Computer Anxiety and Different Types of Computer Courses

1992 ◽  
Vol 8 (4) ◽  
pp. 469-478 ◽  
Author(s):  
Tim Leso ◽  
Kyle L. Peck
Keyword(s):  
College Students ◽  
Problem Solving ◽  
No Reduction ◽  
Computer Anxiety ◽  
The Other ◽  
Software Applications ◽  
Large Numbers ◽  
Different Types ◽  
Anxiety Levels ◽  
Computer Courses

This study was undertaken for two purposes: 1) to describe differences in anxiety in students voluntarily entering two different types of computer courses; and 2) to assess the changes in anxiety level attributed to each course. Undergraduate college students had registered for two introductory computer courses. One was a problem solving and programming course; the other was a tools software applications (non-programming) course. Students completed a pretest and posttest for computer anxiety. Results indicated that initial anxiety levels were not significantly different, and that the reduction in computer anxiety was significantly greater for students in the tools software applications course than for students in the problem solving and programming course. Although the “tool use” course proved more effective in reducing computer anxiety, results showed that large numbers of subjects in both conditions exhibited no reduction in anxiety as a result of the courses.

Problem Solving Performance of First Semester Maintenance Trainees in Two Fault Diagnosis Tasks

1979 ◽  
Vol 21 (5) ◽  
pp. 611-618 ◽  
Author(s):  
William B. Rouse
Keyword(s):  
Experimental Study ◽  
Fault Diagnosis ◽  
Problem Solving ◽  
Network Size ◽  
The Other ◽  
Certificate Program ◽  
First Semester ◽  
Trouble Shooting ◽  
Different Types ◽  
And Training

Forty-eight first semester trainees in an FAA certificate program participated in an experimental study of trouble-shooting of two different types of graphically displayed networks. The effects of network size, redundancy, feedback, computer aiding, and training were considered. It was found that performance degraded as network size increased, degraded as the level of feedback was reduced, improved with the use of computer aiding, and that skills developed with computer aiding in one task were transferred to the other task.

scholarly journals Symbolic consumption in the case of brand communities

2016 ◽  
Vol 38 (1) ◽  
pp. 87-102
Author(s):  
Szabolcs Prónay ◽  
Erzsébet Hetesi
Keyword(s):  
Theoretical Model ◽  
Problem Solving ◽  
Brand Image ◽  
The Other ◽  
Cohesive Force ◽  
Symbolic Meaning ◽  
Symbolic Consumption ◽  
Brand Communities ◽  
Functional Problem ◽  
Different Types

The idea of symbolic consumption is based on the assumption that consumption is more than just functional problem solving: products and brands have significant meanings; therefore, they can be utilized as symbols in the cultural ecosystem. However, grasping the meaning of a specific brand can be confusing because it would presume knowledge about the brand as a symbol shared by the customers. We review the contradicting findings in the literature about the symbolic meaning of brands, and we initiate a new reference point in order to dissolve the above mentioned conflict. According to our understanding, the symbolic meaning of a brand shall be examined in the context of specific brand communities and not in general. We suggest that limiting the scope of research to brands with brand communities resolves several limitations of symbolic consumption studies focusing on general issues. Our theoretical model distinguishes the different types of brand communities based on their main cohesive force. In the model, at one end we find image based brand communities where the brand image is the main cohesive force, while at the other end we find brand-subcultures where the members are more committed to each other than to the brand.

Modeling and Flexibility in Problem-Solving

1973 ◽  
Vol 33 (1) ◽  
pp. 19-23 ◽  
Author(s):  
Mary B. Harris ◽  
Judith L. Fisher
Keyword(s):  
College Students ◽  
Problem Solving ◽  
The Other ◽  
Female College Students ◽  
Control Groups ◽  
Female College ◽  
Treatment Groups

To study the effect of modeling on flexibility in problem solving, 67 male and 74 female college students were randomly assigned to 5 treatment groups: 3 modeling groups, which observed a model solving anagrams in a flexible or rigid manner, and 2 control groups. The results showed that Ss who observed a model solving anagrams in a variety of ways solved anagrams in a more varied manner than Ss in the other conditions. Further, all the modeling groups solved anagrams more flexibly than the two control groups.

Just joking? White college students’ responses to different types of racist comments.

