text Available While humans (like other primates communicate with facial expressions, the evolution of speech added a new function to the facial muscles (facial expression muscles. The evolution of speech required the development of a coordinated action between visual (movement of the lips and auditory signals in a rhythmic fashion to produce "visemes" (visual movements of the lips that correspond to specific sounds. Visemes depend upon facial muscles to regulate shape of the lips, which themselves act as speech articulators. This movement necessitates a more controlled, sustained muscle contraction than that produced during spontaneous facial expressions which occur rapidly and last only a short period of time. Recently, it was found that human tongue musculature contains a higher proportion of slow-twitch myosin fibers than in rhesus macaques, which is related to the slower, more controlled movements of the human tongue in the production of speech. Are there similar unique, evolutionary physiologic biases found in human facial musculature related to the evolution of speech?Using myosin immunohistochemistry, we tested the hypothesis that human facial musculature has a higher percentage of slow-twitch myosin fibers relative to chimpanzees (Pan troglodytes and rhesus macaques (Macaca mulatta. We sampled the orbicularis oris and zygomaticus major muscles from three cadavers of each species and compared proportions of fiber-types. Results confirmed our hypothesis: humans had the highest proportion of slow-twitch myosin fibers while chimpanzees had the highest proportion of fast-twitch fibers.These findings demonstrate that the human face is slower than that of rhesus macaques and our closest living relative, the chimpanzee. They also support the assertion that human facial musculature and speech co-evolved. Further, these results suggest a unique set of evolutionary selective pressures on human facial musculature to slow down while the function of this muscle

Gruppenleistungen beim Review von Multiple-Choice-Fragen - Ein Vergleich von face-to-face und virtuellen Gruppen mit und ohne Moderation [Review of multiple-choice-questions and group performance - A comparison of face-to-face and virtual groups with and without facilitation

Directory of Open Access Journals (Sweden)

Schüttpelz-Brauns, Katrin

2010-11-01

Full Text Available [english] Background: Multiple choice questions (MCQs are often used in exams of medical education and need careful quality management for example by the application of review committees. This study investigates whether groups communicating virtually by email are similar to face-to-face groups concerning their review process performance and whether a facilitator has positive effects.Methods: 16 small groups of students were examined, which had to evaluate and correct MCQs under four different conditions. In the second part of the investigation the changed questions were given to a new random sample for the judgement of the item quality.Results: There was no significant influence of the variables “form of review committee” and “facilitation”. However, face-to-face and virtual groups clearly differed in the required treatment times. The test condition “face to face without facilitation” was generally valued most positively concerning taking over responsibility, approach to work, sense of well-being, motivation and concentration on the task.Discussion: Face-to-face and virtual groups are equally effective in the review of MCQs but differ concerning their efficiency. The application of electronic review seems to be possible but is hardly recommendable because of the long process time and technical problems.[german] Einleitung: Multiple-Choice-Fragen (MCF werden in vielen Prüfungen der medizinischen Ausbildung verwendet und bedürfen aus diesem Grund einer sorgfältigen Qualitätssicherung, beispielsweise durch den Einsatz von Review-Komitees. Anhand der vorliegenden empirischen Studie soll erforscht werden, ob virtuell per E-Mail kommunizierende Review-Komitees vergleichbar sind mit face-to-face Review-Komitees hinsichtlich ihrer Leistung beim Review-Prozess und ob sich Moderation positiv auswirkt.Methodik: 16 Kleingruppen von Psychologie-Studenten hatten die Aufgabe unter vier verschiedenen Versuchsbedingungen MCF zu bewerten und zu

Student-Teacher Interaction in Online Learning Environments

Science.gov (United States)

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

Blended synchronous learning environment: Student perspectives

Directory of Open Access Journals (Sweden)

Conklina Sheri

2017-06-01

Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

A methodology for enhancing implementation science proposals: comparison of face-to-face versus virtual workshops.

Science.gov (United States)

Marriott, Brigid R; Rodriguez, Allison L; Landes, Sara J; Lewis, Cara C; Comtois, Katherine A

2016-05-06

With the current funding climate and need for advancements in implementation science, there is a growing demand for grantsmanship workshops to increase the quality and rigor of proposals. A group-based implementation science-focused grantsmanship workshop, the Implementation Development Workshop (IDW), is one methodology to address this need. This manuscript provides an overview of the IDW structure, format, and findings regarding its utility. The IDW methodology allows researchers to vet projects in the proposal stage in a structured format with a facilitator and two types of expert participants: presenters and attendees. The presenter uses a one-page handout and verbal presentation to present their proposal and questions. The facilitator elicits feedback from attendees using a format designed to maximize the number of unique points made. After each IDW, participants completed an anonymous survey assessing perceptions of the IDW. Presenters completed a funding survey measuring grant submission and funding success. Qualitative interviews were conducted with a subset of participants who participated in both delivery formats. Mixed method analyses were performed to evaluate the effectiveness and acceptability of the IDW and compare the delivery formats. Of those who participated in an IDW (N = 72), 40 participated in face-to-face only, 16 in virtual only, and 16 in both formats. Thirty-eight (face-to-face n = 12, 35 % response rate; virtual n = 26, 66.7 % response rate) responded to the surveys and seven (15.3 % response rate), who had attended both formats, completed an interview. Of 36 total presenters, 17 (face-to-face n = 12, 42.9 % response rate; virtual n = 5, 62.9 % response rate) responded to the funding survey. Mixed method analyses indicated that the IDW was effective for collaboration and growth, effective for enhancing success in obtaining grants, and acceptable. A third (35.3 %) of presenters ultimately received funding for their proposal, and more than

TIME SERIES ANALYSIS USING A UNIQUE MODEL OF TRANSFORMATION

Directory of Open Access Journals (Sweden)

Goran Klepac

2007-12-01

Full Text Available REFII1 model is an authorial mathematical model for time series data mining. The main purpose of that model is to automate time series analysis, through a unique transformation model of time series. An advantage of this approach of time series analysis is the linkage of different methods for time series analysis, linking traditional data mining tools in time series, and constructing new algorithms for analyzing time series. It is worth mentioning that REFII model is not a closed system, which means that we have a finite set of methods. At first, this is a model for transformation of values of time series, which prepares data used by different sets of methods based on the same model of transformation in a domain of problem space. REFII model gives a new approach in time series analysis based on a unique model of transformation, which is a base for all kind of time series analysis. The advantage of REFII model is its possible application in many different areas such as finance, medicine, voice recognition, face recognition and text mining.

Blended learning: how can we optimise undergraduate student engagement?

Science.gov (United States)

Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

2016-08-04

Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

Door Security using Face Detection and Raspberry Pi

Science.gov (United States)

Bhutra, Venkatesh; Kumar, Harshav; Jangid, Santosh; Solanki, L.

2018-03-01

With the world moving towards advanced technologies, security forms a crucial part in daily life. Among the many techniques used for this purpose, Face Recognition stands as effective means of authentication and security. This paper deals with the user of principal component and security. PCA is a statistical approach used to simplify a data set. The minimum Euclidean distance found from the PCA technique is used to recognize the face. Raspberry Pi a low cost ARM based computer on a small circuit board, controls the servo motor and other sensors. The servo-motor is in turn attached to the doors of home and opens up when the face is recognized. The proposed work has been done using a self-made training database of students from B.K. Birla Institute of Engineering and Technology, Pilani, Rajasthan, India.

Facing aggression: cues differ for female versus male faces.

Directory of Open Access Journals (Sweden)

Shawn N Geniole

Full Text Available The facial width-to-height ratio (face ratio, is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judgements of aggression were associated with the face ratio even when other cues in the face related to masculinity were controlled statistically. Nevertheless, correlations between the face ratio and judgements of aggression were smaller for female than for male faces (F(1,36 = 7.43, p = 0.01. In Study 1, there was no significant relationship between judgements of femininity and of aggression in female faces. In Study 2, the association between judgements of masculinity and aggression was weaker in female faces than for male faces in Study 1. The weaker association in female faces may be because aggression and masculinity are stereotypically male traits. Thus, in Study 3, observers rated faces on nurturing (a stereotypically female trait and on femininity. Judgements of nurturing were associated with femininity (positively and masculinity (negatively ratings in both female and male faces. In summary, the perception of aggression differs in female versus male faces. The sex difference was not simply because aggression is a gendered construct; the relationships between masculinity/femininity and nurturing were similar for male and female faces even though nurturing is also a gendered construct. Masculinity and femininity ratings are not associated with aggression ratings nor with the face ratio for female faces. In contrast, all four variables are highly inter-correlated in male faces, likely because these cues in male faces serve as "honest signals".

Facing aggression: cues differ for female versus male faces.

Science.gov (United States)

Geniole, Shawn N; Keyes, Amanda E; Mondloch, Catherine J; Carré, Justin M; McCormick, Cheryl M

2012-01-01

The facial width-to-height ratio (face ratio), is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judgements of aggression were associated with the face ratio even when other cues in the face related to masculinity were controlled statistically. Nevertheless, correlations between the face ratio and judgements of aggression were smaller for female than for male faces (F(1,36) = 7.43, p = 0.01). In Study 1, there was no significant relationship between judgements of femininity and of aggression in female faces. In Study 2, the association between judgements of masculinity and aggression was weaker in female faces than for male faces in Study 1. The weaker association in female faces may be because aggression and masculinity are stereotypically male traits. Thus, in Study 3, observers rated faces on nurturing (a stereotypically female trait) and on femininity. Judgements of nurturing were associated with femininity (positively) and masculinity (negatively) ratings in both female and male faces. In summary, the perception of aggression differs in female versus male faces. The sex difference was not simply because aggression is a gendered construct; the relationships between masculinity/femininity and nurturing were similar for male and female faces even though nurturing is also a gendered construct. Masculinity and femininity ratings are not associated with aggression ratings nor with the face ratio for female faces. In contrast, all four variables are highly inter-correlated in male faces, likely because these cues in male faces serve as "honest signals".

Facing Aggression: Cues Differ for Female versus Male Faces

Science.gov (United States)

Geniole, Shawn N.; Keyes, Amanda E.; Mondloch, Catherine J.; Carré, Justin M.; McCormick, Cheryl M.

2012-01-01

The facial width-to-height ratio (face ratio), is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judgements of aggression were associated with the face ratio even when other cues in the face related to masculinity were controlled statistically. Nevertheless, correlations between the face ratio and judgements of aggression were smaller for female than for male faces (F1,36 = 7.43, p = 0.01). In Study 1, there was no significant relationship between judgements of femininity and of aggression in female faces. In Study 2, the association between judgements of masculinity and aggression was weaker in female faces than for male faces in Study 1. The weaker association in female faces may be because aggression and masculinity are stereotypically male traits. Thus, in Study 3, observers rated faces on nurturing (a stereotypically female trait) and on femininity. Judgements of nurturing were associated with femininity (positively) and masculinity (negatively) ratings in both female and male faces. In summary, the perception of aggression differs in female versus male faces. The sex difference was not simply because aggression is a gendered construct; the relationships between masculinity/femininity and nurturing were similar for male and female faces even though nurturing is also a gendered construct. Masculinity and femininity ratings are not associated with aggression ratings nor with the face ratio for female faces. In contrast, all four variables are highly inter-correlated in male faces, likely because these cues in male faces serve as “honest signals”. PMID:22276184

Method for Face-Emotion Retrieval Using A Cartoon Emotional Expression Approach

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Kostov, Vlaho; Yanagisawa, Hideyoshi; Johansson, Martin; Fukuda, Shuichi

A simple method for extracting emotion from a human face, as a form of non-verbal communication, was developed to cope with and optimize mobile communication in a globalized and diversified society. A cartoon face based model was developed and used to evaluate emotional content of real faces. After a pilot survey, basic rules were defined and student subjects were asked to express emotion using the cartoon face. Their face samples were then analyzed using principal component analysis and the Mahalanobis distance method. Feature parameters considered as having relations with emotions were extracted and new cartoon faces (based on these parameters) were generated. The subjects evaluated emotion of these cartoon faces again and we confirmed these parameters were suitable. To confirm how these parameters could be applied to real faces, we asked subjects to express the same emotions which were then captured electronically. Simple image processing techniques were also developed to extract these features from real faces and we then compared them with the cartoon face parameters. It is demonstrated via the cartoon face that we are able to express the emotions from very small amounts of information. As a result, real and cartoon faces correspond to each other. It is also shown that emotion could be extracted from still and dynamic real face images using these cartoon-based features.

