Happiness as stable extraversion : internal consistency reliability and construct validity of the Oxford Happiness Questionnaire among undergraduate students

The Oxford Happiness Questionnaire (OHQ) was developed by Hills and Argyle (2002) to provide a more accessible equivalent measure of the Oxford Happiness Inventory (OHI). The aim of the present study was to examine the internal consistency reliability, and construct validity of this new instrument alongside the Eysenckian dimensional model of personality. The Oxford Happiness Questionnaire was completed by a sample of 131 undergraduate students together with the abbreviated form of the Revised Eysenck Personality Questionnaire. The data demonstrated good internal consistency reliability (alpha = .92) and good construct validity in terms of positive association with extraversion (r = .38 p < .001) and negative association with neuroticism (r = −.57 p < .001). The kind of happiness measured by the OHQ is clearly associated with stable extraversion

Happiness as stable extraversion : internal consistency reliability and construct validity of the Oxford Happiness Questionnaire among undergraduate students

The Oxford Happiness Questionnaire (OHQ) was developed by Hills and Argyle (2002) to provide a more accessible equivalent measure of the Oxford Happiness Inventory (OHI). The aim of the present study was to examine the internal consistency reliability, and construct validity of this new instrument alongside the Eysenckian dimensional model of personality. The Oxford Happiness Questionnaire was completed by a sample of 131 undergraduate students together with the abbreviated form of the Revised Eysenck Personality Questionnaire. The data demonstrated good internal consistency reliability (alpha = .92) and good construct validity in terms of positive association with extraversion (r = .38 p < .001) and negative association with neuroticism (r = −.57 p < .001). The kind of happiness measured by the OHQ is clearly associated with stable extraversion

A Comparative Study of Multimodal Approaches to Learning: To Support Children’s Learning in the Early Years

Multimodal approaches to teaching and learning within early years education support children’s diverse experiences and competencies. Within a multimodal process, different modes can communicate meaning in several ways. The Play and Learn through the Arts (PLA) programme and the Argyle project offer the opportunity to embrace the framework of a multimodal approach to children’s learning, though they have salient differences. This paper aims to explore the content of the PLA and the Argyle project as two practical examples which can be used to create a multimodal environment in early years settings. The discussion concludes with the significant contribution of the PLA programme to children’s learning using the arts as a teaching method through a child-led process within the multimodal framework; though the Argyle project presented the concept of multiliteracies which was also an important component for a multimodal environment. This paper can be useful to early years practitioners to explore different practical examples of children’s multimodal learning in everyday practice

Hop Germplasm Study

Until now, commercial hop (Humulus lupulus L.) production has not occurred in the northeast (NE) region of the United States for 150 years. Vermont production peaked in 1860 when the state produced 289,690 kg of dried hops (Kennedy 1860). A combination of the spread of hop downy mildew, the expansion of production in western states, and prohibition laws from the 1920’s contributed to the decline of the 19th century NE hop industry. Today, the Pacific Northwest states of Washington, Oregon, and Idaho remain the dominant hop production sites of the U.S. However, hop production in non-traditional regions is growing and now accounts for over 2% of the total U.S. hop acreage (George, A., 2014). Nationally, there has been recent and unprecedented growth in the craft beer sector which has dramatically increased demand for local hop production

Controlling the Gaze of Conversational Agents

We report on a pilot experiment that investigated the effects of different eye gaze behaviours of a cartoon-like talking face on the quality of human-agent dialogues. We compared a version of the talking face that roughly implements some patterns of human-like behaviour with\ud two other versions. In one of the other versions the shifts in gaze were kept minimal and in the other version the shifts would occur randomly. The talking face has a number of restrictions. There is no speech recognition, so questions and replies have to be typed in by the users\ud of the systems. Despite this restriction we found that participants that conversed with the agent that behaved according to the human-like patterns appreciated the agent better than participants that conversed with the other agents. Conversations with the optimal version also\ud proceeded more efficiently. Participants needed less time to complete their task

Experimenting with the Gaze of a Conversational Agent

We have carried out a pilot experiment to investigate the effects of different eye gaze behaviors of a cartoon-like talking face on the quality of human-agent dialogues. We compared a version of the talking face that roughly implements some patterns of humanlike behavior with two other versions. We called this the optimal version. In one of the other versions the shifts in gaze were kept minimal and in the other version the shifts would occur randomly. The talking face has a number of restrictions. There is no speech recognition, so questions and replies have to\ud be typed in by the users of the systems. Despite this restriction we found that participants that conversed with the optimal agent appreciated the agent more than participants that conversed with the other agents. Conversations with the optimal version proceeded more efficiently. Participants needed less time to complete their task