7,046 research outputs found
Work disability in an inception cohort of early rheumatoid arthritis (RA) receiving treat-to-target therapy
No full textScientific Poster ARA-P73Wechalekar MD, Lester S, Hill C, Shanahan E, Metcalf R, Shanahan M, Proudman
Scene perception from central to peripheral vision
Get PDFCitation: Loschky, L. C., Nuthmann, A., Fortenbaugh, F. C., & Levi, D. M. (2017). Scene perception from central to peripheral vision. Journal of Vision, 17(1), 5. doi:10.1167/17.1.6When we view a real-world scene with both eyes, we see a seamless vista that covers a visual field of more than 200° diameter horizontally and 125° vertically. The entire scene generally appears to have high resolution, contrast, and color saturation, despite the dramatic changes in the optics, anatomy, and physiology of our eyes and visual pathways as the retinal images shift from the center of gaze to the periphery. Thus, a key issue in real-world scene perception is the roles played by central and peripheral vision. Central vision has the highest visual acuity and is where we pay the most attention to objects of interest. However, since central vision only extends out to a radius of roughly 5° around fixation, peripheral vision is the vast majority of our visual field. Yet, the nature of peripheral vision is mysterious, in that our common intuitions about it are often wrong. For example, most people appear to be quite unaware of the limitations of peripheral vision (Lau & Rosenthal, 2011). This is shown by how surprising viewers find demonstrations of the loss of visual resolution with eccentricity, such as failure to detect even roughly calibrated increasing blur with eccentricity using the Geisler and Perry (1998) algorithm (for a demonstration of this, see https://youtu.be/9DTHVRhBcQ0). Conversely, many people would probably be surprised to know that while driving it is possible to maintain one's lane position using only peripheral vision even while using central vision for an attentionally demanding visual task located 30° below the dashboard (Summala, Nieminen, & Punto, 1996). (Importantly, however, consistent with what one might expect, under the same conditions, drivers are also very poor at noticing potential crash hazards, such as when a car in front of them suddenly slows down—thus, driving using only peripheral vision is very dangerous [Summala, Lamble, & Laakso, 1998].)
Evaluating the Factor Structure of the Emotion Dysregulation Scale-Short (EDS-s): A Preliminary Study
Get PDFEmotion dysregulation (ED) can be considered a psychopathological transdiagnostic dimension, the presence of which should be reliably screened in clinical settings. The aim of the current study was to validate the Italian version of the Emotion Dysregulation Scale-short (EDS-s), a brief self-report tool assessing emotion dysregulation, in a non-clinical sample of 1087 adults (768 women and 319 men). We also assessed its convergent validity with scales measuring binge eating and general psychopathology. Structural equation modeling suggested the fit of a one-factor model refined with correlations between the errors of three pairs of items (χ2 = 255.56, df = 51, p < 0.001, RMSEA = 0.08, CFI = 0.94, TLI = 0.93, SRMR = 0.04). The EDS-s demonstrated satisfactory internal consistency (ordinal alpha = 0.94). Moreover, EDS-s scores partly explained the variance of both binge eating (0.35, p < 0.001) and general psychopathology (0.60, p < 0.001). In conclusion, the EDS-s can be considered to be a reliable and valid measure of ED
Factors associated with enrollment choice of freshman students entering programs of agriculture at Texas A & M University as compared to freshmen students entering programs of agriculture at public community colleges in Texas
No full textVita.The purpose of this study was to determine the factors associated with enrollment choice of freshmen students studying agriculture at Texas A&M University as compared to freshmen students studying agriculture at public community colleges in Texas. A mailed questionnaire was designed to answer six research objectives. Approximately 500 freshmen enrolled in programs of agriculture at Texas A&M and 500 students enrolled in programs of agriculture at community colleges in Texas were identified. A census population was used, and the results are based on 404 questionnaires collected from Texas A&M students in November 1992, and 491 surveys collected from November through December of 1992 from the community colleges. Community college students are generally male, ages 16-29, from smaller class sizes, with lower high school grade point averages than students enrolled at Texas A&M. Texas A&M students received more scholarships, and awards of greater amounts than community college students. Regarding selection of a post-secondary institution. Texas A&M students were more influenced by undergraduate reputation and student services available, while community college students perceived cost and location as greater influences. Females were more influenced by the undergraduate reputation, students services, eliteness and cost of the institution, while males considered location and sports as most influential. Larger scholarship awards increased the importance of the undergraduate reputation, student services, eliteness and cost. Smaller scholarships award amounts increased the importance of location of the institution. Participation in agricultural science courses in high school and FFA increased the importance of cost and location when selecting a post-secondary institution. Regarding selection of a particular institution and curriculum in which to enroll, high school instructors, peers, individualized recruitment methods, and family were more influential to students from smaller towns. Students with lower high school averages tended to be more influenced by instructors and relatives..