Student Perceptions of Online Tutoring Videos

Science.gov (United States)

Sligar, Steven R.; Pelletier, Christopher D.; Bonner, Heidi Stone; Coghill, Elizabeth; Guberman, Daniel; Zeng, Xiaoming; Newman, Joyce J.; Muller, Dorothy; Dennis, Allen

2017-01-01

Online tutoring is made possible by using videos to replace or supplement face to face services. The purpose of this research was to examine student reactions to the use of lecture capture technology in a university tutoring setting and to assess student knowledge of some features of Tegrity lecture capture software. A survey was administered to…

Reinforcement mechanism of multi-anchor wall with double wall facing

Science.gov (United States)

Suzuki, Kouta; Kobayashi, Makoto; Miura, Kinya; Konami, Takeharu; Hayashi, Taketo

2017-10-01

The reinforced soil wall has high seismic performance as generally known. However, the seismic behavior has not been clarified accurately yet, especially on multi-anchor wall with double wall facing. Indefinite behavior of reinforced soil wall during earthquake make us complicated in case with adopting to the abutment, because of arrangement of anchor plate as reinforcement often different according to the width of roads. In this study, a series of centrifuge model tests were carried out to investigate the reinforcement mechanism of multi anchor wall with double wall facing from the perspective of the vertical earth pressure. Several types of reinforce arrangement and rigid wall were applied in order to verify the arch function in the reinforced regions. The test results show unique behavior of vertical earth pressure, which was affected by arch action. All the vertical earth pressure placed behind facing panel, are larger than that of middle part between facing panel despite of friction between backfill and facing panel. Similar results were obtained in case using rigid wall. On the other hands, the vertical earth pressure, which were measured at the 3cm high from bottom of model container, shows larger than that of bottom. This results show the existence of arch action between double walls. In addition, it implies that the wall facing of such soil structure confined the backfill as pseudo wall, which is very reason that the multi anchor wall with double wall facing has high seismic performance.

Challenges and Opportunities Facing Technology Education in Taiwan

Science.gov (United States)

Lee, Lung-Sheng Steven

2009-01-01

The technology education in Taiwan is prescribed in the national curriculum and provided to all students in grades 1-12. However, it faces the following challenges: (1) Lack of worthy image, (2) Inadequate teachers in elementary schools, (3) Deficient teaching vitality in secondary schools, and (4) Diluted technology teacher education programs. In…

The Role of HBCUs in Addressing the Unique Needs of LGBT Students

Science.gov (United States)

Mobley, Steve D., Jr.; Johnson, Jennifer M.

2015-01-01

This chapter highlights some of the extant literature on LGBT students at HBCUs and discusses some of the challenges they encounter at these institutions. Furthermore, it offers recommendations to help HBCUs be more intentional about creating a more affirming and inclusive campus environment for LGBT students.

About face the essentials of interaction design

CERN Document Server

Cooper, Alan; Cronin, David; Noessel, Christopher

2014-01-01

The essential interaction design guide, fully revised and updated for the mobile ageAbout Face: The Essentials of Interaction Design, Fourth Edition is the latest update to the book that shaped and evolved the landscape of interaction design. This comprehensive guide takes the worldwide shift to smartphones and tablets into account.  New information includes discussions on mobile apps, touch interfaces, screen size considerations, and more. The new full-color interior and unique layout better illustrate modern design concepts.  The interaction design profession is blooming with the success o

A Unique Civil Engineering Capstone Design Course

Directory of Open Access Journals (Sweden)

G Padmanabhan

2018-02-01

Full Text Available The North Dakota State University, USA, capstone course was developed as a unique model in response to the effort of the Accreditation Board of Engineering and Technology, USA, to streamline and improve design instruction in the curriculum and has steadily evolved to keep pace with the ever-changing technology and the expectations of the profession and the society we serve. A capstone design course by definition should be a design experience for students in the final year before graduation integrating all major design concepts they have learned up until then in the program. Carefully chosen real world projects with design content in all sub-disciplines of civil engineering are assigned in this team-taught course. Faculty and practicing professionals make presentations on design process; project management; leadership in an engineering environment; and public policy; global perspectives in engineering; and professional career and licensure. Practicing professionals also critique the final student presentations. Students work in teams with number of faculty serving as technical consultants, and a faculty mentor for each team to provide non-technical guidance and direction. The course requires students to demonstrate mastery of the curriculum and to work with others in a team environment. Course assessment includes evaluation of the final design, presentations, written technical reports, project design schedule, a project design journal, and reaction papers.

Individual Aesthetic Preferences for Faces Are Shaped Mostly by Environments, Not Genes.

Science.gov (United States)

Germine, Laura; Russell, Richard; Bronstad, P Matthew; Blokland, Gabriëlla A M; Smoller, Jordan W; Kwok, Holum; Anthony, Samuel E; Nakayama, Ken; Rhodes, Gillian; Wilmer, Jeremy B

2015-10-19

Although certain characteristics of human faces are broadly considered more attractive (e.g., symmetry, averageness), people also routinely disagree with each other on the relative attractiveness of faces. That is, to some significant degree, beauty is in the "eye of the beholder." Here, we investigate the origins of these individual differences in face preferences using a twin design, allowing us to estimate the relative contributions of genetic and environmental variation to individual face attractiveness judgments or face preferences. We first show that individual face preferences (IP) can be reliably measured and are readily dissociable from other types of attractiveness judgments (e.g., judgments of scenes, objects). Next, we show that individual face preferences result primarily from environments that are unique to each individual. This is in striking contrast to individual differences in face identity recognition, which result primarily from variations in genes [1]. We thus complete an etiological double dissociation between two core domains of social perception (judgments of identity versus attractiveness) within the same visual stimulus (the face). At the same time, we provide an example, rare in behavioral genetics, of a reliably and objectively measured behavioral characteristic where variations are shaped mostly by the environment. The large impact of experience on individual face preferences provides a novel window into the evolution and architecture of the social brain, while lending new empirical support to the long-standing claim that environments shape individual notions of what is attractive. Copyright © 2015 Elsevier Ltd. All rights reserved.

Age, Gender, and Fine-Grained Ethnicity Prediction using Convolutional Neural Networks for the East Asian Face Dataset

Energy Technology Data Exchange (ETDEWEB)

Srinivas, Nisha [ORNL; Rose, Derek C [ORNL; Bolme, David S [ORNL; Mahalingam, Gayathri [ORNL; Atwal, Harleen [ORNL; Ricanek, Karl [ORNL

2017-01-01

This paper examines the difficulty associated with performing machine-based automatic demographic prediction on a sub-population of Asian faces. We introduce the Wild East Asian Face dataset (WEAFD), a new and unique dataset to the research community. This dataset consists primarily of labeled face images of individuals from East Asian countries, including Vietnam, Burma, Thailand, China, Korea, Japan, Indonesia, and Malaysia. East Asian turk annotators were uniquely used to judge the age and fine grain ethnicity attributes to reduce the impact of the other race effect and improve quality of annotations. We focus on predicting age, gender and fine-grained ethnicity of an individual by providing baseline results with a convolutional neural network (CNN). Finegrained ethnicity prediction refers to predicting ethnicity of an individual by country or sub-region (Chinese, Japanese, Korean, etc.) of the East Asian continent. Performance for two CNN architectures is presented, highlighting the difficulty of these tasks and showcasing potential design considerations that ease network optimization by promoting region based feature extraction.

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

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Covarrubias, Rebecca; Stone, Jeff

2015-01-01

We examined how self-monitoring (i.e., regulating one's behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to…

Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey.

Science.gov (United States)

Atkins, Salla; Yan, Weirong; Meragia, Elnta; Mahomed, Hassan; Rosales-Klintz, Senia; Skinner, Donald; Zwarenstein, Merrick

2016-01-01

As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health. We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe. A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses. In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [ p =0.0067, odds ratio (OR)=0.192; 95% confidence interval (CI): 0.058-0.633], male gender of student ( p =0.0474, OR=0.255; 95% CI: 0.066-0.985), not experiencing technical problems ( p learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses. The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student

Engaging Primary Students in Working Mathematically within a Virtual Enrichment Programme.

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Frid, Sandra

2002-01-01

Investigates student learning in a mathematics enrichment program offered via the Internet. Describes a course aimed at fostering students' capabilities to work like a mathematician. Examines students' correspondence and work for evidence of how students were working mathematically. Explains how to design both face-to-face and on-line teaching to…

Brief alcohol interventions for mandated college students: comparison of face-to-face counseling and computer-delivered interventions.

Science.gov (United States)

Carey, Kate B; Carey, Michael P; Henson, James M; Maisto, Stephen A; DeMartini, Kelly S

2011-03-01

College students who violate alcohol policies are often mandated to participate in alcohol-related interventions. This study investigated (i) whether such interventions reduced drinking beyond the sanction alone, (ii) whether a brief motivational intervention (BMI) was more efficacious than two computer-delivered interventions (CDIs) and (iii) whether intervention response differed by gender. Randomized controlled trial with four conditions [brief motivation interventions (BMI), Alcohol 101 Plus™, Alcohol Edu for Sanctions(®), delayed control] and four assessments (baseline, 1, 6 and 12 months). Private residential university in the United States. Students (n = 677; 64% male) who had violated campus alcohol policies and were sanctioned to participate in a risk reduction program. Consumption (drinks per heaviest and typical week, heavy drinking frequency, peak and typical blood alcohol concentration), alcohol problems and recidivism. Piecewise latent growth models characterized short-term (1-month) and longer-term (1-12 months) change. Female but not male students reduced drinking and problems in the control condition. Males reduced drinking and problems after all interventions relative to control, but did not maintain these gains. Females reduced drinking to a greater extent after a BMI than after either CDI, and maintained reductions relative to baseline across the follow-up year. No differences in recidivism were found. Male and female students responded differently to sanctions for alcohol violations and to risk reduction interventions. BMIs optimized outcomes for both genders. Male students improved after all interventions, but female students improved less after CDIs than after BMI. Intervention effects decayed over time, especially for males. © 2010 The Authors, Addiction © 2010 Society for the Study of Addiction.

Role of Student Affairs in International Student Transition and Success

OpenAIRE

Christina W. Yao; Chrystal A. George Mwangi

2017-01-01

International student mobility has grown significantly in recent years, with over 4.1 million students in 2013 who studied abroad around the world (Institute of International Education [IIE], 2016). With the changes in student demographics and increased mobility, student affairs professionals are in a unique role to support international student transition and success. Unfortunately, current research and practice in higher education tends to place a high level of respo...

Cross spectral, active and passive approach to face recognition for improved performance

Science.gov (United States)

Grudzien, A.; Kowalski, M.; Szustakowski, M.

2017-08-01

Biometrics is a technique for automatic recognition of a person based on physiological or behavior characteristics. Since the characteristics used are unique, biometrics can create a direct link between a person and identity, based on variety of characteristics. The human face is one of the most important biometric modalities for automatic authentication. The most popular method of face recognition which relies on processing of visual information seems to be imperfect. Thermal infrared imagery may be a promising alternative or complement to visible range imaging due to its several reasons. This paper presents an approach of combining both methods.

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students

Science.gov (United States)

Heppen, Jessica B.; Sorensen, Nicholas; Allensworth, Elaine; Walters, Kirk; Rickles, Jordan; Taylor, Suzanne Stachel; Michelman, Valerie

2017-01-01

Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the…

The flipped classroom: A learning model to increase student engagement not academic achievement

OpenAIRE

Masha Smallhorn

2017-01-01

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving w...

Alpbach Summer School - a unique learning experience

Science.gov (United States)

Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

2011-12-01

The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

Issues Facing Pharmacy Leaders in 2015: Suggestions for Pharmacy Strategic Planning

Science.gov (United States)

Weber, Robert J.

2015-01-01

Issues facing pharmacy leaders in 2015 include practice model growth and the role of pharmacy students, clinical privileging of health-system pharmacists and provider status, medication error prevention, and specialty pharmacy services. The goal of this article is to provide practical approaches to 4 issues facing pharmacy leaders in 2015 to help them focus their department’s goals. This article will address (1) advances in the pharmacy practice model initiative and the role of pharmacy students, (2) the current thinking of pharmacists being granted clinical privileges in health systems, (3) updates on preventing harmful medication errors, and (4) the growth of specialty pharmacy services. The sample template of a strategic plan may be used by a pharmacy department in 2015 in an effort to continue developing patient-centered pharmacy services. PMID:25717212

Unique Educational Acceleration: The Dilemma of John Stuart Mill and Contemporary Gifted Youths.

Science.gov (United States)

Kelly, Morgan P.

1985-01-01

John Stuart Mill was not allowed to decide his educational fate until his late teens, and after shedding the restrictions of his father's teaching methods, he began suffering severe emotional distress. His dilemma continues to face today's exceptionally able students' choice between unfettered intellectual development or inevitable biasing that…

Placed on a Pedestal: Famous Faces in Clay

Science.gov (United States)

Walkup, Nancy

2010-01-01

Artists have created portraits of people for thousands of years. In sculpture, a portrait of a person's face often includes the neck and part of the shoulders and chest. These artworks are called portrait busts. In this article, the author describes how her fifth-grade students created clay portrait busts on pedestal columns. The objectives are…

The effect of content delivery style on student performance in anatomy.

Science.gov (United States)

White, Lloyd J; McGowan, Heath W; McDonald, Aaron C

2018-04-12

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

Science.gov (United States)

Charlevoix, D. J.; Morris, A. R.

