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Yoshitomo Nara Biography and Analysis
Get PDFThis presentation and paper describe Yoshitomo Nara. Both the video and paper visually analyze two pieces of Nara\u27s artwork after a brief biography. However, the paper allows the reader to analyze Nara\u27s work through the lens of David Joselit in his work titled Heritage and Debt.https://scholar.utc.edu/global-contemporary-artists/1008/thumbnail.jp
Anna Bella Geiger: Challenging Knowledge
Get PDFhttps://scholar.utc.edu/global-contemporary-artists/1006/thumbnail.jp
Increasing Online Engagement through Active Learning
Get PDFThe sudden shift to remote learning in higher education resulted in experimentation and observations that will continue to inform educators. Previous research had shown the efficacy of online communities of inquiry (Garrison), which were defined as the intersection of cognitive, social and teaching presence in the online course space. Cognitive presence is the interaction between students and the content material, while social presence is the interaction among students as a learning community. Teaching presence is the interaction between students and the educator, which has become a critical consideration during the transition to remote learning. Though cognitive presence can be delivered with a variety of remote technologies such as video lectures and e-textbooks, the challenge for educators is to leverage social and teaching presence to enhance learning. One successful approach to building social and teaching presence is active learning. This paper seeks to describe how active learning provided an authentic educational experience for synchronous online English courses. Active learning traces its roots to Dewey, who studied how to change education from lecture-centered to experience-centered modes. Researchers across disciplines have observed that active learning increases engagement and student performance (Bass; Cherney; Freeman et al.). Active learning strategies include case studies, peer instruction, problem-based activities, and role-playing (McConnell et al.), but with the requirements of suddenly-remote learning, active learning has become more of a way of interacting in the online space than a defined set of activities. One helpful concept for applying active learning is orienting students to the new online space to enhance participation. A second concept is employing strategies that keep students engaged during real-time class by harnessing online potential. A third concept is to extend active learning beyond the synchronous class time as a bridge to the next online class meeting
Cognitive GPR for subsurface sensing based on edge computing and deep reinforcement learning
Get PDFGround penetrating radars (GPRs) have been extensively used in many industrial applications, such as coal mining, structural health monitoring, subsurface utilities detection and localization, and autonomous driving. Most of the existing GPR systems are human-operated due to the need for experience in operation configurations based on the interpretation of collected GPR data. To achieve the best subsurface sensing performance, it is desired to design an autonomous GPR system that can operate adaptively under varying sensing conditions. In this research, first, a generic architecture for cognitive GPRs based on edge computing is studied. The operation of cognitive GPRs under this architecture is formulated as a sequential decision process. Then a cognitive GPR based on 2D B-Scan image analysis and deep Q-learning network (DQN) is investigated. A novel entropy-based reward function is designed for the DQN model by using the results of subsurface object detection (via the region of interest identification) and recognition (via classification). Furthermore, to acquire a global view of subsurface objects with complex shape configurations, 2D B-Scan image analysis is extended to 3D GPR data analysis termed “Scan Cloud.” A scan cloud-enabled cognitive GPR is studied based on an advanced deep reinforcement learning method called deep deterministic policy gradient (DDPG) with a new reward function derived from 3D GPR data. The proposed methods are evaluated using GPR modeling and simulation software called GprMax. Simulation results show that our proposed cognitive GPRs outperform other GPR systems in terms of detection accuracy, operating time, and object reconstruction
Fostering Perceived Organizational Support During Organizational Change
Get PDFDealing with change is a regular occurrence for organizations these days. Whether organizations must react to an unplanned change or have time to proactively think through the implementation of a planned change, it is important for organizational representatives (e.g., supervisors, executives, HR professionals) to recognize that the change can and will affect their employees. No matter the type of change, employees are likely to feel uncertainty, anxiety, and stress through the change process and may also think of quitting. Despite literature pointing out that support can be helpful during change, there is not much literature on how employees feel supported by their organization during change. Perceived organizational support (POS) is a well-researched, theory-driven, and practically relevant concept that describes the extent to which employees feel their organization cares about their well-being and values their contributions (Eisenberger et al., 1986). I will begin the talk by introducing readers to the concept of perceived organizational support and two types of change including planned and unplanned change. Grounded in organizational support theory, I will provide practical insights into how POS can play a positive role in helping employees deal with change. I will also include some takeaways from an empirical study of POS during the pandemic regarding staying connected with supervisors and coworkers during the remote work necessitated by that unplanned change
Social connection and supportive behaviors as determinants of resilience for employees exposed to extreme adversity
No full textEmployees in high-risk occupations, including military personnel and emergency medicine clinicians, routinely encounter traumatic events at work that have been repeatedly linked to the development of mental health problems such as Post-Traumatic Stress Disorder. Understanding the determinants of resilience among these personnel is therefore critical, along with understanding the facilitators of these employees receiving mental health treatment when needed. During my talk I will address social connection as an important mechanism linking self-reported resilience to positive adaptation following combat exposure among military personnel. I will also describe unit training we developed to improve supportive behaviors towards soldiers needing mental health treatment. I will conclude the talk with recent research examining the role of social support in the mental health strain of emergency medicine personnel during the Covid-19 pandemic
Social Connection: An under-appreciated determinant of heath
