Cognitive emotions in e-learning processes and their potential relationship with students’ academic adjustment

In times of growing importance and emphasis on improving academic outcomes for young people, their academic selves/lives are increasingly becoming more central to their understanding of their own wellbeing. How they experience and perceive their academic successes or failures, can influence their perceived self-efficacy and eventual academic achievement. To this end, ‘cognitive emotions’, elicited to acquire or develop new skills/knowledges, can play a crucial role as they indicate the state or the “flow” of a student’s emotions, when facing challenging tasks. Within innovative teaching models, measuring the affective components of learning have been mainly based on self-reports and scales which have neglected the real-time detection of emotions, through for example, recording or measuring facial expressions. The aim of the present study is to test the reliability of an ad hoc software trained to detect and classify cognitive emotions from facial expressions across two different environments, namely a video-lecture and a chat with teacher, and to explore cognitive emotions in relation to academic e-selfefficacy and academic adjustment. To pursue these goals, we used video-recordings of ten psychology students from an online university engaging in online learning tasks, and employed software to automatically detect eleven cognitive emotions. Preliminary results support and extend prior studies, illustrating how exploring cognitive emotions in real time can inform the development and success of academic e-learning interventions aimed at monitoring and promoting students’ wellbeing.peer-reviewe

A Probe into the Reform of Public Calligraphy Course in Chinese Colleges and Universities

中国书法是中国传统文化中的瑰宝，它既是一门艺术，又有着深厚的文化内涵。我国普通高校开设公共书法教学是与目前倡导的素质教育，培养创新型人才，提倡人的全面和谐发展的高等教育理念相一致的。加强高校公共书法教育，是全面推进素质教育的有效途径之一，也是提高当代大学生人文素质的重要手段。它对促进大学生人格完善、创造力培养以及民族文化的传承等有着不可低估的作用。本文主要针对我国普通高等院校公共书法教学现状进行分析，并由此比较借鉴日本高校中实施书法教学的成功经验提出对我国高校公共书法教学改革的具体建议和措施，设计并实践一种具备学科视野的、以学生为主体的公共书法教学的新模式。论文共分为五部分。引言扼要介绍论文写...Chinese calligraphy is a treasure of Chinese traditional culture. It not only is an art, but also has profound culture contents. Opening the public calligraphy course to the university students is in accordance with the concept that advocated by the current quality- oriented education, which aims to cultivate the students’ creative talent and comprehensive development. This paper concentrates on a...学位：文学硕士院系专业：艺术教育学院美术系_美术学学号：20042201

Search for heavy neutral lepton production in K+ decays

A search for heavy neutral lepton production in K + decays using a data sample collected with a minimum bias trigger by the NA62 experiment at CERN in 2015 is reported. Upper limits at the 10−7 to 10−6 level are established on the elements of the extended neutrino mixing matrix |Ue4| 2 and |Uμ4| 2 for heavy neutral lepton mass in the ranges 170–448 MeV/c2 and 250–373 MeV/c2, respectively. This improves on the previous limits from HNL production searches over the whole mass range considered for |Ue4|2 and above 300 MeV/c2 for |Uμ4|2

Measurement of the very rare K+→π+ννˉK^+ \to \pi^+ \nu \bar\nu decay

The decay K+→π+νν¯ , with a very precisely predicted branching ratio of less than 10−10 , is among the best processes to reveal indirect effects of new physics. The NA62 experiment at CERN SPS is designed to study the K+→π+νν¯ decay and to measure its branching ratio using a decay-in-flight technique. NA62 took data in 2016, 2017 and 2018, reaching the sensitivity of the Standard Model for the K+→π+νν¯ decay by the analysis of the 2016 and 2017 data, and providing the most precise measurement of the branching ratio to date by the analysis of the 2018 data. This measurement is also used to set limits on BR(K+→π+X ), where X is a scalar or pseudo-scalar particle. The final result of the BR(K+→π+νν¯ ) measurement and its interpretation in terms of the K+→π+X decay from the analysis of the full 2016-2018 data set is presented, and future plans and prospects are reviewed

Cognitive emotions in E-learning processes and their potential relationship with students' academic adjustment

