The Role of Emotions in Fieldwork: A Self-Study of Family Research in a Corrections Setting

In this study, we document a reflexive process via bracketing techniques and the development of a conceptual map in order to better understand how emotions that arise in the field can inform research design, implementation, and results. We conducted a content analysis of field notes written by a team of researchers who administered an interview to caregivers bringing children to visit an incarcerated family member at a local jail. Our self-examination revealed themes around the team\u27s discomfort connected to the institutional jail setting and intense emotions regarding the life situations of study participants, their treatment by jail staff, and our own concerns about leaving the research setting. We offer recommendations for scholars conducting research in similar environments with vulnerable participants

Deep Hole States in Two Particle Transfer Reactions

This work was supported by National Science Foundation Grants PHY 76-84033A01, PHY 78-22774, and Indiana Universit

Deep Hole States in Medium Mass Nuclei

Supported by the National Science Foundation and Indiana Universit

Motivation for orthognathic treatment and anticipated satisfaction levels - a two-centre cross-national audit

PURPOSE: This audit investigated factors which motivate patients to seek orthognathic treatment, assessed how confident patients were that they would be satisfied with the outcome of treatment, and explored possible influencing factors. MATERIALS AND METHODS: Questionnaires were distributed to pre-surgical patients at two centres (United Kingdom and Switzerland); questions asked what patients wished to gain from orthognathic treatment and how confident they were that they would be satisfied with treatment outcome. Gender, age and location were recorded as demographic variables, and type of malocclusion was also recorded. RESULTS: A total of 202 questionnaires were returned (UK, n=149; Switzerland, n=53). Reported motivating factors focused on improvements in aesthetics (specified and unspecified) (UK vs. Switzerland: 91.3% vs. 83.0%), function (72.5% vs. 66.0%), psychosocial health (51.7% vs. 20.8%), speech (4.0% vs. 7.5%), alleviation of pain (5.4% vs. 17%) and normalization of breathing (1.3% vs. 7.5%). No significant relationships were observed relative to patient age, gender or malocclusion. The anticipated satisfaction levels were generally high (86.5% vs. 89.9%). CONCLUSION: Although the distribution of motivational factors varied between the two sites, it did not affect the anticipated satisfaction level. Patients were generally confident that they would be satisfied with their treatment outcome and that their reasons for seeking treatment would be addressed

PSV (Password Security Visualizer): From Password Checking to User Education

This paper presents the Password Security Visualizer (PSV), an interactive visualization system specifically designed for password security education. PSV can be seen as a reconfigurable "box" containing different proactive password checkers (PPCs) and visualizers of password security information, allowing it to be used like a "many in one" or "hybrid" PPC. PSV can provide many new features that do not exist in traditional PPCs, thus having a greater potential to achieve its goals of educating users. Using purely client-side Web-based technologies, we implemented a prototype of PSV as an open-source software tool on a 2-D animated canvas. To evaluate the actual performance of our implemented PSV prototype against traditional PPCs, we conducted a semi-structured interview involving 20 human participants. Our qualitative analysis of the results showed that PSV was considered the most informative and recommended by most participants as a good educational tool. To the best of our knowledge, PSV is the first system combining different PPCs together for user education, and the user study is the first of this kind on comparing educational effectiveness of different PPCs (and PPC-like password security tools such as PSV)

Studies of Knock-Out Reactions

Supported by the National Science Foundation and Indiana Universit

Artificial Intelligence in Education

Artificial Intelligence (AI) technologies have been researched in educational contexts for more than 30 years (Woolf 1988; Cumming and McDougall 2000; du Boulay 2016). More recently, commercial AI products have also entered the classroom. However, while many assume that Artificial Intelligence in Education (AIED) means students taught by robot teachers, the reality is more prosaic yet still has the potential to be transformative (Holmes et al. 2019). This chapter introduces AIED, an approach that has so far received little mainstream attention, both as a set of technologies and as a field of inquiry. It discusses AIED’s AI foundations, its use of models, its possible future, and the human context. It begins with some brief examples of AIED technologies

Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills

In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources