143 research outputs found
sj-docx-1-mns-10.1177_20592043221134392 - Supplemental material for Background Music and Cognitive Task Performance: A Systematic Review of Task, Music, and Population Impact
No full textSupplemental material, sj-docx-1-mns-10.1177_20592043221134392 for Background Music and Cognitive Task Performance: A Systematic Review
of Task, Music, and Population Impact by Yiting Cheah, Hoo Keat Wong, Michael Spitzer and Eduardo Coutinho in Music & Science</p
Beyond the World as Picture:Worlding and Becoming the Whole World
No full textIn his well-known essay, Die Zeit des Weltbildes, Heidegger describes modernity as the age in which the world has been reduced to a picture. The conceptualization of the world as picture is the fundamental basis of globalization and the geopolitical relations of power, inequality and exploitation that characterize the world-system created by late capitalism. The world as picture is also the basis of various conceptual approaches for understanding worldliness informing various disciplines in the humanities and the narrative social sciences: world history, globality (global exchange and intercourse) and environmental kinship. But what is implied by the world as picture is the excess that is excluded or obscured by the picture frame because the idea of a frame intimates at something that lies beyond the picture that is its ontological condition of possibility. This talk examines two philosophical accounts of what is beyond the world as picture: Heidegger’s idea of worlding and Deleuze and Guattari’s idea of becoming the whole world as it is connected to their account of minor literature. It highlights the fundamental differences between these philosophies of world and the above approaches. Time permitting, I will then explore how postcolonial world literature, when read as part of the temporal process of worlding and world-creation, disrupts and shatters the world picture by participating in struggles within specific fields of forces in contemporary globalization. Such literature unsettles their readers’ sense of territorial boundaries and makes them aware of how they are constitutively implicated in the hierarchies of the contemporary world even as it resists being arrested in a geographically bounded and determinable subject-object such as a nation, a continent or a region. Pheng Cheah is Professor in the Department of Rhetoric at UC Berkeley. His research interests include late 18th-20th century continental philosophy and contemporary critical theory, postcolonial theory and anglophone postcolonial literatures, theories of nationalism, cosmopolitanism and globalization, philosophy and literature, legal philosophy, social and political thought, and feminist theory. He is the author of What Is a World? On Postcolonial Literature as World Literature (2016), Inhuman Conditions: On Cosmopolitanism and Human Rights (2006), and Spectral Nationality: Passages of Freedom from Kant to Postcolonial Literatures of Liberation (2003). Followed by a discussion with Pheng Cheah (UC Berkeley), Carmen Moersch (Kunsthochschule Mainz) and Birgit Hopfener (Carleton University) Moderated by Monica Juneja (Heidelberg University
Background music and cognitive task performance: systematic review dataset
No full textThis repository contains the raw data used for a systematic review on the impact of background music on cognitive task performance (Cheah et al., 2022: https://doi.org/10.1177/20592043221134392). Our intention is to facilitate future updates to this work
Help Me study! Music Listening Habits While Studying (Dataset)
No full text<p>This repository contains the raw data used for a research study that examined university students' music listening habits while studying. There are two experiments in this research study. Experiment 1 is a retrospective survey, and Experiment 2 is a mobile experience sampling research study.