Scroll In Color: Examining How Colors in Instagram Pictures Illicit Emotions in Users

This study aims to understand if colors in Instagram pictures causes emotions in users. The methods involved in this study included a survey where respondents were presented with questions asking them how certain colors made them feel and users were also presented with pictures with varying color undertones and asked which picture made them feel a specific emotion. This study may provide indications for further research and advertising and public relations techniques using social media, specifically Instagram and utilizing colors within Instagram pictures

Participation Solicitation Design for Learner Engagement with Epistemic Objects and Situated, Collective Learning in Online Discussion Boards

This paper describes research examining how we may design effective affordances for contextually- and socially-situated learning in professional domain courses mediated via digital technology platforms. Online learning affordances do not simply offer technology-related mechanisms for student interaction, but also provide mechanisms that allow situated professional practice and contextual domain knowledge to be incorporated into a digitized version of experiential learning. We distinguish between online learning affordances as technology mechanisms that guide normative actions and affordances as participation solicitations that provide learners with targeted affordances for active engagement in socially-situated learning. Our analysis focuses on the domain-specific pattern sensitization that results from the joint creation of, and collective interactions with epistemic discussion objects and that leads to increased self-efficacy in active, experiential learning. The contribution is to demonstrate how solicitation-affordances complement technology affordances to support student engagement in interactive online learning, through examples of behavior and a framework for affordance configuration

Using Asynchronous Discussion Boards To Teach IS: Reflections From Practice

This study explores how student learning via asynchronous, threaded discussion boards may be managed successful. We examine the elements of course scaffolding on that affect student learning and engagement in discussion. We explore the role of the instructor in mediating learning. We base our findings on an analysis of 21 online courses in the IS domain, conducted by multiple instructors over a period of eight years. Our findings indicate that three aspects of course scaffolding impact learning outcomes: question structure, question focus, and the design of supporting materials. We also deconstruct the myth of the entertaining professor , concluding that, while students are more satisfied with courses where the professor is deemed to be entertaining – and thus more motivated to learn - this form of course mediation may actually impede deep learning

Examining Snapchat: Narcissistic Tendencies of Core Users

This study aims to establish current levels of narcissistic tendencies among the major Snapchat demographic, 18 to 34-year-olds in the United States. Like the Raskin and Terry 40-item Narcissistic Personality Inventory, commonly referred to as NPI-40, the present survey utilized a smaller variant with 16 items, known as NPI-16, for participants. This study may provide indications for further research and advertising techniques using social media, specifically Snapchat

Framing Situated Professional Knowledge in Online Learning Communities

This paper deepens the theoretical understanding that underpins collaboration through social interaction in professional online learning environments. It explores the use of framing as a theoretical lens to assess situated learning in online graduate education. We explore how collaborative knowledge construction is framed in an intense 10 week graduate IS Project Management course. We present a taxonomy of frame challenging, problematization, and legitimation to demonstrate how individual and collective forms of knowledge construction contribute to group learning about professional practice in the context of action. We close with a model that demonstrates how community knowledge is co-constructed through sequences of contextualized frame-proposal, reflective comparison with own experience, frame-problematization and debate, and generic-legitimation of a consensus frame

Integrating virtual reference services into dispersed digital resources: the Everglades Information Network/Ask an Everglades Librarian experience

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The impact of maternal prenatal and postnatal anxiety on children's emotional problems: a systematic review

Maternal mental health problems during pregnancy and the postnatal period are a major public health issue. Despite evidence that symptoms of both depression and anxiety are common during pregnancy and the postpartum, the impact of maternal anxiety on the child has received relatively less attention than the impact of maternal depression. Furthermore, the evidence base for the direct impact of maternal anxiety during pregnancy and the postpartum on children’s emotional outcomes lacks cohesion. The aim of this systematic review is to summarise the empirical evidence regarding the impact of maternal prenatal and postnatal anxiety on children’s emotional outcomes. Overall, both maternal prenatal and postnatal anxiety have a small adverse effect on child emotional outcomes. However, the evidence appears stronger for the negative impact of prenatal anxiety. Several methodological weaknesses make conclusions problematic and replication of findings is required to improve the identification of at-risk parents and children with appropriate opportunities for intervention and prevention

Reporting performance of prognostic models in cancer: a review

<p>Abstract</p> <p>Background</p> <p>Appropriate choice and use of prognostic models in clinical practice require the use of good methods for both model development, and for developing prognostic indices and risk groups from the models. In order to assess reliability and generalizability for use, models need to have been validated and measures of model performance reported. We reviewed published articles to assess the methods and reporting used to develop and evaluate performance of prognostic indices and risk groups from prognostic models.</p> <p>Methods</p> <p>We developed a systematic search string and identified articles from PubMed. Forty-seven articles were included that satisfied the following inclusion criteria: published in 2005; aiming to predict patient outcome; presenting new prognostic models in cancer with outcome time to an event and including a combination of at least two separate variables; and analysing data using multivariable analysis suitable for time to event data.</p> <p>Results</p> <p>In 47 studies, Cox models were used in 94% (44), but the coefficients or hazard ratios for the variables in the final model were reported in only 72% (34). The reproducibility of the derived model was assessed in only 11% (5) of the articles. A prognostic index was developed from the model in 81% (38) of the articles, but researchers derived the prognostic index from the final prognostic model in only 34% (13) of the studies; different coefficients or variables from those in the final model were used in 50% (19) of models and the methods used were unclear in 16% (6) of the articles. Methods used to derive prognostic groups were also poor, with researchers not reporting the methods used in 39% (14 of 36) of the studies and data derived methods likely to bias estimates of differences between risk groups being used in 28% (10) of the studies. Validation of their models was reported in only 34% (16) of the studies. In 15 studies validation used data from the same population and in five studies from a different population. Including reports of validation with external data from publications up to four years following model development, external validation was attempted for only 21% (10) of models. Insufficient information was provided on the performance of models in terms of discrimination and calibration.</p> <p>Conclusions</p> <p>Many published prognostic models have been developed using poor methods and many with poor reporting, both of which compromise the reliability and clinical relevance of models, prognostic indices and risk groups derived from them.</p

Assessing the Community Partner in Academic Service-Learning: A Strategy for Capacity-Building

Service-learning is an instructional method used by an ever increasing number of schools in the academic community. This paper describes surveys of community partners found on the websites of Campus Compact members and analyzes the content of these surveys. Eight themes emerged that embody the online community partner assessment surveys for service-learning courses: Agency Voice, Agency Resources, Students’ Work Skills, Students’ Service Skills, Agency Benefit, Communication and Coordination with University Service-Learning, Sustainability of Partnership, and Satisfaction with the Service-Learning Experience. The theme of Community-University Partnership established in extant literature was absent from the online surveys, so this theme was added to the survey themes. In addition, a critical analysis of current community partner assessment practices is offered with suggestions for improvement