Theory underlying the peripheral vision horizon device

Peripheral Vision Horizon Device (PVHD) theory states that the likelihood of pilot disorientation in flight is reduced by providing an artificial horizon that provides orientation information to peripheral vision. In considering the validity of the theory, three areas are explored: the use of an artificial horizon device over some other flight instrument; the use of peripheral vision over foveal vision; and the evidence that peripheral vision is well suited to the processing of orientation information

Financing Education in Nigeria: Implications and Options for National Development

The future of any country lies in the quality of its education. Education remains the major tool for national socio-economic development, individual socio-economic empowerment and poverty reduction. Unfortunately, one of major problem now facing education in Nigeria is the issue of underfunding. We have, in the last decades, witnessed a gradual degradation in infrastructure, in manpower development and access to qualitative education. Precisely, the federal government spending on education is below 10 percent of its overall budget. This is largely due to the fall of the oil market, and the need to reduce the huge and raising debt service obligations. This study critically examined the past and present situation of financing education in Nigeria, the implications of inadequate funding and possible strategies of funding education. Thus, it was suggested among others that all stakeholders, parents and guardians, the society in general, the private sector and non-governmental agencies must become involved in the financing of education in Nigeria

Undergraduate student expectations of university in the United Kingdom: What really matters to them?

Students spend 12 to 14 years in school settings learning in what could be considered a carefully controlled and structured environment. Higher education may not offer the same landscape to students and it appears that many enter with unrealistic conceptions of what is expected of them and are faced with different approaches to aspects of teaching, learning and assessment. This qualitative study explores the perceptions of second-year and final-year students in relation to their expectations whilst studying at university. Focus groups were used across two programmes in one university faculty to ascertain student expectations and what they perceived as important. From the thematic analysis, four areas were highlighted by the students as key to the transition into university these were directed time, non-directed time, support and relationships. Overall these students where positive about the university experience and the levels of support offered to them, particularly noting that working in peer learning groups (PLGs) was beneficial. Issues were raised around the timetabling of face-to-face contact time and the value of the experience and this is an area that needs further research as is understanding the complexity of the students’ lives outside of the institution

M.I.T./Canadian Vestibular Experiments on the Spacelab-1 Mission. Part 1: Sensory Adaptation to Weightlessness and Readaptation to One-G: An Overview

Experiments on human spatial orientation were conducted on four crewmembers of Space Shuttle Spacelab Mission 1. The conceptual background of the project, the relationship among the experiments, and their relevance to a 'sensory reinterpretation hypothesis' are presented. Detailed experiment procedures and results are presented in the accompanying papers in this series. The overall findings are discussed as they pertain to the following aspects of hypothesized sensory reinterpretation in weightlessness: (1) utricular otolith afferent signals are reinterpreted as indicating head translation rather than tilt, (2) sensitivity of reflex responses to footward acceleration is reduced, and (3) increased weighting is given to visual and tactile cues in orientation perception and posture control. Results suggest increased weighting of visual cues and reduced weighting of graviceptor signals in weightlessness

Student Expectations: what is university really about?

Students spend 12 to 14 years in school learning in a carefully controlled and structured system. It appears that many students enter university with unrealistic conceptions of what is expected of them in many aspects of teaching and learning, including assessment. Hence, when they reach university they are faced with the challenge of adjusting to radically different styles of teaching, learning and assessment. It follows that this lack of preparedness is key reason why students drop out or take longer to complete their studies. To compound the issue, university teachers may not fully appreciate students' expectations and are unable to anticipate and address these in curriculum development and delivery. Therefore, developing a better understanding of students’ perceptions, expectations and experiences is crucial to being able to deliver programmes of study that support students in the transition from school to university and as they move through their university life. This paper explores the perceptions of Level 5 and Level 6 students on two LJMU programmes in the Faculty of Education, Health and Community with the overarching aim to investigate key aspects of the student experience relating to induction, support and transition. By exploring students’ ideas around key areas we hope to be able to better understand what the student expectation is and identify strategies to bridge any gap that exists between staff and student beliefs

