1,300 research outputs found

    A Spark Of Emotion: The Impact of Electrical Facial Muscle Activation on Emotional State and Affective Processing

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    Facial feedback, which involves the brain receiving information about the activation of facial muscles, has the potential to influence our emotional states and judgments. The extent to which this applies is still a matter of debate, particularly considering a failed replication of a seminal study. One factor contributing to the lack of replication in facial feedback effects may be the imprecise manipulation of facial muscle activity in terms of both degree and timing. To overcome these limitations, this thesis proposes a non-invasive method for inducing precise facial muscle contractions, called facial neuromuscular electrical stimulation (fNMES). I begin by presenting a systematic literature review that lays the groundwork for standardising the use of fNMES in psychological research, by evaluating its application in existing studies. This review highlights two issues, the lack of use of fNMES in psychology research and the lack of parameter reporting. I provide practical recommendations for researchers interested in implementing fNMES. Subsequently, I conducted an online experiment to investigate participants' willingness to participate in fNMES research. This experiment revealed that concerns over potential burns and involuntary muscle movements are significant deterrents to participation. Understanding these anxieties is critical for participant management and expectation setting. Subsequently, two laboratory studies are presented that investigated the facial FFH using fNMES. The first study showed that feelings of happiness and sadness, and changes in peripheral physiology, can be induced by stimulating corresponding facial muscles with 5–seconds of fNMES. The second experiment showed that fNMES-induced smiling alters the perception of ambiguous facial emotions, creating a bias towards happiness, and alters neural correlates of face processing, as measured with event-related potentials (ERPs). In summary, the thesis presents promising results for testing the facial feedback hypothesis with fNMES and provides practical guidelines and recommendations for researchers interested in using fNMES for psychological research

    Assessing Fire Station Response and Coverage Ability in a Pennsylvania Town

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    There was a gap in fire station response times in a Pennsylvania township. Although there were two fire stations located in the township, one area was contractually serviced by a nearby borough. Stations are staffed by volunteers, which creates problems with coverage and timely responses. The “nine-minute-90%-of-the-time” National Fire Protection Association standard was not always achieved. The purpose of the study was to determine what gaps in fire station response times or coverage existed. A risk-based methodology was used to develop a baseline in standards of coverage. Using a risk methodology with historical data helped in informing issue identification. This resulted in the establishment of identified demand zones. Subject matter expert interviews were conducted to further identify concerns. Findings drawn from collected data, along with analysis, were used to develop courses of action. Using this model assisted authorities and leaders in improving response metrics, which can decrease loss of life and property damage, leading to lower insurance costs, increased property value, future development of the area, and added value to the community. Throughout the study, focus was mainly on response times and coverage; however, it quickly became clear alternatives would need evaluated since the area is comprised of volunteer firefighters. This resulted in a nuance that if a fire station were to be built, staffing would not be available to man the station. The primary finding focused on staffing versus relocation or establishment of a new fire station within the corridor itself. Findings may be used by administrators for positive social change in developing better service for the public

    The Individual And Their World

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    Unique Experiences:Designing Warm Technology to Support Personal Dynamics in Dementia

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    Co-designing the inflammatory arthritis self-management (aiM) intervention.

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    Self-management is an integral part of care for people living with inflammatory arthritis. The benefits of self-management interventions for people living with long-term conditions are well established. To date, most of the inflammatory arthritis self-management interventions have targeted only rheumatoid arthritis. Therefore, there is a need for a self-management intervention that reaches beyond just people living with rheumatoid arthritis. The overarching aim of this project was to co-design a self-management intervention for people across the inflammatory arthritis spectrum, based on the needs and preferences of co-designers (i.e. both people living with IA and healthcare professionals), as well as on the scientific literature. This project commenced with a mixed-method systematic review exploring the effectiveness and acceptability of existing inflammatory arthritis self-management interventions. Then, a two-phase, sequential multi-methods approach was employed. The first phase involved five asynchronous co-design workshops, guided by the Intervention Mapping Framework (Bartholomew et al. 2016). The second phase then explored participants' experience in participating in co-design research, including the barriers and facilitators to co-design. The mixed-method systematic review demonstrated that inflammatory arthritis self-management interventions produced a clinically meaningful reduction in fatigue and pain in people living with inflammatory arthritis. There was also some data to suggest that inflammatory arthritis self-management interventions have a beneficial effect on self-efficacy; knowledge; communication; health- related quality of life; and engagement with self-management behaviours. Additionally, the review found that inflammatory arthritis self-management interventions are generally acceptable to people living with inflammatory arthritis and healthcare professionals. Workshop findings provided important insight into the health problems and self-management needs of people living with inflammatory arthritis. The workshops also helped to identify the key content and features of the developed self-management intervention - i.e. the inflAmmatory arthrItis self-Management (aiM) intervention. Participants reported having an overall positive experience participating in the workshops, which provided them with an opportunity to meet others living with IA. The use of asynchronous workshops was felt to contribute to the participants' high attendance rate and the study's low attrition, despite IT-issues that were reported as a barrier to the participants' ability to fully participate in the workshops. This project developed a novel self-management intervention, which aims to improve the health status of people living with inflammatory arthritis through increased engagement with self-management strategies. The aiM intervention is based on the needs and preferences of the co-designers, and is grounded in theory and evidence. The findings have also provided new knowledge regarding the health problems related to people living with inflammatory arthritis, their self-management needs, and mechanisms that facilitate and inhibit co-design processes in an asynchronous remote context. Moving forward, it is recommended that the aiM intervention be tested for its feasibility and acceptability

