Negative triangles : simple geometric shapes convey emotional valence

It has been suggested that downward pointing triangles convey negative valence, perhaps because they mimic an underlying primitive feature present in negative facial expressions (Larson, Aronoff, and Stearns, 2007). Here, we test this proposition using a flanker interference paradigm in which participants indicated the valence of a central face target, presented between two adjacent distracters. Experiment 1 showed that, compared with face flankers, downward pointing triangles had little influence on responses to face targets. However, in Experiment 2, when attentional competition was increased between target and flankers, downward pointing triangles slowed responses to positively valenced face targets, and speeded them to negatively valenced targets, consistent with valence-based flanker compatibility effects. These findings provide converging evidence that simple geometric shapes may convey emotional valence

A preferred vision for administering elementary schools : a reflective essay

I believe that every child born into the world deserves, as their unalienable right, an equal opportunity to a quality education as promised by the United States Congress in 1981. This promise can only be accomplished by maintaining the belief that every child can and will learn if given the opportunity. I believe that within the mind of a child is a natural curiosity about this great world that can through proper nurturing continue throughout their lives. The atmosphere in the school community should be one of caring and acceptance. Plants and animals cannot grow without proper care and nourishment and neither can children or adults. My passion for children and my desire to affect their lives on a larger scale has helped me create my vision of becoming an urban principal who can impact student learning for those children entrusted in my care

Investment in Ghana: An overview of FDI components and the impact on employment creation in the Ghanaian economy

As foreign direct investment provides a new way for many countries to improve their economies with Ghana not being an exemption. The source of FDI countries looks on to give Ghana a new way of advancement. This study provides a general overview on the inflow of foreign direct investment to Ghana. By considering FDI component values, local currency values, the overall number of projects registered and employment creation to investigate their significance in Ghana’s economy. This study makes use of the descriptive statistical method that promote data analysis in a quantitative way. The results revealed that, FDI component contributes heavily to the total foreign direct investment values in Ghana. The outcome also shows that, of the whole number of registered projects, about 72.10% were wholly-foreign owned but in the aspect of the aggregate cost of these projects, the value of joint ventures (between Ghanaians and their foreign counterparts) weigh higher than that of wholly-foreign owned businesses. The result further indicates that, on the account of employment creation, Ghanaians enjoyed about 85% of the total jobs to be created. It is suggested that the government of Ghana should encourage its citizen to contribute more to investment

The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers

The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face challenges: understanding how pupils make sense of the problem, especially when pupils use unique or unanticipated approaches and helping pupils make connections between disparate approaches and aligning these with lesson goals. In an attempt to address such challenges an extensive set of problem solving lessons were developed. Each lesson includes a range of sample solution-methods that expose pupils to multiple perspectives. A detailed teacher guide supports each lesson. This paper focuses on the use of these sample solution-methods. It explores their development from initial design to final versions. We analyse the varied interpretations and use made of sample solution-methods, in both US classrooms and by two UK teachers, and reflect on how these interpretations align with the designers’ intention