Not just another aspect of pleasure: Functionality as a distinct component of emotions

According to Rational Emotive Behaviour Therapy (REBT, Ellis, 1985; Ellis & DiGiuseppe, 1993) functionality is the central criterion when distinguishing between adaptive and maladaptive emotions. Hereby, adaptive emotions signify appropriate responses to an eliciting event, whereas, maladaptive emotions signify inappropriate reactions. This research examines relevant characteristics of emotions (i.e., pleasure, arousal, duration, influence on life, and typicality) as potential predictors of functionality. In Study 1 (N= 96) using single item measures results indicated that pleasure and arousal had a significant predictive value on functionality, whereas the predictive value of the other dimensions was limited. Study 2 (N= 240) widely confirmed these results by using different psychometrically more reliable scales. In both studies all predictors explained less than 30% of the variance of functionality. Functionality should be regarded as a predominantly independent characteristic of emotions, which is partially associated with pleasure and arousal

a comparison between desktop model scanners, an intraoral scanner, a CBCT model scan, and stereolithographic 3D printing

Zielsetzung: Ziel dieser Studie ist es, die Genauigkeit von Ganzkieferscans zu untersuchen, die mithilfe unterschiedlicher direkter und indirekter Digitalisierungsverfahren gewonnen werden. Diese soll mit der Genauigkeit von gedruckten Modellen verglichen werden, um eine Aussage darüber treffen zu können, wann ein direkter oder indirekter Workflow in der Kieferorthopädie zu bevorzugen ist. Methodik: Ein modifiziertes Mastermodell wurde mithilfe eines Koordinatenmessgeräts vermessen. Die untersuchten Strecken waren die Intercanineweite, die Intermolarenweite und die Zahnbogenlänge. Sechs Intraoralscanner, elf Desktop-Scanner und fünf digitale Volumentomographen (DVT) wurden einbezogen. Es wurden jeweils 37 Scans durchgeführt und mithilfe einer Messsoftware analysiert. Für den Vergleich mit der Genauigkeit von 3D- gedruckten Modellen wurde das digitale Mastermodell 37-mal mithilfe eines Stereolithografie-Druckers gedruckt. Die gedruckten Modelle wurden anschließend mit einem Koordinatenmessgerät vermessen. Ergebnisse: Zwischen den Digitalisierungsverfahren und innerhalb einer Gerätegruppe konnten signifikante Unterschiede festgestellt werde. Die geringsten Abweichungen wurden mit den Desktop-Scannern erzielt. Die untersuchten intraoralen Scans zeigen annähernd vierfach höhere mittlere Abweichungen und vierfach größere Standardabweichungen gegenüber den untersuchten Desktop-Scannern. Zwischen den DVT-Geräten herrschten große Unterschiede hinsichtlich der Genauigkeit. Die gedruckten Modelle zeigten vergleichbare Abweichungen zu den Intraoralscannern. Schlussfolgerung: Die zusätzlichen Fehlerpotenziale Abformung und Modellherstellung bei indirekter Digitalisierung relativieren die geringeren Abweichungen. Im klinischen Workflow bestehen daher keine Unterschiede zwischen einer direkten Digitalisierung mit Intraoralscannern und einer indirekten mit Desktop-Scannern hinsichtlich der Genauigkeit. Wird neben dem digitalen Modell ein physisches Modell benötigt, sollte ein indirekter Workflow bevorzugt werden. Ein intraoraler Scan und anschließender Modelldruck stellt einen alternativen Weg dar, kann jedoch nicht als Goldstandart angesehen werden. Eine indirekte Modelldigitalisierung mittels DVT scheint großes Potenzial zu besitzen und sollte in weiteren Studien verifiziert werden.Objective: The primary objective of this study is to compare the accuracy of full-arch scans obtained by different indirect and direct digitalization workflows with that of three-dimensional (3D) printed models in order to identify the most suitable method for orthodontic use. Method: A modified master model was measured with a coordinate measuring instrument. The distances measured were the intercanine width, the intermolar width, and the dental arch length. Six intraoral scanners, eleven desktop scanners and five cone beam computed tomography (CBCT) units were included. Thirty-seven scans were taken with each device and analyzed with a measuring software. One scan was selected and printed thirty-seven times on a stereolithographic 3D printer. The printed models were measured again using the coordinate measuring instrument. Results: Significant differences between the devices and digitalization workflows were found. The desktop scanners obtained the most accurate results. The mean deviations and standard deviations of the intraoral scanners were approximately four times higher than the deviations of the desktop scanners. With regard to the accuracy of digitalization great differences between the CBCT units were found. The printed models showed a level of accuracy that is comparable to that of to the intraoral scanners. Conclusion: The additional potential for deviations including impression taking and model casting when using desktop scanners relativizes the higher accuracy. Therefore, there is no clinically relevant difference between direct digitalization with intraoral scanners and indirect digitalization with desktop scanners. If a physical model beside the digital model is needed, an indirect digitalization workflow is recommended. An intraoral scan and printing of the model afterward is a possible alternative, but cannot be considered a new gold standard. An indirect digitalization with a CBCT unit seems to have high potential and should be verified in further studies

Cold Turkey Belongs on the Dinner Table: How Tutors Can Warm Up to New Tutoring Sessions

