Validation and psychometric properties of the Russian version of the Touch Experiences and Attitudes Questionnaire

It has been demonstrated that nurturing and affiliative touch is essential for human emotional and physical well-being throughout our entire life. Within the last 30 years a system of low-threshold mechanosensitive C fibers innervating the hairy skin was discovered and described; this system is hypothesized to represent the neurobiological substrate for the affective and rewarding properties of touch. This discovery opens new perspectives for multidisciplinary research of the role of affiliative social touch in health and disease, and calls for establishing novel psychometric tools assessing individual differences in the domain of affective touch. The main objective of the study was to construct and validate a Russian version of the Touch Experiences and Attitudes Questionnaire (TEAQ), a self-report measure recently developed to quantify individual experience and attitude to social and affective touch. A pool of 117 items was translated into Russian and all the items were assessed for appropriateness for Russian culture (232 participants). After exploring the factor structure (468 participants), we composed a 37-item questionnaire (TEAQ-37 Rus) characterized by good reliability and a clear 5-factor structure, covering the aspects of attitude to intimate touch, attitude to friendly touch, attitude to self-care, current intimate touch experiences, and childhood touch experiences. Confirmatory factor analysis (551 participants) has demonstrated good consistency and reliability of the 5-factor structure of the TEAQ-37 Rus. Cross-validation research demonstrated moderate positive correlations between predisposition to social touch and emotional intelligence; positive correlations with extraversion and openness facets of the Big Five personality model were also found. As predicted, participants with higher TEAQ scores rated all observed kinds of touch as more pleasant, with a particular preference for slow touch. We anticipate that this questionnaire will be a valuable tool for researchers of social touch, touch perception abnormalities, and the importance of touch experiences for emotional and mental health

An Evaluation of Organizational and Experience Factors Affecting the Perceived Transfer of U.S. Air Force Basic Combat Skills Training

The United States Air Force is in a state of transformation. Due to ongoing operations in Iraq and Afghanistan, the focus of Basic Military Training is shifting to basic combat skills, or the skills needed to survive and operate in a hostile environment. In this study, basic combat skills training was evaluated using a number of training factors that potentially affect trainees’ perception of training transfer, or their ability to apply the skills they learned in training on the job or in a hostile environment. The analysis used structural equation modeling to evaluate the paths between each of the factors and perceived training transfer. Of the factors analyzed, transfer enhancing activities and perceived utility were found to positively influence perceived training transfer for all training types, while organizational support for training was positive for Law of Armed Conflict training only. Deployment experience was positive for weapons training, but negative for Self-Aid and Buddy Care. Realistic job preview was positively related to training transfer, but was only significant with respect to Self-Aid and Buddy Care training. The results of this research may help enhance basic combat skills training and do so at little or no cost

Linda[m] and Tiamat: Providing generative communications in a changing world

When generative communications, as exemplified by Linda [Gel85], were originally proposed, they were intended as a mechanism for coordination of parallel processes. Since that time, they have been adapted to a variety of distributed environments with great success, as can be seen in commercial systems such as T Spaces [WMLF98]. The time, space and identity decoupling afforded to coordinating entities by generative communications also seems to be ideally suited to mobile environments where devices can come and go frequently and often without warning. Such a rapidly changing environment, however, presents a new set of challenges and attempts to introduce the generative communications paradigm into these environments have, so far, met with limited success. Indeed evaluation of research platforms, such as LIME (Linda In a Mobile Environment) [PMR99.MPR01] and L[2]imbo [DFWB98] have led some to conclude that the generative communication paradigm is not well suited to mobile environments. It is my belief, however, that it is the research platforms in question, rather than the paradigm, which do not fit well with mobile environments. These platforms either attempt to impose tight constraints on an inherently loosely constrained environment, or require significant alterations to the semantics of generative communications. I believe that these systems do not work well as they are not designed around the environment, rather they are forced onto the environment. I will begin by examining why these systems do not suit their environment. This done, I will then show that the conclusions drawn from these systems, namely that generative communications are unsuitable for mobile environments, are incorrect. Further, through construction and examination of a proof of concept system built around an environment-centric design, I will show that generative communications can be provided in a mobile environment with few (minor) semantic alterations. An evaluation of some of the mechanisms used will also be presented along with characterisation of the operation of the system. A comparison with existing mobile solutions will be used to highlight how the environment-driven design results in a system which better suits the nature of the target environment

