Using interactive multimedia (IMM) to help year four and five students identified as experiencing reading difficulties: A formative approach

This study involved four formative experiments, each of which investigated ways in which IMM (Interactive Multimedia) could be used to help children who experienced reading difficulties. In each of the four contexts, classroom teachers identified a number of students with reading difficulties, selected pedagogical goals for them and worked with the researcher to plan IMM-based activities that targeted the selected goals. The implementations were evaluated formatively and modifications were made accordingly, with the intention of \u27fine-tuning\u27 them to facilitate achievement of the pedagogical goals. Facilitative and inhibitive factors were identified during and after each formative experiment, as were unplanned outcomes. Finally, attempts were made to ascertain the preferability of the interventions, in terms of efficiency, effectiveness and appeal, as well as with reference to factors that facilitated and inhibited them. Two of the formative experiments took place at a private girls\u27 school. Boh of the participating classroom teachers, a Year 4 teacher and a Year 5 teacher, selected oral reading fluency as a pedagogical goal. A strategy that was termed \u27Interactive Multimedia Assisted Repeated Readings\u27 (IMMARR) using electronic storybooks was implemented, in addition to the creation of electronic talking books with the multimedia authoring program, Illuminatus Opus (2001), as a context for enhancing oral reading fluency. Many facilitative and inhibitive factors were identified during the implementations, although both teachers judged that the interventions had been effective and appealing. Post-intervention assessments also showed some gains in oral reading fluency, as well as unplanned outcomes, especially for the Year 5 group

What really matters for achieving career success. The role of individuals, managers and organizational investments.

Turnover intention. Individual carreer management. Perceived supervisor suppor

Challenging the Known. 16th Annual Research Week: Event Proceedings

Presentations of completed and ongoing research activity conducted by graduate students, undergraduate students, and faculty at University of the Incarnate Word. Includes poster, podium, visual arts, interactive demo, and creative and performing arts presentations. Coordinated and presented by the Office of Research and Graduate Studies

Analyzing the Privacy and Societal Challenges Stemming from the Rise of Personal Genomic Testing

Progress in genomics is enabling researchers to better understand the role of the genome in our health and well-being, stimulating hope for more effective and cost efficient healthcare. At the same time, the rapid cost drop of genome sequencing has enabled the emergence of a booming market for direct-to-consumer (DTC) genetic testing. Nowadays, companies like 23andMe and AncestryDNA provide affordable health, genealogy, and ancestry reports, and have already tested tens of millions of customers. How- ever, while this technology has the potential to transform society by improving people’s lives, it also harbors dangers as it prompts important privacy and societal concerns. In this thesis, we shed light on these issues using a mixed-methods approach. We start by conducting a technical investigation of the limitations on privacy-enhancing technologies used for testing, storing, and sharing genomic data. We rely on a structured methodology to contextualize and provide a critical analysis of the current state-of-the-art and we identify and discuss ten open problems faced by the community. We then focus on the societal aspects of DTC genetic testing by conducting two large-scale analyses of the genetic testing discourse focusing on both mainstream and fringe social networks, specifically, Twitter, Reddit, and 4chan. Our analyses show that DTC genetic testing is a popular topic of discussion on all platforms. However, these discussions often include highly toxic language expressed through hateful and racist comments and openly antisemitic rhetoric, often conveyed through memes. Overall, our findings highlight that the rise in popularity of this new technology is accompanied by several societal implications that are unlikely to be addressed by only one research field and rather require a multi-disciplinary approach

Introducing technological innovations for education in a developing country : implications for planning.

