Institution
University of Hartford
Education•West Hartford, Connecticut, United States•
About: University of Hartford is a education organization based out in West Hartford, Connecticut, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 1244 authors who have published 2481 publications receiving 48973 citations. The organization is also known as: UHart.
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23 Jun 2013
TL;DR: In the inverted classroom model as discussed by the authors, the course concepts, theory, or equations are presented in various media (videos, readings, notes) prior to the class contact time and application of those new ideas is cultivated during the class time through faculty-directed problem solving, brainstorming and discussions as well as field trips and guest speakers.
Abstract: Classroom inversion or “flipping” is one of the latest models designed to actively engage students during class times. The model involves moving traditional lecture material outside the classroom and practical application of newly learned ideas into the class meeting times. In the inverted model, the course concepts, theory, or equations are presented in various media – videos, readings, notes – prior to the class contact time. Application of those new ideas is cultivated during the class time through faculty-directed problem solving, brainstorming and discussions as well as field trips and guest speakers. This paper offers specific suggestions for improving classroom time management by implementing an inverted classroom model. The authors have incorporated this approach in three distinct settings – a medium/large (50) enrollment senior-level foundations design course, a small-enrollment sophomore-level mechanics course (22) and a large enrollment junior-level environmental engineering course (90). Successes and lessons learned are documented for each of the settings. The authors provide suggestions based on their experiences for faculty considering a transition from a traditional lecture-style presentation to a strategy that transforms the classroom into a more active educational experience. The paper summarizes both the advantages and disadvantages of the classroom flip from the instructor’s perspective.
17 citations
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11 Jan 201117 citations
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TL;DR: In this article, it was shown that warped products of low regularity and globally hyperbolic spacetimes endowed with the null distance are integral current spaces, and that non-uniform convergence of warping functions in general leads to distinct limiting behavior, such as limits that disagree.
Abstract: The null distance for Lorentzian manifolds was recently introduced by Sormani and Vega. Under mild assumptions on the time function of the spacetime, the null distance gives rise to an intrinsic, conformally invariant metric that induces the manifold topology. We show when warped products of low regularity and globally hyperbolic spacetimes endowed with the null distance are (local) integral current spaces. This metric and integral current structure sets the stage for investigating convergence analogous to Riemannian geometry. Our main theorem is a general convergence result for warped product spacetimes relating uniform, Gromov--Hausdorff and Sormani--Wenger intrinsic flat convergence of the corresponding null distances. In addition, we show that non-uniform convergence of warping functions in general leads to distinct limiting behavior, such as limits that disagree.
16 citations
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TL;DR: This paper analyzed transcripts from interviews with 30 college women to understand how they account for their relationally aggressive behaviors and found that women's accounting for relational aggression revealed a duality of relational aggression as both normative and harmful.
Abstract: Relational aggression involves manipulating others' social standing and reputation through communication behaviors that include gossiping, spreading rumors, name-calling, cruel teasing, and ostracizing. Using accounting as the theoretical framework, researchers analyzed transcripts from interviews with 30 college women to understand how they account for their relationally aggressive behaviors. Findings revealed five themes that reflected specific types of accounts (excuses, justifications, concessions, and refusals): girls will be girls, relational aggression as venting, blaming the victim, minimizing their role, and regret. Women's accounting for relational aggression revealed a duality of relational aggression as both normative and harmful that required them to account for their behaviors.
16 citations
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TL;DR: The observations suggest that in two-person tasks, when participants try to achieve a common mechanical outcome, the performance-stabilizing synergies depend on non-visual information exchange, possibly via the haptic and proprioceptive systems, and synergies quantified in tasks using visual feedback only may not be generalizable to more natural tasks.
Abstract: We investigated multidigit synergies stabilizing components of the resultant force vector during joint performance of a static prehension task by two persons as compared to similar tasks performed by a single person using both hands. Subjects transferred the instrumented handle from the right hand to the left hand (one-person condition) or passed that handle to another person (two-person condition) while keeping the handle's position and orientation stationary. Only three digits were involved per hand, the thumb, the index finger, and the middle finger; the forces and moments produced by the digits were measured by six-component sensors. We estimated the performance-stabilizing synergies within the uncontrolled manifold framework by quantifying the intertrial variance structure of digit forces and moments. The analysis was performed at three levels: between hands, between virtual finger and virtual thumb (imagined digits producing the same mechanical variables as the corresponding actual digits combined) produced by the two hands (in both interpersonal and intrapersonal conditions), and between the thumb and virtual finger for one hand only. Additionally, we performed correlation and phase synchronization analyses of resultant tangential forces and internal normal forces. Overall, the one-person conditions were characterized by higher amount of intertrial variance that did not affect resultant normal force components, higher internal components of normal forces, and stronger synchronization of the normal forces generated by the hands. Our observations suggest that in two-person tasks, when participants try to achieve a common mechanical outcome, the performance-stabilizing synergies depend on non-visual information exchange, possibly via the haptic and proprioceptive systems. Therefore, synergies quantified in tasks using visual feedback only may not be generalizable to more natural tasks.
16 citations
Authors
Showing all 1284 results
Name | H-index | Papers | Citations |
---|---|---|---|
Michael W. Anderson | 101 | 808 | 63603 |
Cheryl A. Frye | 74 | 291 | 18043 |
Stephen W. Porges | 72 | 257 | 27162 |
Marjorie H. Woollacott | 68 | 157 | 22576 |
Yu Lei | 61 | 293 | 15297 |
William B. Gudykunst | 51 | 102 | 13511 |
Linda S. Pescatello | 49 | 257 | 21971 |
Cynthia S. Pomerleau | 45 | 114 | 6928 |
Benjamin Thompson | 43 | 197 | 5311 |
Eric B. Elbogen | 40 | 163 | 7212 |
Devon S. Johnson | 39 | 63 | 8383 |
Richard F. Kaplan | 38 | 68 | 4357 |
X. Rong Li | 38 | 278 | 12000 |
Lily Elefteriadou | 35 | 179 | 4342 |
Jinwon Park | 35 | 219 | 4092 |