Communication, Affect, & Learning in the Classroom

The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.Preface1.Teaching As a Communication Process The Instructional Communication Process The Teacher The Content The Instructional Strategy The Student The Feedback/Evaluation The Learning Environment/Instructional Context Kibler’s Model of Instruction The ADDIE Model of Instructional Design2.Communicating With Instructional Objectives Why Some Teachers Resent Objectives The Value of Objectives What Objectives Should Communicate3.Instructional Communication Strategies The Teacher As a Speaker The Teacher As a Moderator The Teacher As a Trainer The Teacher As a Manager The Teacher As a Coordinator & Innovator4.Communication, Affect, and Student Needs Measuring Student Affect Basic Academic Needs of Students Traditional Interpersonal Need Models Outcomes of Meeting Student Needs5.Learning Styles What is Learning Style? Dimensions of Learning Style and Their Assessment Matching, Bridging, and Style-Flexing6.Classroom Anxieties and Fears Communication Apprehension Receiver Apprehension Writing Apprehension Fear of Teacher Evaluation Apprehension Classroom Anxiety Probable Causes of Classroom Anxiety Communication Strategies for Reducing Classroom Anxiety7.Communication And Student Self-Concept Student Self-Concept: Some Definitions Characteristics of the Self Development of Student Self-Concept Dimensions of Student Self-Concept Self-Concept and Academic Achievement Effects of Self-Concept on Achievement Poker Chip Theory of Learning Communication Strategies for Nurturing and Building Realistic Student Self-Concept8.Instructional Assessment:Feedback,Grading, and Affect Defining the Assessment Process Evaluative Feedback Descriptive Feedback Assessment and Affect Competition and Cooperation in Learning Environments9.Traditional and Mastery Learning Systems Traditional Education Systems Mastery Learning Modified Mastery Learning10.Student Misbehavior and Classroom Management Why Students Misbehave Categories of Student Behaviors Students’ Effects on Affect in the Classroom Communication, Affect, and Classroom Management Communication Techniques for Increasing or Decreasing Student Behavior11.Teacher Misbehaviors and Communication Why Teachers Misbehave Common Teacher Misbehaviors Implications for the Educational Systems12.Teacher Self-Concept and Communication Dimensions of Teacher Self-Concept Development of Teacher Self-Concept Strategies for Increasing Teacher Self-Concept13.Increasing Classroom Affect Through Teacher Communication Style Communicator Style Concept Types of Communicator Styles Teacher Communication Style Teacher Communicator Behaviors That Build Affect14.Teacher Temperament in the Classroom Four Personality Types Popular Sanguine Perfect Melancholy Powerful Choleric Peaceful Phlegmatic Personality Blends15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job Roles of an Instructional Manager Teacher Burnout Symptoms of Teacher Burnout Causes of Teacher Burnout Methods for Avoiding Burnout Mentoring to Prevent BurnoutAppendix A To Mrs. Russell: Without You This Never Would Have HappenedGlossaryInde

The Curious Case of the PDF Converter that Likes Mozart: Dissecting and Mitigating the Privacy Risk of Personal Cloud Apps

Third party apps that work on top of personal cloud services such as Google Drive and Dropbox, require access to the user's data in order to provide some functionality. Through detailed analysis of a hundred popular Google Drive apps from Google's Chrome store, we discover that the existing permission model is quite often misused: around two thirds of analyzed apps are over-privileged, i.e., they access more data than is needed for them to function. In this work, we analyze three different permission models that aim to discourage users from installing over-privileged apps. In experiments with 210 real users, we discover that the most successful permission model is our novel ensemble method that we call Far-reaching Insights. Far-reaching Insights inform the users about the data-driven insights that apps can make about them (e.g., their topics of interest, collaboration and activity patterns etc.) Thus, they seek to bridge the gap between what third parties can actually know about users and users perception of their privacy leakage. The efficacy of Far-reaching Insights in bridging this gap is demonstrated by our results, as Far-reaching Insights prove to be, on average, twice as effective as the current model in discouraging users from installing over-privileged apps. In an effort for promoting general privacy awareness, we deploy a publicly available privacy oriented app store that uses Far-reaching Insights. Based on the knowledge extracted from data of the store's users (over 115 gigabytes of Google Drive data from 1440 users with 662 installed apps), we also delineate the ecosystem for third-party cloud apps from the standpoint of developers and cloud providers. Finally, we present several general recommendations that can guide other future works in the area of privacy for the cloud