2015-12-01

Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

The flipped classroom: A learning model to increase student engagement not academic achievement

Directory of Open Access Journals (Sweden)

Masha Smallhorn

2017-07-01

Full Text Available A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Successful decoding of famous faces in the fusiform face area.

Directory of Open Access Journals (Sweden)

Vadim Axelrod

Full Text Available What are the neural mechanisms of face recognition? It is believed that the network of face-selective areas, which spans the occipital, temporal, and frontal cortices, is important in face recognition. A number of previous studies indeed reported that face identity could be discriminated based on patterns of multivoxel activity in the fusiform face area and the anterior temporal lobe. However, given the difficulty in localizing the face-selective area in the anterior temporal lobe, its role in face recognition is still unknown. Furthermore, previous studies limited their analysis to occipito-temporal regions without testing identity decoding in more anterior face-selective regions, such as the amygdala and prefrontal cortex. In the current high-resolution functional Magnetic Resonance Imaging study, we systematically examined the decoding of the identity of famous faces in the temporo-frontal network of face-selective and adjacent non-face-selective regions. A special focus has been put on the face-area in the anterior temporal lobe, which was reliably localized using an optimized scanning protocol. We found that face-identity could be discriminated above chance level only in the fusiform face area. Our results corroborate the role of the fusiform face area in face recognition. Future studies are needed to further explore the role of the more recently discovered anterior face-selective areas in face recognition.

Real Time Face Quality Assessment for Face Log Generation

DEFF Research Database (Denmark)

Kamal, Nasrollahi; Moeslund, Thomas B.

2009-01-01

Summarizing a long surveillance video to just a few best quality face images of each subject, a face-log, is of great importance in surveillance systems. Face quality assessment is the back-bone for face log generation and improving the quality assessment makes the face logs more reliable....... Developing a real time face quality assessment system using the most important facial features and employing it for face logs generation are the concerns of this paper. Extensive tests using four databases are carried out to validate the usability of the system....

Technological challenges at ITER plasma facing components production in Russia

Energy Technology Data Exchange (ETDEWEB)

Mazul, I.V., E-mail: mazuliv@niiefa.spb.su [Efremov Institute, 196641 St. Petersburg (Russian Federation); Belyakov, V.A.; Gervash, A.A.; Giniyatulin, R.N.; Guryeva, T.M.; Kuznetsov, V.E.; Makhankov, A.N.; Okunev, A.A. [Efremov Institute, 196641 St. Petersburg (Russian Federation); Sevryukov, O.N. [MEPhI, 115409 Moscow (Russian Federation)

2016-11-01

Highlights: • Technological aspects of ITER PFC manufacturing in Russia are presented. • Range of technologies to be used during manufacturing of ITER PFC at Efremov Institute has been, in general, defined and their complexity, originality and difficulty are described. • Some features and challenges of welding, brazing and various tests are discussed. - Abstract: Major part of ITER plasma facing components will be manufactured in the Russian Federation (RF). Operational conditions and other requirements to these components, as well as the scale of production, are quite unique. These unique features and related technological solutions found in the frame of the project are discussed. Procedure breakdown and results of qualification for the proposed technologies and potential producers are presented, based on mockups production and testing. Design of qualification mockups and prototypes, testing programs and results are described. Basic quantitative and qualitative parameters of manufactured components and methods of quality control are presented. Critical manufacturing issues and prospects for unique production for future fusion needs are discussed.

Ethical tensions faced by dietetic students during fieldwork

African Journals Online (AJOL)

2013-09-05

Sep 5, 2013 ... well as try to address this by suggesting a training methodology for students in the ... The aim of qualitative research is not to refine abstract ideas, ..... Basics of social research: qualitative and quantitative approaches. 2nd ed.

On the Face of it: Exploring the Interaction Between Racial and Arbitrary Group Recognition

Directory of Open Access Journals (Sweden)

Eva Berlot

2013-09-01

Full Text Available The cross-race effect – enhanced recognition of racial ingroup faces – has been justified to exist in other categories, such as arbitrary groups. This study aimed to investigate the effect of crossing racial (black/white and arbitrary (blue/yellow categories, in addition to the role of facial expressions in this phenomenon. 120 Caucasian students (from the UK, Macedonia, and Portugal performed a discrimination task (judging faces as new vs. previously seen. Using a within-subjects design, reaction times and accuracy were measured. We hypothesized that (1 the arbitrary group membership of faces would moderate the cross-race effect and (2 the racial group membership of faces would moderate the usual recognition advantage for happy faces.

Cross-modal face recognition using multi-matcher face scores

Science.gov (United States)

Zheng, Yufeng; Blasch, Erik

2015-05-01

The performance of face recognition can be improved using information fusion of multimodal images and/or multiple algorithms. When multimodal face images are available, cross-modal recognition is meaningful for security and surveillance applications. For example, a probe face is a thermal image (especially at nighttime), while only visible face images are available in the gallery database. Matching a thermal probe face onto the visible gallery faces requires crossmodal matching approaches. A few such studies were implemented in facial feature space with medium recognition performance. In this paper, we propose a cross-modal recognition approach, where multimodal faces are cross-matched in feature space and the recognition performance is enhanced with stereo fusion at image, feature and/or score level. In the proposed scenario, there are two cameras for stereo imaging, two face imagers (visible and thermal images) in each camera, and three recognition algorithms (circular Gaussian filter, face pattern byte, linear discriminant analysis). A score vector is formed with three cross-matched face scores from the aforementioned three algorithms. A classifier (e.g., k-nearest neighbor, support vector machine, binomial logical regression [BLR]) is trained then tested with the score vectors by using 10-fold cross validations. The proposed approach was validated with a multispectral stereo face dataset from 105 subjects. Our experiments show very promising results: ACR (accuracy rate) = 97.84%, FAR (false accept rate) = 0.84% when cross-matching the fused thermal faces onto the fused visible faces by using three face scores and the BLR classifier.

Meta-analytic review of the development of face discrimination in infancy: Face race, face gender, infant age, and methodology moderate face discrimination.

Science.gov (United States)

Sugden, Nicole A; Marquis, Alexandra R

2017-11-01

Infants show facility for discriminating between individual faces within hours of birth. Over the first year of life, infants' face discrimination shows continued improvement with familiar face types, such as own-race faces, but not with unfamiliar face types, like other-race faces. The goal of this meta-analytic review is to provide an effect size for infants' face discrimination ability overall, with own-race faces, and with other-race faces within the first year of life, how this differs with age, and how it is influenced by task methodology. Inclusion criteria were (a) infant participants aged 0 to 12 months, (b) completing a human own- or other-race face discrimination task, (c) with discrimination being determined by infant looking. Our analysis included 30 works (165 samples, 1,926 participants participated in 2,623 tasks). The effect size for infants' face discrimination was small, 6.53% greater than chance (i.e., equal looking to the novel and familiar). There was a significant difference in discrimination by race, overall (own-race, 8.18%; other-race, 3.18%) and between ages (own-race: 0- to 4.5-month-olds, 7.32%; 5- to 7.5-month-olds, 9.17%; and 8- to 12-month-olds, 7.68%; other-race: 0- to 4.5-month-olds, 6.12%; 5- to 7.5-month-olds, 3.70%; and 8- to 12-month-olds, 2.79%). Multilevel linear (mixed-effects) models were used to predict face discrimination; infants' capacity to discriminate faces is sensitive to face characteristics including race, gender, and emotion as well as the methods used, including task timing, coding method, and visual angle. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Students' Satisfaction and Perceived Learning with a Web-based Course

Directory of Open Access Journals (Sweden)

Derek Holton

2003-01-01

Full Text Available This paper describes a study, which explored students' responses and reactions to a Web-based tertiary statistics course supporting problem-based learning. The study was undertaken among postgraduate students in a Malaysian university. The findings revealed that the majority of the students were satisfied with their learning experience and achieved comparable learning outcomes to students in the face-to-face version of the course. Students appreciated the flexibility of anytime, anywhere learning. The majority of the students was motivated to learn and had adequate technical support to complete the course. Improvement in computer skills was an incidental learning outcome from the course. The student-student and student-teacher communication was satisfactory but a few students felt isolated learning in the Web environment. These students expressed a need for some face-to-face lectures. While the majority of the students saw value in learning in a problem-based setting, around a third of the students expressed no opinion on, or were dissatisfied with, the problem-based environment. They were satisfied with the group facilitators and learning materials but were unhappy with the group dynamics. Some of the students felt unable to contribute to or learn from the asynchronous Web-based conferences using problem-based approach. Some of the students were not punctual and were not prepared to take part in the Web-based conferences. The findings have suggested a need to explicitly design an organising strategy in the asynchronous Web-based conferences using problem-based approach to aid students in completing the problem-based learning process.

Student Perceptions of an Online Medical Dosimetry Program

International Nuclear Information System (INIS)

Lenards, Nishele

2011-01-01

The University of Wisconsin-La Crosse offers the first online medical dosimetry program in the nation. There is no data to research a program of this type. This research consisted of the evaluation of other distance education programs including health profession programs in addition to face-to-face medical dosimetry programs. There was a need to collect and analyze student perceptions of online learning in medical dosimetry. This research provided a guide for future implementation by other programs as well as validated the University of Wisconsin-La Crosse program. Methodology used consisted of an electronic survey sent to all previous and currently enrolled students in the University of Wisconsin-La Crosse medical dosimetry program. The survey was both quantitative and qualitative in demonstrating attitudinal perceptions of students in the program. Quantitative data was collected and analyzed using a 5-point Likert scale. Qualitative data was gathered based on the open-ended responses and the identifying themes from the responses. The results demonstrated an overall satisfaction with this program, the instructor, and the online courses. Students felt a sense of belonging to the courses and the program. Considering that a majority of the students had never taken an online course previously, the students felt there were no technology issues. Future research should include an evaluation of board exam statistics for students enrolled in the online and face-to-face medical dosimetry programs.

Voicing on Virtual and Face to Face Discussion

Science.gov (United States)

Yamat, Hamidah

2013-01-01

This paper presents and discusses findings of a study conducted on pre-service teachers' experiences in virtual and face to face discussions. Technology has brought learning nowadays beyond the classroom context or time zone. The learning context and process no longer rely solely on face to face communications in the presence of a teacher.…

Facing Aggression: Cues Differ for Female versus Male Faces

OpenAIRE

Geniole, Shawn N.; Keyes, Amanda E.; Mondloch, Catherine J.; Carr?, Justin M.; McCormick, Cheryl M.

2012-01-01

The facial width-to-height ratio (face ratio), is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judge...

Buzz: Face-to-Face Contact and the Urban Economy

OpenAIRE

Michael Storper; Anthony J. Venables

2003-01-01

This paper argues that existing models of urban concentrations are incomplete unless grounded in the most fundamental aspect of proximity; face-to-face contact. Face-to-face contact has four main features; it is an efficient communication technology; it can help solve incentive problems; it can facilitate socialization and learning; and it provides psychological motivation. We discuss each of these features in turn, and develop formal economic models of two of them. Face-to-face is particular...

European cinema: face to face with Hollywood

NARCIS (Netherlands)

Elsaesser, T.

2005-01-01

In the face of renewed competition from Hollywood since the early 1980s and the challenges posed to Europe's national cinemas by the fall of the Wall in 1989, independent filmmaking in Europe has begun to re-invent itself. European Cinema: Face to Face with Hollywood re-assesses the different

Passport officers' errors in face matching.

Science.gov (United States)

White, David; Kemp, Richard I; Jenkins, Rob; Matheson, Michael; Burton, A Mike

2014-01-01

Photo-ID is widely used in security settings, despite research showing that viewers find it very difficult to match unfamiliar faces. Here we test participants with specialist experience and training in the task: passport-issuing officers. First, we ask officers to compare photos to live ID-card bearers, and observe high error rates, including 14% false acceptance of 'fraudulent' photos. Second, we compare passport officers with a set of student participants, and find equally poor levels of accuracy in both groups. Finally, we observe that passport officers show no performance advantage over the general population on a standardised face-matching task. Across all tasks, we observe very large individual differences: while average performance of passport staff was poor, some officers performed very accurately--though this was not related to length of experience or training. We propose that improvements in security could be made by emphasising personnel selection.

Passport officers' errors in face matching.

Directory of Open Access Journals (Sweden)

David White

Full Text Available Photo-ID is widely used in security settings, despite research showing that viewers find it very difficult to match unfamiliar faces. Here we test participants with specialist experience and training in the task: passport-issuing officers. First, we ask officers to compare photos to live ID-card bearers, and observe high error rates, including 14% false acceptance of 'fraudulent' photos. Second, we compare passport officers with a set of student participants, and find equally poor levels of accuracy in both groups. Finally, we observe that passport officers show no performance advantage over the general population on a standardised face-matching task. Across all tasks, we observe very large individual differences: while average performance of passport staff was poor, some officers performed very accurately--though this was not related to length of experience or training. We propose that improvements in security could be made by emphasising personnel selection.

