Destination Image of Himachal Pradesh: Foreign Tourist Perception

Destination Image is a psychological set of emotions in a tourist’s mind. This study is an inquiry from 384 Foreign Nationals who included destination Himachal in their visit to India. The latent factors of ‘destination image’ were extracted and validated through structural equation modeling (SEM). Out of the ten explored latent factors ‘affective’ dimension is the major element followed by ‘infrastructure’, ‘culture’ and ‘safety’ are acting as significant persuading forces in destination image formation. The study will help various organizations and agencies to position their tourism products. Future researchers can investigate the change in destination image with other locations having the same geographical conditions. This study is limited to the present experience of tourists and didn’t include the revisit experiences of foreign tourists.

“Come brother Opie!”

Joe Bray, “‘Come brother Opie!’: Amelia Opie and the Courtroom” (pp. 137–162) This essay examines how Amelia Opie’s lifelong fascination with the human drama of the courtroom is reflected in her fiction, specifically in her tales that revolve around trial scenes. Focusing on three examples in particular, “Henry Woodville” (1818), “The Robber” (1806), and “The Mysterious Stranger” (1813), it argues that Opie’s fictional courtrooms encourage an emotional engagement on the part of both characters and narrators, which in turn can be extended to that of the reader. In the case of “The Mysterious Stranger,” a character is on figurative trial throughout, with both narrator and reader frequently in the dark as to her motives. As a result, judgment is both hazardous and uncertain. Through a sympathetic representation of the passions and vicissitudes experienced by all those in the courtroom context, whether real or metaphorical, Opie’s fiction develops a model of readerly participation that adds a new, affective dimension to traditional accounts of the relationship between early-nineteenth-century literature and the law.

Students’ Perceptions of Doctoral Defense in Relation to Sociodemographic Characteristics

The doctoral defense is considered to have three dimensions: the scholarly dimension, the emotional (affective) dimension, and the cultural dimension. In this work, I explore the link between sociodemographic factors and students’ perception of the doctoral defense to better understand the affective dimension. In particular, I focus on gender, ethnicity, and age at the time of defense, as well as current position and field of study. To address the influence of these aspects on the affective dimension of the doctoral defense, I first reviewed the literature on these sociodemographic aspects as well as the affective dimension of the defense. I then carried out an international survey on doctoral defenses, defense formats, and students’ perceptions and analyzed the 204 completed surveys for this study using quantitative and qualitative methods. The analysis included cross-correlations between students’ perceptions and the studied sociodemographic aspects. The main results of these analyses are that gender affects various aspects of the students’ perception of the doctoral defense and long-term perception, and that female candidates experience more issues with their committee. Ethnicity is important as well, although the participation of non-white respondents in this survey was limited. The influence of age at the defense is limited, and only for the youngest and oldest age groups did I observe some differences in perception. There is no relation between current position and perception of the candidates during the defense. Finally, field of study is correlated for various aspects of student perception, committee issues, and long-term perception. The conclusion of this work is that sociodemographic aspects, and in particular gender, ethnicity, and field of study, influence how doctoral candidates experience their defense.

Schizophrenia, Temporality, and Affection

Temporal experience and its radical alteration in schizophrenia have been one of the central objects of investigation in phenomenological psychopathology. Various phenomenologically oriented researchers have argued that the change in the mode of temporal experience present in schizophrenia can foreground its psychotic symptoms of delusion. This paper aims to further the development of such a phenomenological investigation by highlighting a much-neglected aspect of schizophrenic temporal experience, i.e., its non-emotional affective characteristic. In this paper, it denotes the type of an experience wherein an afflicted individual experiences a pervasive pull or attraction coming from the past, present, and future. By employing Husserl’s account of affection, I argue that such an affectively prominent temporal experience is not yet another abnormality that happens to be present in schizophrenia. Instead, it is indicative of the core disturbance that underpins the schizophrenic temporal mode of experience. I identify such a disturbance as ‘affective modification dysfunction’ and employ it as a core concept with which I synthesize and organise heterogeneous components of schizophrenic temporal experience in their conceptual unity. For the sake of clear description, I organise those components into the following categories: 1.) Time Stop 2.) Ante-festum 3.) Déjà vu/vécu and 4.) Time Fragmentation. I conclude by demonstrating how approaching schizophrenic temporal experience from its affective dimension can further help us better understand its pre-psychotic phase known to precipitate schizophrenic primary delusion, i.e., delusional mood.

Students’ Perceptions of Doctoral Defense in relation to Socio-Demographic Characteristics

The doctoral defense, which is an essential requirement for the doctoral degree, is considered to have three dimensions: the scholarly dimension, the emotional (affective) dimension, and the cultural dimension. In this work, I explore the link between sociodemographic factors and students’ perception of the doctoral defense. In particular, I focus on gender, ethnicity, and age at time of defense, as well as current position, and field of study. To address the influence of these aspects on the affective dimension of the doctoral defense, I first reviewed the literature on these socio-demographic aspects as well as the affective dimension of the defense. I then carried out an international survey on doctoral defenses, defense formats, and students’ perceptions and analyzed the 204 completed surveys for this study using quantitative and qualitative methods. The analysis included cross-correlations between students’ perceptions and the studied sociodemographic aspects. The main results of these analyses are that gender affects various aspects of the students’ perception of the doctoral defense and long-term perception, and that female candidates experience more issues with their committee. Ethnicity is important as well, although the participations of non-white respondents in this survey was limited. The influence of age at the defense is limited, and only for the youngest and oldest age groups I observe some differences in perception. There is no relation between current position and perception of the candidates during the defense. Finally, field of study is correlated for various aspects of student perception, committee issues, and long-term perception. The conclusion of this work is that socio-demographic aspects, and in particular gender, ethnicity, and field of study, influence how doctoral candidates experience their defense.

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.