Designing Better Symbols: An Attentional Approach to Match Symbols to Performance Goals

Effective displays require symbol sets that are customized to specific tasks and performance goals. In order to create such sets, designers must account for the effects of top-down and bottom-up attention. The current work presents a pair of experiments that examined the effects of salience and cueing in a change detection tasks within the flicker paradigm (Rensink, O’Regan and Clark, 1997). Each trial, participants either received no cue or a cue indicating which symbol would be the target. This cueing manipulation isolated top-down effects to the cued condition. Consistent with previous studies (Orchard, 2012; Steelman, Orchard, Fletcher, Cockshell, Williamson & McCarley, 2013), Study 1 found a response time benefit for low salience symbols in the cued condition. Study 2 served as a replication of Study 1, but included a background manipulation that preserved the layout of the symbols while manipulating the symbol’s contrast to the background color. Results indicated a benefit for low salience symbols in the cued condition only on the black background, consistent with Study 1. However, low salience symbols showed no benefit on the gray or the white background in the cued condition, failing to support the hypothesis that low salience symbol show a cueing benefit. Chapter 5 conducted an extended analysis of the data from Study 2 using a variety of multilevel models to investigate specific symbol characteristics that may drive response times. For both uncued and cued search, eccentricity and crowding effects predicted response times. For uncued search, response times decreased as salience increased and standard deviation increased. For cued search symbol discriminability and salience predicted response times. Implications for the design of symbols and symbol sets are discussed

Defending Steinbeck: Morality, Philosophy, and Sentimentality in East of Eden

John Steinbeck’s novel East of Eden was published in 1952. Intended to be his magnum opus, the book received largely mixed reviews upon its release. The New York Times called it, “Clumsy in structure and defaced by excessive melodramatics and much cheap sensationalism,” and literary critic Arthur Mizener claimed that, with this novel, “[Steinbeck’s] insight and talent cease to work and he writes like the author of any third-rate best-seller.” Steinbeck’s literary reputation has long-suffered from reviews such as these, as well as from the accusation that he is a sentimentalist with a penchant for moralizing ethos which endows his work with ephemeral value. My thesis uses East of Eden to defend Steinbeck’s literary reputation. By analyzing Steinbeck’s exploration of the universal theme of good and evil, as well as his assertion that man may choose his own morality, I argue that East of Eden is representative of Steinbeck’s best work and his true capability as a writer. I also contest the accusation that East of Eden is an imperfectly structured novel with an inconsistent theme; I inspect the character of Cathy Ames Trask and through her, argue that Steinbeck’s structure for the novel is very intentional, and that his development of Cathy is not a contradictory element. Finally, my thesis evaluates the above-mentioned motifs to argue that sentimentality is not a detrimental quality to Steinbeck’s work, and that deep human emotion, such as is found in East of Eden, should be celebrated, not disregarded as manipulative or unnecessary

Definitions of Sexual Behavior Among Young Adults

Much cognitive and definitional ambiguity surrounds the idea of “having sex,” especially among young adults. Researchers have attempted to determine what contextual factors influence university-aged individuals in their understanding and subsequent labeling of sexual behavior. However, previous investigations have been based on heterosexual populations, using questionnaires that may not apply to sexual minorities. The purpose of this study was to gather and compare definitions of sex among university-aged adults of varying sexual and gender identities. This study attempts to re-conceptualize sex definitional research through revised survey measures and varied sampling techniques. In particular, additional sexual behaviors were adapted from public health research of sexual minorities. Analyses of both quantitative and qualitative data are employed in the effort to clarify behaviors that are labeled as "sex" and the contextual factors affecting these definitions. We found higher endorsement of oral sex among females and sexual minorities as well as strong agreement among all participants that anal sex is considered to be sex. In addition, broader definitions of sex were found to be more likely among females and sexual minorities, and the presence of orgasm emerged as a significant variable in deciding whether to label a particular behavior as sex. The additional sexual behaviors had varying levels of endorsement, but were consistently included in sexual minorities’ definitions of sex. Future sexuality research should strive to incorporate more gender and orientation minorities and adjust their demographics and measures accordingly

An evaluation of a job embedded professional development program at Lincoln Academy

The purpose of this thesis was to evaluate a job embedded professional development program at a PK-8 school in southeastern North Carolina. The model was based on definitions and standards built by such experts as No Child Left Behind, the ILLS, and the National Council of Staff Development. These standards were employed to analyze the program’s success as well. The program was planned to be job embedded and of a seven month duration. Its focus was clarified by a needs assessment given to stakeholders with administrative support. The school employed consultants from the University of North Carolina, who partnered with the school in program direction. Evaluation was the result of both formative and summative analysis of data gathered through interviews, surveys and student assessment during the seven month period. Analysis of data illustrated that professional development that is job embedded, sustained in nature, employs input from stakeholders and is facilitated by community partnerships, can be a catalyst for school change in both students and teachers. It is recommended that professional development defined and built in such a way be used by curriculum and instructional specialists as a vehicle of delivery for institutional growth and development

Learning Why Robeson County Residents Are Unaware of Guardian Ad Litem

As a senior and social work major at the University of North Carolina at Pembroke, I was required to complete an internship at a qualified agency. I chose Guardian Ad Litem (GAL), a program that advocates for abused and neglected children, since I adore children and care for them dearly (National CASA Association, 2017). After much collaboration with Michelle Ivey, the program administrator, we concluded that a necessary project would be for me to conduct research on why many Robeson County residents are unaware of GAL. The research would help office workers know where to focus their recruitment efforts and how to strengthen their apparatus. I wanted to understand why Robeson County residents are unaware of GAL. Does a person’s specific ethnicity and/or location dictate whether or not they have heard about the program? My goal was to help the county’s GAL gain volunteers and job positions considering the unbalanced scale between abused and neglected children and volunteers

The breastfeeding woman? who are breastfeeding books really for?