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

Directory of Open Access Journals (Sweden)

Charles H. Carlin

2013-12-01

Full Text Available In the present feasibility study, e-supervision was used to provide university liaison supervision to SLP graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between face-to-face and e-supervision and guide future practice. Results showed e-supervised graduate students received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

Master's Thesis Projects: Student Perceptions of Supervisor Feedback

Science.gov (United States)

de Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert

2013-01-01

A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master's thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of…

The Challenges Faced by New Science Teachers in Saudi Arabia

Science.gov (United States)

Alsharari, Salman

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional

A word-count approach to analyze linguistic patterns in the reflective writings of medical students

Directory of Open Access Journals (Sweden)

Chi-Wei Lin

2016-02-01

Full Text Available Background: Teaching reflection and administering reflective writing assignments to students are widely practiced and discussed in medical education and health professional education. However, little is known about how medical students use language to construct their narratives. Exploring students’ linguistic patterns in their reflective writings can facilitate understanding the scope and facets of their reflections and their representational or communication approaches to share their experiences. Moreover, research findings regarding gender differences in language use are inconsistent. Therefore, we attempted to examine how females and males differ in their use of words in reflective writing within our research circumstance to detect the unique and gender-specific approaches to learning and their applications. Methods: We analyzed the linguistic profiles of psychological process categories in the reflective writings of medical students and examined the difference in word usage between male and female medical students. During the first year of a clinical rotation, 60 fifth-year medical students wrote reflective narratives regarding pediatric patients and the psychosocial challenges faced by the patients and their family members. The narratives were analyzed using the Chinese version of Linguistic Inquiry and Word Count (CLIWC, a text analysis software program. Multivariate procedures were applied for statistical analysis. Results: Cognitive words were most pervasive, averaging 22.16%, whereas perceptual words (2.86% were least pervasive. Female students used more words related to positive emotions and sadness than did male students. The male students exceeded the female students only in the space category. The major limitation of this study is that CLIWC cannot directly acquire contextual text meanings; therefore, depending on the research topic, further qualitative study of the given texts might be necessary. Conclusions: To enhance students�

Emotion recognition training using composite faces generalises across identities but not all emotions.

Science.gov (United States)

Dalili, Michael N; Schofield-Toloza, Lawrence; Munafò, Marcus R; Penton-Voak, Ian S

2017-08-01

Many cognitive bias modification (CBM) tasks use facial expressions of emotion as stimuli. Some tasks use unique facial stimuli, while others use composite stimuli, given evidence that emotion is encoded prototypically. However, CBM using composite stimuli may be identity- or emotion-specific, and may not generalise to other stimuli. We investigated the generalisability of effects using composite faces in two experiments. Healthy adults in each study were randomised to one of four training conditions: two stimulus-congruent conditions, where same faces were used during all phases of the task, and two stimulus-incongruent conditions, where faces of the opposite sex (Experiment 1) or faces depicting another emotion (Experiment 2) were used after the modification phase. Our results suggested that training effects generalised across identities. However, our results indicated only partial generalisation across emotions. These findings suggest effects obtained using composite stimuli may extend beyond the stimuli used in the task but remain emotion-specific.

Mapping face categorization in the human ventral occipitotemporal cortex with direct neural intracranial recordings.

Science.gov (United States)

Rossion, Bruno; Jacques, Corentin; Jonas, Jacques

2018-02-26

The neural basis of face categorization has been widely investigated with functional magnetic resonance imaging (fMRI), identifying a set of face-selective local regions in the ventral occipitotemporal cortex (VOTC). However, indirect recording of neural activity with fMRI is associated with large fluctuations of signal across regions, often underestimating face-selective responses in the anterior VOTC. While direct recording of neural activity with subdural grids of electrodes (electrocorticography, ECoG) or depth electrodes (stereotactic electroencephalography, SEEG) offers a unique opportunity to fill this gap in knowledge, these studies rather reveal widely distributed face-selective responses. Moreover, intracranial recordings are complicated by interindividual variability in neuroanatomy, ambiguity in definition, and quantification of responses of interest, as well as limited access to sulci with ECoG. Here, we propose to combine SEEG in large samples of individuals with fast periodic visual stimulation to objectively define, quantify, and characterize face categorization across the whole VOTC. This approach reconciles the wide distribution of neural face categorization responses with their (right) hemispheric and regional specialization, and reveals several face-selective regions in anterior VOTC sulci. We outline the challenges of this research program to understand the neural basis of face categorization and high-level visual recognition in general. © 2018 New York Academy of Sciences.

Unique Contributors to the Curriculum: From Research to Practice for Speech-Language Pathologists in Schools.

Science.gov (United States)

Powell, Rachel K

2018-04-05

This lead article of the Clinical Forum focuses on the research that supports why speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools. Focus on education has shifted to student performance in our global world, specifically in college and career readiness standards. This article reviews recommendations on best practice from the American Speech-Language-Hearing Association on SLPs' roles in schools, as well as data on school-based services. Implementation of these practices as it is applicable to school initiatives will be explored. Methods of interventions available in schools, from general education to special education, will be discussed based on national guidelines for a Response to Intervention and Multi-Tiered System of Support. Research regarding teacher knowledge of the linguistic principles of reading instruction will be explored, as well as correlation between teacher knowledge and student performance. The implications for how SLPs as the linguistic experts offer unique roles in curriculum and the evidence available to support this role will be explored. Implications for future research needs will be discussed. The demands of a highly rigorous curriculum allow SLPs a unique opportunity to apply their knowledge in linguistic principles to increase student performance and achievement. With the increased focus on student achievement, growth outcome measures, and value-added incentives, it is critical that SLPs become contributors to the curriculum for all students and that data to support this role are gathered through focused research initiatives.

The Caledonian face test: A new test of face discrimination.

Science.gov (United States)

Logan, Andrew J; Wilkinson, Frances; Wilson, Hugh R; Gordon, Gael E; Loffler, Gunter

2016-02-01

This study aimed to develop a clinical test of face perception which is applicable to a wide range of patients and can capture normal variability. The Caledonian face test utilises synthetic faces which combine simplicity with sufficient realism to permit individual identification. Face discrimination thresholds (i.e. minimum difference between faces required for accurate discrimination) were determined in an "odd-one-out" task. The difference between faces was controlled by an adaptive QUEST procedure. A broad range of face discrimination sensitivity was determined from a group (N=52) of young adults (mean 5.75%; SD 1.18; range 3.33-8.84%). The test is fast (3-4 min), repeatable (test-re-test r(2)=0.795) and demonstrates a significant inversion effect. The potential to identify impairments of face discrimination was evaluated by testing LM who reported a lifelong difficulty with face perception. While LM's impairment for two established face tests was close to the criterion for significance (Z-scores of -2.20 and -2.27) for the Caledonian face test, her Z-score was -7.26, implying a more than threefold higher sensitivity. The new face test provides a quantifiable and repeatable assessment of face discrimination ability. The enhanced sensitivity suggests that the Caledonian face test may be capable of detecting more subtle impairments of face perception than available tests. Copyright © 2015 Elsevier Ltd. All rights reserved.

Face-Lift Satisfaction Using the FACE-Q.

Science.gov (United States)

Sinno, Sammy; Schwitzer, Jonathan; Anzai, Lavinia; Thorne, Charles H

2015-08-01

Face lifting is one of the most common operative procedures for facial aging and perhaps the procedure most synonymous with plastic surgery in the minds of the lay public, but no verifiable documentation of patient satisfaction exists in the literature. This study is the first to examine face-lift outcomes and patient satisfaction using a validated questionnaire. One hundred five patients undergoing a face lift performed by the senior author (C.H.T.) using a high, extended-superficial musculoaponeurotic system with submental platysma approximation technique were asked to complete anonymously the FACE-Q by e-mail. FACE-Q scores were assessed for each domain (range, 0 to 100), with higher scores indicating greater satisfaction with appearance or superior quality of life. Fifty-three patients completed the FACE-Q (50.5 percent response rate). Patients demonstrated high satisfaction with facial appearance (mean ± SD, 80.7 ± 22.3), and quality of life, including social confidence (90.4 ± 16.6), psychological well-being (92.8 ± 14.3), and early life impact (92.2 ± 16.4). Patients also reported extremely high satisfaction with their decision to undergo face lifting (90.5 ± 15.9). On average, patients felt they appeared 6.9 years younger than their actual age. Patients were most satisfied with the appearance of their nasolabial folds (86.2 ± 18.5), cheeks (86.1 ± 25.4), and lower face/jawline (86.0 ± 20.6), compared with their necks (78.1 ± 25.6) and area under the chin (67.9 ± 32.3). Patients who responded in this study were extremely satisfied with their decision to undergo face lifting and the outcomes and quality of life following the procedure.

A Face Inversion Effect without a Face

Science.gov (United States)

Brandman, Talia; Yovel, Galit

2012-01-01

Numerous studies have attributed the face inversion effect (FIE) to configural processing of internal facial features in upright but not inverted faces. Recent findings suggest that face mechanisms can be activated by faceless stimuli presented in the context of a body. Here we asked whether faceless stimuli with or without body context may induce…

Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach

Directory of Open Access Journals (Sweden)

Emily Hotez

2018-02-01

Full Text Available Students with Autism Spectrum Disorder (ASD face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1 developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2 conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1], (3 revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4 pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2]. In STP2, two autistic college students assumed a leadership role and acted as “mentors” and ten incoming and current autistic college students participated in the program as “mentees.” Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self

Affix Meaning Knowledge in First Through Third Grade Students.

Science.gov (United States)

Apel, Kenn; Henbest, Victoria Suzanne

2016-04-01

We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

Student-on-Student Sexual Orientation Harassment: Legal Protections for Sexual Minority Youth

Science.gov (United States)

Stader, David L.; Graca, Thomas J.

2007-01-01

Like all teens, sexual minority youths (lesbian, gay, bisexual, and transgender) face many challenges, including student-on-student sexual orientation harassment. The authors examine recent research into the relative frequency, the potential impact, and school district responsibility to protect sexual minority youths from ongoing…

A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.

Science.gov (United States)

McLean, Michelle

2004-01-01

To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.

Series 'Facing Radiation'. 2 Facing radiation is facing residents

International Nuclear Information System (INIS)

Hanzawa, Takahiro

2013-01-01

The series is to report how general people, who are not at all radiological experts, have faced and understood the problems and tasks of radiation given by the Fukushima Daiichi Nuclear Power Plant Accident (Mar. 2011). The section 2 is reported by an officer of Date City, which localizes at 60 km northern west of the Plant, borders on Iitate Village of Fukushima prefecture, and is indicated as the important area of contamination search (IACS), which the reporter has been conducted for as responsible personnel. In July 2011, the ambient dose was as high as 3.0-3.5 mc-Sv/h and the tentative storage place of contaminated materials was decided by own initiative of residents of a small community, from which the real decontamination started in the City. The target dose after decontamination was defined to be 1.0 mc-Sv/h: however, 28/32 IACS municipalities in the prefecture had not defined the target although they had worked for 2 years after the Accident for their areas exceeding the standard 0.23 mc-Sv/h. At the moment of decontamination of the reporter's own house, he noticed that resident's concerns had directed toward its work itself, not toward the target dose, and wondered if these figures had obstructed to correctly face the radiation. At present that about 2.5 years have passed since the Accident, all of Date citizens have personal accumulated glass dosimeters for seeing the effective external dose and it seems that their dose will not exceed 1 mSv/y if the ambient dose estimated is 0.3-5 mc-Sv/h. Media run to popularity not to face radiation, experts tend to hesitate to face media and residents, and radiation dose will be hardly reduced to zero, despite that correct understanding of radiation is a shorter way for residents' own ease: facing radiation is facing residents. (T.T.)

Simple thermal to thermal face verification method based on local texture descriptors

Science.gov (United States)

Grudzien, A.; Palka, Norbert; Kowalski, M.

2017-08-01

Biometrics is a science that studies and analyzes physical structure of a human body and behaviour of people. Biometrics found many applications ranging from border control systems, forensics systems for criminal investigations to systems for access control. Unique identifiers, also referred to as modalities are used to distinguish individuals. One of the most common and natural human identifiers is a face. As a result of decades of investigations, face recognition achieved high level of maturity, however recognition in visible spectrum is still challenging due to illumination aspects or new ways of spoofing. One of the alternatives is recognition of face in different parts of light spectrum, e.g. in infrared spectrum. Thermal infrared offer new possibilities for human recognition due to its specific properties as well as mature equipment. In this paper we present the scheme of subject's verification methodology by using facial images in thermal range. The study is focused on the local feature extraction methods and on the similarity metrics. We present comparison of two local texture-based descriptors for thermal 1-to-1 face recognition.

Attachment Avoidance Is Significantly Related to Attentional Preference for Infant Faces: Evidence from Eye Movement Data.

