Attachment Object Effects on Children\u27s Anxiety During School-Related Transitions

Because a child\u27s first day of school can be anxiety provoking, familiar soothing inanimate objects, such as blankets, might help to minimize discomfort related to this novel situation. The current study examined the anxiety level of twenty-six one- to four-year-old children and their mothers at three times 1) before the first day of school, 2) during separation from their mother on the first day of school, and 3) after home from their first day of school. Maternal report was used to assess child and mother anxiety levels (Likert scale 0- 10) and child level of attachment to a familiar inanimate object. No differences in anxiety levels were found among attached children who brought their attachment object with them on their first day of school, attached children without their objects, and unattached children with or without a familiar object. Children\u27s anxiety did differ among the assessment times, verifying that separation from their mothers on first day of school is a low arousal situation. Mother\u27s anxiety was not positively related to children\u27s anxiety. Future studies might further explore an observed trend of children attached to inanimate objects displaying less anxiety than their unattached counterparts across school-related transitions

A Student\u27S Guide To Hci Research And Database Development

This paper is intended to provide a useful guide and reference for those students (or researchers) attempting to familiarize themselves with the large body of HCI research available. This paper discusses trends, labs, funding sources, implications, and major contributions to HCI over the past decade (1995-2005) as documented through the British Journal of Behaviour & Information Technology. Several graphs are provided to illustrate patterns of interest and publication of HCI research with step-by-step guidance for the overwhelmed student (or researcher) for everything from narrowing relevant HCI journals and articles to a sampling of funding sources. All in the hope of providing a guide to understanding what has been done in the field, where to get started, and the direction HCI research may be going in the future

A Theoretical Framework Of A Bionomic Approach To Improve Individual And Organizational Outcomes

Human Factors often attempts to combat the effects of stress on human productivity through such tools as, automation, ergonomics, and training in the workplace but traditional human factors routes may not always be sufficient. Some organizations (e.g., military and civilian) may always suffer some degree of stress which may inadvertently disturb personal individual outcomes and resultant organizational outcomes, traditionally of macroergonomic concern. Positive bionomic effects on humans are well documented in other fields and being introduced here for consideration as a viable resource, possibly supplement, to traditional human factors/macroergonomic tools. Two models of this bionomic theory for human factors applications are presented for improving individual and organizational, physical, psychological, and social outcomes

Could Olfactory Displays Improve Data Visualization?

The significance of olfaction for improvement in data visualization is discussed. Olfactory effects can play a crucial role in certain training environments, such as those for fire fighters and medical personnel. In addition to reduced interference, olfactory components might possibly convey messages, such as specific meanings for certain odors, when visual or auditory modalities were already employed. Adding an olfactory component to an environment can reduce stress, increase information processing, enhance memory performance through better problem-solving, reduce response times, produce fewer errors, increase recall and physical performance

Positioning in Prospective Secondary English Teachers’ Annotations of Teaching Videos

Purpose: English education researchers have used video annotation to connect theory to practice and to encourage prospective secondary English teachers (PSETs) to reflectively evaluate their own and others’ teaching. This study aimed to examine whether and how PSETs’ annotations of their own and others’ teaching videos reveal (dis)connections between visions of English teaching valued in methods courses and those practiced in local school field placements. Design/methodology/approach:Examination of 538 annotations on 18 lesson videos – recorded in a university teaching-methods course and in local secondary classrooms by 12 PSETs in a rural, northeastern US teacher-preparation program – revealed what kinds of practices PSETs evaluated and with whom they identified (student or teacher) as they made those evaluations. Findings: Annotations from two PSETs illustrate a trend in the larger data sets: PSETs’ annotations expressed pedagogical values that differed and sometimes conflicted according to their identification with the role of student or of teacher. PSETs’ preferences as students were often superseded by visions of what one must do/be in the secondary English classroom. Research limitations/implications: This study identifies tensions among PSETs’ annotations that corresponded to their identifications with the role of student or of teacher but does not explore whether and how they reconciled these tensions, or how they might affect student learning. Future research might explore how PSETs negotiate contradictions in their pedagogical preferences as they annotate their own and others’ teaching videos. Practical implications: English teacher educators who use video-based methods might attend to whether and how such assignments/activities position PSETs as students or as teachers in viewing teaching videos. Originality/value: PSETs may value different and even conflicting pedagogical practices, regardless of setting and despite their own experiences, based on their identifications with the role of student or of teacher. These identifications may allow them to compartmentalize visions of teaching that might otherwise come into productive conflict

Happa: The New Frontier of Marginality and Disruption of Long-Static Racial Constructs

Recent reports have noted a rise in interracial marriages, which some say represents a positive change in attitudes toward race and ethnicity. However, the available data shows interracial marriages more often entail a union where one person is the member of the dominant group (e.g., White European). So, why is the percentage of marriage between non-dominants so rare? This chapter discusses whether this is a result of minority groups adopting majority attitudes toward other ethnic groups—a reflection of interethnic group conflict between ethnic groups—or just a reflection of the population and patterns of integration. Still, in its own way, this pattern may reinforce ethnic stereotypes and attitudes to the benefit of the majority group and the continued marginalization of ethnic groups