Cryptococcal disease: The impact of immunosuppression on clinical severity, complications and mortality. A 10 year experience at the Royal Brisbane and Women's Hospital
No full textBlack R, Spargo L, Shultz C, Chatteron B, James M, Cleland L, Lester S, Hill C, Proudman
Building effective networks for the transition from the military to the civilian workforce: Who, what, when, and how
No full textServicemembers leaving the military and entering the civilian workforce are often encouraged to network to identify and obtain civilian employment. However, there are few resources that offer insights into how to build an effective network when transitioning from the military to the civilian workforce. Based on extant literature, we present a Guiding Framework for Building an Effective Network for the Military to Civilian Workforce Transition to answer questions of who Veterans should include in their professional and personal networks (“Who”), what social resources are available from network contacts (“What”) at which phase of the transition (“When”), and how to build relationships with network contacts that may facilitate the transition from the military to civilian workforce (“How”). This framework identifies four types of network contacts that Veterans may include in their networks: family members, other Veterans, civilians, and formal resources persons. Furthermore, we describe the social resources they are likely to receive from these contacts (e.g., love/friendship, information, services, status, money, and goods) at each stage of the transition (e.g. approaching the transition, managing the transition, and assessing the transition) as well as practical suggestions for Veterans to connect with these network contacts. Additionally, we explain how the resources provided by network contacts enable successful role/identity transition. Finally, we discuss practical implications of our framework for service members, and we propose directions for future research on Veterans’ networks and the role that they play during Veterans’ transition from the military to the civilian workforce
Lester K. Little, Religious Poverty and the Profit Economy in Medieval Europe, 1978
No full textM. C. Lester K. Little, Religious Poverty and the Profit Economy in Medieval Europe, 1978. In: Revue des Sciences Religieuses, tome 53, fascicule 3-4, 1979. Tradition et vérité. p. 316
SUICIDE ATTEMPTS IN PSYCHIATRIC PATIENTS: 'NAIVE' PROBANDS, SINGLE AND MULTIPLE ATTEMPTERS
No full textObjective
This study examined specific risk factors discriminating psychiatric inpatients who were never suicidal from those who reported one or more suicide attempts, and compared characteristics discriminating first-time attempters from first-time and multiple repeaters (recent attempters with one or more previous attempts).
Method
716 inpatients admitted to the Division of Psychiatry of a University Hospital were evaluated for their suicidal history, psychiatric diagnosis, current and past stressors, and other clinical and sociodemographic risk factors.
Results
Of the 358 attempters, 86 were first-time attempters, 219 first-time repeaters, and 53 multiple repeaters. There were significant differences between the nonattempters and the attempters in sociodemographic variables, DSM-IV-TR diagnosis (attempters were diagnosed more frequently with eating disorders, and less frequently with DSM-IV Axis II disorders than nonattempters), and clinical history. First-time attempters had fewer lifespan stressors (M=1.86; SD=0.90) than repeaters (first-time repeaters: M=2.26 [SD=0.89]; multiple repeaters: M=2.28 [SD=1.13]). Furthermore, repeaters were more likely to have personality disorders (ORs=2.71-3.83), low social support (OR=4.96-6.88), and previous hospitalizations (ORs=37.23-556.69) than first-time attempters.
Conclusions
In repeaters, stressors may have a specific effect and a cumulative effect. They can predispose to attempts at an earlier age and, through a process of “kindling” start a “suicide career.” Alternately, an accumulation of stressors can produce a “last straw” effect. In repeaters hospitalization can be seen as another factor contributing to the kindling phenomenon, and brief intensive care in hospital settings must be weighed accurately for efficacy and for its possible negative effect
Design innovation for the 1990's
Get PDFStatement of responsibility on title-page reads: Richard K. Lester, Michael J. Driscoll, Michael W. Golay, David D. Lanning, Lawrence M. Lidsky, Norman C. Rasmussen and Neil E. Todreas"September 1983."Includes bibliographical reference
Transforming a competency model to assessment items
No full textThe problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multi-dimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMBA) is being developed to represent a learner’s knowledge in a multi-dimensional vector space. The heart of this model is to treat knowledge, not as possession, but as a contextualized space of capability either actual or potential. The paper discusses the automatic generation of an assessment from the COMBA competency model as a “guide-on-the–side”
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