This study examines planning issues relating to the introduction of technological innovations in developing countries. Three major problem areas with respect to planning for innovation-introduction have been identified: (a) a disproportionate Application-Focus as compared to an Organizational-Focus , that is, more concern for the innovation characteristics than for the contextual and people-related aspects of an innovation; (b) insufficient attention during a pilot study, to factors that could affect the future possibilities of an innovation and (c) lack of mechanisms to detect and address probable changes required in the technology, the users or the intervention process for effective use of the innovation. Literature on representative innovation projects involving technology such as radio and television for education in developing countries and theories and models of innovation research have been reviewed. The review of projects indicates the criticality of Organizational and Long-Term issues for the success of an innovation\u27s installation and future. The review of innovation theories and models reflects an increase over time, in the level of synthesis of factors affecting the innovation process and in the emphasis on human and contextual aspects. A field study was conducted in Lesotho, Southern Africa to assess the viability of using electronic learning aids to supplement literacy and numeracy education in primary schools and to identify factors affecting the introduction and future use of this innovation. Conclusions, implications and recommendations, specific to this project and for innovation planners and practitioners in general, have been presented. The study concludes that despite the encouraging results of the exploratory study, substantial efforts on the part of the innovators, major changes in the infrastructure and intensive marshalling of resources would be required for large-scale, long-term use of the aids in Lesotho. An extensive pilot-study is recommended as an essential first-step . For innovation planners and practitioners, the study recommends a balance between Organizational and Application perspectives, and a consideration of long-term aspects during the introductory phase

From visual perception to aesthetic appeal: Brain responses to aesthetically appealing natural landscape movies

During aesthetically appealing visual experiences, visual content provides a basis for computation of affectively tinged representations of aesthetic value. How this happens in the brain is largely unexplored. Using engaging video clips of natural landscapes, we tested whether cortical regions that respond to perceptual aspects of an environment (e.g., spatial layout, object content and motion) were directly modulated by rated aesthetic appeal. Twenty-four participants watched a series of videos of natural landscapes while being scanned using functional magnetic resonance imaging (fMRI) and reported both continuous ratings of enjoyment (during the videos) and overall aesthetic judgments (after each video). Although landscape videos engaged a greater expanse of high-level visual cortex compared to that observed for images of landscapes, independently localized category-selective visual regions (e.g., scene-selective parahippocampal place area and motion-selective hMT+) were not significantly modulated by aesthetic appeal. Rather, a whole-brain analysis revealed modulations by aesthetic appeal in ventral (collateral sulcus) and lateral (middle occipital sulcus, posterior middle temporal gyrus) clusters that were adjacent to scene and motion selective regions. These findings suggest that aesthetic appeal per se is not represented in well-characterized feature- and category-selective regions of visual cortex. Rather, we propose that the observed activations reflect a local transformation from a feature-based visual representation to a representation of “elemental affect,” computed through information-processing mechanisms that detect deviations from an observer’s expectations. Furthermore, we found modulation by aesthetic appeal in subcortical reward structures but not in regions of the default-mode network (DMN) nor orbitofrontal cortex, and only weak evidence for associated changes in functional connectivity. In contrast to other visual aesthetic domains, aesthetically appealing interactions with natural landscapes may rely more heavily on comparisons between ongoing stimulation and well-formed representations of the natural world, and less on top-down processes for resolving ambiguities or assessing self-relevance

i-FRAME – Assessing impacts of social policy innovation in the EU: Proposed methodological framework to evaluate socio-economic returns on investment of social policy innovations

This report presents the final proposal for developing a methodological framework to assess the impacts generated by social policy innovations which promote social investment in the EU, in short i-FRAME. This framework has the objective to provide a structured approach that shall serve as a comprehensive framework for conducting analysis of the economic and social returns on investments of social policy innovations. It also aims to act as a guide to gather insights into replicability and transferability of initiatives which promote social investment across the EU. The report outlines the reviewed and improved theoretical and methodological approach developed by the JRC with help from external experts, and validated by testing the operational components proposed on a number of case studies and scenarios of use. After outlining the conceptual and methodological approach underpinning the i-FRAME (V1.0), the report discusses the proposal for building its operational components according to a structured theoretical framework of a dynamic simulation model for social impact assessment (V1.5). The final proposal for i-FRAME (V2.0) and an overview of the operational components for its implementation are then presented discussing the key elements that should be developed to build a comprehensive i-FRAME Web-Platform and simulator for social impact assessment. Conclusions are then offered in terms of implications for policy and directions for future research. These were drawn after consulting experts from different research disciplines, practitioners and representatives of relevant stakeholders and policymakers, and they include .recommendations for further developing the operational components proposed, paving the way towards building the i-FRAME (V3.0) and beyond.JRC.B.4-Human Capital and Employmen