In times of growing importance and emphasis on improving academic outcomes for young people, their academic selves/lives are increasingly becoming more central to their understanding of their own wellbeing. How they experience and perceive their academic successes or failures, can influence their perceived self-efficacy and eventual academic achievement. To this end, 'cognitive emotions', elicited to acquire or develop new skills/knowledges, can play a crucial role as they indicate the state or the "flow" of a student's emotions, when facing challenging tasks. Within innovative teaching models, measuring the affective components of learning have been mainly based on self-reports and scales which have neglected the real-time detection of emotions, through for example, recording or measuring facial expressions. The aim of the present study is to test the reliability of an ad hoc software trained to detect and classify cognitive emotions from facial expressions across two different environments, namely a video-lecture and a chat with teacher, and to explore cognitive emotions in relation to academic e-selfefficacy and academic adjustment. To pursue these goals, we used video-recordings of ten psychology students from an online university engaging in online learning tasks, and employed software to automatically detect eleven cognitive emotions. Preliminary results support and extend prior studies, illustrating how exploring cognitive emotions in real time can inform the development and success of academic e-learning interventions aimed at monitoring and promoting students' wellbeing

Cognitive Emotions in E-Learning Processes and Their Potential Relationship with Students’ Academic Adjustment

In times of growing importance and emphasis on improving academic outcomes for young people, their academic selves/lives are increasingly becoming more central to their understanding of their own wellbeing. How they experience and perceive their academic successes or failures, can influence their perceived self-efficacy and eventual academic achievement. To this end, ‘cognitive emotions’, elicited to acquire or develop new skills/knowledges, can play a crucial role as they indicate the state or the “flow” of a student’s emotions, when facing challenging tasks. Within innovative teaching models, measuring the affective components of learning have been mainly based on self-reports and scales which have neglected the real-time detection of emotions, through for example, recording or measuring facial expressions. The aim of the present study is to test the reliability of an ad hoc software trained to detect and classify cognitive emotions from facial expressions across two different environments, namely a video-lecture and a chat with teacher, and to explore cognitive emotions in relation to academic e-self efficacy and academic adjustment. To pursue these goals, we used video-recordings of ten psychology students from an online university engaging in online learning tasks, and employed software to automatically detect eleven cognitive emotions. Preliminary results support and extend prior studies, illustrating how exploring cognitive emotions in real time can inform the development and success of academic e-learning interventions aimed at monitoring and promoting students’ wellbeing

Equilibrium configurations and capillary interactions of Janus dumbbells and spherocylinders at fluid-fluid interfaces

We numerically investigate the adsorption of a variety of Janus particles (dumbbells, elongated dumbbells and spherocylinders) at a fluid-fluid interface by using a numerical method that takes into account the interfacial deformations. We first determine the equilibrium configuration of a single adsorbed particle, and we find that the overall shape of the induced deformation field has a strong hexapolar mode while non-Janus particles of the same shape do not induce any interfacial deformation. We then calculate the capillary interactions between two Janus spherocylinders adsorbed at an interface. The hexapolar deformation field induces capillary attractions for laterally aligned Janus spherocylinders and repulsions for laterally anti-aligned ones. We also experimentally synthesize micrometer-sized charged Janus dumbbells and let them adsorb at a water-decane interface. After several hours we observe the formation of aggregates of dumbbells predominantly induced by interactions that appear to be capillary in nature. Our Janus dumbbells attach laterally and are all aligned, as predicted by our numerical calculations

Audiovestibular Disorders after COVID-19 Vaccine: Is There an Association?

The SARS-CoV-2 vaccination campaign is probably one of the most historic public hygiene measures in modern medicine. The drama of the pandemic has forced the scientific community to accelerate the development and commercialization of vaccines, thereby enhancing the phases of active surveillance. Among the adverse events following immunization (AEFI) reported, those of an audiovestibular interest, such as sudden sensorineural hearing loss (SSNHL), tinnitus, dizziness, and vertigo, constitute a very small percentage. There are many plausible etiological hypotheses, and scientific research needs to pay more attention to the correct collection of data, which up until now have often been inadequate and fragmented, on which to base future studies. SSNHL, new onset tinnitus, vertigo, and dizziness require a prompt evaluation, while the proposed treatment is the same as it is for events unrelated to vaccination. These are uncommon adverse events, and the risk rates for these diseases have not increased in conjunction with the COVID-19 vaccinations, therefore there is no justification of any hesitation towards the vaccination campaign