Breastfeeding education takes place in a variety of venues. Through books, workshops, classes, one-on-one discussions, and websites, women are told why and how to breastfeed. One of the most long-standing and slow-changing areas of education is books on breastfeeding. Written by a variety of individuals and organizations, each book on breastfeeding presents breastfeeding under a different light, with slightly diverse styles directed toward best reaching their ideal audience. These variations in content and approach meet the needs of individual mothers differently, making each book better fitted for certain groups than others. In analyzing the content of a few specific books, The Womanly Art of Breastfeeding 8th ed. by Diane Wiessinger, Diana West, and Teresa Pitman, Breastfeeding Made Simple 2nd ed. by Nancy Mohrbacher and Kathleen Kendall-Tackett, The Nursing Mother's Companion 6th ed. by Kathleen Huggins, and Ina May's Guide to Breastfeeding by Ina May Gaskin, a clearer view of which women may be highlighted or excluded can be gained. The groups that may be highlighted or excluded in turn affect the social perceptions of breastfeeding. How do these books directly and indirectly exclude certain populations from breastfeeding education? In order to look more closely at this question, I will look at the infant feeding practices, biological assumptions and treatments, and personal/social contexts presented in these books. Some questions to be addressed are: Who, statistically, is likely to breastfeed? Are these books reaching the mothers that are already likely to breastfeed or are they looking beyond to additional groups? Moreover, what does this image of the breastfeeding mother say about the social messages of breastfeeding education? What are the consequences of excluding certain mothers from who is valued enough to receive breastfeeding assistance? What does this in turn say about how the children of those women are valued? What changes could be made to any of these books or to breastfeeding education strategies to make breastfeeding education more accessible to all mothers? How inclusive are these four breastfeeding books in addressing all mothers interested in reading about breastfeeding? In addition, how does the (lack of) addressing contextual issues in breastfeeding education affect larger issues of women's status? Why does it matter if these books address pumping, being away from baby, partner involvement, or societal response? The questions will all come together to create a picture of who is assumed to be the breastfeeding mother. Helping mothers have success breastfeeding has motivation beyond the individual breastfeeding relationships. Breastfeeding can be used as a reason to deny women certain opportunities or to place certain judgments on them unless these issues are addressed more largely in society. Educating mothers about breastfeeding includes educating them about how society might react to their breastfeeding and how they can be prepared for certain reactions. Furthermore, addressing the social realities that women live in and how society may need to change must not be ignored either

A biographical sketch suitable for use in supplementing the teaching of North Carolina social studies in the eighth grade

The most important thing in the education of children is to get their minds working and to stimulate their interests, and is there any subject which more arouses the child than the study of men's and women's lives? Biography is not a cold bare study of strange creatures and impossible events. It is simply a history of human nature, of beings who lived, died, struggled, suffered, and achieved just like other people. It tells the child what lie ought and might be; and when it is properly told, it fills him with a great aspiration to do the very best that is in him. In short biography is the autobiography of humanity. Can there be any study of greater educational value and utility?

The effects of refrigerated storage time and fortification on pasteurized donor human milk

Background: The use of pasteurized donor human milk (PDHM) is growing among neonatal intensive care units. Addition of commercial fortifiers to better meet the nutritional needs of preterm infants is common, however limited information is available regarding nutrient stability in fortified PDHM (FPDHM). Objective: The purpose of this study is to measure the anti-microbial activity and protein content of FPDHM during refrigerated storage over 96 hours. Methods: Unfortified PDHM served as the control (CONTROL). PDHM was subjected to treatment with 3 different fortifiers: an acidic (F-ACID), a neutral (F-NEUT), and a human-milk derived (F-HUM) fortifier. Samples were stored at 4°C, and every 24h, a 1-mL aliquot was removed for analysis. Samples were analyzed for total protein, immunoglobulin A (IgA), and lysozyme. Results: At baseline, there was a significant difference in protein (mean, standard deviation) concentration (g/dL) between control (1.3, 0.14) and all other treatments (F-ACID = 2.0, 0.19; F-NEUT= 2.2, 0.14 ; F-HUM = 2.5, 0.12; p0.9 all variables), nor was there a significant interaction effect between time and treatment (p>0.9 all variables). Conclusion: The type of fortifier has a more significant impact on bioactive components in fortified PDHM than storage time

Darkland: an artist's statement

My thesis is about an exploration of photographing at night. I use a digital SLR Nikon D5000 camera, and print 13" x 19" and 23" x 35" images on an inkjet printer. I photograph in black and white. I wish to capture a moment outside of time by using long exposure night photography to transform the landscape. I look for the possibility of irregularity or oddity in the landscape. My images combine man-made structures and natural vegetation illuminated by available light

Are mentors failing to fail underperforming student nurses? An integrative literature review

Aim: this review aimed to identify and review primary research to address the question: ‘Is there evidence that mentors are failing to fail underperforming student nurses?’ Design: this was an integrative literature review. Methods: online databases (Medline, Scopus, PsycINFO, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL)) were searched using specified inclusion and exclusion criteria to focus the review. Critical appraisal was undertaken and key findings, outcomes and emergent concepts were identified from each study. These were then collated and synthesised into themes. Results: five articles met the criteria and review aim. Three main themes were identified. These were the mentors’ relationship with the university, documentation when failing a student, and psychological and emotional impacts. Conclusion: the phenomenon of failing to fail continues to concern the nursing profession but there is limited primary research evidence to inform contemporary discussions in the UK regarding the management of this in practice