Resolution and Quality Issues in 3D Analysis of Inscribed Signs: An Example from Cypro-Minoan Inscriptions

A recurrent demand in many archaeological digital documentation systems is the need for an accurate as possible registration of data. Somehow, contrary to this request, are efforts led by various computer science groups dealing with 3D documentation and focusing on developing fast and cheap solutions to record 3D models of archaeological assets. The aim of the article is to highlight the importance of aligning the 3D documentation strategy to the archaeological aims, by detailing all factors to be considered when deciding on one documentation strategy over another. The archaeological question discussed here, part of the PhD thesis of one of the co-authors (MP), relates to the Cypro-Minoan signatory and its diachronic variability. The 3D geometric characterization of signs and subsequent shape analysis is the method chosen to reach this goal. A major effort to be invested in correctly determining the shape and variability of each sign, is in assuring that the 3D captured shape is as close as possible to the archaeological reality, which is a common problem not only in palaeographical analysis but also in other fields, where features of interest are in the sub-millimetre range. The paper will illustrate how different data acquisition approaches and post-processing steps such as alignment methods and error treatment may distort the visualised result and thus have a negative impact on planned analysis. Thus, it will argue for the importance of more detailed paradata to allow an informed assessment of the reliability of 3D models and it proposes a list of values and decision-making steps that help make the 3D digitization process more robust and verifiable.

AN INTERCULTURAL PERSPECTIVE OF ERROR CORRECTION AND STUDENT LEARNING IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

<p>Error correction is an essential component of language learning. It takes different forms that can affect language learning either positively or negatively. In the foreign language learning context, where the classroom is the only environment where the learners encounter the target language, error correction must be central to learning. It can easily be a demotivation factor to language learning. In this paper, the author examines error correction in High schools in Burkina Faso. The article explores how teachers deal with error corrections in the classroom and error treatment on student learning. The author conducted a qualitative study using classroom observations and interviews with teachers and students as data collection methods.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

Bilateral Toric Phakic Intraocular Lens Implantation for Correction of High Myopic Astigmatism in a Patient with Marfan Syndrome with Lens Coloboma: A Case Report

Marfan syndrome (MFS) is known to cause significant refractive error. Treatment options are limited in this condition for correcting refractive error. Clear lens exchange is done in these cases, but complication rates are high. Loss of accommodation is another concern in these young adults. We report toric phakic intraocular lens (pIOL) implantation in improving the uncorrected visual acuity (UCVA) in a known case of MFS with lens coloboma. A 22-year-old female patient with MFS with inferior lens coloboma underwent bilateral toric pIOL implantation in the same sitting. Pre- and post-operative UCVA and best-corrected visual acuity were assessed. Central and peripheral vaulting of the pIOL in relation to the natural lens was also assessed. UCVA improved from 20/500 to 20/20 in the right and 20/550–20/20 in the left eye. Marked central vaulting with partial peripheral vaulting was achieved. There were no post-operative complications. Phakic IOL implantation surgery could be an effective approach to achieve excellent uncorrected refractive outcome in patients with MFS to treat high myopia.

“Sometimes You Reach a Point Where You Feel Burnt Out”, Job Satisfaction and Psychosocial Well Being of COVID-19 Frontline Health Workers: a Qualitative Study in Two Ugandan COVID-19 Treatment Centres.