Science.gov (United States)

Jia, Yuncheng; Cheng, Gang; Zhang, Dajun; Ta, Na; Xia, Mu; Ding, Fangyuan

2017-01-01

Objective: To determine the influence of adult attachment orientations on infant preference. Methods: We adopted eye-tracking technology to monitor childless college women's eye movements when looking at pairs of faces, including one adult face (man or woman) and one infant face, with three different expressions (happy, sadness, and neutral). The participants ( N = 150; 84% Han ethnicity) were aged 18-29 years ( M = 19.22, SD = 1.72). A random intercepts multilevel linear regression analysis was used to assess the unique contribution of attachment avoidance, determined using the Experiences in Close Relationships scale, to preference for infant faces. Results: Women with higher attachment avoidance showed less infant preference, as shown by less sustained overt attentional bias to the infant face than the adult face based on fixation time and count. Conclusion: Adult attachment might be related to infant preference according to eye movement indices. Women with higher attachment avoidance may lack attentional preference for infant faces. The findings may aid the treatment and remediation of the interactions between children and mothers with insecure attachment.

The effectiveness of an e-learning course on medication calculation in nursing students: a clustered quasi-experimental study.

Science.gov (United States)

Van Lancker, Aurélie; Baldewijns, Katleen; Verhaeghe, Rik; Robays, Hugo; Buyle, Franky; Colman, Roos; Van Hecke, Ann

2016-09-01

To evaluate the effectiveness of an e-learning course compared with a face-to-face lecture on medication calculation. The current knowledge on medication calculation of nursing students and nurses is insufficient to provide safe care. A stratified-clustered quasi-experimental study. A random selection of nursing schools were allocated to the e-learning course (intervention group) (seven schools; 189 students) or face-to-face lecture (control group) (six schools, 222 students). Students in both groups completed a validated medication calculation test (maximum score: 16) prior to the course (T0), immediately after the course (T1) and 3 months later (T2). A linear mixed model was used for data analysis. Medication calculation skills improved significantly more by the face-to-face lecture than e-learning course. Students in both groups significantly improved in medication calculation skills immediately after the course (T1) and 3 months later. The results flattened at T2 with a significant decline in the intervention group between T1 and T2 and a non-significant decline in the control group. Based on a subgroup analysis, improvement in medication calculation skills at T2 could only be observed in vocational-level (sub degree) nursing students receiving a face-to-face course. Both medication calculation courses had a positive effect on medication calculation skills. Students receiving traditional face-to-face lecture improved significantly more than the students receiving the e-learning course. © 2016 John Wiley & Sons Ltd.

3D FaceCam: a fast and accurate 3D facial imaging device for biometrics applications

Science.gov (United States)

Geng, Jason; Zhuang, Ping; May, Patrick; Yi, Steven; Tunnell, David

2004-08-01

Human faces are fundamentally three-dimensional (3D) objects, and each face has its unique 3D geometric profile. The 3D geometric features of a human face can be used, together with its 2D texture, for rapid and accurate face recognition purposes. Due to the lack of low-cost and robust 3D sensors and effective 3D facial recognition (FR) algorithms, almost all existing FR systems use 2D face images. Genex has developed 3D solutions that overcome the inherent problems in 2D while also addressing limitations in other 3D alternatives. One important aspect of our solution is a unique 3D camera (the 3D FaceCam) that combines multiple imaging sensors within a single compact device to provide instantaneous, ear-to-ear coverage of a human face. This 3D camera uses three high-resolution CCD sensors and a color encoded pattern projection system. The RGB color information from each pixel is used to compute the range data and generate an accurate 3D surface map. The imaging system uses no moving parts and combines multiple 3D views to provide detailed and complete 3D coverage of the entire face. Images are captured within a fraction of a second and full-frame 3D data is produced within a few seconds. This described method provides much better data coverage and accuracy in feature areas with sharp features or details (such as the nose and eyes). Using this 3D data, we have been able to demonstrate that a 3D approach can significantly improve the performance of facial recognition. We have conducted tests in which we have varied the lighting conditions and angle of image acquisition in the "field." These tests have shown that the matching results are significantly improved when enrolling a 3D image rather than a single 2D image. With its 3D solutions, Genex is working toward unlocking the promise of powerful 3D FR and transferring FR from a lab technology into a real-world biometric solution.

Opportunities in Honors for Underserved Students

Science.gov (United States)

Pattillo, Baker

2015-01-01

First-generation students sometimes lack a support network that values higher education. Stephen F. Austin State University (SFA)--a regional, comprehensive university of approximately 13,000 students, located in East Texas--serves a diverse body of students who are nearly 50% first-generation. These students often face financial constraints and…

The Unique Mental Health Needs of Military Women: A Social Work Call to Action

Directory of Open Access Journals (Sweden)

Victoria A. Osborne

2012-04-01

Full Text Available Women involved in all aspects of the United States Armed Forces face mental health needs that are unique from women in the general population. Because the most recent wars in Iraq and Afghanistan are involving more women in combat situations, social workers encounter female clients who are increasingly experiencing post-traumatic stress disorder, substance misuse, and sexual violence. Special attention must be paid particularly to women who serve in the National Guard or Reserves, as they have different concerns than enlisted active duty women. These concerns include less social support and fewer resources upon return from deployment. Thus, it is imperative for social workers in the community to be aware of these military women’s experiences and unique mental health challenges in order to effectively treat their needs.

Comparison of student achievement among two science laboratory types: traditional and virtual

Science.gov (United States)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

Visual attractiveness is leaky: The asymmetrical relationship between face and hair

Directory of Open Access Journals (Sweden)

Chihiro eSaegusa

2015-04-01

Full Text Available Predicting personality is crucial when communicating with people. It has been revealed that the perceived attractiveness or beauty of the face is a cue. As shown in the well-known what is beautiful is good stereotype, perceived attractiveness is often associated with desirable personality. Although such research on attractiveness used mainly the face isolated from other body parts, the face is not always seen in isolation in the real world. Rather, it is surrounded by one’s hairstyle, and is perceived as a part of total presence. In human vision, perceptual organization/integration occurs mostly in a bottom up, task-irrelevant fashion. This raises an intriguing possibility that task-irrelevant stimulus that is perceptually integrated with a target may influence our affective evaluation. In such a case, there should be a mutual influence between attractiveness perception of the face and surrounding hair, since they are assumed to share strong and unique perceptual organization. In the current study, we examined the influence of a task-irrelevant stimulus on our attractiveness evaluation, using face and hair as stimuli. The results revealed asymmetrical influences in the evaluation of one while ignoring the other. When hair was task-irrelevant, it still affected attractiveness of the face, but only if the hair itself had never been evaluated by the same evaluator. On the other hand, the face affected the hair regardless of whether the face itself was evaluated before. This has intriguing implications on the asymmetry between face and hair, and perceptual integration between them in general. Together with data from a post-hoc questionnaire, it is suggested that both implicit non-selective and explicit selective processes contribute to attractiveness evaluation. The findings provide an understanding of attractiveness perception in real-life situations, as well as a new paradigm to reveal unknown implicit aspects of information integration for

From face processing to face recognition: Comparing three different processing levels.

Science.gov (United States)

Besson, G; Barragan-Jason, G; Thorpe, S J; Fabre-Thorpe, M; Puma, S; Ceccaldi, M; Barbeau, E J

2017-01-01

Verifying that a face is from a target person (e.g. finding someone in the crowd) is a critical ability of the human face processing system. Yet how fast this can be performed is unknown. The 'entry-level shift due to expertise' hypothesis suggests that - since humans are face experts - processing faces should be as fast - or even faster - at the individual than at superordinate levels. In contrast, the 'superordinate advantage' hypothesis suggests that faces are processed from coarse to fine, so that the opposite pattern should be observed. To clarify this debate, three different face processing levels were compared: (1) a superordinate face categorization level (i.e. detecting human faces among animal faces), (2) a face familiarity level (i.e. recognizing famous faces among unfamiliar ones) and (3) verifying that a face is from a target person, our condition of interest. The minimal speed at which faces can be categorized (∼260ms) or recognized as familiar (∼360ms) has largely been documented in previous studies, and thus provides boundaries to compare our condition of interest to. Twenty-seven participants were included. The recent Speed and Accuracy Boosting procedure paradigm (SAB) was used since it constrains participants to use their fastest strategy. Stimuli were presented either upright or inverted. Results revealed that verifying that a face is from a target person (minimal RT at ∼260ms) was remarkably fast but longer than the face categorization level (∼240ms) and was more sensitive to face inversion. In contrast, it was much faster than recognizing a face as familiar (∼380ms), a level severely affected by face inversion. Face recognition corresponding to finding a specific person in a crowd thus appears achievable in only a quarter of a second. In favor of the 'superordinate advantage' hypothesis or coarse-to-fine account of the face visual hierarchy, these results suggest a graded engagement of the face processing system across processing

Learning Using Dynamic and Static Visualizations: Students' Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

Science.gov (United States)

Yarden, Hagit; Yarden, Anat

2010-05-01

The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the PCR using still images ( n = 83) or the animation ( n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding those aspects.

Mixed emotions: Sensitivity to facial variance in a crowd of faces.

Science.gov (United States)

Haberman, Jason; Lee, Pegan; Whitney, David

2015-01-01

The visual system automatically represents summary information from crowds of faces, such as the average expression. This is a useful heuristic insofar as it provides critical information about the state of the world, not simply information about the state of one individual. However, the average alone is not sufficient for making decisions about how to respond to a crowd. The variance or heterogeneity of the crowd--the mixture of emotions--conveys information about the reliability of the average, essential for determining whether the average can be trusted. Despite its importance, the representation of variance within a crowd of faces has yet to be examined. This is addressed here in three experiments. In the first experiment, observers viewed a sample set of faces that varied in emotion, and then adjusted a subsequent set to match the variance of the sample set. To isolate variance as the summary statistic of interest, the average emotion of both sets was random. Results suggested that observers had information regarding crowd variance. The second experiment verified that this was indeed a uniquely high-level phenomenon, as observers were unable to derive the variance of an inverted set of faces as precisely as an upright set of faces. The third experiment replicated and extended the first two experiments using method-of-constant-stimuli. Together, these results show that the visual system is sensitive to emergent information about the emotional heterogeneity, or ambivalence, in crowds of faces.

Stress Among Dental Students

NARCIS (Netherlands)

A.M. Alzahem (Abdullah)

2015-01-01

markdownabstractAbstract Dental students are facing many stressors in dental education, causing many negative outcomes. The most common are the exams and the clinical requirements. We suggest exposing the dental students to patient care as early as possible in their curriculum. This can help to

Bayesian Face Recognition and Perceptual Narrowing in Face-Space

Science.gov (United States)

Balas, Benjamin

2012-01-01

During the first year of life, infants' face recognition abilities are subject to "perceptual narrowing", the end result of which is that observers lose the ability to distinguish previously discriminable faces (e.g. other-race faces) from one another. Perceptual narrowing has been reported for faces of different species and different races, in…

Student Engagement In Inclusive Classrooms

DEFF Research Database (Denmark)

Rangvid, Beatrice Schindler

There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data......-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms....

Education as a Social Determinant of Health: Issues Facing Indigenous and Visible Minority Students in Postsecondary Education in Western Canada

Directory of Open Access Journals (Sweden)

Gavin Lam

2013-08-01

Full Text Available The level of educational attainment is increasingly being recognized as an important social determinant of health. While higher educational attainment can play a significant role in shaping employment opportunities, it can also increase the capacity for better decision making regarding one’s health, and provide scope for increasing social and personal resources that are vital for physical and mental health. In today’s highly globalized knowledge based society postsecondary education (PSE is fast becoming a minimum requirement for securing employment that can afford young adults the economic, social and personal resources needed for better health. Canada ranks high among OECD countries in terms of advanced education, with 66% of Canadians having completed some form of postsecondary education. Yet youth from low income indigenous and visible minority (LIIVM backgrounds continue to be poorly represented at PSE levels. The current study aimed to understand the reasons for this poor representation by examining the experiences of LIIVM students enrolled in a postsecondary program. Findings show that the challenges they faced during the course of their study had an adverse impact on their health and that improving representation of these students in PSE will require changes at many levels.

Education as a Social Determinant of Health: Issues Facing Indigenous and Visible Minority Students in Postsecondary Education in Western Canada

Science.gov (United States)

Shankar, Janki; Ip, Eugene; Khalema, Ernest; Couture, Jennifer; Tan, Shawn; Zulla, Rosslynn T.; Lam, Gavin

2013-01-01

The level of educational attainment is increasingly being recognized as an important social determinant of health. While higher educational attainment can play a significant role in shaping employment opportunities, it can also increase the capacity for better decision making regarding one’s health, and provide scope for increasing social and personal resources that are vital for physical and mental health. In today’s highly globalized knowledge based society postsecondary education (PSE) is fast becoming a minimum requirement for securing employment that can afford young adults the economic, social and personal resources needed for better health. Canada ranks high among OECD countries in terms of advanced education, with 66% of Canadians having completed some form of postsecondary education. Yet youth from low income indigenous and visible minority (LIIVM) backgrounds continue to be poorly represented at PSE levels. The current study aimed to understand the reasons for this poor representation by examining the experiences of LIIVM students enrolled in a postsecondary program. Findings show that the challenges they faced during the course of their study had an adverse impact on their health and that improving representation of these students in PSE will require changes at many levels. PMID:23989527

Is that me or my twin? Lack of self-face recognition advantage in identical twins.