Some internal effects of Mauget tree injections

Abstract. Negligible amounts of discolored wood and cambial dieback were associated with control Mauget injection wounds (no chemicals added) made 1 year earlier on red maple, white oak, and shagbark hickory. Columns of discolored wood and some camblal dieback were associated with wounds that had been injected with Bidrin or MetaSystox-R. Columns of discolored wood and very little cambial dieback were associated with wounds that had been injected with Fungisol or Stemix. Injured tissues associated with all wounds were compartmentalized in the wood present at the time of Injection; wood that formed subsequently was not Infected. The injection of diseased trees or those of poor vigor with a wide variety of therapeutic materials is currently receiving a great amount of attention Many factors can affect the internal condition of an injected tree: the type, position, and number of wounds; the skill of the operator; the condition of the tree at time of injection; the type and amount of material introduced; and the time of year of injection. Some of these same factors may affect the rate of uptake of the chemicals The present study sought to determine the amount of discolored wood and the extent of cambial dieback associated with wounds from one type of injection; it did not attempt to gauge the efficacy of the materials injected. The observations and measurements were made 1 and 2 years after the injections. Materials and Methods The injection method involved the insertion of a metal tube, 3/16 inch in diameter by 2% inches long, into the tree to a depth of 3/4 inch, and the attachment to the tube of a capsule that contained a liquid chemical material. Details of the method have been published (Heffeman 1968). In all experiments, only trained and properly licensed professional arborists administered the materials, and all procedures were those recommended for commercial application. Study location. Trees in all experiments were on land owned by the Gunbarrel Valley Wildlife Preserve and by Winfred Orndorff, near Yellow Springs, West Virginia. Trees were on gentle slopes and flat bottomland that had been pastureland more than 50 years earlier. As a result, and because of past fires, most of the trees were in even-aged stands. The predominant species were white oak, red maple, shagbark hickory and locust. Trees studied. Three species of trees were used: red maple, Acer rubrum L; white oak, Quercus alba L; and shagbark hickory, Carya ovata (Mill.) K. Koch. Trees were approximately 40 years old, 7 to 20 cm in diameter at 1.4 m aboveground, and 12 to 18 m in height. Trees selected for study had few external signs of internal defects. Injections, May 1974. A total of 50 red maple trees each received three injections of 2 ml of the insecticide, Inject-A-Cide B (Bidrin) (dimethyl phosphate of 3-hydroxy-N, N-dimethyl-c/scrotonamide); 50 red maples each received three injections of 4 ml of a nutrient material, Inject-AMln (Stemix) (total nitrogen 0.7%, available phosphoric acid 1.0%, soluble potash 0.9%, copper 0.1 %, iron 0.4%, manganese 0.1 %, and zinc 0.4%); and 25 red maples received 4 ml of water as controls. The injections were made approximately 1.4 m aboveground at sites spaced evenly around the stem. The injection tubes, with the empty capsule attached, were removed after several hours. Injections, May 1975. The same procedure as described above was used to inject 90 white oaks. Each experimental block of trees contained 10 injected with a chemical and 5 injected with water; all trees were on the same site. Six treatment blocks were established: Stemix 4 ml and Bidrin 2 ml/wound (S1B); Stemix 4 ml and

Falls Sensei: A serious 3D exploration game to enable the detection of extrinsic home fall hazards for older adults

© 2019 The Author(s). Background: Falls are the main cause of death and injury for older adults in the UK. Many of these falls occur within the home as a result of extrinsic falls risk factors such as poor lighting, loose/uneven flooring, and clutter. Falls education plays an important role in self-management education about extrinsic hazards and is typically delivered via information leaflets, falls apps, and educational booklets. Serious games have the potential of delivering an engaging and informative alternative to traditional methods but almost exclusively, these are currently delivered as exergaming applications that focus solely on intrinsic falls risk factors. This study presents 'Falls Sensei' a first-person 3D exploration game that aims to educate older adults about extrinsic falls risk factors within the home environment. After presenting Falls Sensei, game usability and older adults' perceptions and attitudes towards using the game in practice are explored. Methods: This study involved 15 community dwelling older adults. After playing the Falls Sensei game, participants completed a Systems Usability Scale (SUS) questionnaire and post task interview, and follow-up interviews three weeks later. Inductive and deductive thematic template analysis, informed by the Unified Theory of Acceptance and Use of Technology model, was used to analyse the think-aloud, post-task and follow-up interview transcripts. Descriptive statistical analysis and one-sampled t-tests were used to analyse log-file data and SUS responses. Results: Three high-level themes emerged from the analysis of transcriptions: Performance Expectancy; Effort Expectancy; Social Influence. The SUS score was 77.5/100 which indicates 'Good' levels of usability. Interestingly, reported usability of the game increased with participant age. Participants were positive about the usability of the game (p < = 0.05 for 9/10 items). The most memorable fall hazards were those most commonly encountered in the game or those most challenging to participants. Conclusions: The results support the use of serious games as an engaging tool for educating older adults about extrinsic falls risk factors. Awareness of home hazard detection was raised by the game, and some older adults became more aware for the need to adapt their own homes after gameplay. Further research would be needed to draw comparisons with established interventions