Using Augmented Reality to Increase Interaction in Online Courses

Augmented reality (AR) is technology that combines virtual reality with the real world in the form of live video imagery that is digitally enhanced with computer-generated graphics (Perdue, 2017). Augmented reality was used in a graduate level distance education course offered in the summer of 2017 to foster interaction. Students enrolled in the course had an opportunity to download and create augmented reality assignments to become familiar with the use of this technology as another tool to communicate and collaborate in online settings. Findings included primarily positive student attitudes regarding the use of AR in the online classroom

Teaching Social and Emotional Competence in Early Childhood

This study evaluated the impact of a social skills curriculum on the social behaviors of students in two pre-kindergarten classrooms. Participating were 30 students in a program based at a university child study center. The average age of the participants was four years ten months. The income levels of the families varied from low social economic status to high middle economic status. Two examiners independently completed the Social Skills and Attitude Scale (SSAS) for each child. The examiners observed the children and recorded children\u27s pre and post intervention behaviors on a checklist. The study yielded positive evidence that the social skills instruction and activities in the Connecting with Others: Lessons for Teaching Social and Emotional Competence did make a meaningful difference. Paired sample t-tests were run on all Pre:/Post: test pairs in order to measure significant change in social skills behaviors over the course of the intervention. With the exception of Shares ideas, t-test results indicate significant change in social skills on all but one of the pretest/posttest pairs

Analysis of ELM stability with extended MHD models in JET, JT-60U and future JT-60SA tokamak plasmas

The stability with respect to a peelingballooning mode (PBM) was investigated numerically with extended MHD simulation codes in JET, JT-60U and future JT-60SA plasmas. The MINERVA-DI code was used to analyze the linear stability, including the effects of rotation and ion diamagnetic drift (w∗i), in JET-ILW and JT-60SA plasmas, and the JOREK code was used to simulate nonlinear dynamics with rotation, viscosity and resistivity in JT-60U plasmas. It was validated quantitatively that the ELM trigger condition in JET-ILW plasmas can be reasonably explained by taking into account both the rotation and w∗i effects in the numerical analysis. When deuterium poloidal rotation is evaluated based on neoclassical theory, an increase in the effective charge of plasma destabilizes the PBM because of an acceleration of rotation and a decrease in w∗i. The difference in the amount of ELM energy loss in JT-60U plasmas rotating in opposite directions was reproduced qualitatively with JOREK. By comparing the ELM affected areas with linear eigenfunctions, it was confirmed that the difference in the linear stability property, due not to the rotation direction but to the plasma density profile, is thought to be responsible for changing the ELM energy loss just after the ELM crash. A predictive study to determine the pedestal profiles in JT-60SA was performed by updating the EPED1 model to include the rotation and w∗i effects in the PBM stability analysis. It was shown that the plasma rotation predicted with the neoclassical toroidal viscosity degrades the pedestal performance by about 10% by destabilizing the PBM, but the pressure pedestal height will be high enough to achieve the target parameters required for the ITER-like shape inductive scenario in JT-60SA

Erratum to: Guidelines for the use and interpretation of assays for monitoring autophagy (3rd edition) (Autophagy, 12, 1, 1-222, 10.1080/15548627.2015.1100356

non present