    Workshop Proceedings of the 12th edition of the KONVENS conference

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    The 2014 issue of KONVENS is even more a forum for exchange: its main topic is the interaction between Computational Linguistics and Information Science, and the synergies such interaction, cooperation and integrated views can produce. This topic at the crossroads of different research traditions which deal with natural language as a container of knowledge, and with methods to extract and manage knowledge that is linguistically represented is close to the heart of many researchers at the Institut fĂŒr Informationswissenschaft und Sprachtechnologie of UniversitĂ€t Hildesheim: it has long been one of the institute’s research topics, and it has received even more attention over the last few years

    Tracing translation of an education policy initiative (Maths Mastery) into primary school teachers' classroom practices: an actor-network theory ethnography

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    Teachers’ classroom practices in the English primary sector have long been subject to prolific intervention by government policy and policy initiatives. The influence of education policy and policy initiatives on teachers’ classroom practices has been discussed from multiple perspectives, including theories intended to increase effectiveness of policy implementation and others aimed at problematising government policy-led standardisation efforts. However, few studies empirically describe how policies come to be part of teachers’ classroom practices. This thesis seeks to address this gap in the literature. Drawing on data from a four-month short-term ethnography in a primary school in the north of England, I describe how one policy initiative – Maths Mastery – is translated into teachers’ classroom practices. I use a combined theoretical framework of actor-network theory (ANT) and literacy studies (LS) as a lens through which to view ethnographic data, drawing particularly on Callon’s four moments of translation to describe key moments in the adoption of the new policy initiative into existing classroom practices. The findings of this thesis offer schools, policy-makers and the academic field an example of the ways in which a government policy initiative interrupts and changes existing classroom practices by becoming part of the network of practices in a school. Material actors, particularly texts, are described as key to the establishment of changes to practices, and yet reliant upon the work of human actors, particularly spokespersons for the change. This thesis thus argues the value of attending to associations between human and non-human actors in studies of policy-based change

    A War of Words: The Forms and Functions of Voice-Over in the American World War II Film — An Interdisciplinary Analysis

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    Aside from being American World War II films, what else do the following films have in common? The Big Red One; Hacksaw Ridge; Harts War; Mister Roberts; Stalag 17; and The Thin Red Line — all have voice-over in them. These, and hundreds of other war films have voice-overs that are sometimes the thoughts of a fearful soldier; the wry observations of a participant-observer; or the declarations of all-knowing authoritative figures. There are voice-overs blasted out through a ships PA system; as the reading of a heart-breaking letter; or as the words of a dead comrade, heard again in the mind of a haunted soldier. This thesis questions why is voice-over such a recurring phenomenon in these films? Why is it conveyed in so many different forms? What are the terms for those different forms? What are their narrative functions? A core component of this thesis is a new taxonomy of the six distinct forms of voice-over: acousmatic, audioemic, epistolary, objective, omniscient, and subjective. However, the project is more than a structuralist taxonomy that merely serves to identify, and define those forms. It is also a close examination of their narrative functions beyond the unimaginative trope that voice-over in war films is simply a convenient storytelling device. Through interdisciplinarity — combined with a realist framework — I probe the correlations between: the conditions, codification, and suppression of speech within the U.S. military, and the manifestations of that experience through the cinematic device, and genre convention of voice-over. In addition, I present a radically new interpretation of the voice-overs in The Thin Red Line (Terrence Malick, 1998) as being both a choric meta-memorial to James Jones; and a Greek tragedy — with its replication of the stagecraft of Aeschylus, in its use of the cosmic frame, and the inclusion of a collective character, which I have named ‘The Chorus of Unknown Soldiers’. The overall result is a more logical, and nuanced explanation of the forms, functions, and prevalent use of voice-over in the American World War II film

    Unique Experiences:Designing Warm Technology to Support Personal Dynamics in Dementia

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