Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Program and Proceedings: The Nebraska Academy of Sciences 1880-2023. 142th Anniversary Year. One Hundred-Thirty-Third Annual Meeting April 21, 2023. Hybrid Meeting: Nebraska Wesleyan University & Online, Lincoln, Nebraska

AERONAUTICS & SPACE SCIENCE Chairperson(s): Dr. Scott Tarry & Michaela Lucas HUMANS PAST AND PRESENT Chairperson(s): Phil R. Geib & Allegra Ward APPLIED SCIENCE & TECHNOLOGY SECTION Chairperson(s): Mary Ettel BIOLOGY Chairpersons: Lauren Gillespie, Steve Heinisch, and Paul Davis BIOMEDICAL SCIENCES Chairperson(s): Annemarie Shibata, Kimberly Carlson, Joseph Dolence, Alexis Hobbs, James Fletcher, Paul Denton CHEM Section Chairperson(s): Nathanael Fackler EARTH SCIENCES Chairpersons: Irina Filina, Jon Schueth, Ross Dixon, Michael Leite ENVIRONMENTAL SCIENCE Chairperson: Mark Hammer PHYSICS Chairperson(s): Dr. Adam Davis SCIENCE EDUCATION Chairperson: Christine Gustafson 2023 Maiben Lecturer: Jason Bartz 2023 FRIEND OF SCIENCE AWARD TO: Ray Ward and Jim Lewi

Proceedings of the European Conference on Agricultural Engineering AgEng2021

This proceedings book results from the AgEng2021 Agricultural Engineering Conference under auspices of the European Society of Agricultural Engineers, held in an online format based on the University of Évora, Portugal, from 4 to 8 July 2021. This book contains the full papers of a selection of abstracts that were the base for the oral presentations and posters presented at the conference. Presentations were distributed in eleven thematic areas: Artificial Intelligence, data processing and management; Automation, robotics and sensor technology; Circular Economy; Education and Rural development; Energy and bioenergy; Integrated and sustainable Farming systems; New application technologies and mechanisation; Post-harvest technologies; Smart farming / Precision agriculture; Soil, land and water engineering; Sustainable production in Farm buildings

The Education System in Mexico

Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world

Hands-on Science. Advancing Science. Improving Education

The book herein aims to contribute to the advancement of Science to the improvement of Science Education and to an effective implementation of a sound widespread scientific literacy at all levels of society. Its chapters reunite a variety of diverse and valuable works presented in this line of thought at the 15th International Conference on Hands-on Science “Advancing Science. Improving Education

The Education System in Mexico

Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world

Forensic Citizens: The Politics of Searching for Disappeared Persons in Mexico

In Mexico, thousands of people have disappeared since 2006 due to the so-called ‘War on Drugs’. The government has been unable or unwilling to search and identify many of the disappeared, so families have organised their own searches to locate their loved ones. Through a one year ethnography conducted with relatives searching for their disappeared persons in Mexico, this thesis advances a feminist forensics that not only takes into account attacks inflicted on women, or the lack of female contributions to scientific production, but also looks at Mexico’s disappeared and the contribution their relatives are making to forensic knowledge. The practices, conceptions and struggles of these relatives of disappeared persons reveal the politics of forensic science practice amidst mass atrocities. This alternative forensic practice is one in which citizen’s active participation in spotting, mapping and delineating possible sites where their relatives might be held captive, are transforming the politics and notions of what constitutes evidence and expertise. The politics of forensic expertise is a thread that runs throughout this thesis, and that connects the diverse ways in which disappearance, materiality and subjectivities reconstitute each other to bring forth what I identify as citizen forensics. Thus, by exploring the way in which private citizens are transformed into forensic investigators after the disappearance of a loved one, I contribute a new understanding to the geographical approach to missingness and disappearance. Throughout this thesis I understand disappearance as a fluid technology, at once a political category, created against the backdrop of state violence and pervading insecurity, and also a constantly shifting practice where signifier and signified collapse. The disappeared, in their constant absent/presences and embodiment in maps, GPS, pictures and databases, challenge the distinctions made between the ‘person as such’ and cold bureaucratic technologies such as counting, mapping or case-filing procedures.

The Education System in Mexico

Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world