Transcript: Siyuan Yin Article Review Presentation Personality, coping, and challenge and threat states in athletes Citation: Allen, M. S., Frings, D., & Hunter, S. (2012). Personality, coping, and challenge and threat states in athletes. International Journal of Sport and Exercise Psychology, 10(4), 264–275. doi: 10.1080/1612197x.2012.682375 Introduction Introduction The relationships between challenge-threat, personality, and coping in sport. Focus Main Focus Explore associations between motivational states (challenge and threat) and sport-related coping. Objective 2 Objective 2 Explore associations between personality and coping, and potential mediating effects of personality on coping through motivational states. Objective 3 Objective 3 Explore associations between personality dimensions and motivational states of challenge and threat as indexed by hemodynamic parameters. Objective 1 Objective 1 Methods Participants Thirty-one currently competing athletes: 24 men & 7 women mean age 25 from a range of diverse sports average of 11.9 years experience \ Personality was assessed using the NEO-FFI extraversion, neuroticism, openness, agreeableness and conscientiousness Coping behaviour was assessed using the Coping Function Questionnaire for sport avoidance coping, emotion-focused coping, and problem-focused coping Assessment Assessment Methodology Sport-speciﬁc speech - imagine and talk about an upcoming competition not possible to measure challenge and threat states directly during competition cardiovascular responses to physical exertion can mask the cardiovascular changes that differentiate challenge and threat Past research has shown that it is possible to induce challenge and threat cardiovascular responses, similar to those shown in current competitions, in laboratory settings using imagined goal-relevant situations Methodology Procedure - Obtain Baseline measurements Hemodynamic parameters ((heart rate, ventricular contractility, cardiac output [CO], and total peripheral resistance [TPR]) - 2 minutes speech: Sports realted or Control speech (events that had transpired that morning) With counterbalanced order across participants Procedure Results Descriptive statistics and reliability coefﬁcients Descriptive statistics Cardiovascular reactivity Challenge and threat Personality and coping Means and standard deviations for cardiovascular indexes (and reactivity) across conditions Table 2 Analysis - These changes are in line with predictions outlined in the biopsychosocial model suggest that participants were engaged in both speech tasks allowing for analyses of challenge and threat states. - Comparisons of reactivity scores show no signiﬁcant difference between sport and control reactivity for CO suggest that the two scenarios were eliciting the same cardiovascular response meaning the goal-relevant sport-speciﬁc speech was not effective in inducing challenge-threat responses above those of general speech Implication Correlations between raw cardiovascular data and personality and coping dimensions. Table 3 Medium to large negative effects were evident between CO and problem-focused coping, CO and emotion-focused coping , CO and extraversion, and CO and conscientiousness . Opposite positive correlations were shown between TPR and these four variables (albeit with smaller effects). HR also showed medium negative correlations with extraversion and conscientiousness Relationship between personality and coping Table 4 assessed by regressing personality dimensions on coping responses Analysis Problem-focused coping was signiﬁcantly associated with conscientiousness (β=.44, p<.05) and avoidance coping was signiﬁcantly associated with neuroticism (β=.38, p<.05), openness (β=−.36, p<.05), and agreeableness Conscientious athletes tend to cope with the demands of competition by directly tackling the problem whereas emotionally unstable athletes, athletes less open to new experiences, and athletes less concerned with cooperation and social harmony, tend to cope with competition demands by mentally or physically avoiding the stressor. Relationship between personality and coping A number of initial tests were performed to check on the homogeneity of the sample Descriptive statistics and reliability coefﬁcients Table 1 Analysis Scores on dependent variables were similar across ages and across different levels of experience and participation levels. A small but signiﬁcant sex difference was observed on personality dimensions (with women reporting higher levels of extraversion and neuroticism than men), F(5, 25)=2.68, p<.05, with no observable sex difference on coping dimensions. Analysis Analysis Analysis - Study Design - Sample Size and Inclusion Criterion - Practical Implications Study Design Study Design - not effective in generating a sport-specific challnege- threat response above that shown for general speech giving. - succesffuly design to create a challenge-threat response is needed for futher study Sample Sample - small