Directory of Open Access Journals (Sweden)

Matteo Martini

Full Text Available Despite the increasing interest in twin studies and the stunning amount of research on face recognition, the ability of adult identical twins to discriminate their own faces from those of their co-twins has been scarcely investigated. One's own face is the most distinctive feature of the bodily self, and people typically show a clear advantage in recognizing their own face even more than other very familiar identities. Given the very high level of resemblance of their faces, monozygotic twins represent a unique model for exploring self-face processing. Herein we examined the ability of monozygotic twins to distinguish their own face from the face of their co-twin and of a highly familiar individual. Results show that twins equally recognize their own face and their twin's face. This lack of self-face advantage was negatively predicted by how much they felt physically similar to their co-twin and by their anxious or avoidant attachment style. We speculate that in monozygotic twins, the visual representation of the self-face overlaps with that of the co-twin. Thus, to distinguish the self from the co-twin, monozygotic twins have to rely much more than control participants on the multisensory integration processes upon which the sense of bodily self is based. Moreover, in keeping with the notion that attachment style influences perception of self and significant others, we propose that the observed self/co-twin confusion may depend upon insecure attachment.

Nursing Students' Experiences of the Empathy of Their Teachers: A Qualitative Study

Science.gov (United States)

Mikkonen, Kristina; Kyngäs, Helvi; Kääriäinen, Maria

2015-01-01

The purpose of this study was to describe nursing students' experiences of empathy of nursing teachers with the emphasis on how experiencing empathy from their teachers influences students, their learning and professional development. This research was a qualitative descriptive study conducted through face-to-face interviews with nursing students.…

Smoking Patterns, Attitudes and Motives: Unique Characteristics among 2-Year versus 4-Year College Students

Science.gov (United States)

Berg, C. J.; An, L. C.; Thomas, J. L.; Lust, K. A.; Sanem, J. R.; Swan, D. W.; Ahluwalia, J. S.

2011-01-01

Given the previously documented higher rates of smoking among 2-year college students in comparison with 4-year university students, this study compares smoking patterns, attitudes and motives among 2-year and 4-year college students. Two thousand two hundred and sixty-five undergraduate students aged 18-25 years at a 2-year college and a 4-year…

Face recognition : implementation of face recognition on AMIGO

NARCIS (Netherlands)

Geelen, M.J.A.J.; Molengraft, van de M.J.G.; Elfring, J.

2011-01-01

In this (traineeship)report two possible methods of face recognition were presented. The first method describes how to detect and recognize faces by using the SURF algorithm. This algorithm finally was not used for recognizing faces, with the reason that the Eigenface algorithm was an already tested

Te Kotahitanga: Addressing Educational Disparities Facing Maori Students in New Zealand

Science.gov (United States)

Bishop, Russell; Berryman, Mere; Cavanagh, Tom; Teddy, Lani

2009-01-01

The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Maori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Maori Peoples' solution…

Walking on by Is Just the Beginning: Dialogically Interrogating Face-Work

Science.gov (United States)

Herakova, Liliana L.

2016-01-01

Courses: Introduction to Communication Studies, Interpersonal Communication, Nonverbal Communication. Objectives: After completing this single-class activity, students should be able to (1) describe and interpret face-work as a communicative act that both reflects and constructs identity, (2) explain the concept of intersectionality in basic…

The complex duration perception of emotional faces: Effects of face direction

Directory of Open Access Journals (Sweden)

Katrin Martina Kliegl

2015-03-01

Full Text Available The perceived duration of emotional face stimuli strongly depends on the expressed emotion. But, emotional faces also differ regarding a number of other features like gaze, face direction, or sex. Usually, these features have been controlled by only using pictures of female models with straight gaze and face direction. Doi and Shinohara (2009 reported that an overestimation of angry faces could only be found when the model’s gaze was oriented towards the observer. We aimed at replicating this effect for face direction. Moreover, we explored the effect of face direction on the duration perception sad faces. Controlling for the sex of the face model and the participant, female and male participants rated the duration of neutral, angry and sad face stimuli of both sexes photographed from different perspectives in a bisection task. In line with current findings, we report a significant overestimation of angry compared to neutral face stimuli that was modulated by face direction. Moreover, the perceived duration of sad face stimuli did not differ from that of neutral faces and was not influenced by face direction. Furthermore, we found that faces of the opposite sex appeared to last longer than those of the same sex. This outcome is discussed with regards to stimulus parameters like the induced arousal, social relevance and an evolutionary context.

How do medical student journals fare? A global survey of journals run by medical students.

Science.gov (United States)

Alamri, Yassar

2016-01-01

Medical students have made significant contributions to the medical and scientific fields in the past. Today, medical students still contribute to biomedical research; however, they often face disappointment from journals when trying to publish their findings. This led to the development of medical student journals, which take a more "student-friendly" approach. This article reviews the current medical student journals published in English and sheds light on current trends and challenges.

Engaging Students in Quality Games

Science.gov (United States)

Henninger, Mary L.; Richardson, Karen Pagnano

2016-01-01

Promoting student engagement for all students in physical education, and specifically in game play, is a challenge faced by many middle and high school physical education teachers. Often, the games we play in physical education are not "good games" because, as early as middle school, some students are already resistant to playing…

A causal relationship between face-patch activity and face-detection behavior.

Science.gov (United States)

Sadagopan, Srivatsun; Zarco, Wilbert; Freiwald, Winrich A

2017-04-04

The primate brain contains distinct areas densely populated by face-selective neurons. One of these, face-patch ML, contains neurons selective for contrast relationships between face parts. Such contrast-relationships can serve as powerful heuristics for face detection. However, it is unknown whether neurons with such selectivity actually support face-detection behavior. Here, we devised a naturalistic face-detection task and combined it with fMRI-guided pharmacological inactivation of ML to test whether ML is of critical importance for real-world face detection. We found that inactivation of ML impairs face detection. The effect was anatomically specific, as inactivation of areas outside ML did not affect face detection, and it was categorically specific, as inactivation of ML impaired face detection while sparing body and object detection. These results establish that ML function is crucial for detection of faces in natural scenes, performing a critical first step on which other face processing operations can build.

Social media and higher education: Introversion and collaborative learning from the student's perspective

NARCIS (Netherlands)

Voorn, Ronaldus Johannes Jan; Kommers, Petrus A.M.

2013-01-01

The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their

Social media and higher education: introversion and collaborative learning from the student's perspective

NARCIS (Netherlands)

Piet Kommers; Ronald Voorn

2013-01-01

The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their

Alternative face models for 3D face registration

Science.gov (United States)

Salah, Albert Ali; Alyüz, Neşe; Akarun, Lale

2007-01-01

3D has become an important modality for face biometrics. The accuracy of a 3D face recognition system depends on a correct registration that aligns the facial surfaces and makes a comparison possible. The best results obtained so far use a one-to-all registration approach, which means each new facial surface is registered to all faces in the gallery, at a great computational cost. We explore the approach of registering the new facial surface to an average face model (AFM), which automatically establishes correspondence to the pre-registered gallery faces. Going one step further, we propose that using a couple of well-selected AFMs can trade-off computation time with accuracy. Drawing on cognitive justifications, we propose to employ category-specific alternative average face models for registration, which is shown to increase the accuracy of the subsequent recognition. We inspect thin-plate spline (TPS) and iterative closest point (ICP) based registration schemes under realistic assumptions on manual or automatic landmark detection prior to registration. We evaluate several approaches for the coarse initialization of ICP. We propose a new algorithm for constructing an AFM, and show that it works better than a recent approach. Finally, we perform simulations with multiple AFMs that correspond to different clusters in the face shape space and compare these with gender and morphology based groupings. We report our results on the FRGC 3D face database.

Withholding response to self-face is faster than to other-face.

Science.gov (United States)

Zhu, Min; Hu, Yinying; Tang, Xiaochen; Luo, Junlong; Gao, Xiangping

2015-01-01

Self-face advantage refers to adults' response to self-face is faster than that to other-face. A stop-signal task was used to explore how self-face advantage interacted with response inhibition. The results showed that reaction times of self-face were faster than that of other-face not in the go task but in the stop response trials. The novelty of the finding was that self-face has shorter stop-signal reaction time compared to other-face in the successful inhibition trials. These results indicated the processing mechanism of self-face may be characterized by a strong response tendency and a corresponding strong inhibition control.

A uniqueness-and-anonymity-preserving remote user authentication scheme for connected health care.

Science.gov (United States)

Chang, Ya-Fen; Yu, Shih-Hui; Shiao, Ding-Rui

2013-04-01

Connected health care provides new opportunities for improving financial and clinical performance. Many connected health care applications such as telecare medicine information system, personally controlled health records system, and patient monitoring have been proposed. Correct and quality care is the goal of connected heath care, and user authentication can ensure the legality of patients. After reviewing authentication schemes for connected health care applications, we find that many of them cannot protect patient privacy such that others can trace users/patients by the transmitted data. And the verification tokens used by these authentication schemes to authenticate users or servers are only password, smart card and RFID tag. Actually, these verification tokens are not unique and easy to copy. On the other hand, biometric characteristics, such as iris, face, voiceprint, fingerprint and so on, are unique, easy to be verified, and hard to be copied. In this paper, a biometrics-based user authentication scheme will be proposed to ensure uniqueness and anonymity at the same time. With the proposed scheme, only the legal user/patient himself/herself can access the remote server, and no one can trace him/her according to transmitted data.

A Unique Branching Pattern of the Axillary Artery: A Case Report

OpenAIRE

Bagoji, Ishwar B.; Hadimani, Gavishiddappa A.; Bannur, Balappa M.; Patil, B.G.; Bharatha, Ambadasu

2013-01-01

During routine dissection classes for under graduate students, we found a unique and unusual case regarding the anomalous branching in the third part of the axillary artery was terminated into subscapular arterial trunk, superficial brachial artery and deep brachial artery. The subscapular arterial trunk was origin of several important arteries as the circumflex scapular, thoracodorsal, posterior circumflex humeral, thoraco-acromial and lateral thoracic arteries. The deep brachial artery in t...

Face to (face)book: the two faces of social behavior?

Science.gov (United States)

Ivcevic, Zorana; Ambady, Nalini

2013-06-01

Social networking sites such as Facebook represent a unique and dynamic social environment. This study addresses three theoretical issues in personality psychology in the context of online social networking sites: (a) the temporal consistency of Facebook activity, (b) people's awareness of their online behavior, and (c) comparison of social behavior on Facebook with self- and informant-reported behavior in real life. Facebook Wall pages of 99 college students (mean age = 19.72) were downloaded six times during 3 weeks and coded for quantity and quality of activity. Everyday social interactions were assessed by self- and friend report. Facebook activity showed significant consistency across time, and people demonstrated awareness of their online behavior. There was significant similarity between everyday traits and interactions and Facebook behavior (e.g., more posts by friends are related to Agreeableness). Some differences between online and everyday interactions warrant further research (e.g., individuals with more positive offline relationships are less likely to engage in back-and-forth conversations on Facebook). The results indicate substantial similarity between online and offline social behavior and identify avenues for future research on the possible use of Facebook to compensate for difficulty in everyday interactions. © 2012 Wiley Periodicals, Inc.

Unique Path Partitions

DEFF Research Database (Denmark)

Bessenrodt, Christine; Olsson, Jørn Børling; Sellers, James A.

2013-01-01

We give a complete classification of the unique path partitions and study congruence properties of the function which enumerates such partitions.......We give a complete classification of the unique path partitions and study congruence properties of the function which enumerates such partitions....

Symposium: Student Life

Science.gov (United States)

Academic Questions, 2010

2010-01-01

To get an inside view of campus life today, the Intercollegiate Studies Institute (whose purpose is to foster in college students an appreciation of the values that sustain a free society) was approached and asked to supply a list of their Collegiate Network editors--students who are active on their campuses, interested in the issues facing higher…

Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses

Science.gov (United States)

Hamilton, Marilyn A. L.

Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.

challenges left-handed students face in kenyan girls' secondary

African Journals Online (AJOL)

IICBA01

Previous research on left-handedness has mainly taken place in developed countries. This ... participants were five left-handed science students and their respective subject teachers from a ... Qualitative data was collected through classroom.

An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

Science.gov (United States)

Shroff, Ronnie H.; Vogel, Douglas R.

2010-01-01

Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

Mental health first aid training for Australian medical and nursing students: an evaluation study.

