Texas A&M University – Corpus Christi
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Bobby and Eddie Galvan at Jazz Festival
No full textBobby and Eddie Galvan on stage preforming at Jazz Festiva
Topic 12: Exception handling
No full textObjectives of this topic:
Understand the usages of exception handling,
Recognize the differences between errors and exceptions,
Understand the usage of try-catch-finally to achieve exception handling,
Program using Java’s exception-handling syntax,
Understand how assertions are use
Online and simulation-based training: Prepping nursing students for deeper, practical engagement
No full textDoctoral Program in Curriculum, Instruction, and Learning SciencesThere is need for effective virtual learning design for clinical nursing students that yields high levels of knowledge acquisition, self-efficacy, and transferrable skills. Students’ experiences during learning impacts these outcomes. An online innovation project was developed at a South Texas University, designed to measure students’ experiences in simulated clinical experiences. We hypothesized that custom, personalized online learning simulations may reduce cognitive load and promote online students’ self-efficacy, potentially impacting associative information processing. Researchers collected data measuring cognitive load, students’ experiences, and embedded analytics and were analyzed using open and thematic coding. Participants reported low levels of frustration, high levels of support in the modules, perceived skill transferability, and self-efficacy. Planning personalized, online scenario-based modules that reduce cognitive load, may positively impact students' self-efficacy and associative skill transfer
08 Cognitive Psychology: Module 16
Get PDFModule 16: Theories of Categories and Concepts
The study group decided to mix things up, and Mary hosted a study session with snacks at her apartment. She boiled a kettle for tea, and Perry went over to the kitchen to pour himself a cup. Thinking about how his kitchen is organized, he opened the cabinet above the stove—a close, convenient location. No mugs—instead Perry found spices and other cooking ingredients. “Where are your mugs?” Perry asked. “Over in the corner by the glasses,” Marry replied. Perry opened the cabinet and found a shelf of glasses, a shelf of cups and travel mugs, and a shelf of coffee mugs. Makes sense, Perry thought. Perry then overheard the study group discussing which topics to cover. “Let’s review memory processes, then short-term memory, then working memory, since that’s the chapter order,” Garry suggested. “How about doing the sections on sensory memory, then attention, then short-term memory, then long-term memory, since that’s kind of similar to information processing approaches?” Kerry countered. This conversation got Perry thinking about knowledge. They had learned a lot over the course of the semester, and all that knowledge had to be somewhere. Is knowledge organized like Mary’s kitchen with information filed into organized spaces? Or, is it more like Perry’s preference of having the most used items readily available?
Most human cognitive abilities rely on or interact with what we call knowledge. How do people navigate through the world? How do they solve problems, how do they comprehend their surroundings and on which basis do people make decisions and draw inferences? For all these questions, knowledge, the mental representation of the world is part of the answer.
What is knowledge? Knowledge is a structured collection of information, that can be acquired through learning, perception, or reasoning. This chapter deals with the structures both in human brains and in computational models that represent knowledge about the world. First, the idea of concepts and categories as a model for storing and sorting information is introduced. Then the concept of semantic networks and how such models can be used to explain the way humans store and handle information. Apart from the biological aspect, we are also going to talk about knowledge representation in artificial systems which can be helpful tools to store and access knowledge and to draw quick inferences.
This chapter will also examine the human brain with regard to hemispheric specialization. This topic is not only connected to knowledge representation, since the two hemispheres differ in which type of knowledge is stored in each of them, but also to many other topics in this course. Where, for example, is memory located, and which parts of the brain are relevant for emotions and motivation? In this chapter we focus on the general differences between the right and the left hemisphere. We consider the question whether they differ in what and how they process information and give an overview about experiments that contributed to the scientific progress in this field
Vickie Galvan and Mike Hoeltzel wedding
No full textVickie Galvan and Mike Hoeltzel smiling for a picture as a Bobby Galvan Jr. holds Vickie's han
Man inside the civil aircraft
No full textA view of a Man inside the civil aircraft looking through a scop
People playing the music
No full textPeople playing music a man playing the Saxaphone,another on the Drums, One on Bass and the other on Pian
The Texas Jazz festival in Corpus Christi
No full textPeople dancing at the Texas Jazz festival in Corpus Christi at Heritage Park under a large ten
The effect of backpack load on gait biomechanics in college-aged individuals
No full textA Thesis Submitted In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE in Kinesiology from Texas A&M University-Corpus Christi.The aim of this study was to investigate the effects of backpack load carriage on gait and lower extremity biomechanics in healthy college-aged students. A total of 14 participants completed gait trials while walking carrying a backpack weighing 20% of their body weight and without a backpack. The kinematics, kinetics, and spatiotemporal parameters of gait were analyzed under both unloaded and loaded conditions. The results of the study showed that load carriage had a significant impact on several kinematic variables. Participants exhibited a decrease in hip flexion range of motion and knee flexion and extension peak velocities when carrying a load. This suggests that load carriage alters the normal movement patterns of the lower extremities during the gait cycle. Additionally, several gait kinetic variables were found to be significantly different between the unloaded and loaded conditions, including mean peak vertical force, mean peak mediolateral force, mean peak propulsion, mean peak brake, hip flexion peak moment, and ankle plantar flexion peak moment. These results indicate that load carriage not only affects the movement patterns of the lower extremities but also alters the forces acting on the body during walking. The findings of this study are consistent with previous research and suggest that load carriage should be considered when choosing a backpack or occupational tasks that involve load carriage. However, it is important to note that the effect of load carriage on gait biomechanics may depend on several factors, such as the weight and distribution of the load. The limitations of this study included the backpack weight being too heavy for some participants, leading to discomfort in their shoulders, and the inability to increase the weight of the load for safety reasons. Future studies could investigate these factors and explore optimal load carriage conditions. In conclusion, this study provides valuable insights into backpack load carriage on gait biomechanics in college-aged adults. The findings suggest that load carriage significantly alters gait patterns and should be taken into consideration when selecting a backpack or when involved in occupational tasks that require load carriage.KinesiologyCollege of Scienc
Beyond the writing: Students' perspectives of the Casa Writing Center
No full textA Thesis Submitted In Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in ENGLISH from Texas A&M University-Corpus Christi.As an MA student in English studying writing center theory, I planned my thesis project around the CASA Writing Center services and the students who seek assistance with papers, projects, reports, and other writing needs across disciplines. In this study, I gathered qualitative data from students who visited the CASA Writing Center to answer the research question, Why did the student visit the CASA Writing Center that day and how did that experience make them feel? I gathered qualitative survey data because I wanted to explore what led students to the writing center and how they felt after receiving assistance from a tutor. This approach was the best approach because it calls attention to the implicit details of students’ thoughts and experiences related to the writing center. I surveyed 71 participants that met the following requirements: that they must be 18 years or older, must be enrolled as a full-time student, and made a tutoring appointment during the fall 2022 semester. Participants were asked the same nine open-ended questions on paper surveys. To analyze the data, I used a thematic approach because it allowed a deeper understanding for each participant’s reasoning for visiting the writing center. In this thesis, I will present the two major themes that appeared in my qualitative data, which were the writing center’s physical environment and the writing development of students. For the physical environment theme, students expressed interest with the setup and amenities of the writing center. Within this theme, the variants include the lounge area, computer section, and provided snacks and coffee. As for the writing development theme, variants detected in the data include students self-proclaiming themselves as “writers,” participants that sought assistance with APA format, and the writing resources provided to participants. The benefit of this study is to further understand how the writing center serves and impacts its students and adds to writing center literature concerning the physical environment.EnglishCollege of Liberal Art