Transcript: By Devin Leal and Annelle Faz Technology in Fine Arts Overview Digital forms of Art Digital Art overview * Artistic work or practice that uses digital technology * Digital art is placed under the umbrella term new media art. photo credit: potato with mushrooms on YouTube Digital art programs Digital art programs Free Software * Medibang Paint Pro Free Applications *FireAlpaca * Ibis Paint X All free and usable on multiple devices Paid software Paid Applications * Adobe Illustrator $20.99/mo. * Paint Tool Sai $50.81 in full * Adobe Photoshop $239.88 paid in full Designed for professional use Physical Art Tools Physical Digital art StylI Styli * Apple Pencil $94-99.00 (1st gen) $129.00 (2nd gen) made for Apple Pro, usually used for professional artists * Wacom Pro Pen stylus $76.99 made for general users, mainly for semi-professional *Google Pixelbook Pen $99.00 aimed at professionals Tablets Tablets * Wacom MobileStudio Pro $2,999.95 professional use only * Huion H610pro $99.99 general use, mainly semi-professional * Wacom Intuos Pro $329.95 anywhere from beginner to professional Digital Forms of Music Digital forms of music * Modern music composed by digital or electronic means * Digital music systems may include compression, storage, processing, and transmission components. Physical Digital Music physical Digital music tools Instruments Instruments Keyboards Synths Music Pads * Yamaha PSR-E453 $239.99 beginner friendly, pro quality * Casio CTK-3500 $129.99 beginner friendly, semipro quality * Nord Stage 3 88 Stage Keyboard $4,499.00 professional * Yamaha MX61 Music Synthesizer $699.99 professional * Novation Launchpad RGB $119.99 beginner oriented * Native Instruments Maschine Mikro Mk3 $259.00 Digital Music Programs Digital Music programs Paid programs Paid Programs * Ableton Live 10 Standard $449 * Acoustica Mixcraft Pro Studio 8 $99 *Synthesia $40 Free programs Free Programs * Apple's Garage Band * Audacity * LMMS All free to use Final thoughts In conclusion, no matter where you are or your financial status, you can find and make a job for yourself in the Fine Arts with the help of technology.
Transcript: "These are powerful linguistic resources for expressing abstract ideas, but the resulting density means that readers of academic texts need to process a lot of information per clause, thus contributing to the cognitive challenge of academic language." What is the purpose? Allowing students to respond with non-academic language Not providing feedback using only fact-based questions/not challenging them to use higher order thinking skills Susan Ranney Ph.D. in Curriculum and Instruction from the University of Minnesota Senior Lecturer in the Program of Second Languages and Cultures at the University of Minnesota 4-7 or 5-7 Years to Develop AL Then Things to Avoid "Everyday Language" Dr. James Cummins: Basic Interpersonal Conversation Skills (BICS) 1979 Cognitive Academic Learning Proficiency (CALP) 1981 "Basic Interpersonal Conversational Skills" are no longer seen as the opposite of academic language. Proposed that immigrant students gained fluency in BICS quickly, but slower and uncertain mastery of CALP led to lower academic achievement Now Graphic organizers Background information Cognitive and Metacognitive approaches Using hands-on activities increasing interaction providing practice Academic Vocabulary: Academic Language contains a vocabulary that is distinct from everyday language Example of 3 levels of academic vocabulary: General words used in academic and non-academic settings - "already" Technical words specific to disciplines - "fulcrum" Non-technical words used across academic fields - "assert" About the Author What is Academic Language as it relates to English as a second language? What was it about then? What is it about now? An excuse to withhold rigorous instruction? Approaches to Teaching AL Defining and Teaching Academic Language: Developments in K-12 ESL by Susan Ranney Language and Linguistics Compass - June 2012 Tiers of Vocabular Academic Language Too much time and work?
Transcript: BBA satisfaction -The Business School’s Center for Student Professional Development (CSPD) tracks job placement of its graduates. For 2017, CSPD reported that 54.6% of graduated seniors had jobs in their business-related careers. Background variables "Exploring common correlates of business undergraduate satisfaction with their degree program versus expected employment" gender, in-state resident, currently working and lived at least one semester on or near main campus. Scale ranging from 1 (strongly disagree) to 6 (strongly agree). Gary Blau, Wayne Williams, Sherry Jarrell & David Nash (2018) Exploring common correlates of business undergraduate satisfaction with their degree program versus expected employment, Journal of Education for Business, DOI: 10.1080/08832323.2018.1502144 -Prior work (Blau, G., Snell, C., Campbell, D.(2014) has found support for a professional development engagement (PDE) scale, where students were asked if different professional development activities offered by the business career services center contributed to their professional development. -When reviewing prior student-related outcomes research of Expected employment after graduation, studies have found that three general variable areas, background, curriculum-related, and professional development, are relevant. -Perceived course work challenge fits into this framework of expectations. Also had a positive correlation with satisfaction -59% of the current sample indicated they expected to have a full-time job by graduation, but a smaller percentage (51%) said this full-time job would be consistent with their major. -Deshields, Kara, and Kaynak (2005), found that college students’ perceived cognitive development, as part of their college experience, was positively related to their overall satisfaction. -A new three-item measure was used in this study. The three items were the following: “overall I am satisfied with the business core requirements,” “overall I am satisfied with my major,” and “overall I am satisfied with the BBA program. -BBA satisfaction included: academic attendance motivation advising ease and quality course work challenge professional development engagement two types of grading assessment learning perceptions (exam based and individual creative) Curriculum-related variables: -has found that prior internship experience was positively related to expected employment and employment success. Expected employment The strongest correlate was course work challenge, advising ease and quality Measurement Of Satisfaction