Characteristics of FORTRAN

Publication is announced which outlines source program differences between IBM 360, UNIVAC 1108, CDC 6000, and Honeywell Series 32 computer systems. Publication can be guide to programmer in converting existing program from one computer system to another

Survey of man-made electrical noise affecting radio broadcasting

Survey, consisting of limited noise measurements, was made to augment and verify existing data at HF and VHF and to obtain basic data at UHF. Exact frequencies were determined by the absence of intentionally generated signals around three selected frequencies

Fast Mars communication geometry program

Computer program calculates trajectories of orbiting spacecraft and lander vehicles simultaneously. Using data from both vehicles, program calculates communications geometry which consists of orbiting spacecraft cone/clock angle, lander cone/clock angle, range, range rate and acceleration, and fade, reflective, and system margins

Autonomic arousal and attentional orienting to visual threat are predicted by awareness

The rapid detection and evaluation of threat is of fundamental importance for survival. Theories suggest that this evolutionary pressure has driven functional adaptations in a specialized visual pathway that evaluates threat independently of conscious awareness. This is supported by evidence that threat-relevant stimuli rendered invisible by backward masking can induce physiological fear responses and modulate spatial attention. The validity of these findings has since been questioned by research using stringent, objective measures of awareness. Here, we use a modified continuous flash suppression paradigm to ask whether threatening images induce adaptive changes in autonomic arousal, attention, or perception when presented outside of awareness. In trials where stimuli broke suppression to become visible, threatening stimuli induced a significantly larger skin conductance response than nonthreatening stimuli and attracted spatial attention over scrambled images. However, these effects were eliminated in trials where observers were unaware of the stimuli. In addition, concurrent behavioral data provided no evidence that threatening images gained prioritized access to awareness. Taken together, our data suggest that the evaluation and spatial detection of visual threat are predicted by awareness

Fearful faces have a sensory advantage in the competition for awareness

Only a subset of visual signals give rise to a conscious percept. Threat signals, such as fearful faces, are particularly salient to human vision. Research suggests that fearful faces are evaluated without awareness and preferentially promoted to conscious perception. This agrees with evolutionary theories that posit a dedicated pathway specialized in processing threat-relevant signals. We propose an alternative explanation for this "fear advantage." Using psychophysical data from continuous flash suppression (CFS) and masking experiments, we demonstrate that awareness of facial expressions is predicted by effective contrast: the relationship between their Fourier spectrum and the contrast sensitivity function. Fearful faces have higher effective contrast than neutral expressions and this, not threat content, predicts their enhanced access to awareness. Importantly, our findings do not support the existence of a specialized mechanism that promotes threatening stimuli to awareness. Rather, our data suggest that evolutionary or learned adaptations have molded the fearful expression to exploit our general-purpose sensory mechanisms

Infusing social emotional learning into the teacher education curriculum

Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children’s social and emotional readiness for classroom learning has been recognized, but instruction in children’s well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers’ views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers’ conceptions of SEL and its association with children’s classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children’s social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants’ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.peer-reviewe