</p><p>This repository contains five Microsoft Excel files with data obtained from both experiments. The files are as follows:</p><ul><li><i>onlineSurvey_raw_data.xlsx</i></li><li><i>esm_raw_data.xlsx</i></li><li><i>esm_music_features_analysis.xlsx</i></li><li><i>esm_demographics.xlsx</i></li><li><i>index.xlsx</i></li></ul><p><strong>Files Description</strong></p><p><i><strong>File: onlineSurvey_raw_data.xlsx</strong></i></p><p>This file contains the raw data from Experiment 1, including the (anonymised) demographic information of the sample. The sample characteristics recorded are:</p><ul><li>studentship</li><li>area of study</li><li>country of study</li><li>type of accommodation a participant was living in</li><li>age</li><li>self-identified gender</li><li>language ability (mono- or bi-/multilingual)</li><li>(various) personality traits</li><li>(various) musicianship</li><li>(various) everyday music uses</li><li>(various) music capacity</li></ul><p>The file also contains raw data of responses to the questions about participants' music listening habits while studying in real life. These pieces of data are:</p><ul><li>likelihood of listening to specific (rated across 23) music genres while studying and during everyday listening.</li><li>likelihood of listening to music with specific acoustic features (e.g., with/without lyrics, loud/soft, fast/slow) music genres while studying and during everyday listening.</li><li>general likelihood of listening to music while studying in real life.</li><li>(verbatim) responses to participants' written responses to the open-ended questions about their real-life music listening habits while studying.</li></ul><p><i><strong>File: esm_raw_data.xlsx</strong></i></p><p>This file contains the raw data from Experiment 2, including the following variables:</p><ul><li>information of the music tracks (track name, artist name, and if available, Spotify ID of those tracks) each participant was listening to during each music episode (both while studying and during everyday-listening)</li><li>level of arousal at the onset of music playing and the end of the 30-minute study period</li><li>level of valence at the onset of music playing and the end of the 30-minute study period</li><li>specific mood at the onset of music playing and the end of the 30-minute study period</li><li>whether participants were studying</li><li>their location at that moment</li><li>(if studying) whether they were studying alone</li><li>(if studying) the types of study tasks</li><li>(if studying) the perceived level of difficulty of the study task</li><li>whether participants were planning to listen to music while studying</li><li>(various) reasons for music listening</li><li>(various) perceived positive and negative impacts of studying with music</li></ul><p>Each row represents the data for a single participant. Rows with a record of a participant ID but no associated data indicate that the participant did not respond to the questionnaire (i.e., missing data).</p><p><i><strong>File: esm_music_features_analysis.xlsx</strong></i></p><p>This file presents the music features of each recorded music track during both the study-episodes and the everyday-episodes (retrieved from Spotify's "Get Track's Audio Features" API). These features are:</p><ul><li>energy level</li><li>loudness</li><li>valence</li><li>tempo</li><li>mode</li></ul><p>The contextual details of the moments each track was being played are also presented here, which include:</p><ul><li>whether the participant was studying</li><li>their location (e.g., at home, cafe, university)</li><li>whether they were studying alone</li><li>the type of study tasks they were engaging with (e.g., reading, writing)</li><li>the perceived difficulty level of the task</li></ul><p><i><strong>File: esm_demographics.xlsx</strong></i></p><p>This file contains the demographics of the sample in Experiment 2 (N = 10), which are the same as in Experiment 1 (see above).</p><p>Each row represents the data for a single participant. Rows with a record of a participant ID but no associated demographic data indicate that the participant did not respond to the questionnaire (i.e., missing data). </p><p><i><strong>File: index.xlsx</strong></i></p><p>Finally, this file contains all the abbreviations used in each document as well as their explanations.</p>
Development of an ankle exoskeleton system