This study, representing an exploratory effort to understand what explains such degree satisfaction, found a promising, reliable three-item measure. -Using a sample of United Kingdom college students, Douglas, and Barnes (2016) advising ease and quality, course work challenge, individual engagement, individual creative, exam-based and team based evaluation -Graduating students were also question as to whether or not they already have full time jobs prepared for them after school and also if it is consistent with the major professional development engagement and number of formal internships completed However, the number of formal internships completed was the most robust significant correlate across degree satisfaction and both types of expected employment, reinforcing the importance of students engaging in internship-related activities Thank you for listening! -Scale ranging from 1 (strongly disagree) to 6 (strongly agree). -Correlation between students satisfaction and future work life, sample size of 467 graduating business students (bachelor of business administration) - Authors: Gary Blau, Wayne Williams, Sherry Jarrell & David Nash Expected Employment Measurement Professional development variables: -Knowledgeable and approachable advising were found to be significant positive correlates of college student satisfaction -Examples of background variables include age, whether a student is currently working or not, if a student has lived on or near main campus etc. Student: Hassan Mohammad -attending workshops such as job search strategies and business etiquette, and employer mock interviews. -Prior empirical studies controlling for such variables have generally found them to be inconsistent or nonsignificant, for example, (Blau, G. (2016). "Correlates of student bachelor of business administration satisfaction and school reputation influencing perceived market value. Journal of Education for Business") did not find gender to be related to satisfaction. Work Cited -Two types of expected employment by graduation were measured: having (a) a full-time job and (b) a full-time job consistent with major. Background variables: Curriculum-related variables Method of Measuring -Journal of Education for Business Professional development variables Article Review Presentation Conclusion
Transcript: By: Jose Brenner; Jacob Campos Technology in Medicine We have been greatly impacted by technology. Improvement Aiding Medicine These are examples to show how far we are. Electronic Health Record System EHR It helps to detect internal damage to the structure of the bones X-Ray To remain basically as possible it tells a patients heart rate, or when they have passed. Cardiac Monitor Everything is now quicker! Efficiency Technology has taken us far. What we Learned
Transcript: Zoom in and out freely with these buttons or the scroll wheel on a mouse Active Transactional Leadership Hypothesis 3 Active transactional leadership has a positive relationship with followers' organizational identification. How? This view is called the overview. You can see different views by clicking thumbnails in the sidebar. self-identity(employee needs, develop new skills) Transformational leadership + psychological empowerment= Positive (r=.50), p<1) Transformational Leadership + organizational identification= Positive (r=.62, p<0.1) Active Transactional Relationship + psychological empowerment= Positive(r=.33, P< 0.1) Active Transactional Relationship + organizational identification= Positive(r=.69, P< 0.1) psychological empowerment + organizational identification= Positive (r=.43, p=.01) These are frames, they're like slides - you can navigate to them from the sidebar or add more from the top left corner. Hypothesis 1 Organization Identification leadership that identifies the need to change and creates a vision to guide the change through inspiration. Results Transformational Leadership meaning competence self determination impact idealized influence inspirational motivation intellectual stimulation individualized consideraton Financial Rewards Recognition Beyonce Tickets !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Incentives Article Review Transformational leadership has a positive relationship with followers' organizational identification. Hypothesis 2 communicates what needs to be done, how will it be done, and the rewards and recognition followers will receive Relationships between Transformational and Active Transactional Leadership and Followers' Organizational Identification:The Role of Psychological Environment Click and delete the grey boxes to get started! Psychological Empowerment Psychological empowerment mediates the relationship between transformational leadership and followers' organizational identification. organizational goals mutual exchange Components of Transformational Leadership
Transcript: Matt Brown 5-30-2017 Windows Central https://www.windowscentral.com/xbox-one-update-adds-light-theme-and-notification-changes New Xbox One Update adds Light Theme and Notification Changes for Alpha Ring Summary Summary of Update This update for the Xbox added a new "theme" known as the Light Theme, which changed the appearance of the user interface by adding a lighter color scheme. It also fixed several bugs and added new features as well. An example of one of the additional changes is improvements to the notification center. Since the release of the update, no additional updates have added themes to the Xbox One's user interface. Example of Light Theme Pros of the Article Pros of the Article The article was very informational, describing much about the new update. Short and consise; to the point. Mostly free of bias; not opinionated. Hyperlinks included in the article to help the user understand what he is talking about. A list of changes and issues at the bottom of the article, covering what was described in the article. Cons of the Article Cons of the Article The article very short and could have contained more information. More details necessary. Hyperlinks require a lot more additional reading. Could have explained history of updates better. List at bottom contains some issues that were not explained in the article. This article would be most useful for those who use the Xbox One and enjoy keeping track of changes and updates to the system. I thought that the article was interesting, despite its flaws. The author did a good job describing what was most important about the update. I recommend reading the article to those who are not aware of the update and use the Xbox One system, as it is informative about an update. Recommendations Recommendations