While tutors may feel anxiety towards the unknown of tutoring sessions, Wesemann suggests they appreciate the training they received before becoming tutors. Tutors bring experiences and resources to the job that help them connect with students and give them good feedback. Wesemann also suggests tutors share tutoring experiences with one another to validate concerns, ask questions, share solutions, and practice new strategies

Metal Storytellers: Reflections of War Culture in Silverplate B-29 Nose Art from the 509th Composite Group

Most people are familiar with the Enola Gay—the B-29 that dropped Little Boy, the first atomic bomb, over the city of Hiroshima, Japan on August 6, 1945. Less known are the fifteen Silverplate B-29 airplanes that trained for the mission, that were named and later adorned with nose art. However, in recorded history, the atomic mission overshadowed the occupational folklore of this group. Because the abundance of planes were scrapped in the decade after World War II and most WWII veterans have passed on, all that remains of their occupational folklore are photographs, oral and written histories, some books, and two iconic airplanes in museum exhibits. Yet, the public’s infatuation and curiosity with nose art keeps the tradition alive. The purpose of my graduate project and internship with the Hill Aerospace Museum was to collaborate on a 60-foot exhibit that analyzes the humanizing aspects of the Silverplate B-29 nose art from the 509th Composite Group and show how nose art functioned in three ways. First, nose art was a canvas to express airmen’s emotions regarding their training and ending the war. Second, nose art framed the airmen’s experience and created an identity for the crews. Last, after the war, the men reframed their war experiences by transitioning the art from the plane to their storytelling performances. Looking beyond the pin up girls and cartoon images, aircraft nose art opens an opportunity to reflect on stories of bravery and fear, loneliness and pain, and a desire for change. While some nose art was a snapshot of a specific time in these airmen’s lives—1944 to 1945—other images reflected a culmination of lifelong feelings: dedication, support, and love. A nose art exhibit is a vehicle to help society better understand the experiences of today’s veterans and launch conversations about Post Traumatic Stress Disorder

The Role of Strategic Human Capital Management in the Performance of Federal Agencies

The current human capital crisis, compounded by tumultuous workforce conditions in the public sector, holds consequential implications for governmental performance. As a result, scholarship has emerged emphasizing the importance of strategic human capital management (SHCM), which is explicitly intended to curtail organizational instability and concurrently improve performance levels. There is, however, a paucity of empirical research testing whether SHCM does, in fact, influence performance in public sector organizations. In an effort to fill this gap in the literature, this study tests for such a relationship in an analysis of agencies throughout the U.S. federal government. Using data from a large sample of federal employees, within 45 agencies, hierarchical linear modeling results reveal that SHCM holds a significantly positive relationship with performance measures at the employee level, although agency level results are less conclusive. Nevertheless, findings provide foundational quantitative evidence that the performance related benefits of SHCM are generalizable to the public workforce and transcend sector boundaries

TAKE OFF! How to Make Your College Course More Exciting

TAKE OFF! How to make your college course more exciting As many universities transition to online Learning Management Systems (LMS), many of the traditional techniques familiar and used by generations of professors are lost in the process. Utah State University has moved to the CANVAS LMS, and there are many methods to incorporate these former strategies, and new applications that online systems bring to keep millennial learners engaged, excited and entertained while maintaining the educational purpose of courses. But for some of the seasoned professors who haven’t yet made the leap, a few simple steps can have tremendous impact on their courses. Using my experience as a United States Air Force pilot, and through a powerful story of watching one of the last Space Shuttle launches, I highlight 10 techniques that have helped my courses Takeoff! While much of the research into online or eLearning is relatively new, there is a growing body of work related to these technologies. This article makes no attempt to capture all the ideas, but counts down ten that can be easily incorporated in any existing course. Using storytelling is one idea that is easily adapted to an online format, and build the anticipation by counting down from 10 in the final seconds of a rocket launch. My goal is that each reader will find at least one idea that they can incorporate or improve on that reaches the one student, and helps them start their journey, wherever it may lead

Drones are Everywhere!

Drones are everywhere! Using technology to enhance learning in collegiate and secondary school education. Unmanned Aerial Systems are invading our campus at Utah State University, and we see drones flying everywhere. Using hands-on activities, including design, building and actually flying, students are becoming FAA certified Remote Pilot as part of a new minor at USU. This workshop will discover how this program was created, how the use of active learning labs compliment student programs in all disciplines from journalism to business, and landscape architecture to natural resources. Using examples from the first two years of course offerings, participants will discover how this course is the opposite of lecture, and uses modern technology to teach across all the STEM disciplines. Our program grew from one class of 42 to 10 offerings for over 200 students. In this session, participants will learn: - Who are todays technologically minded students? - Why do students learn best with hands-on activities? - How do can you use drone technology to enhance other degree programs? - What is the future of drones in the classroom? - Where can you fly? - When can I take a course for certification

A Distributional Analysis of Laughter Across Turns and Utterances

We present here a study on the use of laughter in spontaneous interactions, examining its distribution across two linguistic levels: utterances and turns. A multilingual corpus of dyadic conversations was employed, containing recordings in French, German and Mandarin Chinese. Laughter was coded based on its position inside the analysis unit and its distribution with respect to the event type and the language was analyzed. The results showed that laughter distribution is modulated by the linguistic level, as well as by the laughter event type. Moreover, differences between languages seem to depend on the analysis level