No full textThe importance of human connection and concerns over the effects of isolation rose to the level of a simultaneous public health crisis during the Covid-19 pandemic; however, much of the focus was on secondary effects on mental health and emotional well-being. There is now robust evidence from decades of interdisciplinary science documenting the protective effects of social connections on health and longevity, and evidence that lacking social connection qualifies as a risk factor for chronic disease and premature mortality. This talk will summarize this evidence, providing the scope of the health effects, potential mechanisms and risk factors, as well as potential solutions to reduce risk. Importantly, this evidence points to several implications for solutions across sectors focused on individuals, communities, and society
The role of race on the prevalence of and perceived response to workplace sexual harassment
Get PDFUtilizing an intersectional approach to understand the convergence of sexual harassment (SH) and race in the workplace, this study will explore the following research questions: Do people of color experience greater rates of workplace SH, specifically when committed by non-minority perpetrators? Do people of color report and perceive that SH complaints are taken seriously by their organization? Based on the notion of double jeopardy, that various factors of identity have a multiplicative effect on experienced discrimination, it is expected that minority members are more likely to experience SH and less likely to report, and if they report, they will perceive that SH complaints will not be seriously addressed (Berdahl & Moore, 2006). Given that SH has been utilized as a tactic to control and dominate rather than merely motivated by sexual desire, studying it within the workplace framework will reveal underlying power structures embedded within organizations. It is hypothesized that minority victims experience more SH than non-minority victims (H1) and that non-minority perpetrators commit more SH than minority perpetrators (H2). Non-minority perpetrators engage in more SH compared to minority perpetrators against minority victims compared to non-minority victims (H3). Additionally, minority victims are less likely to report incidences of SH compared to non-minority victims (H4) and minority victims perceive that their complaints of SH are taken less seriously compared to non-minority victims (H5). A survey will be administered via Amazon Mechanical Turk (MTurk) to attain a large and diverse sample. Measures will include established surveys, such as the Sexual Experiences Questionnaire (SEQ), and survey items created specifically for this study. Respondents will be asked about experienced/witnessed incidents of SH, and whether SH incidents were reported and perceived to be taken seriously. Additionally, data will be collected on the race of the perpetrator to determine whether the incidence of sexual harassment varies based on the race of the victim and race of the perpetrator. The planned analysis will include conducting an Analysis of Covariance (ANCOVA), which will show whether differences in the dependent variables (experienced/witnessed SH, reported SH, perceived response) relate to the effect of the independent variables, race of the respondent/victim and race of the perpetrator, while accounting for control variables, including age, sexual orientation, seniority, and industry. The findings will inform future organizational strategies to combat and address SH incidence in the workplace as well as shed light on current racial injustices that converge with sexual power
Do Psychology Students know the Job Skills they are Gaining?
Get PDFPsychology graduates experience high levels of underemployment (50%), despite obtaining a range of competencies during their undergraduate studies that are highly applicable to their professional development and future endeavors in the workforce (Federal Reserve Bank of New York, 2021; Landrum et al., 2017). Throughout psychology courses, undergraduate students gain a number of knowledge, skills, abilities, and other characteristics (KSAOs) that are sought after by employers. This study seeks to determine whether these underemployment rates are, in part, due to a lack of guidance from universities on how their curriculum and KSAOs taught connect to the workforce (Halonen & Dunn, 2018). To determine which KSAOs to examine, the full list of 167 KSAOs were initially pulled from O*NET, an online database that contains hundreds of occupational definitions. This full list of KSAOs were consolidated by subject matter experts (SMEs) to those most relevant to psychology undergraduates. This process resulted in a list of 41 appropriate KSAOs that were then evaluated against course descriptions and syllabi of core psychology classes in order to determine the level of each of the 41 KSAOs students gained by completing each course. A group of SMEs then rated the level of proficiency a student would obtain by completing an undergraduate psychology course. This was done for all 41 identified KSAOs and for all courses in the psychology curriculum and these ratings represent the KSAOs that students gain from completing undergraduate psychology courses. For the proposed research, the team will ask upper level undergraduate students to complete the same ratings as the SMEs. These ratings will determine students\u27 perceptions of the level of KSAOs they gain by completing undergraduate psychology courses. Once students have completed their ratings, the data will be analyzed and compared to the SME data, which will provide an understanding of perceived versus actual proficiency of specific KSAOs that students gain in an undergraduate psychology program. Following this comparative analysis, the ultimate goal is to create a public crosswalk resource that students will be able to access and determine relevant KSAOs for their future careers based on completed courses
Educational and experiential factors affecting nursing students’ bias towards gerontology and dementia care
No full textAccording to the World Health Organization, ageism is defined as the stereotyping, prejudice, and discrimination against people based on their age (WHO, 2019). Ageism can be found everywhere and has been normalized in modern day society. Ageism can result in older adults being overlooked for jobs and portrayed in a negative way in the media (WHO, 2019). Many researchers have explored the topic of ageism and the lack of quality in dementia care by nurses (Chaston, 2010), but there is a gap in existing literature related to the root cause. For example, (Chan, 2008) highlights areas of concern regarding dementia care quality and explores the implications for nursing practice but does not actually identify where ageism or bias begins and how to prevent it at an educational level. As the population ages, the number of persons living with dementia is expected to increase drastically, and without proper education on how to best take care of this vulnerable population, the number of nurses trained in gerontology will continue to decline. The purpose of this research is to identify if this type of ageism exists in nursing students, if it changes with nursing education, and how to prevent it from happening among future generations of nurses