No full textIn the recent decades, there have been more research and development (R & D) on exoskeletons. An exoskeleton is an external robotic suit, donned by the user, which can either increase the user’s speed or track the user’s motion while carrying an external load. Exoskeleton R & D has been gaining popularity due to its wide range of application and improvements in enabling technology (for e.g. improved energy density of batteries). One of the applications is in the military, where the exoskeleton is used primarily to enhance the speed of the soldier or improve their endurance by helping to support the load of the soldier. This project was initiated by the author himself and was done with the direct supervision of his supervisor, Assoc Prof. Cheah Chien Chern. The objective of the project is to develop an ankle exoskeleton which tracks the user’s ankle motion via sensing of the user’s intention through the measurement of the user’s heel contact force. This report discusses the process of developing the ankle exoskeleton from scratch, from the design of hardware to the testing and implementation of the controller. Key phases of the project are hardware phase, software and electronics phase and the controller design phase. The final ankle exoskeleton was able to track the user’s ankle motion while the user oscillates his ankle, up to a maximum speed of 0.714Hz without impeding the user’s motion.Bachelor of Engineerin
WAVE NUMBERS, STRENGTHS, WIDTHS AND SHIFTS WITH PRESSURE OF LINES OF IN SYSTEMS a AND
No full textS.-L. Cheah, Y.-P. Lee and J. F. Ogilvie, J. Quant. Spectrosc. Radiative Transfer, 64, 467-482 (2000)Author Institution: Department of Chemistry, National Tsing Hua University; Centre for Experimental and Constructive Mathematics, Department of Mathematics, Simon Fraser UniversityAnalysis of newly measured spectral for wave number and intensities of transitions of in absorption in systems and with proper statistical treatment yields band parameters for excited states, based on parameters for the ground vibrational state valid up to , that are the most precise ( respectively) in published form, and strengths of lines that are internally consistent and in satisfactory agreement with other published values
An Activity Led Learning Approach as a pedagogy in teaching Digital Forensics
No full textDigital Forensics, as a subject of academic study, has been evolving over its relatively short life span in a number of academic institutions. As such the pedagogy associated with it is an area which is relatively ill-defined and lacking in clear best practise or even consensus on the manner of its delivery. The educational concept of "constructive alignment" has been identified as having particular relevance in seeking the effective delivery of teaching and learning in digital forensics. The issues that create challenges in this domain relate to achieving forensically sound evidence and understanding its legislative context for generally technically competent students. This paper seeks to catalogue the methodology used at Postgraduate level, in respect of the teaching of Digital Forensics at Coventry University. In particular it identified the development of a new Network and Mobile Device Forensics Module as part of the MSc Forensic Computing programme. As such the mode of delivery, utilisation of laboratory time, assessment criteria and statistical validation of the approach will be evidenced and demonstrated.7th International conference on Cybercrime Forensics Education and Training (CFET), At Canterbury Christ Church Universit
Instrumental Background Music Facilitates Task Endurance and Cognitive Performance: Insights from Ego Depletion (Dataset)
No full text<p>This repository contains the raw data used for a research study titled "Instrumental Background Music Facilitates Task Endurance and Cognitive Performance: Insights from Ego Depletion". This repository contains two Microsoft Excel files, as follows:</p><ul><li><i>ed_music_feature_analysis.csv</i></li><li><i>ed_raw_data.xlsx</i></li></ul><p><strong>Files Description</strong></p><p><i><strong>File: ed_music_feature_analysis.csv</strong></i></p><p>This file contains the specific feature analysis for each music stimulus (N = 17) used in the experiment. These features (retrieved from Spotify's "Get Track's Audio Features" API) are:</p><ul><li>energy level</li><li>valence</li><li>tempo</li></ul><p>The Spotify ID of each music track is also recorded in this file, to facilitate future replication of the experiment.</p><p><i><strong>File: ed_raw_data.xlsx</strong></i></p><p>This file contains the raw data from the experiment (N = 41). There are two tabs in this file. The "data" tab records all raw data, whilst the "index" tab contains all the abbreviations (with their explanations) used in the document, and when relevant, a brief description of how the outcome measures were calculated.</p><p>In the "data" tab, each row corresponds to a single participant and each column to a single variable. The variables about sample characteristics include:</p><ul><li>Age</li><li>Self-identified gender</li><li>Area of study</li><li>Level of English proficiency</li><li>Whether the participant has specific neurodiversity</li><li>Personality traits</li><li>Musicianship</li><li>Self-reported everyday music listening habits</li><li>Self-reported perceived (positive and negative) impact of music listening while studying</li></ul><p>The variables about experimental conditions and outcomes measures include:</p><ul><li>Each participant's assigned experimental condition (music or control)</li><li>Reading comprehension performance (measured in terms of the number of questions answered and a final score)</li><li>Pre- and post-reading positive affect, negative affect, and motivation for cognition</li><li>(for the music condition) personal perception of the music they heard during the experiment</li><li>Level of ego depletion (measured based on Stroop interference)</li><li>Verbal working memory (measured based on Reading Span Task performance)</li><li>Divided attention capacity (measured based on Category Switch Task performance)</li></ul><p><i>Notes.</i></p><p><i>1. Empty cells in between data are missing data (due to participant absentees).</i></p><p><i>2. See the "index" tab in <strong>ed_raw_data.xlsx </strong>for </i>a <i>detailed presentation and explanation of each recorded data.</i></p><p>Additional materials included the Category Switch, Reading Span and Incongruent Colour-Word Stroop Task.</p><p>Links to each task are as follows:</p><p>Category Switch Task: https://gitlab.pavlovia.org/Yiting_liverpool/category_switch_copy</p><p>Reading Span Task: https://gitlab.pavlovia.org/Yiting93/reading-span-final</p><p>Stroop Task (demo on PsyToolkit): https://www.psytoolkit.org/c/3.4.4/survey?s=a8nWN</p>
An essential role for MCL-1 in ATR-mediated CHK1 phosphorylation
No full textHere we report a novel role for myeloid cell leukemia 1 (Mcl-1), a Bcl-2 family member, in regulating phosphorylation and activation of DNA damage checkpoint kinase, Chk1. Increased expression of nuclear Mcl-1 and/or a previously reported short nuclear form of Mcl-1, snMcl-1, was observed in response to treatment with low concentrations of etoposide or low doses of UV irradiation. We showed that after etoposide treatment, Mcl-1 could coimmunoprecipitate with the regulatory kinase, Chk1. Chk1 is a known regulator of DNA damage response, and its phosphorylation is associated with activation of the kinase. Transient transfection with Mcl-1 resulted in an increase in the expression of phospho-Ser345 Chk1, in the absence of any evidence of DNA damage, and accumulation of cells in G2. Importantly, knockdown of Mcl-1 expression abolished Chk1 phosphorylation in response to DNA damage. Mcl-1 could induce Chk1 phosphorylation in ATM-negative (ataxia telangectasia mutated) cells, but this response was lost in ATR (AT mutated and Rad3 related)-defective cells. Low levels of UV treatment also caused transient increases in Mcl-1 levels and an ATR-dependent phosphorylation of Chk1. Together, our results strongly support an essential regulatory role for Mcl-1, perhaps acting as an adaptor protein, in controlling the ATR-mediated regulation of Chk1 phosphorylation.Peer reviewedfinal article publishe
INFRARED SPECTRA OF IN ABSORPTION AND EVALUATION OF RADIAL FUNCTIONS FOR POTENTIAL ENERGY AND ELECTRIC DIPOLAR MOMENT
No full textJ. F. Ogilvie, S-L. Cheah, Y.-P. Lee and S. P. A. Sauer, Theoretical Chemistry Accounts, in press (2002) J. F. Ogilvie, The Vibrational and Rotational Spectrometry of Diatomic Molecules, Academic Press, London U.K. (1998)Author Institution: Centre for Experimental and Constructive Mathematics Department of Mathematics Simon Fraser University; Department of Chemistry, National Tsing Hua University; Department of Chemistry, University of CopenhagenFrom quantum-chemical calculations of rotational g factor and new experimental measurements of strengths of lines in infrared spectra of vibration-rotational bands in , with and , of , and from analysis of 16947 frequencies and wave numbers assigned to pure rotational and vibration-rotational transitions within electronic ground state , including new measurements of band of , we evaluate radial for potential energy and electric dipolar moment, the latter both in polynomial form and as a rational function that has qualitatively correct behaviour under limiting conditions
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