University of Arkansas

About: University of Arkansas is a education organization based out in Fayetteville, Arkansas, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 17225 authors who have published 33329 publications receiving 941102 citations. The organization is also known as: Arkansas & UA.

Deep learning in robotics: a review of recent research

Abstract: Advances in deep learning over the last decade have led to a flurry of research in the application of deep artificial neural networks to robotic systems, with at least 30 papers published on the subject between 2014 and the present. This review discusses the applications, benefits, and limitations of deep learning vis-a-vis physical robotic systems, using contemporary research as exemplars. It is intended to communicate recent advances to the wider robotics community and inspire additional interest in and application of deep learning in robotics.

Introduction to cochlear implants

Abstract: Cochlear implants have been very successful in restoring partial hearing to profoundly deaf people. Many individuals with implants are now able to communicate and understand speech without lip-reading, and some are able to talk over the phone. Children with implants can develop spoken-language skills and attend normal schools (i.e., schools with normal-hearing children). The greatest benefits with cochlear implantation have occurred in patients who (1) acquired speech and language before their hearing loss, and (2) have shorter duration of deafness. Gradual, but steady, improvements in speech production and speech perception have also occurred in prelingually deafened adults or children.

Gender Differences in Heterosexual College Students' Conceptualizations and Indicators of Sexual Consent: Implications for Contemporary Sexual Assault Prevention Education

Abstract: Because sexual assault is often defined in terms of nonconsent, many prevention efforts focus on promoting the clear communication of consent as a mechanism to reduce assault. Yet little research has specifically examined how sexual consent is being conceptualized by heterosexual college students. In this study, 185 Midwestern U.S. college students provided responses to open-ended questions addressing how they define, communicate, and interpret sexual consent and nonconsent. The study aimed to assess how college students define and communicate consent, with particular attention to gender differences in consent. Results indicated no gender differences in defining consent. However, there were significant differences in how men and women indicated their own consent and nonconsent, with women reporting more verbal strategies than men and men reporting more nonverbal strategies than women, and in how they interpreted their partner's consent and nonconsent, with men relying more on nonverbal indicators of consent than women. Such gender differences may help to explain some misunderstandings or misinterpretations of consent or agreement to engage in sexual activity, which could partially contribute to the occurrence of acquaintance rape; thus, a better understanding of consent has important implications for developing sexual assault prevention initiatives.

Prevalence of Mixed-methods Sampling Designs in Social Science Research

Abstract: The purpose of this mixed-methods study was to document the prevalence of sampling designs utilised in mixed-methods research and to examine the interpretive consistency between interpretations made in mixed-methods studies and the sampling design used. Classification of studies was based on a two-dimensional mixed-methods sampling model. This model provides a typology in which sampling designs can be classified according to the time orientation of the components (i.e. concurrent versus sequential) and the relationship of the qualitative and quantitative samples (i.e. identical versus parallel versus nested versus multilevel). A quantitative analysis of the 42 mixed-methods studies that were published in the four leading school psychology journals revealed that a sequential design using multilevel samples was the most frequent sampling design, being used in 40.5% (n=17) of the studies. More studies utilised a sampling design that was sequential (66.6%; n=28) than concurrent (33.4%; n=14). Also, multilevel...