Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition

This paper examines the experience and views of learners on technological innovations with a novel pedagogical model to enhance formative online assessment of Responsible Research and Innovation (RRI) skills with e-authentication. The authors developed the OER “virtual classroom” app based on the famous “Bletchley Park” and also an activity for learners exploring this museum in pairs with individual assessment. Participants practiced RRI skills and shared their views about their VR experience in an e-assessment activity with e-authentication through the TeSLA face recognition system. Participants were students from the UK and Brazil. Our research questions include whether the 3DVRG activities in pairs in the same physical environment support peer-learning with assessment-in-context. Findings revealed that activities that enabled physical interactions in pairs enriched the virtual interactions in the museum. The combination of authentic scenario, interactive tasks and assessment-in-context helped learners acquire new information and connect with existing knowledge. These interactions enhanced the immersive learning experience, particularly for those who did not experienced sickness with 3DVRG. Three types of interactions with the virtual space, their peer and the topic respectively enabled the virtual, social and cognitive presence

Judging Time-to-Passage of looming sounds: evidence for the use of distance-based information

Perceptual judgments are an essential mechanism for our everyday interaction with other moving agents or events. For instance, estimation of the time remaining before an object contacts or passes us is essential to act upon or to avoid that object. Previous studies have demonstrated that participants use different cues to estimate the time to contact or the time to passage of approaching visual stimuli. Despite the considerable number of studies on the judgment of approaching auditory stimuli, not much is known about the cues that guide listeners’ performance in an auditory Time-to-Passage (TTP) task. The present study evaluates how accurately participants judge approaching white-noise stimuli in a TTP task that included variable occlusion periods (portion of the presentation time where the stimulus is not audible). Results showed that participants were able to accurately estimate TTP and their performance, in general, was weakly affected by occlusion periods. Moreover, we looked into the psychoacoustic variables provided by the stimuli and analysed how binaural cues related with the performance obtained in the psychophysical task. The binaural temporal difference seems to be the psychoacoustic cue guiding participants’ performance for lower amounts of occlusion, while the binaural loudness difference seems to be the cue guiding performance for higher amounts of occlusion. These results allowed us to explain the perceptual strategies used by participants in a TTP task (maintaining accuracy by shifting the informative cue for TTP estimation), and to demonstrate that the psychoacoustic cue guiding listeners’ performance changes according to the occlusion period.This study was supported by: Bial FoundationGrant 143/14 (https://www.bial.com/en/bial_foundation.11/11th_symposium.219/ fellows_preliminary_results.235/fellows_ preliminary_results.a569.html); FCT PTDC/EEAELC/112137/2009 (https://www.fct.pt/apoios/projectos/consulta/vglobal_projecto?idProjecto=112137&idElemConcurso=3628); and COMPETE: POCI-01-0145-FEDER-007043 and FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/2013.info:eu-repo/semantics/publishedVersio

Measurement issues: measures of infant mental health

Background: Emotional and behavioural problems emerging in very young children can represent a challenge to the child and family and warrant early identification and appropriate support or intervention. Diagnostic systems are being developed that allow for specific difficulties to be identified and this review summarises them. The review describes the psychometric properties and potential for use in clinical practice of a range of instruments and methods that are available to identify infant mental health difficulties, and which may be suitable for use in primary care settings, including observations, questionnaires and checklists. Conclusions: While debate continues about whether infant mental health problems can or should be identified, the use of standardised tools may help clinicians to compare observations of infants so that those emerging as atypical can receive additional attention, reflecting a more targeted approach to primary care services (DH 2009; DH 2010)

Le musée français: guerras napoleônicas, coleções artísticas e o longínquo destino de um livro

This paper is about Le Musée Français [The French Museum], a book found in the collection of the library of the Imperial Academy of Fine Arts in Rio de Janeiro. As a catalog of the Napoleon Museum, it bears witness to the reorganization of the arts in Europe as a result of the Napoleonic wars and the project of making Paris a true successor to Athens and Rome, as the center of a new republic of the arts. This process was the object of a dispute where Quatremère de Quincy and Joachim Lebreton played an important role. It was also one of the causes leading to the exile of a group of artists who then helped to lay the foundations for an academic environment in Rio de Janeiro.O artigo trata de Le musée français, livro que fez parte da coleção da biblioteca da Academia Imperial das Belas Artes, no RiodeJaneiro. Como catálogo do Museu Napoleão, é testemunho do processo de reordenamento, resultante das guerras napoleônicas, do universo das artes na Europa e do projeto de fazer de Paris a legítima herdeira de Atenas e Roma, como centro de uma nova idéia de república das artes. Processo esse que foi objeto de disputa, em que se destacaram Quatremère de Quincy eJoachim Lebreton, e foi uma das causas do exílio do grupo de artistas que esteve na origem da formação do ambiente acadêmico no Rio de Janeiro