Impact of family involvement on student academic achievement

The purpose of this study was to investigate beliefs, barriers, and current levels of parental involvement in the education of their child. There were three research questions: 1. Is there a relationship between differing parenting styles, social economic status, and family configurations and beliefs about parental involvement in the education of their child? 2. What prevents parents of differing parenting styles, social economic status, and family configurations from being involved in their child\u27s education? 3. Is there a relationship between differing parenting styles, social economic status, and family configurations and current involvement in their child\u27s education? Seventy-five parents of sixth grade students filled out and returned the questionnaire used in this study. Percentages were calculated for the different components of the questionnaire to answer the three research questions of this study. The results indicated parents of different parenting styles and social economic status held different beliefs about parental participation in the education of their child. Also, parents with differing parenting styles, social economic status, and family configurations were involved in different aspects of their child\u27s schooling. The data showed that time constraints were the primary barrier limiting parents\u27 involvement in their child\u27s education. Based on the findings of the study, implications for school psychologists are drawn and suggestions for future research are offered

Role and Job Satisfaction among Registered Dietitians Employed in Rural and Urban Minnesota

As the profession of dietitics moves toward specialization it was appropriate to determine whether a rural practitioner performed a more generalist and traditional role than an urban practitioner. Using six designated areas of responsibilities tasks were assessed. Also job satisfaction and constraints of the job were studied. There were few differences found. Demographic information revealed differences in age range, salary, and level of education, comparing urban to rural dietitians within Minnesota.Home Economics Food Nutrition and Institution Administratio

The Utah Statesman, November 29, 2000

Weekly student newspaper of Utah State University in Logan.https://digitalcommons.usu.edu/newspapers/2685/thumbnail.jp

Report of the county commissioners, county treasurer and other officers of Cheshire county, New Hampshire for the year ending December 31, 2000.

This is an annual report containing vital statistics for a county in the state of New Hampshire

Learning plan networks in conversational video games

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.Includes bibliographical references (p. 121-123).We look forward to a future where robots collaborate with humans in the home and workplace, and virtual agents collaborate with humans in games and training simulations. A representation of common ground for everyday scenarios is essential for these agents if they are to be effective collaborators and communicators. Effective collaborators can infer a partner's goals and predict future actions. Effective communicators can infer the meaning of utterances based on semantic context. This thesis introduces a computational cognitive model of common ground called a Plan Network. A Plan Network is a statistical model that provides representations of social roles, object affordances, and expected patterns of behavior and language. I describe a methodology for unsupervised learning of a Plan Network using a multiplayer video game, visualization of this network, and evaluation of the learned model with respect to human judgment of typical behavior. Specifically, I describe learning the Restaurant Plan Network from data collected from over 5,000 players of an online game called The Restaurant Game.by Jeffrey David Orkin.S.M

The development of writing in four to seven year-old children: a longitudinal study

This longitudinal study investigates the factors at home and school that influence children's attainment and progress in writing at Key Stage 1. Sixty children between the ages of four and seven years in four Reading primaiy schools were tracked and data was collected in the term before they started school, at school entry, on a termly basis once in school and at the end of Key Stage 1. Semi-structured interviews, questionnaires, observation schedules, checklists and standardised assessments were used. Associations between measures and continuity over time were assessed using multiple regression analysis. Pre-school independent variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at outcome included season of birth, WPPSI-R vocabulary score, pre-reading skills and proficiency in writing their own name. The only pre-school variable that maintained its significant relationship to writing at outcome was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing at outcome. Data from the termly writing samples indicated that only the handwriting assessment predicted general writing ability at seven years of age. Eight pupils were observed writing at two points in time and the records are discussed in terms of processes and products. Issues such as quality and quantity of writing generated are considered in relation to the development of component skills (e.g. handwriting, spelling, vocabulary), within the context of the curriculum and role of the teacher. The results confirm the complexity of learning to write for children at Key Stage I and developmental considerations are discussed in relation to policy and practice issues