Science.gov (United States)

Bond, Kathy S; Jorm, Anthony F; Kitchener, Betty A; Reavley, Nicola J

2015-01-01

The role and demands of studying nursing and medicine involve specific stressors that may contribute to an increased risk for mental health problems. Stigma is a barrier to help-seeking for mental health problems in nursing and medical students, making these students vulnerable to negative outcomes including higher failure rates and discontinuation of study. Mental Health First Aid (MHFA) is a potential intervention to increase the likelihood that medical and nursing students will support their peers to seek help for mental health problems. This study aimed to evaluate the effectiveness of a tailored MHFA course for nursing and medical students. Nursing and medical students self-selected into either a face-to-face or online tailored MHFA course. Four hundred and thirty-four nursing and medical students completed pre- and post-course surveys measuring mental health first aid intentions, mental health literacy, confidence in providing help, stigmatising attitudes and satisfaction with the course. The results of the study showed that both the online and face-to-face courses improved the quality of first aid intentions towards a person experiencing depression, and increased mental health literacy and confidence in providing help. The training also decreased stigmatizing attitudes and desire for social distance from a person with depression. Both online and face-to-face tailored MHFA courses have the potential to improve outcomes for students with mental health problems, and may benefit the students in their future professional careers.

A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study.

Science.gov (United States)

Liu, Chunfeng; Lim, Renee L; McCabe, Kathryn L; Taylor, Silas; Calvo, Rafael A

2016-09-12

In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students' awareness of their nonverbal communication. This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1-5 (group A) or to complete EQClinic training during weeks 8-11 (group B). EQClinic delivered an automated visual presentation of students' nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6-7 and 12-13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students' performance during face-to-face consultations pre- and postexposure to EQClinic. We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4-16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior feedback, compared with group B, who had completed

An Evaluation of a Unique Gatekeeper Training for Suicide Prevention of College Students: Demonstrating Effective Partnering within Student Affairs

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House, Lisa A.; Lynch, Joseph F.; Bane, Mary

2013-01-01

For college students, suicide is the second leading cause of death. In this study, we evaluated a gatekeeper training suicide prevention program that emphasizes emotional connectivity with students in crisis and incorporates the collaborative efforts between Housing/Residential Programs and the Counseling Center. Participants consisted of graduate…

Community-University Partnerships: Achieving continuity in the face of change

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Linda Silka

2008-09-01

Full Text Available A challenge that community-university partnerships everywhere will face is how to maintain continuity in the face of change. The problems besetting communities continually shift and the goals of the university partners often fluctuate. This article describes a decade-long strategy one university has successfully used to address this problem. Over the past ten years, a community-university partnership at the University of Massachusetts Lowell has used summer content funding to respond creativity to shifting priorities. Each summer a research-action project is developed that targets a different content issue that has emerged with unexpected urgency. Teams of graduate students and high school students are charged with investigating this issue under the auspices of the partnership. These highly varied topics have included immigrant businesses, youth asset mapping, women owned businesses, the housing crisis, social program cutbacks, sustainability, and economic development and the arts. Despite their obvious differences, these topics share underlying features that further partnership commitment and continuity. Each has an urgency: the information is needed quickly, often because some immediate policy change is under consideration. Each topic has the advantage of drawing on multiple domains: the topics are inherently interdisciplinary and because they do not “belong” to any single field, they lend themselves to disciplines pooling their efforts to achieve greater understanding. Each also has high visibility: their salience has meant that people were often willing to devote scarce resources to the issues and also that media attention could easily be gained to highlight the advantages of students, partners, and the university working together. And the topics themselves are generative: they have the potential to contribute in many different ways to teaching, research, and outreach. This paper ends with a broader consideration of how partnerships can

Faces in places: humans and machines make similar face detection errors.

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Bernard Marius 't Hart

Full Text Available The human visual system seems to be particularly efficient at detecting faces. This efficiency sometimes comes at the cost of wrongfully seeing faces in arbitrary patterns, including famous examples such as a rock configuration on Mars or a toast's roast patterns. In machine vision, face detection has made considerable progress and has become a standard feature of many digital cameras. The arguably most wide-spread algorithm for such applications ("Viola-Jones" algorithm achieves high detection rates at high computational efficiency. To what extent do the patterns that the algorithm mistakenly classifies as faces also fool humans? We selected three kinds of stimuli from real-life, first-person perspective movies based on the algorithm's output: correct detections ("real faces", false positives ("illusory faces" and correctly rejected locations ("non faces". Observers were shown pairs of these for 20 ms and had to direct their gaze to the location of the face. We found that illusory faces were mistaken for faces more frequently than non faces. In addition, rotation of the real face yielded more errors, while rotation of the illusory face yielded fewer errors. Using colored stimuli increases overall performance, but does not change the pattern of results. When replacing the eye movement by a manual response, however, the preference for illusory faces over non faces disappeared. Taken together, our data show that humans make similar face-detection errors as the Viola-Jones algorithm, when directing their gaze to briefly presented stimuli. In particular, the relative spatial arrangement of oriented filters seems of relevance. This suggests that efficient face detection in humans is likely to be pre-attentive and based on rather simple features as those encoded in the early visual system.

Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality

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Sergio Lopera Medina

2014-04-01

Full Text Available Motivation plays an important in role in education. Based on the ten macro-strategies proposed by Dörnyei and Csizér (1998, this article analyzes the motivation conditions in a foreign language reading comprehension course using both a web-based modality and a face-to-face modality. A case study was implemented as the primary research method, and five instruments were used to gather data: observations, a teacher’s diary, focus groups, questionnaires, and in-depth interviews. The use of teaching aids, mastery gains in reading, proper presentation of tasks, and lack of humor were among the similarities found in the courses. In contrast, constant motivation, technical support, interactions among students, anxiety, and a high number of exercises constituted some of the differences between the modalities.

Do Double Minority Students Face Double Jeopardy? Testing Minority Stress Theory

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Hayes, Jeffrey A.; Chun-Kennedy, Caitlin; Edens, Astrid; Locke, Benjamin D.

2011-01-01

Data from 2 studies revealed that ethnic and sexual minority clients experienced greater psychological distress on multiple dimensions than did European American or heterosexual clients, respectively, as did ethnic and sexual minority students who were not clients. Among sexual minority students, ethnicity was not an added source of distress.…

Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students.

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Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

2016-10-07

Tertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group. Kaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002-2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 - 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings. Māori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students

The Roles and Ethics of Journalism: How Chinese Students and American Students Perceive Them Similarly and Differently

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Yang, Jin; Arant, David

2014-01-01

This study compares how American and Chinese journalism students view the importance of various journalistic roles and the difficulties of ethical dilemmas faced by journalists. Chinese students perceive greater difficulty in resolving conflict of interests and making a fair representation of the news while American students find greater…

Uniqueness and non-uniqueness of semigroups generated by singular diffusion operators

CERN Document Server

Eberle, Andreas

1999-01-01

This book addresses both probabilists working on diffusion processes and analysts interested in linear parabolic partial differential equations with singular coefficients. The central question discussed is whether a given diffusion operator, i.e., a second order linear differential operator without zeroth order term, which is a priori defined on test functions over some (finite or infinite dimensional) state space only, uniquely determines a strongly continuous semigroup on a corresponding weighted Lp space. Particular emphasis is placed on phenomena causing non-uniqueness, as well as on the relation between different notions of uniqueness appearing in analytic and probabilistic contexts.

Exploring the Unique Features of a First Nations Graduate-Level Social Work Program

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Ralph C. Bodor

2015-03-01

Full Text Available Recently, a one-time cohort of graduate-level social work students completed a unique MSW program. The program was delivered in partnership between the Faculty of Social Work, University of Calgary and Blue Quills First Nations College and, of the twenty four graduates; twenty-one were of First Nations or Me´tis ancestry. The program honored traditional knowledge and ways of learning combined with a critical analysis of Western perspectives of social work knowledge. Strong fiscal resources enabled the program to establish a formal support network for the students and to support the development of Indigenous curriculum and programming that encouraged success for the students. The program was fundamentally different than urban on-campus programs while still maintaining graduate level accreditation requirements. This analysis of the program required the use of Indigenous Research Methodology to collect and create an understanding of the program. Instructors commented on the centered, empowered, balanced, and congruent students. The formal and informal, concrete and invisible supports to the students ensured the success of this program and this cohort of students. As one student commented, the program started in ceremony, ended in ceremony, and could not fail within the context ceremony.

The Importance of Friends: Friendship and Adjustment among 1st-Year University Students

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Buote, Vanessa M.; Pancer, S. Mark; Pratt, Michael W.; Adams, Gerald; Birnie-Lefcovitch, Shelly; Polivy, Janet; Wintre, Maxine Gallander

2007-01-01

In a study of new friendships and adjustment among 1st-year university students, students at six Canadian universities completed questionnaires that assessed the quality of new friendships and adjustment during their first academic year. In-depth, face-to-face interviews about students' new friendships were conducted with a subsample of these…

Effectiveness of link prediction for face-to-face behavioral networks.

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Tsugawa, Sho; Ohsaki, Hiroyuki

2013-01-01

Research on link prediction for social networks has been actively pursued. In link prediction for a given social network obtained from time-windowed observation, new link formation in the network is predicted from the topology of the obtained network. In contrast, recent advances in sensing technology have made it possible to obtain face-to-face behavioral networks, which are social networks representing face-to-face interactions among people. However, the effectiveness of link prediction techniques for face-to-face behavioral networks has not yet been explored in depth. To clarify this point, here we investigate the accuracy of conventional link prediction techniques for networks obtained from the history of face-to-face interactions among participants at an academic conference. Our findings were (1) that conventional link prediction techniques predict new link formation with a precision of 0.30-0.45 and a recall of 0.10-0.20, (2) that prolonged observation of social networks often degrades the prediction accuracy, (3) that the proposed decaying weight method leads to higher prediction accuracy than can be achieved by observing all records of communication and simply using them unmodified, and (4) that the prediction accuracy for face-to-face behavioral networks is relatively high compared to that for non-social networks, but not as high as for other types of social networks.

Strategies to Enhance Student Success: A Discourse Analysis of Academic Advice in International Student Handbooks

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Romerhausen, Nick J.

2013-01-01

As the population of international students continues to rise at U.S. colleges and universities, multiple academic obstacles pose barriers to success. Research on strategies of intervention has primarily included face-to-face interactions while an exploration of other assistance approaches is minimal in comparison. This study explored the role…

Online self-assessment materials: do these make a difference to student learning?

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Mary Peat

2000-12-01

Full Text Available In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995, found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998. A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope with

The FaceBase Consortium: a comprehensive resource for craniofacial researchers

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Brinkley, James F.; Fisher, Shannon; Harris, Matthew P.; Holmes, Greg; Hooper, Joan E.; Wang Jabs, Ethylin; Jones, Kenneth L.; Kesselman, Carl; Klein, Ophir D.; Maas, Richard L.; Marazita, Mary L.; Selleri, Licia; Spritz, Richard A.; van Bakel, Harm; Visel, Axel; Williams, Trevor J.; Wysocka, Joanna

2016-01-01

The FaceBase Consortium, funded by the National Institute of Dental and Craniofacial Research, National Institutes of Health, is designed to accelerate understanding of craniofacial developmental biology by generating comprehensive data resources to empower the research community, exploring high-throughput technology, fostering new scientific collaborations among researchers and human/computer interactions, facilitating hypothesis-driven research and translating science into improved health care to benefit patients. The resources generated by the FaceBase projects include a number of dynamic imaging modalities, genome-wide association studies, software tools for analyzing human facial abnormalities, detailed phenotyping, anatomical and molecular atlases, global and specific gene expression patterns, and transcriptional profiling over the course of embryonic and postnatal development in animal models and humans. The integrated data visualization tools, faceted search infrastructure, and curation provided by the FaceBase Hub offer flexible and intuitive ways to interact with these multidisciplinary data. In parallel, the datasets also offer unique opportunities for new collaborations and training for researchers coming into the field of craniofacial studies. Here, we highlight the focus of each spoke project and the integration of datasets contributed by the spokes to facilitate craniofacial research. PMID:27287806

Uniqueness of family therapists as family business systems consultants: a cross-disciplinary investigation.

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Lee, Jinhee; Danes, Sharon M

2012-06-01

The purpose of this study is to address how the consulting approaches of family therapists working with family businesses differ from those of business consultants. The logic of analytic induction was used to analyze qualitative data from family business consultants with and without training in family therapy. Consultants were asked to respond to two vignettes: one emphasized primarily family system problems, whereas the other emphasized business problems with influencing issues at the family/business intersection. Both similarities and differences were found in reference to problem assessment, consulting goal orientation, intervention strategy focus, consultant role and function, and consulting setting preference between consultants with and without family therapy training. Results indicate that consultants of each discipline provide a unique perspective and expertise that allow them to successfully address the spectrum of issues that family firms face. Further, findings highlight the unique contribution of family therapists to an interdisciplinary consulting team. © 2012 American Association for Marriage and Family Therapy.

Face to Face or E-Learning in Turkish EFL Context

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Solak, Ekrem; Cakir, Recep

2014-01-01

This purpose of this study was to understand e-learners and face to face learners' views towards learning English through e-learning in vocational higher school context and to determine the role of academic achievement and gender in e-learning and face to face learning. This study was conducted at a state-run university in 2012-2013 academic year…

Inclusion of Students with Disabilities in South African Higher Education

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Mutanga, Oliver

2018-01-01

Globally, few students with disabilities progress to higher education. This is mostly due to avoidable barriers they face as they navigate different educational structures from lower levels. Even for those few students who make it to higher education, they continue to face challenges. A qualitative study was carried out at the University of the…

The construction FACE database - Codifying the NIOSH FACE reports.

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Dong, Xiuwen Sue; Largay, Julie A; Wang, Xuanwen; Cain, Chris Trahan; Romano, Nancy

2017-09-01

The National Institute for Occupational Safety and Health (NIOSH) has published reports detailing the results of investigations on selected work-related fatalities through the Fatality Assessment and Control Evaluation (FACE) program since 1982. Information from construction-related FACE reports was coded into the Construction FACE Database (CFD). Use of the CFD was illustrated by analyzing major CFD variables. A total of 768 construction fatalities were included in the CFD. Information on decedents, safety training, use of PPE, and FACE recommendations were coded. Analysis shows that one in five decedents in the CFD died within the first two months on the job; 75% and 43% of reports recommended having safety training or installing protection equipment, respectively. Comprehensive research using FACE reports may improve understanding of work-related fatalities and provide much-needed information on injury prevention. The CFD allows researchers to analyze the FACE reports quantitatively and efficiently. Copyright © 2017 Elsevier Ltd and National Safety Council. All rights reserved.

Sexual Violence Among College Students Attending a Nonresidential Campus.

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Solinas-Saunders, Monica

2018-03-01

Using the empirical powers of theories of intersectionality, the study investigates the association between students' demographics (such as gender identity, race, ethnicity, age, and socioeconomic status) and sexual violence victimization. An anonymous survey was employed to collect data from a cluster random sample of 966 students attending face-to-face courses at a midsize urban nonresidential campus. The empirical findings suggest that being older and female are the only statistically significant factors in the analysis. As the first attempt to focus on students attending nonresidential programs in the United States, the study presents implications for policy and program implementation to include issues pertinent to students' diversity to better respond to students' risk of victimization.

Elektronická komunikace vs. komunikace face to face

OpenAIRE

Pipková, Zuzana

2009-01-01

This thesis deals with new forms of communication particularly electronic ones. The main goal is to distinguish electronic communication from face to face communication in a way that differs from traditional media theories. By using examples of the most important medium in electronic communication, Internet, it is shown that nowadays we have such forms of electronic communication that surpass the traditional classification of oral/written communication, immediate/mediate communication, face t...

The Online and Face-to-Face Counseling Attitudes Scales: A Validation Study

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Rochlen, Aaron B.; Beretvas, S. Natasha; Zack, Jason S.

2004-01-01

This article reports on the development of measures of attitudes toward online and face-to-face counseling. Overall, participants expressed more favorable evaluations of face-to-face counseling than of online counseling. Significant correlations were found between online and face-to-face counseling with traditional help-seeking attitudes, comfort…

A Case Study of American and Chinese College Students' Motivation Differences in Online Learning Environment

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Zhao, Chunjuan; Mei, Zongxiang

2016-01-01

Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and…

Effects of "face" consciousness on status consumption among Chinese consumers: perceived social value as a mediator.

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Li, Jie; Zhang, Xin-An; Sun, Gong

2015-02-01

Chinese consumers are interested in status consumption, i.e., in striving to enhance their social standings through the consumption of luxury products. This study investigates how face consciousness, one's social self-esteem, and desire to be respected influences status consumption behavior in China. The Consciousness of Social Face Scale, the Social Value Scale, and the Status Consumption Scale were administered to 192 MBA students from a university in east China (117 men, 69 women, 6 unreported sex). The results revealed that face consciousness was positively related to Chinese consumers' status consumption. Moreover, the results showed that the effects of face consciousness on status consumption were partly mediated by consumer social value. The findings highlight the importance of face consciousness in understanding Chinese consumer behaviors.

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

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Maria L Martinez

2017-07-01

Full Text Available Global participation in international education in the last two decades has increased exponentially. International students face difficulties in adjusting to the culture of their host country due to their unique needs (Bertram, Poulakis, Elsasser & Kumar, 2014. This article presents themes comprising the international education phenomenon involving the experiences of East Asian international students in English-speaking countries. The literature reviewed for this article pertains to many aspects of international education, covering the factors that influence the decision to embark on the international education journey to the adjustment experienced by students to the host culture. The authors suggest that the international education experience is comprised of four dimensions: structural, linguistic, internal, and external. We also posit that Confucianism, which many East Asian students follow, influences not only the psycho-social dimension of the international education experience but also their instructional preferences within the structural dimension. We further contend that students’ actual and perceived proficiency (or the lack thereof in the host country’s language greatly shapes all aspects of the student’s international education experience, which then determines the degree of acculturative stress involved and plays a key role in each of the three dimensions. Because of the anticipated continued growth in the number of international students from East Asia attending higher education institutions in English-speaking countries such as the United States, Australia, Canada, and parts of Africa, it is important to examine how each of the dimensions proposed impact each other. Approaching the study of the international education experience one dimension at a time, as many scholars have done, does not completely address all of the unique needs of international students. We suggest that research in this area be conducted holistically by

Support Services for Student-Athletes: Assessing the Differences in Usage among Student-Athletes

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Powell, Julie A.

2009-01-01

The purpose of this study was to determine the usage rates of support services for student-athletes at a small, private college in the southeast with membership in the National Association of Intercollegiate Athletics (NAIA), in efforts to understand how universities and sport organizations can assist in the challenges student-athletes face when…

The Empowering Role of Profession-Based Student Organizations in Developing Student Leadership Capacity.

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Lebrón, Mariana J; Stanley, Cheryl L; Kim, Ariana J; Thomas, Kieara H

2017-09-01

After recreation and intramural groups, students participate in profession-based organizations more frequently than any other. This chapter explores how these groups can leverage their unique context to accelerate student leadership development and profession-related leadership competencies. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Early (N170) activation of face-specific cortex by face-like objects

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Hadjikhani, Nouchine; Kveraga, Kestutis; Naik, Paulami; Ahlfors, Seppo P.

2009-01-01

The tendency to perceive faces in random patterns exhibiting configural properties of faces is an example of pareidolia. Perception of ‘real’ faces has been associated with a cortical response signal arising at about 170ms after stimulus onset; but what happens when non-face objects are perceived as faces? Using magnetoencephalography (MEG), we found that objects incidentally perceived as faces evoked an early (165ms) activation in the ventral fusiform cortex, at a time and location similar to that evoked by faces, whereas common objects did not evoke such activation. An earlier peak at 130 ms was also seen for images of real faces only. Our findings suggest that face perception evoked by face-like objects is a relatively early process, and not a late re-interpretation cognitive phenomenon. PMID:19218867

Face-to-Face Interference in Typical and Atypical Development

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Riby, Deborah M.; Doherty-Sneddon, Gwyneth; Whittle, Lisa

2012-01-01

Visual communication cues facilitate interpersonal communication. It is important that we look at faces to retrieve and subsequently process such cues. It is also important that we sometimes look away from faces as they increase cognitive load that may interfere with online processing. Indeed, when typically developing individuals hold face gaze…

A Reciprocal Peer Review System to Support College Students' Writing

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Yang, Yu-Fen

2011-01-01

As students' problem-solving processes in writing are rarely observed in face-to-face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95…

Does being first in family matter? The role of identity in the stigma of seeking help among first and non-first in family university students

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Miki Talebi

2013-04-01

Full Text Available The transition from secondary school to university is often perceived as stressful, perhaps more so for students who are the first in their family to seek higher education, as they might face challenges unique to their situation. Yet, the majority are less likely to acknowledge problems and are unlikely to engage in help-seeking behaviour. The present study, which  focuses on first in family students transitioning from secondary school to university, examined relations between identification (private regard, public regard, compatibility and the stigma (self and other associated with help-seeking in different domains (academic and mental health, and the moderating role of first in family status. Implications for these findings are addressed within the context of stigma reduction initiatives. 

Faces

DEFF Research Database (Denmark)

Mortensen, Kristine Køhler; Brotherton, Chloe

2018-01-01

for the face the be put into action. Based on an ethnographic study of Danish teenagers’ use of SnapChat we demonstrate how the face is used as a central medium for interaction with peers. Through the analysis of visual SnapChat messages we investigate how SnapChat requires the sender to put an ‘ugly’ face...... already secured their popular status on the heterosexual marketplace in the broad context of the school. Thus SnapChat functions both as a challenge to beauty norms of ‘flawless faces’ and as a reinscription of these same norms by further manifesting the exclusive status of the popular girl...

Using spreadsheets to develop applied skills in a business math course: Student feedback and perceived learning

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Thomas Mays

2015-10-01

Full Text Available This paper describes the redesign of a business math course and its delivery in both face-to-face and online formats. Central to the redesigned course was the addition of applied spreadsheet exercises that served as both learning and summative assessment tools. Several other learning activities and assignments were integrated in the course to address diverse student learning styles and levels of math anxiety. Students were invited to complete a survey that asked them to rank course activities and assignments based on how well they helped the student learn course material. Open-ended items were also included in the survey. In the online course sections, students reported higher perceived learning from the use the spreadsheet-based application assignments, while face-to-face students preferred demonstrations. Qualitative remarks from the online students included numerous comments about the positive learning impact of the business application spreadsheet-based assignments, as well as the link between these assignments and what students considered the “real world.”

Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

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Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

2016-02-01

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

Psychometric properties of the Attitudes Scale facing Alcohol and Alcoholism in nursing students.

Science.gov (United States)

Vargas, Divane de; Rocha, Fernanda Mota

2016-12-19

to verify the psychometric properties of the Attitudes Scale facing Alcohol and Alcoholism (EAFAA) and people with disorders related to the use of alcohol in nursing students. a convenience sample (n=420) completed the EAFAA, the data were submitted to Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). the EFA resulted in an instrument composed of 48 items divided into four factors. The CFA has established the validity of the factorial structure. The internal consistency of the scale was considered adequate (α=0.85) presenting a sensitivity of 70% and specificity of 75%. the EAFAA constitutes a reliable instrument to identify the attitudes of nursing students towards alcohol, alcoholism and persons with disorders related to alcohol use. verificar as propriedades psicométricas da Escala de Atitudes Frente ao Álcool, ao Alcoolismo e as pessoas com transtornos relacionados ao uso do Álcool em estudantes de enfermagem. uma amostra de conveniência (n=420) completou a EAFAA, os dados foram submetidos à Análise Fatorial Exploratória (AFE) e Análise Fatorial Confirmatória (AFC). a AFE resultou em um instrumento composto por 48 itens divididos em quatro fatores. A AFC estabeleceu a validade da estrutura fatorial. A consistência interna da escala foi considerada adequada (α=0,85) apresentando sensibilidade de 70% e especificidade de 75%. a EAFAA constitui-se em um instrumento confiável para identificar as atitudes de estudantes de enfermagem frente ao álcool, ao alcoolismo e a pessoa com transtornos relacionados ao uso de álcool. verificar las propiedades psicométricas de la escala de actitudes frente al alcohol, al alcoholismo y a las personas con trastornos por consumo de alcohol en estudiantes de enfermería. una muestra por conveniencia (n=420) completó la EAFAA, cuyos datos se sometieron a un análisis factorial exploratorio (AFE) y un análisis factorial confirmatorio (AFC). el AFE dio como resultado un instrumento compuesto por

A specialized face-processing model inspired by the organization of monkey face patches explains several face-specific phenomena observed in humans.

Science.gov (United States)

Farzmahdi, Amirhossein; Rajaei, Karim; Ghodrati, Masoud; Ebrahimpour, Reza; Khaligh-Razavi, Seyed-Mahdi

2016-04-26

Converging reports indicate that face images are processed through specialized neural networks in the brain -i.e. face patches in monkeys and the fusiform face area (FFA) in humans. These studies were designed to find out how faces are processed in visual system compared to other objects. Yet, the underlying mechanism of face processing is not completely revealed. Here, we show that a hierarchical computational model, inspired by electrophysiological evidence on face processing in primates, is able to generate representational properties similar to those observed in monkey face patches (posterior, middle and anterior patches). Since the most important goal of sensory neuroscience is linking the neural responses with behavioral outputs, we test whether the proposed model, which is designed to account for neural responses in monkey face patches, is also able to predict well-documented behavioral face phenomena observed in humans. We show that the proposed model satisfies several cognitive face effects such as: composite face effect and the idea of canonical face views. Our model provides insights about the underlying computations that transfer visual information from posterior to anterior face patches.