Georgia Technical College Administrators\u27 Perceptions of the Future Vocational and Academic Roles of Georgia\u27s Technical Colleges

In 2000 the Georgia General Assembly passed House Bill 1187 giving the Georgia Department of Technical and Adult Education (DTAE) schools the right to change their names from technical institutes to technical colleges. This event could have led to a change in the type and method of delivery of course offerings at the technical colleges in Georgia. This study was designed to examine the technical college administrators\u27 perceptions of the future vocational or academic roles of Georgia\u27s technical colleges. A 21-question survey was designed to assess the administrators\u27 perceptions of the future vocational and academic role of the 35 technical colleges in Georgia. The survey was mailed to the 70 presidents and vice presidents of instruction at each of the 35 technical colleges in Georgia. Forty-seven responses were received, representing a 67% response rate. Two items were found to be statistically significant. However, the overall results indicated that there was essentially no difference in responses between presidents and vice presidents of instruction, and between rural and urban respondents. The responses indicated an inclination for the addition of academics into the workforce training, which is currently the mission of the DTAE. Many respondents felt that a community college system would be better suited for the needs of today\u27s students

Investigating How Speech And Animation Realism Influence The Perceived Personality Of Virtual Characters And Agents

The portrayed personality of virtual characters and agents is understood to influence how we perceive and engage with digital applications. Understanding how the features of speech and animation drive portrayed personality allows us to intentionally design characters to be more personalized and engaging. In this study, we use performance capture data of unscripted conversations from a variety of actors to explore the perceptual outcomes associated with the modalities of speech and motion. Specifically, we contrast full performance-driven characters to those portrayed by generated gestures and synthesized speech, analysing how the features of each influence portrayed personality according to the Big Five personality traits. We find that processing speech and motion can have mixed effects on such traits, with our results highlighting motion as the dominant modality for portraying extraversion and speech as dominant for communicating agreeableness and emotional stability. Our results can support the Extended Reality (XR) community in development of virtual characters, social agents and 3D User Interface (3DUI) agents portraying a range of targeted personalities

Human or Robot?: Investigating voice, appearance and gesture motion realism of conversational social agents

Research on creation of virtual humans enables increasing automatization of their behavior, including synthesis of verbal and nonverbal behavior. As the achievable realism of different aspects of agent design evolves asynchronously, it is important to understand if and how divergence in realism between behavioral channels can elicit negative user responses. Specifically, in this work, we investigate the question of whether autonomous virtual agents relying on synthetic text-to-speech voices should portray a corresponding level of realism in the non-verbal channels of motion and visual appearance, or if, alternatively, the best available realism of each channel should be used. In two perceptual studies, we assess how realism of voice, motion, and appearance influence the perceived match of speech and gesture motion, as well as the agent\u27s likability and human-likeness. Our results suggest that maximizing realism of voice and motion is preferable even when this leads to realism mismatches, but for visual appearance, lower realism may be preferable. (A video abstract can be found at https://youtu.be/arfZZ-hxD1Y.

Experienced tutors' deployment of thinking skills and what might be entailed in enhancing such skills

In the context of research that reports weaknesses in adults' critical thinking skills, the primary aim was to examine adults' use of critical thinking skills that are described in taxonomies and to identify areas for development. Position papers written by an opportunity sample of 32 experienced adult educators formed the data for a descriptive sample survey design intended to reveal participants' use of critical thinking skills. Each 6000-word paper was written during a development programme that supported such skills. A content analysis of the papers revealed that when participants drew on personal and published ideas about learning to derive their proposals for change, they accepted the ideas uncritically, thereby implying that they might find it difficult to help learners to examine ideas critically. The evidence supports research that implies that critical thinking skills are unlikely to develop unless overall course design privileges the development of epistemological understanding (King and Kitchener 1994, Kuhn 1999). A fundamental assumption underlying the study is that this understanding influences effective citizenship and personal development, as well as employability. A proposition that merits attention in future research is that the development of epistemological understanding is largely neglected in current curricula in formal post-16 education

Early initiation of post-sternotomy cardiac rehabilitation exercise training (SCAR): study protocol for a randomised controlled trial and economic evaluation

Introduction: Current guidelines recommend abstinence from supervised cardiac rehabilitation (CR) exercise training for 6 weeks post-sternotomy. This practice is not based on empirical evidence, thus imposing potentially unnecessary activity restrictions. Delayed participation in CR exercise training promotes muscle atrophy, reduces cardiovascular fitness and prolongs recovery. Limited data suggest no detrimental effect of beginning CR exercise training as early as 2 weeks post-surgery, but randomised controlled trials are yet to confirm this. The purpose of this trial is to compare CR exercise training commenced early (2 weeks post-surgery) with current usual care (6 weeks post-surgery) with a view to informing future CR guidelines for patients recovering from sternotomy. Methods and analysis: In this assessor-blind randomised controlled trial, 140 cardiac surgery patients, recovering from sternotomy, will be assigned to 8 weeks of twice-weekly supervised CR exercise training commencing at either 2 weeks (early CR) or 6 weeks (usual care CR) post-surgery. Usual care exercise training will adhere to current UK recommendations. Participants in the early CR group will undertake a highly individualised 2–3 week programme of functional mobility, strength and cardiovascular exercise before progressing to a usual care CR programme. Outcomes will be assessed at baseline (inpatient), pre-CR (2 or 6 weeks post-surgery), post-CR (10 or 14 weeks post-surgery) and 12 months. The primary outcome will be change in 6 min walk distance. Secondary outcomes will include measures of functional fitness, quality of life and cost-effectiveness. Ethics and dissemination: Recruitment commenced on July 2017 and will complete by December 2019. Results will be disseminated via national governing bodies, scientific meetings and peer-reviewed journals. Trial registration number: NCT03223558; Pre-results