Transcript: Issue Behaviorist v. Constructivist Interventions Behaviorist v. Constructivist Interventions Math Fluency: How Do We Get There? Applications for Educators An examination of the article "A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom" researched by B. Poncy, E. McCallum, and A. Schmitt Research Background: Little research in math programs and interventions; primary focus has been on reading Math-fact fluency presumed a foundational skill in this study; starting point for math education research National Council of Teachers of Mathematics (NCTM) and the National Mathematics Advisory Panel (NMAP) both recognize the significance of math-fact fluency Common Core State Standards address math fluency ex. 3rd grade - multiply and divide within a 100 and add and subtract within 1000 Legislative acts mandate research-based intervention programs for students with learning disabilities Issue Phonemic Awareness Reading Cognitive "Room" and Blending Fluency for Comprehension & Inferential Reasoning Basic Math Math-Fact Cognitive "Room" Facts Fluency for Solving Complex Problems and Reasoning Issue Fluency (fast and accurate recall of information): Term more often associated with the automaticity of reading, but parallel to math Overview of the Study Purpose: Is a behaviorist or constructivist based math intervention program more effective in increasing math-fact fluency? Participants: Second grade classroom of 19 students in rural setting Treatment: Alternate treatment design with both the implementation of behaviorist and constructivist based interventions Controls: Time of day assessment and treatment were administered Treatment and assessment math fact alignment Identical procedural steps for each respective treatment (given the circumstances and nature of each treatment - integrity checklist) Behaviorist v. Constructivist Interventions Constructivist Theory: Students observe and construct their own reasoning and understanding of the concept based on what is observed ex. inquiry, discovery and problem-based learning Teachers are guides; implicit instructors Math Connection Multiple strategies used to help students solve math problems, including student derived methods Independent real world problem solving Math-facts practiced through solving multi-step problems Constructivist Based Intervention Program in Study Facts That Last (FTL) Behaviorist v. Constructivist Interventions Behaviorist Theory: Students are given direct and explicit instruction on how to solve or understand a concept Repetition, immediate feedback from the teacher, and immediate response to the feedback from the student keystones of the theory Math Connection Intentional teaching on how to solve math problems Skills are built, increasing in complexity Math-fact automaticity Behaviorist Based Math Intervention Program in Study Cover, Copy, and Compare (CCC) Behaviorist v. Constructivist Interventions Facts That Last (FTL): Constructivist based intervention method Students learned math facts by breaking down and constructing an understanding of fact families and their relationships ex. 3+5=8, 5+3=8, 8-3=5, and 8-5=3 Teacher guided the students through a series of questions guiding students to think about the different fact families that can be made with a set of numbers Time varied due to student responses Because student engagement was not completely concrete due to the whole class oral questioning method, students were also given a worksheet to practice understanding of fact families Behaviorist v. Constructivist Interventions Cover, Copy, and Compare: Behaviorist based intervention method Students learned math facts through a timed task where students were to look at a math fact, cover the math fact, copy the math fact, and compare the math fact they wrote to the original Correct responses required students to go to the next fact Incorrect responses required students to write the correct fact and answer Task was completed on sheets containing math fact triangles Students had 6 minutes to cover, copy, and compare as many facts within the limited time Behaviorist v. Constructivist Interventions Experiment Introduction: Purpose - Is a behaviorist or constructivist based math intervention program more effective in increasing math-fact fluency? Participants - Second grade classroom (19 students) in a rural Midwest school Prior Student Knowledge - Subtraction math-facts were not directly taught or drilled, but used in completing multi-step math problems Independent Variable - Intervention treatments (CCC and FTL) Dependent Variable - Three-part assessment aligning specific math facts to the respective intervention or control problems Duration of Experiment - Baseline data, 6 school days Treatment implementation and data, 10 school days Maintenance data (1 day), collected 2 months after treatment Behaviorist v. Constructivist Interventions Experiment Design: Alternating treatments
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