Does Augmented Visual Feedback from Novel,Multicolored, Three-Dimensional-Printed Teeth Affect Dental Students' Acquisition of Manual Skills?

Although three-dimensional (3D) printing technology is increasingly used in dental education, its application regarding the provision of online visual augmented feedback has not been tested. Thus, this study aimed to: (1) develop two generations of multicolored 3D-printed teeth that provide visual augmented feedback for students conducting the cavity preparation process, (2) assess students' clinical performance after training on the 3D models, and (3) acquire student feedback. For the first-generation model, augmented feedback was obtained from five 3D-printed teeth models for five cavity preparation procedures. Each model comprised three layers printed in green, yellow, and red indicating whether preparation was acceptable, limited, or unacceptable, respectively. The study used a crossover design in which the experimental group trained on five multicolored models and 10 standard plastic teeth, and the control group trained on 15 standard plastic teeth. Students gave positive feedback of the methodology but complained about the printed material's hardness. Therefore, a second-generation model was developed: the model's occlusal plane was replaced with a harder printed acrylic material, and the experiment was repeated. During training, instructors provided external terminal feedback only for performance on standard plastic teeth. Manual grades for cavity preparations on standard plastic teeth were compared. No significant differences were found between the control and experimental groups in both generations' models. However, less instructor time was needed, and similar clinical results were obtained after training with both generations. Thus, multicolored 3D-printed teeth models promote self-learning during the process of acquiring manual skills and reduce student dependency on instructors.     

Writing private and shared annotations and lurking in Annoto hyper-video in academia: Insights from learning analytics,content analysis,and interviews with lecturers and students

Educational technology research and development - Interactive features of the hyper-video environment, such as indexing, bookmarks, links to learning materials, multiple-choice questions, and...     

What Paves the Way to Conventional Language? The Predictive Value of Babble,Pointing, and Socioeconomic Status

A child's first words mark the emergence of a uniquely human ability. Theories of the developmental steps that pave the way for word production have proposed that either vocal or gestural precursors are key. These accounts were tested by assessing the developmental synchrony in the onset of babbling, pointing, and word production for 46 infants observed monthly between the ages of 9 and 18 months. Babbling and pointing did not develop in tight synchrony and babble onset alone predicted first words. Pointing and maternal education emerged as predictors of lexical knowledge only in relation to a measure taken at 18 months. This suggests a far more important role for early phonological development in the creation of the lexicon than previously thought.     

Coparticipando en el conocimiento: la ampliación de la inteligencia humana con las tecnologías inteligentes

Utilizar un ordenador supone una simbiosis de nuestra inteligencia con una herramienta externa sin la cual la mente contaría sólo con sus propios medios y no funcionaría igual.

Por otra parte, algunos de los procedimientos de uso del ordenador pasan de hecho a interiorizarse, a incorporarse autónomamente a la mente.

Este artículo, que permite analizar ambos hechos, nos ayuda a tener claro el papel del ordenador en el aprendizaje y funcionamiento cognitivo     

I Witness: Re-presenting Trauma in and by Cinema

This article considers how film helps reconcile a traumatic collective past through representation of a personal trauma. It focuses on the role of witnesses in conveying their experiences regarding events that have traumatized them. The author suggests that a witness to a traumatic event performs the excess of an event that has transformed him or her. By framing the witness as a performer rather than a mere conduit for transferring knowledge to the uninformed, the article underscores the communicative dimension of witnessing by studying this process as an ongoing interplay between addressers and addressees who undergo mutual transformations in and by this action. These arguments are presented through an examination of the film Waltz With Bashir (2008), in which its director documented his struggle to come to terms with his personal trauma surrounding the part he played in the Lebanon War. The author suggests that by performing this loss of experience, the director turns the audience into witnesses, thus transforming a personal loss of experience into a collective experience of loss.     

Staging peace: Televised ceremonies of reconciliation

The visit of Egypt's President Anwar Sadat to Jerusalem was the model for Dayan and Katz's conceptualization of the genre of media events, as live programs which have the power to transform history. Fifteen years later, a series of televised reconciliation ceremonies, which marked the stages of the peace process between Israel and its Arab neighbors (the Palestinians and the Jordanians), are used to re‐examine the model. We demonstrate (1) how the effectiveness of these ceremonies depends on the type of contract among the three participants—leaders, broadcasters and public—each of whom displays different kinds of reservations, and (2) how the aura of the ceremonies draws on the prior status of the participants (Hussein), but also confers status (Arafat).     

Home visits: A child-centered approach to an old concept

Making home visits is not a new technique for helping children by improving family-school relationships. It is certainly not new that cooperation between parents and teachers is essential in the education of the very young: the whole adult population is friendly, and the nursery holds them by strong ties through the love both places have in common for their children (McMillan, 1919). Beller (1969), for example, found that the teacher's respect for the family was associated with a child's readiness to gain from educational experiences in the classroom. As one of the means of involving parents in the educational process of the child, teachers have visited in homes.Tamar Meyer is Clinical Supervisor, Early Childhood Research Center, State University of New York at Buffalo.     

Morphological processing during visual word recognition in Hebrew as a first and a second language

The present study examined whether sublexical morphological processing takes place during visual word-recognition in Hebrew, and whether morphological decomposition of written words depends on lexical activation of the complete word. Furthermore, it examined whether morphological processing is similar when reading Hebrew as a first language (L1) or as a second language (L2), and whether L1’s morphological background, Semitic or Indo-European, modulates morphological processing in L2 Hebrew (a Semitic language), among proficient readers. To reveal the sublexical processing of the Hebrew morphemes, the Root (R) and the Pattern (P), a lexical-decision task was conducted, in which all critical stimuli were non-word letter-strings manipulated to include or exclude real Hebrew morphemes. Different combinations of real (+) and pseudo (?) morphemes yielded four types of non-words (+R+P; +R?P; ?R+P, ?R?P). Three groups of proficient Hebrew readers were tested: L1 Hebrew, L1 English-L2 Hebrew, and L1 Arabic-L2 Hebrew. Results demonstrated significant differences in latency and accuracy of responses to the four morphological conditions, indicating that sublexical morphological processing occurs during visual word-recognition of morphologically structured letter-strings in Hebrew. Importantly, the activation of real Hebrew morphemes occurred in non-word stimuli, indicating that morphological processing in Hebrew is separable from lexical activation. Moreover, the same pattern of results was observed in all three L1 groups, indicating that proficient L2 readers exhibit morphological processing strategies that are tuned to the L2 morphology, regardless of their L1 background.     

Roles of academic department chairpersons at the university level

The study presents an attempt at investigating the role perceptions of academic chairpersons of departments at the University level, the fulfillment of these roles, and the desirability to fulfill them.A group of 90 chairpersons in six universities responded to a questionnaire that was especially developed for the present study. Factor analysis yielded five main factors: 1) Curriculum and Instruction, 2) Initiation, 3) Staff Development, 4) Democratic Leadership Style and 5) Departmental Status. Significant differences were found between the actual fulfillment and the extent of the desire to fulfill all the roles. Several background variables and role factors were found to explain the variance in chairpersons' satisfaction with role fulfillment. Findings shed some light on a relatively neglected subject - the role perceptions and satisfaction of department chairpersons. The information gained on this subject is expected to initiate attempts at making the role more satisfying in the direction desired by chairpersons.     

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