The Role of executive function in children\u27s source monitoring with varying retrieval strategies

Previous research on the relationship between executive function and source monitoring in young children has been inconclusive, with studies finding conflicting results about whether working memory and inhibitory control are related to source-monitoring ability. In this study, the role of working memory and inhibitory control in recognition memory and source monitoring with two different retrieval strategies were examined. Children (N = 263) aged 4–8 participated in science activities with two sources. They were later given a recognition and source-monitoring test, and completed measures of working memory and inhibitory control. During the source-monitoring test, half of the participants were asked about sources serially (one after the other) whereas the other half of the children were asked about sources in parallel (considering both sources simultaneously). Results demonstrated that working memory was a predictor of source-monitoring accuracy in both conditions, but inhibitory control was only related to source accuracy in the parallel condition. When age was controlled these relationships were no longer significant, suggesting that a more general cognitive development factor is a stronger predictor of source monitoring than executive function alone. Interestingly, the children aged 4–6 years made more accurate source decisions in the parallel condition than in the serial condition. The older children (aged 7–8) were overall more accurate than the younger children, and their accuracy did not differ as a function of interview condition. Suggestions are provided to guide further research in this area that will clarify the diverse results of previous studies examining whether executive function is a cognitive prerequisite for effective source monitoring

Survey of university programs in remote sensing funded under grants from the NASA University-Space Applications program

NASA's Office of Space and Terrestrial Applications (OSTA) is currently assessing approaches to transferring NASA technology to both the public and private sectors. As part of this assessment, NASA is evaluating the effectiveness of an ongoing program in remote sensing technology transfer conducted by 20 university contractors/grantees, each supported totally or partially by NASA funds. The University-Space Applications program has as its objective the demonstration of practical benefits from the use of remote sensing technology to a broad spectrum of new users, principally in state and local governments. To evaluate the University-Space Applications program, NASA has a near-term requirement for data on each university effort including total funding, funding sources, length of program, program description, and effectiveness measures

Study of Federal technology transfer activities in areas of interest to NASA Office of Space and Terrestrial Applications

Forty-three ongoing technology transfer programs in Federal agencies other than NASA were selected from over 200 current Federal technology transfer activities. Selection was made and specific technology transfer mechanisms utilized. Detailed information was obtained on the selected programs by reviewing published literature, and conducting telephone interviews with each program manager. Specific information collected on each program includes technology areas; user groups, mechanisms employed, duration of program, and level of effort. Twenty-four distinct mechanisms are currently employed in Federal technology transfer activities totaling $260 million per year. Typical applications of each mechanism were reviewed, and caveats on evaluating program effectiveness were discussed. A review of recent federally funded research in technology transfer to state and local governments was made utilizing the Smithsonian Science Information Exchange, and abstracts of interest to NASA were selected for further reference

ENGL 393/AFST 393: Africana Literature and Culture: Digital Diaspora

In the 1990s we heard much of the democratization of knowledge emerging from the developing technological infrastructure, particularly the emerging internet. There was great hope that the free access materials on the web would allow those previously cut off from intellectual capitol to gain materials and knowledge that might be leveraged to change social position. As we move into web 2.0, however, it is increasingly clear that the digital divide apparent in technology clearly replicates the divisions existing in society. Projects as diverse as openJournals and the One Laptop per Child seek to address the disparities, but it is clear that many of the same challenge are alive and well in the digital age. In addition, the academic and museum communities’ decisions about what is digitized and how it is digitized continue to enforce such disparities. This is particularly apparent when we examine the way in which representative literature of the African Diaspora is digitized.This course will look at the previously mentioned issues within the context of the African Diaspora. The course will explore the digital divide within the diasporic community, looking at the way in which infrastructure issues, such as wireless and laptop accessibility, impact access to information. We will then examine the way in which cultural artifacts are digitized, paying particular attention to a diverse group of objects that represent the cultural heritage of the African Diaspora, from Literary Renaissance, to the Slave Trade, to Resistance movements. In addition to these explorations, we will consider the way in which community is both challenged and expanded with such developments

Traces of the Old, Uses of the New: The Emergence of Digital Literary Studies

Digital Humanities remains a contested, umbrella term covering many types of work in numerous disciplines, including literature, history, linguistics, classics, theater, performance studies, film, media studies, computer science, and information science. In Traces of the Old, Uses of the New: The Emergence of Digital Literary Studies, Amy Earhart stakes a claim for discipline-specific history of digital study as a necessary prelude to true progress in defining Digital Humanities as a shared set of interdisciplinary practices and interests. Traces of the Old, Uses of the New focuses on twenty-five years of developments, including digital editions, digital archives, e-texts, text mining, and visualization, to situate emergent products and processes in relation to historical trends of disciplinary interest in literary study. By reexamining the roil of theoretical debates and applied practices from the last generation of work in juxtaposition with applied digital work of the same period, Earhart also seeks to expose limitations in need of alternative methods—methods that might begin to deliver on the early (but thus far unfulfilled) promise that digitizing texts allows literature scholars to ask and answer questions in new and compelling ways. In mapping the history of digital literary scholarship, Earhart also seeks to chart viable paths to its future, and in doing this work in one discipline, this book aims to inspire similar work in others

Learning by Design: Aquarium Kumu Training

The purpose of this instructional design project was to develop and evaluate the effectiveness of an online instructional module for training volunteers regarding marine biology at the Waikīkī Aquarium. The creation of a learning module to be completed by all appropriate volunteers provides consistency in content delivery, a higher level of accountability, a greater level of familiarity with pertinent information, as well as increased confidence with visitors. Waikīkī Aquarium Education Volunteers, known as Kumus, are volunteers who specialize in malacology, or the study of marine molluscs. Learning marine biology is an important part of providing a positive educational experience for Aquarium visitors. There was no formal online training program for Aquarium Kumus, and educational technology serves to bridge this gap, helping learners who have grown up using technology to stay engaged and focused in challenging topics. The modules were created using Canvas, a learning management system, as well as a combination of tools including: Google Docs, Screencastify, and YouTube. A constructivist design approach combined with proven multimedia learning principles were integrated into the design. This study involved eleven college level participants, with data analyzed and reported through the use of statistical and descriptive analysis. The results of the data indicated that after completing the online training modules, participants’ knowledge of marine biology increased

Lived experiences of directors providing leadership to part-time faculty at study abroad centers in Italy, The: a phenomenological analysis

2021 Spring.Includes bibliographical references.In the 2017-2018 academic year, 332,727 U.S. university students participated in a study abroad program in a foreign country (Institute of International Education, 2018). Many of these students attend courses taught by part-time faculty, hired locally by study abroad centers with affiliations to U.S. universities. The directors of these centers have responsibility for all aspects of the study abroad programs, including academics and the faculty. The purpose of this interpretative phenomenological analysis (IPA) study was to investigate how directors of study abroad centers in Italy understand and experience their leadership of part-time faculty. The main research question asked how directors of study abroad centers in Italy understand and experience their leadership of the part-time faculty they supervise? Eight individuals shared their experiences through semi-structured interviews and a follow-up focus group. The participants' essential experience in providing leadership to part-time faculty at study abroad centers in Italy was bridging the gap between different realities. The unique research setting produced results showing that participants employed some practices supporting part-time faculty not found in past research on leading part-time faculty. These included: paying for travel to academic conferences, hosting academic conferences organized by PT faculty, and paying to publish PT faculty scholarship