Effective Temperature Of Uranus

NASA NGR 09-015-047, NGR 22-007-270, NGR 44-012-152Astronom

Effects of valent image-based secondary tasks on verbal working memory

Two experiments examined if exposure to emotionally valent image-based secondary tasks introduced at different points of a free recall working memory (WM) task impair memory performance. Images from the International Affective Picture System (IAPS) varied in the degree of negative or positive valance (mild, moderate, strong) and were positioned at low, moderate and high WM load points with participants rating them based upon perceived valence. As predicted, and based on previous research and theory, the higher the degree of negative (Experiment 1) and positive (Experiment 2) valence and the higher the WM load when a secondary task was introduced, the greater the impairment to recall. Secondary task images with strong negative valance were more disruptive than negative images with lower valence at moderate and high WM load task points involving encoding and/or rehearsal of primary task words (Experiment 1). This was not the case for secondary tasks involving positive images (Experiment 2), although participant valence ratings for positive IAPS images classified as moderate and strong were in fact very similar. Implications are discussed in relation to research and theory on task interruption and attentional narrowing and literature concerning the effects of emotive stimuli on cognition

Abundances of ammonia and carbon disulfide in the Jovian stratosphere following the impact of comet Shoemaker‐Levy 9

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/95648/1/grl8459.pd

Usability and Usage of Interactive Features in an Online Ebook for CS Teachers

There are too few secondary school computing teachers to meet international needs for growing secondary school computing education. Our group has created an ebook to help prepare secondary teachers to teach the programming and big data concepts in the new AP Computer Science Principles course. The ebook was designed using principles from educational psychology, specifically worked examples and cognitive load. The ebook interleaves worked examples and interactive practice activities, which we believe will lead to more efficient and effective learning than more typical approaches to learning programming. This paper reports the results from initial studies of our ebook. First, we conducted a usability study comparing three different ebook platforms. Next, we conducted a study of teacher use of the ebook. Ten teachers worked through the first eight chapters of the ebook at their own pace. Five of the ten teachers completed the first eight chapters which is a 50% completion rate. Significantly, teachers who used more of the interactive features in the ebook did better on the post-tests and reported higher confidence in their ability to teach the material than teachers who used few of the interactive features

Applying a User-centred Approach to Interactive Visualization Design

Analysing users in their context of work and finding out how and why they use different information resources is essential to provide interactive visualisation systems that match their goals and needs. Designers should actively involve the intended users throughout the whole process. This chapter presents a user-centered approach for the design of interactive visualisation systems. We describe three phases of the iterative visualisation design process: the early envisioning phase, the global specification hase, and the detailed specification phase. The whole design cycle is repeated until some criterion of success is reached. We discuss different techniques for the analysis of users, their tasks and domain. Subsequently, the design of prototypes and evaluation methods in visualisation practice are presented. Finally, we discuss the practical challenges in design and evaluation of collaborative visualisation environments. Our own case studies and those of others are used throughout the whole chapter to illustrate various approaches

The effect of the impact of comet Shoemaker Levy‐9 on Jupiter's aurorae

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/95050/1/grl8225.pd

Control of Mobile Robots Using the Soar Cognitive Architecture

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77099/1/AIAA-37056-144.pd

Designing an automated clinical decision support system to match clinical practice guidelines for opioid therapy for chronic pain

Abstract Background Opioid prescribing for chronic pain is common and controversial, but recommended clinical practices are followed inconsistently in many clinical settings. Strategies for increasing adherence to clinical practice guideline recommendations are needed to increase effectiveness and reduce negative consequences of opioid prescribing in chronic pain patients. Methods Here we describe the process and outcomes of a project to operationalize the 2003 VA/DOD Clinical Practice Guideline for Opioid Therapy for Chronic Non-Cancer Pain into a computerized decision support system (DSS) to encourage good opioid prescribing practices during primary care visits. We based the DSS on the existing ATHENA-DSS. We used an iterative process of design, testing, and revision of the DSS by a diverse team including guideline authors, medical informatics experts, clinical content experts, and end-users to convert the written clinical practice guideline into a computable algorithm to generate patient-specific recommendations for care based upon existing information in the electronic medical record (EMR), and a set of clinical tools. Results The iterative revision process identified numerous and varied problems with the initially designed system despite diverse expert participation in the design process. The process of operationalizing the guideline identified areas in which the guideline was vague, left decisions to clinical judgment, or required clarification of detail to insure safe clinical implementation. The revisions led to workable solutions to problems, defined the limits of the DSS and its utility in clinical practice, improved integration into clinical workflow, and improved the clarity and accuracy of system recommendations and tools. Conclusions Use of this iterative process led to development of a multifunctional DSS that met the approval of the clinical practice guideline authors, content experts, and clinicians involved in testing. The process and experiences described provide a model for development of other DSSs that translate written guidelines into actionable, real-time clinical recommendations.http://deepblue.lib.umich.edu/bitstream/2027.42/78267/1/1748-5908-5-26.xmlhttp://deepblue.lib.umich.edu/bitstream/2027.42/78267/2/1748-5908-5-26.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78267/3/1748-5908-5-26-S3.TIFFhttp://deepblue.lib.umich.edu/bitstream/2027.42/78267/4/1748-5908-5-26-S2.TIFFhttp://deepblue.lib.umich.edu/bitstream/2027.42/78267/5/1748-5908-5-26-S1.TIFFPeer Reviewe