Watch out for children : Charles Schulz’s Peanuts in the 1950s

When Peanuts debuted in American newspapers at the end of 1950, it entered a world of optimistic postwar consumerism that was moving out of the cities and into the suburbs. A comic about the baby boom that depicted the children of that boom without any parental supervision, it appeared to be set in an idyll, a small world of little folks, concerned only with small things. Even at this moment before melancholy and disappointment became its primary characteristics, however, the strip was fundamentally concerned with how its characters found their way in the world, which, at least in part, involved acting as if they were adults. For parents, such autonomy might have resonated with the emerging, and concerning, category of the teenager, had that vision not been covered over with a façade of cuteness. That mask, moreover, was one of the many factors that caused adults to imagine themselves as characters in the strip. By investigating the way that the children in the strip imagined themselves as adults, we can see that the little world of Charlie Brown animated the feeling, as the midcentury political philosopher Hannah Arendt might have said, of being between past and future, of being an actor in a world that does not understand individual agents and over which those agents have no control.American Studie

Imaginary Companions and Young Children\u27s Coping and Competence

Imaginary companions (ICs) are purported to bolster children’s coping and self-competence, but few studies address this claim. We expected having/not having ICs would distinguish children’s coping strategies and competence less than type of companion (i.e., personified object or invisible friend) or quality of child-IC relationship (i.e., egalitarian or hierarchical). We interviewed 72 3- to 6-year-olds and their mothers about children’s coping strategies and competence; teachers rated competence. Mothers reported ICs. IC presence and type did not differentiate coping strategies, but children with egalitarian relationships chose more constructive/prosocial coping strategies, and teachers rated them more socially competent than children with hierarchical child-IC relationships. Mothers related ICs to cognitive competence. Findings highlight (a) modest relations between imaginary relationships and coping/competence, (b) distinctions between mothers’ perceptions and IC functions, and (c) that ICs parallel real relationships in that different dimensions (presence, type/identity, and relationship quality) might be unique contributors to children’s socioemotional development

Protecting 802.11-Based Wireless Networks From SCTS and JACK Attacks

The convenience of IEEE 802.11-based wireless access networks has led to widespread deployment. However, these applications are predicated on the assumption of availability and confidentiality. Error-prone wireless networks afford an attacker considerable flexibility to exploit the vulnerabilities of 802.11-based mechanism. Two of most famous misbehaviors are selfish and malicious attacks. In this thesis we investigate two attacks: Spurious CTS attack (SCTS) and Jamming ACK attack (JACK). In the SCTS, malicious nodes may send periodic Spurious CTS packets to force other nodes to update their NAV values and prevent them from using the channel. In the JACK, an attacker ruins legitimate ACK packets for the intention of disrupting the traffic flow and draining the battery energy of victim nodes quickly. Correspondingly, we propose solutions: termed Carrier Sensing based Discarding (CSD), and Extended Network Allocation Vector (ENAV) scheme. We further demonstrate the performance of our proposed schemes through analysis and NS2 simulations

Protecting 802.11-Based Wireless Networks From SCTS and JACK Attacks

The convenience of IEEE 802.11-based wireless access networks has led to widespread deployment. However, these applications are predicated on the assumption of availability and confidentiality. Error-prone wireless networks afford an attacker considerable flexibility to exploit the vulnerabilities of 802.11-based mechanism. Two of most famous misbehaviors are selfish and malicious attacks. In this thesis we investigate two attacks: Spurious CTS attack (SCTS) and Jamming ACK attack (JACK). In the SCTS, malicious nodes may send periodic Spurious CTS packets to force other nodes to update their NAV values and prevent them from using the channel. In the JACK, an attacker ruins legitimate ACK packets for the intention of disrupting the traffic flow and draining the battery energy of victim nodes quickly. Correspondingly, we propose solutions: termed Carrier Sensing based Discarding (CSD), and Extended Network Allocation Vector (ENAV) scheme. We further demonstrate the performance of our proposed schemes through analysis and NS2 simulations