Consistent left gaze bias in processing different facial cues

While viewing faces, humans often demonstrate a natural gaze bias towards the left visual field, that is, the right side of the viewee’s face is often inspected first and for longer periods. Previous studies have suggested that this gaze asymmetry is part of the gaze pattern associated with face exploration, but its relation with perceptual processing of facial cues is unclear. In this study we recorded participants’ saccadic eye movements while exploring face images under different task instructions (free-viewing, judging familiarity and judging facial expression). We observed a consistent left gaze bias in face viewing irrespective of task demands. The probability of the first fixation and the proportion of overall fixations directed at the left hemiface were indistinguishable across different task instructions or across different facial expressions. It seems that the left gaze bias is an automatic reflection of hemispheric lateralisation in face processing, and is not necessarily correlated with the perceptual processing of a specific type of facial information

Kathryn Summers Powell Papers - Accession 62

The Kathryn Summers Powell Papers consist of Dr. Powell’s professional and organizational files and includes correspondence, drafts and revisions of her speeches and dissertation, biographical data, and teaching notes with reference material. The collection pertains to Dr. Powell’s work as a Winthrop faculty member, scholar and specialist in family and child development and her involvement with such organizations as the Christian Children’s Fund and the Southeastern Council on Family Relations. The material extends from Dr. Powell’s days as a student and young wife in Florida (1940-1959), with most of the substantive material extending from 1960 to 1976.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1111/thumbnail.jp

Kindergarten Teachers’ Knowledge and Perceptions of Early Learning-Related Skills and Their Relationship to Academic Achievement

ABSTRACT KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT by Kathryn Powell Historically, the kindergarten curriculum emphasized social-emotional development including interpersonal and learning-related skills (Logue, 2007). Researchers have confirmed that teachers valued social-emotional development, particularly learning-related skills, as foundational skills to school readiness and future academic achievement (e.g., Heaviside & Farris, 1993). Since the implementation of No Child Left Behind (NCLB, 2002), the focus of kindergarten has changed to incorporate additional academic standards and goals (Fantuzzo et al., 2007). This mixed method study (Tashakkori & Teddlie, 1998) utilized quantitative (i.e., surveys) and qualitative (i.e., semi-structured interviews) methods to investigate and compare the perceptions of pre-NCLB to post-NCLB kindergarten teachers regarding the significance of learning-related skills to academic achievement. A sample (N=97) of certified kindergarten teachers currently working in and around the metro Atlanta area with one or more years of kindergarten experience were administered surveys. Thirty participants from the larger sample were included in the qualitative phase of the study. It was hypothesized that teachers would rate learning-related skills as important precursors to academic achievement; however, pre-NCLB teachers would rate learning-related skills as more important than their peers. The results suggested that there was no difference in pre- and post-NCLB teachers’ perceptions of the importance of learning-related skills to students’ school readiness. There also, was not a significant difference in how pre- and post-NCLB kindergarten teachers prioritized school readiness skills (learning-related, interpersonal, academic). However, when asked to rank these skills in terms of importance there was a significant difference between the two groups. Pre-NCLB teachers indicated interpersonal skills as more important to school readiness than post-NCLB teachers and post-NCLB teachers indicated academic skills as more important than pre-NCLB teachers. No significant difference was found in teachers’ beliefs about achievement or efficacy. Implications for curriculum, policy, research, and practice will be discussed

Built environment assessment: Multidisciplinary perspectives.

Context:As obesity has become increasingly widespread, scientists seek better ways to assess and modify built and social environments to positively impact health. The applicable methods and concepts draw on multiple disciplines and require collaboration and cross-learning. This paper describes the results of an expert team׳s analysis of how key disciplinary perspectives contribute to environmental context-based assessment related to obesity, identifies gaps, and suggests opportunities to encourage effective advances in this arena. Evidence acquisition:A team of experts representing diverse disciplines convened in 2013 to discuss the contributions of their respective disciplines to assessing built environments relevant to obesity prevention. The disciplines include urban planning, public health nutrition, exercise science, physical activity research, public health and epidemiology, behavioral and social sciences, and economics. Each expert identified key concepts and measures from their discipline, and applications to built environment assessment and action. A selective review of published literature and internet-based information was conducted in 2013 and 2014. Evidence synthesis:The key points that are highlighted in this article were identified in 2014-2015 through discussion, debate and consensus-building among the team of experts. Results focus on the various disciplines׳ perspectives and tools, recommendations, progress and gaps. Conclusions:There has been significant progress in collaboration across key disciplines that contribute to studies of built environments and obesity, but important gaps remain. Using lessons from interprofessional education and team science, along with appreciation of and attention to other disciplines׳ contributions, can promote more effective cross-disciplinary collaboration in obesity prevention

Spectral and stratigraphic mapping of layered sulfate deposits on Mars using advanced CRISM data processing techniques

We apply orbital remote sensing of Mars to analyze the mineralogy and geologic setting of two areas near rover landing sites. We use the Compact Reconnaissance Orbiter for Mars (CRISM) observations, modeled to single scattering albedo, to identify and map hydrated sulfates in layered sedimentary sequences in these two locations. In Meridiani Planum, the Opportunity rover has characterized a ~10 m section of sulfate-bearing deposits known as the Burns formation. At our study area in ~20 km to the south at Iazu Crater, we found that the crater walls have strong spectral signatures of polyhydrated sulfate, strongly correlated with a \u3e100 m exposure of strata containing repeated dark and light banding. We use similar CRISM techniques to map a thick section of layered sulfate-bearing strata in Gale Crater, within its central mound, Mt. Sharp. The Curiosity rover will likely visit these areas and our detailed assessments will then be used to guide the rover team in choosing specific sites for upcoming traverses. To assist this study and others we deploy a neural network technique to separate reflectance and thermal contributions to CRISM I/F data, deriving temperatures and single scattering albedo spectra from 0.4-4 micrometers for each pixel

A Participatory Approach to FCS Food, Nutrition, and Wellness Program Planning

To help fill programming gaps in a more organized and collaborative manner, a participatory approach to program planning was tested in Virginia. Programming gaps related to food, nutrition, and wellness programs were filled through a participatory process that involved: an online needs assessment survey; a systematic review of evidence- and practice-based programs; a webinar providing an overview of possible programs for adoption; a program ranking survey; development of an evaluation template; a training; and feedback survey. Our results indicate that a systematic, team-based approach to program planning may be beneficial in guiding trainings and dissemination of programs within Extension

The Journal of the Center for Interdisciplinary Teaching and Learning

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).How do our students learn what it means to be a human being, with all the attendant responsibilities and joys? How do we learn to teach in a truly interdisciplinary manner? These are some of the questions that preoccupy this issue’s contributors