The Cowl - v.78 - n.9 - Nov 7, 2013

The Cowl - student newspaper of Providence College. Volume 78 - No. 9 - November 7, 2013. 24 pages

The Cowl - v.80 - n.14 - Jan 28, 2016

The Cowl - student newspaper of Providence College. Vol 80 - No. 14 - January 28, 2016. 24 pages

Dampak Media Sosial Instagram terhadap Kepercayaan Diri Anak Remaja

Media sosial menjadikan individu semakin mudah terkoneksi dengan individu lainnya dan mampu menjangkau dunia secara lebih luas. Salah satu media sosial yang menarik perhatian adalah Instagram. Beberapa tahun terakhir media sosial menjadi salah satu media sosial yang paling populer bagi remaja dalam melakukan aktivitas mengambil sebuah konten (foto atau video). Instagram yang menjadi album digital penggunanya seringkali digunakan remaja untuk memposting konten yang dapat meningkatkan kepercayaan diri mereka. Artikel ini bertujuan untuk menelaah sejauhmana dampak media sosial Instagram dapat meningkatkan kepercayaan diri remaja. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, dan menggunakan teknik pengumpulan data wawancara mendalam dan studi dokumentasi. Wawancara dilakukan kepada remaja pengguna media sosial Instagram sejumlah 3 orang sebagai informan utama, dan informan pendukung merupakan pihak ekspert yaitu Psikolog. Studi dokumentasi dilakukan dengan melihat literatur yang relevan mengenai fenomena penggunaan Instagram oleh remaja. Hasil penelitian menunjukkan sikap kepercayaan diri remaja dari adanya media sosial Instagram ditunjukkan dari seberapa banyak postingan mereka menerima like. Temuan menarik adalah remaja seringkali menjadikan selfie sebagai aktivitas yang dapat meningkatkan dan menurunkan kepercayaan diri mereka.

The patient at the centre: evidence from 17 European integrated care programmes for persons with complex needs

Background: As the prevalence of multi-morbidity increases in ageing societies, health and social care systems face the challenge of providing adequate care to persons with complex needs. Approaches that integrate care across sectors and disciplines have been increasingly developed and implemented in European countries in order to tackle this challenge. The aim of the article is to identify success factors and crucial elements in the process of integrated care delivery for persons with complex needs as seen from the practical perspective of the involved stakeholders (patients, professionals, informal caregivers, managers, initiators, payers). Methods: Seventeen integrated care programmes for persons with complex needs in 8 European countries were investigated using a qualitative approach, namely thick description, based on semi-structured interviews and document analysis. In total, 233 face-to-face interviews were conducted with stakeholders of the programmes between March and September 2016. Meta-analysis of the individual thick description reports was performed with a focus on the process of care delivery. Results: Four categories that emerged from the overarching analysis are discussed in the article: (1) a holistic view of the patient, considering both mental health and the social situation in addition to physical health, (2) continuity of care in the form of single contact points, alignment of services and good relationships between patients and professionals, (3) relationships between professionals built on trust and facilitated by continuous communication, and (4) patient involvement in goal-setting and decision-making, allowing patients to adapt to reorganised service delivery. Conclusions: We were able to identify several key aspects for a well-functioning integrated care process for complex patients and how these are put into actual practice. The article sets itself apart from the existing literature by specifically focussing on the growing share of the population with complex care needs and by providing an analysis of actual processes and interpersonal relationships that shape integrated care in practice, incorporating evidence from a variety of programmes in several countries

On the Effect of Selfie Beautification Filters on Face Detection and Recognition

Beautification and augmented reality filters are very popular in applications that use selfie images captured with smartphones or personal devices. However, they can distort or modify biometric features, severely affecting the capability of recognizing individuals' identity or even detecting the face. Accordingly, we address the effect of such filters on the accuracy of automated face detection and recognition. The social media image filters studied either modify the image contrast or illumination or occlude parts of the face with for example artificial glasses or animal noses. We observe that the effect of some of these filters is harmful both to face detection and identity recognition, specially if they obfuscate the eye or (to a lesser extent) the nose. To counteract such effect, we develop a method to reconstruct the applied manipulation with a modified version of the U-NET segmentation network. This is observed to contribute to a better face detection and recognition accuracy. From a recognition perspective, we employ distance measures and trained machine learning algorithms applied to features extracted using a ResNet-34 network trained to recognize faces. We also evaluate if incorporating filtered images to the training set of machine learning approaches are beneficial for identity recognition. Our results show good recognition when filters do not occlude important landmarks, specially the eyes (identification accuracy >99%, EER<2%). The combined effect of the proposed approaches also allow to mitigate the effect produced by filters that occlude parts of the face, achieving an identification accuracy of >92% with the majority of perturbations evaluated, and an EER <8%. Although there is room for improvement, when neither U-NET reconstruction nor training with filtered images is applied, the accuracy with filters that severely occlude the eye is 12% (EER)Comment: Published at Pattern Recognition Letters, 202

“Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction

When addressing scholarly attribution, citation, and plagiarism in one-shot instruction sessions, librarians often fail to present these issues in a manner that has relevance for students. Librarians often focus on intellectual honesty and the potential ramifications of plagiarism, both individual pursuits, rather than explaining that by creating an academic work, students are participating in academic discourse. Within Pluralizing Plagiarism, Anson argues that scholarly attribution instruction that emphasizes “policy, detection, and punishment” is antithetical to the mission of institutions of higher learning – the education of students (Anson, 2008). One of the major deficiencies of this compliance-based instruction is that it presents students with a false dichotomy that does not align with their authentic life experiences; plagiarism is demonstrated as a black and white issue, rather than existing in shades of gray. Students who have come of age within a twenty-first century information ecosystem rife with remix and parody culture will likely find teaching that presents the re-use of source material as a non-nuanced issue unconvincing. Because students respond positively to instruction that aligns with their authentic experiences, this suggests that librarians need to develop new methods for teaching attribution and scholarly discourse that not only recognize the nuance inherent to these topics, but also presents these concepts within a familiar framework (Klipfel, 2014). As a familiar platform for social interaction with multiple avenues for giving credit and a shorter timescale, Twitter presents an opportunity to place attribution, plagiarism, and integrity into a humanizing, real world context that models how discourse unfolds in an authentic manner for learners. By embedding attribution instruction into a meaningful context, librarians and other educators can make substantial and much needed improvements to traditional compliance-based instruction, which is often built upon the slow, rigid, and unfamiliar patterns of how to cite scholarly works