2019 ◽  
Vol 12 (4) ◽  
pp. 341-350
Author(s):  
Jennifer Katz ◽  
Claire Grant ◽  
Christine Merrilees
Keyword(s):  
College Students ◽  
Different Types ◽  
White College

Comparative Surface Imaging Study of Multifocal Diffractive Intraocular Lenses

2021 ◽  
Author(s):  
Hyeck Soo Son ◽  
Jung Min Lee ◽  
Ramin Khoramnia ◽  
Chul Young Choi
Keyword(s):  
Imaging Study ◽  
The Other ◽  
Intraocular Lenses ◽  
Optical Surface ◽  
Diffractive Optic ◽  
Atomic Force ◽  
Acceptable Range ◽  
Different Types ◽  
Concentric Pattern

Abstract Purpose To analyse and compare the surface topography and roughness of three different types of diffractive multifocal IOLs. Methods Using scanning electron microscope (SEM, Inspect F, 5.0 KV, maximum magnification up to 20,000) and atomic force microscope (AFM, Park Systems, XE-100, non-contact, area profile comparison, 10 × 10 µm, 40 × 40 µm), the surface quality of the following diffractive IOLs was studied: the AcrySof IQ PanOptix (Alcon, USA), the AT LARA 829MP (Carl Zeiss Meditec, Germany), and Tecnis Symfony (Johnson&Johnson Vision, USA). The measurements were made over three representative areas (central non-diffractive optic, central diffractive optic, and diffractive step) of each IOL. Roughness profile in terms of mean arithmetic roughness (Ra) and root-mean-squared roughness (Rq) values were obtained and compared statistically. Results In SEM examination, all IOLs showed a smooth optical surface without any irregularities at low magnification. At higher magnification, Tecnis Symfony showed unique highly regular, concentric, and lineate structures in the diffractive optic area which could not be seen in the other studied diffractive IOLs. The differences in the measured Ra and Rq values of the Tecnis Symfony were statistically significant compared to the other models (p < 0.05). Conclusion Various different topographical traits were observed in three diffractive multifocal IOLs. The Ra values of all studied IOLs were within an acceptable range. Tecnis Symfony showed statistically significant higher surface Ra values at both central diffractive optic and diffractive step areas. Furthermore, compared to its counterparts, Tecnis Symfony demonstrated highly ordered, concentric pattern in its diffractive surfaces.

scholarly journals Creativity as a function of problem-solving expertise: posing new problems through investigations

ZDM ◽  
2021 ◽  
Author(s):  
Haim Elgrably ◽  
Roza Leikin
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematics Majors ◽  
Individual Interviews ◽  
University Mathematics ◽  
Domain Specific ◽  
Mathematics Test ◽  
Different Types

AbstractThis study was inspired by the following question: how is mathematical creativity connected to different kinds of expertise in mathematics? Basing our work on arguments about the domain-specific nature of expertise and creativity, we looked at how participants from two groups with two different types of expertise performed in problem-posing-through-investigations (PPI) in a dynamic geometry environment (DGE). The first type of expertise—MO—involved being a candidate or a member of the Israeli International Mathematical Olympiad team. The second type—MM—was comprised of mathematics majors who excelled in university mathematics. We conducted individual interviews with eight MO participants who were asked to perform PPI in geometry, without previous experience in performing a task of this kind. Eleven MMs tackled the same PPI task during a mathematics test at the end of a 52-h course that integrated PPI. To characterize connections between creativity and expertise, we analyzed participants’ performance on the PPI tasks according to proof skills (i.e., auxiliary constructions, the complexity of posed tasks, and correctness of their proofs) and creativity components (i.e., fluency, flexibility and originality of the discovered properties). Our findings demonstrate significant differences between PPI by MO participants and by MM participants as reflected in the more creative performance and more successful proving processes demonstrated by MO participants. We argue that problem posing and problem solving are inseparable when MO experts are engaged in PPI.

