What do we see out of the corner of our eye? The role of visual pivots and gaze anchors in sport

ABSTRACT

The role and importance of peripheral vision have been discussed across various sports. Yet, its functionality remains unclear and the terms employed in the literature to characterize the use of peripheral vision are not well defined. We present a review of 29 studies focusing on the use of peripheral vision in sports. We focus on the methodological approaches employed to study its use and identify the mechanisms that may underlie the effective use of peripheral vision in sport. We define key differences between ‘gaze anchors’ and ‘visual pivots’ and introduce the concept of a ‘foveal spot’. All three gaze behaviors, while being characterized by a consistent, dynamically adjustable gaze location, have different functionalities. A gaze anchor is a cue-optimized position used for the monitoring of peripheral cues and avoiding the negative consequences of saccades (i.e. information suppression), especially under time pressure. A visual pivot is a distance-optimized location between relevant cues which allows athletes to optimally initiate saccades to those cues, especially if the costs of eye-movements are low. A foveal spot is primarily used for information processing via the fovea. Finally, we highlight suggestions for future research to improve our understanding of the functional differences between these gaze behaviors.     

A professional development model to facilitate teacher adoption of interactive,immersive digital games for classroom learning

The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short-form drill-and-practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in-depth, semi-structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.     

Publication Services at the University Library Graz: A New Venture,a New Role

ABSTRACT

Establishing Publication Services in the library at the University of Graz did more than broaden the service portfolio of the library. A convergence of expertise at the library, needs of researchers at the university, and ongoing changes in scholarly communication also contributed to the evolution of the library's role and profile. The new services offer first-level support for matters pertaining to scholarly publishing and communications. Furthermore, Publication Services has developed into a knowledge sharing platform, extending beyond the library to other administrative departments and creating a community of practice.     

CO2-Einsparpotenziale des Energietr?gers Erdgas

Zusammenfassung Angesichts der staatlichen Klimaschutzziele stellt sich die Frage, wie diese mit m?glichst geringer Beeintr?chtigung einer sicheren Versorgung zu günstigen Preisen erreichbar sind. Erdgas, das im Vergleich zu anderen fossilen Energietr?gern deutlich kohlenstoff?rmer ist und darüber hinaus bei der Verbrennung auch keine weiteren Schadstoffe emittiert, kann hier einen Beitrag leisten. Gegenw?rtig hat Erdgas für die Versorgung mit W?rme sowie bei der Erzeugung von Strom eine erhebliche Bedeutung, die zukünftig weiter wachsen wird. Anhand verschiedener Szenarien werden Prognosen zur weiteren Entwicklung von Erdgas und die Auswirkungen auf die CO₂-Emissionen angestellt. Es zeigt sich, dass der Anteil von Erdgas im Bereich der W?rmeversorgung von 46 % auf 56 % steigen wird. Durch ?nderung des Energiemix und Effizienzsteigerungen kann der CO₂-Aussto? für Raumw?rme daher bis 2020 um 8,3 % gesenkt werden. Für die Stromerzeugung werden alternative Szenarien berechnet. Beim derzeitigen Energiemix k?me es zu einer j?hrlichen Steigerung des CO₂-Aussto?es um 0,8 %. Würde Kohle komplett durch Gas ersetzt, k?nnte der CO₂-Aussto? j?hrlich um 1,9 % gesenkt werden.

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Given the governmental climate targets, the question arises how these targets can be achieved without affecting a secure and cheap energy supply. As natural gas causes less carbon emissions than any other fossil fuel it might be able to make a contribution in this regard. Currently, in the generation of heat and power natural gas plays a significant role, which will further increase in the future. Using several scenarios, we predict the development of the importance of natural gas and the consequences for carbon emissions. The calculations show that the share of natural gas for the supply of heat will increase from 46 % to 56 %. Efficiency increases together with changes in the structure of power generation can reduce heating-related carbon emissions by 8.3 % until 2020. For power generation, we calculate alternative scenarios. If the current structure of power generation is held constant, carbon emissions will increase by 0.8 % p.a. If instead natural gas completely replaces coal and lignite, the carbon emissions will be reduced by 1.9 % per year.

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Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg     

Cinematic Rendering in Anatomy: A Crossover Study Comparing a Novel 3D Reconstruction Technique to Conventional Computed Tomography

Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR–CT sequence (−204.21 ± 156.0 seconds) and the CT–CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education.     

The relationship among achievement goals,standardized test scores,and elementary students’ focus in school

The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions.