Fantasy proneness and counterfactual thinking

Counterfactual thinking (CFT; mentally simulating alternatives to reality) is central to learning and motivation. Two studies explored the relationship between CFT and fantasy proneness, a personality trait typified by excessive fantasies hard to distinguish from reality. In study1, participants completed a fictional diary entry which was used to measure spontaneous CFT and the Creative Experiences Questionnaire measure of fantasy proneness. Fantasy proneness was significantly correlated with the generation of counterfactual thoughts. Both CFT and fantasy proneness have been independently associated with low mood and study2 included a measure of negative emotional state (the Depression, Anxiety and Stress scale) in addition to the CEQ and CFT. Fantasy proneness and negative emotion both predicted CFT, but no interaction between them was observed. The results suggest that individuals high in fantasy proneness have a general tendency to think counterfactually. © 2012 Elsevier Ltd

The Effect on Rudder Control of Slip Stream Body, and Ground Interference

This investigation was undertaken to determine the relative effects of those factors which may interfere with the rudder control of an airplane, with especial reference to the process of landing. It shows that ground interference is negligible, but that the effects of a large rounded body and of the slip stream may combine to interfere seriously with rudder control at low flying speeds and when taxiing

The Determination of the Effective Resistance of a Spindle Supporting a Model Airfoil

An attempt was made to determine the effect of spindle interference on the lift of the airfoil by measuring moments about the axis parallel to the direction of air flow. The values obtained are of the same degree as the experimental error, and for the present this effect will be neglected. The results obtained using a U.S.A. 15 wing (plotted here) show that the correction is nearly constant from 0 degrees to 10 degrees incidence and that at greater angles its value becomes erratic. At such angles, however, the wing drag is so high that the spindle correction and its attendant errors become relatively small and unimportant

L. Bacon Notebook

This loose leaf notebook contains handwritten lecture notes by a student who took a series of nursing courses in 1924 and 1925. The name on the front cover is L. Bacon. On the very first page, L. Bacon noted that the courses regarded Practical Nursing: Theory and Practice of Nursing. The notes are extremely practical: how to make a patient\u27s bed, how to take a patient\u27s pulse, how to give an injection, etc. The notebook is definitely local to Grand Forks, as a newspaper clipping in its pages references an alumnae bazaar at Kappa Alpha Theta on Saturday, November 29, 1924. This group is a Greek social sorority which has been active on the UND campus since 1911. That same clipping also contains an advertisement for the Kozy Luncheonette, which was a Grand Forks restaurant located at 105 North 3rd Street. Full collection.https://commons.und.edu/unique-manuscript/1001/thumbnail.jp

A flexible framework for metacognitive modelling and development

Research in eLearning and technology enhanced learning (TEL) has predominantly focused on the creation of learning materials in appropriate forms, such as learning objects, the assessment methods that can usefully be applied online, and the delivery mechanisms for these materials, particularly in virtual learning environments (VLEs). In more recent times, research has begun to focus on pedagogical issues, and in particular whether there is some specific model that applies explicitly to online learning situations. Through a number of projects over the last ten years the authors have considered issues of learning style, learning strategy, pedagogy, immersive environments, student engagement and motivation, games-based learning, adaptation and personalisation. Emerging from this work, and from extensive consideration of the existing research in this area, this paper argues a need to move not only to a different pedagogic model, but also to change the existing structural approach to learning to support the rising demand for online distance learning provision worldwide. Fundamental to this argument is a need to support a heutagogic model of student learning, which requires that the students involved are sufficiently educationally mature to take control of their own learning experience. Whilst within traditional teaching models in higher education there is an explicit aspiration that students will emerge as educationally mature, metacognitive graduates, this is often seen as an outcome of the learning process itself, rather than as a skillset which can be taught and assessed. The paper describes an approach to metacognitive assessment that has already been used to determine the level and skills displayed by students in making selections of learning materials online. Based on this approach, a structural model for online learning support is proposed, using an assessment, feedback and training loop to ensure that students have the level of metacognitive skills necessary to take effective control of their own online learning experience

Alexandria and the Construction of Urban Experience

Early Ptolemaic Alexandria provides a unique perspective on cultural interactions during the Hellenistic Period. With this idea in mind, I have tracked the cultural affiliation of the city from its foundation through the early years of the Ptolemaic dynasty. In order to do this, both literary and archaeological evidence, including various foundation myths for the city, the poetry of Theocritus and Herodas, papyrological evidence as well as the city plan and archaeological remains of the Serapeum, were analyzed. Using this evidence, this thesis attempts to describe the cultural state of the ancient city and the surrounding area in its early years, and tracks its development from an entirely Greek cultural background to a multicultural one