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1.
Nadia Magnenat‐Thalmann 《Educational Media International》2013,50(4):213-220
Abstract This paper gives an overview of the problems involved in visualizing humans in a three‐dimensional scene, and looks at the history and development of human shape modelling, human motion control, and modelling of human characteristics and clothing to produce computer‐generated actors. 相似文献
2.
Robin Patric Clair Nadia E. Brown Debbie S. Dougherty Hannah K. Delemeester Patricia Geist-Martin William I. Gorden 《Journal of Applied Communication Research》2019,47(2):111-129
#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement. 相似文献
3.
Elena Longhi Irene Senna Nadia Bolognini Hermann Bulf Paolo Tagliabue Viola Macchi Cassia Chiara Turati 《Child development》2015,86(2):632-641
The development of human body perception has long been investigated, but little is known about its early origins. This study focused on how a body part highly relevant to the human species, namely the hand, is perceived a few days after birth. Using a preferential‐looking paradigm, 24‐ to 48‐hr‐old newborns watched biomechanically possible and impossible dynamic hand gestures (Experiment 1, N = 15) and static hand postures (Experiment 2, N = 15). In Experiment 1, newborns looked longer at the impossible, compared to the possible, hand movement, whereas in Experiment 2 no visual preference emerged. These findings suggest that early in life the representation of the human body may be shaped by sensory‐motor experience. 相似文献
4.
Matteo Vidali Vincenza Bianchi Marco Bagnati Nadia Atzeni Andrea Marco Bianchi Giorgio Bellomo 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):175-179
Introduction:
In this work we report on the possible effect of the medical therapy on CDT concentration in a chronic alcohol abuser, with known medical history (July 2007 – April 2012) and alcohol abuse confirmed by relatives.Case history:
At the end of 2007, patient displayed the following laboratory results: AST 137 U/L, ALT 120 U/L, GGT 434 U/L, MCV 101 fL and CDT 3.3%. On December 2007, after double coronary artery bypass surgery, he began a pharmacological treatment with amlodipine, perindopril, atorvastatin, isosorbide mononitrate, carvedilol, ticlopidine and pantoprazole. In the next months, until may 2011, the patient resumed alcohol abuse, as confirmed by relatives; however, CDT values were repeatedly found negative (0.8% and 1.1%) despite elevated transaminases and GGT, concurrent elevated ethyl glucuronide concentration (> 50 mg/L) and blood alcohol concentration (> 1 g/L). Alcohol consumption still continued despite increasing disulfiram doses ordered by an Alcohol Rehab Center. On May 2011, the patient was transferred to a private medical center where he currently lives.Conclusions:
This study suggests the possibility that a medical therapy including different drugs may hamper the identification of chronic alcohol abusers by CDT. 相似文献5.
In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study. 相似文献
6.
Reactivity to a reward is affected by prior experience with the different reinforcer values of that reward, a phenomenon known as incentive relativity, which can be studied using the consummatory succesive negative contrast (cSNC) paradigm, in which the performance of animals that receive a 4 % sucrose solution after trials on which they were exposed to 32 % sucrose is compared with that of subjects that always receive the 4 % sucrose solution. The exploration of a novel open field can enhance or block the acquisition of associative and nonassociative memories. The effect of open field on cSNC has not yet been explored. The main result of the present study was that open-field exposure significantly modified the expression of cSNC. Exposure to an open field 1 h but not immediately before the downshift interfered with the expression of cSNC. These animals drank more of the downshifted reward than did controls that were not exposed to the apparatus, and this behavior persisted for up to three recovery trials. This phenomenon was observed even when the animals were given a more protracted preshift phase and when the discrepancy between the preshift and shift incentive values of sucrose were increased. An open field also interfered with incentive downshift when open-field exposure occurred 6 h before the downshift, and repeated exposure to the apparatus did not deteriorate this effect. The present study adds to a growing body of literature that indicates that open-field exploration can interfere with memory formation. 相似文献
7.
Nadia Wager 《Sex education》2013,13(3):331-332
This study was an investigation of the additional risk conferred by the experience of psychogenic amnesia for memories of childhood sexual abuse (CSA) on the likelihood of becoming a victim of sexual assault in later life. A total of 210 community respondents completed a retrospective web-based trauma survey. The majority of respondents were female (74.3%) and their ages ranged from 16 to 65 years, with a mean age of 33 years. Chi-squared analysis revealed that survivors of CSA demonstrated significantly greater risk (58%, χ2 = 44.461, p = 0.0005) of experiencing sexual assault in adolescence in comparison with their non-abused counterparts (13%). Furthermore, survivors who reported having been amnesic for their abuse-related memories demonstrated a higher rate of adolescent revictimisation (86%) than survivors who had retained continuous memories of their victimisation (48%, χ2 = 8.626, p = 0.003). Overall, once-amnesic survivors of CSA demonstrated 6.6 times the risk of sexual assault and an eight-fold risk for rape during adolescence in comparison with their non-abused counterparts. It is proposed that the elevated risk conferred by amnesia for CSA might be mediated by two distinct pathways, both of which are associated with the use of dissociation as a defence mechanism. 相似文献
8.
Maria Bonaventura Forleo Nadia Palmieri 《The Journal of Agricultural Education and Extension》2013,19(5):431-442
ABSTRACTPurpose: Educational farms (EFs) serve a number of social and economic functions and are part of the debate about new learning environments, multifunctional agriculture and firm diversification. Through the analysis of a case study, this paper aims to identify strengths and weaknesses, opportunities and threats (SWOT) of EFs and key factors for setting a development strategy.Design/Methodology/Approach: A direct survey to EFs in Molise region (IT) was implemented during April-May 2017 and results were assessed following a SWOT approach.Findings: Strong motivation and connection with agritourism activities are strengths of EFs in the region; small size, unskilled staff, lack of structured educational pathways, and limited profitability are the main weaknesses. Farms opportunities come from a territory rich in rural landscapes, environmental resources, and typical food products, and from a growing demand for educational tourism. Obstacles are in the institutional sphere and due to the absence of regional networks. Based on SWOT findings, key factors for EFs development are discussed.Practical implications: EFs development requires innovative educational and managerial tools, a more concerted and proactive role for multiple stakeholders, and the implementation of a network approach. Study findings solicit actions from public institutions and advisory services to improve farmers’ skills.Theoretical implications: The paper contributes to the theoretical debate about the need for a multidisciplinary approach in dealing with the analysis of EFs.Originality/Value: The analysis underlines the importance of internal and external drivers in stimulating farms and institutions to support diversification strategies, rural development and transformation processes in inner areas. 相似文献
9.
Nadia Edmond 《Teaching in Higher Education》2013,18(3):311-322
Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HE's distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development. 相似文献
10.
Stephanie M. Curenton Michelle Jones Craig Nadia Flanigan 《Early education and development》2008,19(1):161-187
This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions. 相似文献