BACKGROUND: COVID-19 has become a major global health challenge, with Uganda reporting over 25,000 cases. Frontline healthcare workers (HCWs) are the most at risk population for mental health disorders yet their well-being is key to combating the pandemic. We explored the psychosocial wellbeing and job satisfaction of COVID-19 Frontline HCWs in Uganda.METHODS: This was a qualitative study done at Entebbe regional Referral hospital (ERRH) and Mulago National Referral hospital (MNRH) in September 2020. Data collection was through 3 Focus Group Discussions (FGDs) with 5 participants for each FGD. 2 FGDs were at MNRH and 1 at ERRH. Participants included; doctors, nurses, laboratory personnels, hygienists and a security personnel. Interviews were audio-recorded, transcribed and analyzed thematically using Nvivo version 12 software.RESULTS: Despite the challenges HCWs faced, they were motivated to work when they saw patients recover and go home safely. Participants felt the Pandemic was unprecedented and as a result no person or government was fully prepared. Big unexpected patient crowds caused limited and/ or inconsistent medical supplies. Additionally, Poor Procurement lines affected sufficiency of medical supplies and equipment such as medical gowns, drugs, PPE, alcohol, beds, and COVID-19 testing kits. There was knowledge gap among the HCWs regarding COVID-19 management. This put the staff in a Panic situation hence practicing “trial and error” treatment. Poor remuneration in terms of low or delayed Salary, lack or delay of risk allowance caused dissatisfaction among staff and were affected mentally given that they were involved in risky work yet their families were suffering economically.CONCLUSION: HCWs were remarkably stressed, exhausted and burnt-out due to the heavy workload and inadequate personal protective Equipment. These findings depict a need of creating a conducive environment for these HCWs. Government and ministry should re-strategize on how well to take care of Covid 19 frontline HCWs to save lives.

Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study

This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.

Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study

This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.

Personalized Psychiatry and Depression: The Role of Sociodemographic and Clinical Variables

Despite several pharmacological options, the clinical outcomes of major depressive disorder (MDD) are often unsatisfactory. Personalized psychiatry attempts to tailor therapeutic interventions according to each patient’s unique profile and characteristics. This approach can be a crucial strategy in improving pharmacological outcomes in MDD and overcoming trial-and-error treatment choices. In this narrative review, we evaluate whether sociodemographic (i.e., gender, age, race/ethnicity, and socioeconomic status) and clinical [i.e., body mass index (BMI), severity of depressive symptoms, and symptom profiles] variables that are easily assessable in clinical practice may help clinicians to optimize the selection of antidepressant treatment for each patient with MDD at the early stages of the disorder. We found that several variables were associated with poorer outcomes for all antidepressants. However, only preliminary associations were found between some clinical variables (i.e., BMI, anhedonia, and MDD with melancholic/atypical features) and possible benefits with some specific antidepressants. Finally, in clinical practice, the assessment of sociodemographic and clinical variables considered in our review can be valuable for early identification of depressed individuals at high risk for poor responses to antidepressants, but there are not enough data on which to ground any reliable selection of specific antidepressant class or compounds. Recent advances in computational resources, such as machine learning techniques, which are able to integrate multiple potential predictors, such as individual/ clinical variables, biomarkers, and genetic factors, may offer future reliable tools to guide personalized antidepressant choice for each patient with MDD.

CONTEXTUAL WORD LEARNING IN THE FIRST AND SECOND LANGUAGE

Access to definitions facilitates the learning of word meanings when novel words are encountered in reading. However, the memorial costs and benefits of inferring word meanings from context, compared to seeing definitions of unfamiliar words before reading, are not yet well understood. We conducted two experiments with adult L1 (English) and L2 (Chinese) readers to investigate whether the development of declarative and nondeclarative word knowledge benefits more when definitions are supplied before reading (errorless treatment) or after reading (trial-and-error treatment). Study participants encountered 90 target vocabulary items three times in short informative texts under errorless or trial-and-error conditions and entered their meaning inferences immediately after reading each text. Posttreatment, we evaluated participants’ declarative knowledge of the target items using a meaning generation (recall) task and nondeclarative knowledge using a self-paced reading task. The trial-and-error treatment followed by definitions resulted in a superior declarative and nondeclarative knowledge, compared to the errorless treatment, for L1 and L2 readers. Inference errors affected the development of declarative but not nondeclarative knowledge, and the trajectory of the development of nondeclarative knowledge was different for L1 and L2 readers. We interpret these findings in terms of the declarative and nondeclarative memory processes underpinning contextual word learning.