A school-based intervention ('Girls Active') to increase physical activity levels among 11- to 14-year-old girls: cluster RCT

Background: Physical activity (PA) levels among adolescent girls in the UK are low. ‘Girls Active’, developed by the Youth Sport Trust (YST), has been designed to increase girls’ PA levels. Objective: To understand the effectiveness and cost-effectiveness of the Girls Active programme. Design: A two-arm cluster randomised controlled trial. Setting: State secondary schools in the Midlands, UK. Participants: Girls aged between 11 and 14 years. Intervention: Girls Active involves teachers reviewing PA, sport and physical education provision, culture and practices in their school; attending training; creating action plans; and effectively working with girls as peer leaders to influence decision-making and to promote PA to their peers. Support from a hub school and the YST is offered. Main outcome measures: The change in objectively measured moderate to vigorous intensity PA (MVPA) levels at 14 months. Secondary outcomes included changes in overall PA level (mean acceleration), light PA levels, sedentary time, body composition and psychosocial outcomes. Cost-effectiveness and process evaluation (qualitative and quantitative) data were collected. Results: Twenty schools and 1752 pupils were recruited; 1211 participants provided complete primary outcome data at 14 months. No difference was found in mean MVPA level between groups at 14 months [1.7 minutes/day, 95% confidence interval (CI) –0.8 to 4.3 minutes/day], but there was a small difference in mean MVPA level at 7 months (2.4 minutes/day, 95% CI 0.1 to 4.7 minutes/day). Significant differences between groups were found at 7 months, but not at 14 months, in some of the objective secondary outcomes: overall PA level represented by average acceleration (1.39 mg, 95% CI 0.1 to 2.2 mg), after-school sedentary time (–4.7 minutes/day, 95% CI –8.9 to –0.6 minutes/day), overall light PA level (5.7 minutes/day, 95% CI 1.0 to 10.5 minutes/day) and light PA level on school days (4.5 minutes/day, 95% CI 0.25 to 8.75 minutes/day). Minor, yet statistically significant, differences in psychosocial measures at 7 months were found in favour of control schools. Significant differences in self-esteem and identified motivation in favour of intervention schools were found at 7 and 14 months, respectively. Subgroup analyses showed a significant effect of the intervention for those schools with higher numbers of pupils at 14 months. Girls Active was well received by teachers, and they reported that implemented strategies and activities were having a positive impact in schools. Barriers to implementation progress included lack of time, competing priorities and the programme flexibility. Implementation costs ranged from £2054 (£23/pupil) to £8545 (£95/pupil) per school. No differences were found between groups for health-related quality-of-life scores or frequencies, or for costs associated with general practitioner, school nurse and school counsellor use. Conclusions: Girls Active may not have had an effect on the random 90 girls per school included in the evaluation. Although we included a diverse sample of schools, the results may not be generalisable to all schools. Girls Active was viewed positively but teachers did not implement as many aspects of the programme as they wanted. The intervention was unlikely to have a wide impact and did not have an impact on MVPA level at 14 months. Capitalising on the opportunities of a flexible programme like this, while also learning from the stated barriers to and challenges of long-term implementation that teachers face, is a priority for research and practice. Trial registration: Current Controlled Trials ISRCTN10688342. Funding: This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 5. See the NIHR Journals Library website for further project information. The YST funded the intervention. This study was undertaken in collaboration with the Leicester Clinical Trials Unit, a UK Clinical Research Collaboration-registered clinical trials unit in receipt of NIHR Clinical Trials Unit support funding. Neither the YST nor the NIHR Clinical Trials Unit had any involvement in the Trial Steering Committee, data analysis, data interpretation, data collection or writing of the report. The University of Leicester authors are supported by the NIHR Leicester–Loughborough Biomedical Research Unit (2012–17), the NIHR Leicester Biomedical Research Centre (2017–22) and the Collaboration for Leadership in Applied Health Research and Care East Midlands. These funders had no involvement in the Trial Steering Committee, the data analysis, data interpretation, data collection or writing of the report