Evaluating epistemic uncertainty under incomplete assessments

The thesis of this study is to propose an extended methodology for laboratory based Information Retrieval evaluation under incomplete relevance assessments. This new methodology aims to identify potential uncertainty during system comparison that may result from incompleteness. The adoption of this methodology is advantageous, because the detection of epistemic uncertainty – the amount of knowledge (or ignorance) we have about the estimate of a system’s performance – during the evaluation process can guide and direct researchers when evaluating new systems over existing and future test collections. Across a series of experiments we demonstrate how this methodology can lead towards a finer grained analysis of systems. In particular, we show through experimentation how the current practice in Information Retrieval evaluation of using a measurement depth larger than the pooling depth increases uncertainty during system comparison.     

Transformative Learning: First-Year MSW Students' Reactions to,and Experiences in,Gerontological Field Placements

We present findings from interviews with 17 first-year MSWs assigned to gerontological placements undertaken before beginning—and again as they neared completion—of practicum. All respondents, even those most positive and negative at beginning of placement, report a reduction in stereotypes, improved appreciation of older adults’ capacities and strengths, and increased skills in working with this population. All but one respondent reports increased likelihood of pursuing a position working with older adults as a result of exposure through field placement. Specific factors reported by students to influence their decision as well as implications for social work education are discussed.     

Using the College Outcome Measures Project to measure college outcomes

This article describes one institution's use of the College Outcome Measures Project (COMP) in comparing outcomes for graduates of traditional and non-traditional programs. The study was designed to answer three questions concerning the use of COMP in evaluating traditional and non-traditional programs. Results obtained in a study of 96 University of Minnesota graduating seniors suggest greater potential usefulness in distinguishing among institutions than in comparing outcomes of programs within an institution. The authors conclude that as new approaches and instruments for measuring college outcomes become available, criteria for instrument selection need to be shared among individuals charged with conducting outcome studies.     

False‐Belief Understanding and Social Preference Over the First 2 Years of School: A Longitudinal Study

The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5‐year‐olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer‐rated social preference were measured at both times. False belief at Time 1 had a direct influence on concurrent social preference, over and above the influence of emotion expression recognition and empathy. False belief made no independent contribution to later social preference accounting for stability in social preference. The role of social cognitive development is discussed with respect to how children establish and maintain their position in a peer group.     

Teaching bovine abdominal anatomy: Use of a haptic simulator

Traditional methods of teaching anatomy to undergraduate medical and veterinary students are being challenged and need to adapt to modern concerns and requirements. There is a move away from the use of cadavers to new technologies as a way of complementing the traditional approaches and addressing resource and ethical problems. Haptic (touch) technology, which allows the student to feel a 3D computer‐generated virtual environment, provides a novel way to address some of these challenges. To evaluate the practicalities and usefulness of a haptic simulator, first year veterinary students at the Royal Veterinary College, University of London, were taught basic bovine abdominal anatomy using a rectal palpation simulator: “The Haptic Cow.” Over two days, 186 students were taught in small groups and 184 provided feedback via a questionnaire. The results were positive; the majority of students considered that the simulator had been useful for appreciating both the feel and location of key internal anatomical structures, had helped with their understanding of bovine abdominal anatomy and 3D visualization, and the tutorial had been enjoyable. The students were mostly in favor of the small group tutorial format, but some requested more time on the simulator. The findings indicate that the haptic simulator is an engaging way of teaching bovine abdominal anatomy to a large number of students in an efficient manner without using cadavers, thereby addressing some of the current challenges in anatomy teaching. Anat Sci Educ 2: 280–285, 2009. © 2009 American Association of Anatomists     

Kinematic,kinetic and EMG analysis of four front crawl flip turn techniques

This study aimed to analyse the kinematic, kinetic and electromyographic characteristics of four front crawl flip turn technique variants. The variants distinguished from each other by differences in body position (i.e. dorsal, lateral, ventral) during rolling, wall support, pushing and gliding phases. Seventeen highly trained swimmers (17.9 ± 3.2 years old) participated in interventional sessions and performed three trials of each variant, being monitored with a 3-D video system, a force platform and an electromyography (EMG) system. Studied variables: rolling time and distance, wall support time, push-off time, peak force and horizontal impulse at wall support and push-off, centre of mass horizontal velocity at the end of the push-off, gliding time, centre of mass depth, distance, average and final velocity during gliding, total turn time and electrical activity of Gastrocnemius Medialis, Tibialis Anterior, Biceps Femoris and Vastus Lateralis muscles. Depending on the variant, total turn time ranged from 2.37 ± 0.32 to 2.43 ± 0.33 s, push-off force from 1.86 ± 0.33 to 1.92 ± 0.26 BW and centre of mass velocity during gliding from 1.78 ± 0.21 to 1.94 ± 0.22 m · s^?1. The variants were not distinguishable in terms of kinematical, kinetic and EMG parameters during the rolling, wall support, pushing and gliding phases.     

Direct and Indirect Effects of Involvement on Hostile Media Perceptions in the Context of the Refugee Crisis in Germany and Switzerland

This article examines hostile media perceptions (HMPs) by building on recent trends in hostile media research. Our study considers the effects of people’s cognitive as well as their affective involvement on HMPs. As the media landscape has changed fundamentally since HMPs were initially identified, the role of social media is explored more profoundly. In addition, this article not only examines the direct effects of involvement and communication activities but tests for indirect effects of involvement mediated through media use and interpersonal discussions. Using data simultaneously collected from two online surveys conducted in Germany and the German-speaking part of Switzerland, the findings strengthen previous evidence that affective involvement is a stronger predictor of HMPs than cognitive involvement. In contrast, media use and interpersonal discussions had only marginal direct effects. The study provides initial evidence for the indirect effects of involvement mediated through exposure to online user comments and interpersonal discussions.