RADIATION EXPOSURE TO THE BACK WITH DIFFERENT TYPES OF APRONS

2021 ◽  
Author(s):  
Seung Wan Hong ◽  
Tae Won Kim ◽  
Jae Hun Kim
Keyword(s):  
Radiation Exposure ◽  
Effective Dose ◽  
Exposure Time ◽  
The Other ◽  
Lead Apron ◽  
Type Group ◽  
Air Kerma ◽  
Different Types ◽  
The Relationship

Abstract Physicians and nurses stand with their back towards the C-arm fluoroscope when using the computer, taking things out of closets and preparing drugs for injection or instruments for intervention. This study was conducted to investigate the relationship between the type of lead apron and radiation exposure to the backs of physicians and nurses while using C-arm fluoroscopy. We compared radiation exposure to the back in the three groups: no lead apron (group C), front coverage type (group F) and wrap-around type (group W). The other wrap-around type apron was put on the bed instead of on a patient. We ran C-arm fluoroscopy 40 times for each measurement. We collected the air kerma (AK), exposure time (ET) and effective dose (ED) of the bedside table, upper part and lower part of apron. We measured these variables 30 times for each location. In group F, ED of the upper part was the highest (p &lt; 0.001). ED of the lower part in group C and F was higher than that in group W (p = 0.012). The radiation exposure with a front coverage type apron is higher than that of the wrap-around type and even no apron at the neck or thyroid. For reducing radiation exposure to the back of physician or nurse, the wrap-around type apron is recommended. This type of apron can reduce radiation to the back when the physician turns away from the patient or C-arm fluoroscopy.

scholarly journals MITOTIC CROSSING OVER AND NONDISJUNCTION IN TRANSLOCATION HETEROZYGOTES OF ASPERGILLUS

Genetics ◽  
1976 ◽  
Vol 82 (4) ◽  
pp. 605-627
Author(s):  
Etta Käfer
Keyword(s):  
Selective Advantage ◽  
The Other ◽  
Translocation Chromosome ◽  
Crossing Over ◽  
Selective Marker ◽  
Reciprocal Translocations ◽  
Poor Growth ◽  
Different Types ◽  
Diploid Genotype ◽  
One Step

ABSTRACT To analyze mitotic recombination in translocation heterozygotes of A. nidulans two sets of well-marked diploids were constructed, homo- or heterozygous for the reciprocal translocations T1(IL;VIIR) or T2(IL;VIIIR) and heterozygous for selective markers on IL. It was found that from all translocation heterozygotes some of the expected mitotic crossover types could be selected. Such crossovers are monosomic for one translocated segment and trisomic for the other and recovery depends on the relative viabilities of these unbalanced types. The obtained segregants show characteristically reduced growth rates and conidiation dependent on sizes and types of mono- and trisomic segments, and all spontaneously produce normal diploid sectors. Such secondary diploid types either arose in one step of compensating crossing over in the other involved arm, or—more conspicuously—in two steps of nondisjunction via a trisomic intermediate.—In both of the analyzed translocations the segments translocated to IL were extremely long, while those translocated from IL were relatively short. The break in I for T1(I;VII) was located distal to the main selective marker in IL, while that of T2(I;VIII) had been mapped proximal but closely linked to it. Therefore, as expected, the selected primary crossover from the two diploids with T2(I;VIII) in coupling or in repulsion to the selective marker, showed the same chromosomal imbalance and poor growth. These could however be distinguished visually because they spontaneously produced different trisomic intermediates in the next step, in accordance with the different arrangement of the aneuploid segments. On the other hand, from diploids heterozygous for T1(I;VII) mitotic crossovers could only be selected when the selective markers were in coupling with the translocation; these crossovers were relatively well-growing and produced frequent secondary segregants of the expected trisomic, 2n+VII, type. For both translocations it was impossible to recover the reciprocal crossover types (which would be trisomic for the distal segments of I and monosomic for most of groups VII or VIII) presumably because these were too inviable to form conidia.—In addition to the selected segregants of expected types a variety of unexpected ones were isolated. The conditions of selection used favour visual detection of aneuploid types, even if these produce only a few conidial heads and are not at a selective advantage. For T2(I;VIII) these "non-selected" unbalanced segregants were mainly "reciprocal" crossovers of the same phenotype and imbalance as the selected ones. For T1(I;VII) two quite different types were obtained, both possibly originating with loss of the small VII-Itranslocation chromosome. One was isolated when the selective marker in repulsion to T1(I;VII) was used and, without being homo- or hemizygous for the selective marker, it produced stable sectors homozygous for this marker. The other was obtained from both coupling and repulsion diploids and showed a near-diploid genotype; it produced practically only haploid stable sectors of the type expected from monosomics, 2n-1 for the short translocation chromosome.

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