Showing papers on "Perspective (graphical) published in 1990"

Object-oriented analysis

Abstract: Introduction. 1. Improving Analysis with Object-Oriented Techniques. 2. Experiencing an Object Perspective. 3. Identifying Objects. 4. Identifying Structures. 5. Identifying Subjects. 6. Defining Attributes. 7. Defining Services. 8. Moving to Object-Oriented Design.

Policy Networks A British Perspective

Abstract: This article has four objectives: to characterize briefly the literature on policy communities and policy networks; to provide a summary of, and to appraise critically, British contributions to the topic; to identify the problems with the concept; and to suggest future lines of development

Thinking about program evaluation

Abstract: What This Books Is About What is Evaluation Research? Key Concepts in Evaluation Research Designing and Testing New Programs A Chronological Perspective Examining Ongoing Programs A Chronological Perspective

Source Expertise, Time of Source Identification, and Involvement in Persuasion: An Elaborative Processing Perspective

Abstract: The interactive role of source expertise, time of source identification, and involvement was examined in an experiment on advertising effectiveness. In general, findings support an elaborative processing explanation. A three-way interaction among the manipulated variables emerged in the study, which utilized print advertisement stimuli. The findings also suggest that the source expertise information was processed more as a central persuasion cue than as peripheral information. Managerial implications are offered.

An Attribution-Empathy Model of Helping Behavior Behavioral Intentions and Judgments of Help-Giving

Abstract: In this article, the integration of an attribution approach and an empathy approach to helping behavior is pursued, and causal relationships among variables independently studied in these two areas are investigated. The data from two experiments (on judgments of help-giving and actual help offered, respectively) strongly suggest that causal attributions and empathy induced by manipulating the subjects' perspective in approaching a helping scenario additively determine helping behavior. The proposed mediating role of perceived controllability of attributions and empathic emotions was supported. In addition, the perspective of a potential helper (empathic vs. objective) was found to influence the perception of controllability of the causal attribution for a victim's need. A structural equations model was developed and tested, integrating causal attributions, induced empathy, and empathic emotions as determinants of helping behavior.

Age and Experience Effects in Spatial Visualization

Abstract: Three studies were conducted to investigate effects related to age and experience on measures of spatial visualization ability. All research participants were college-educated men; those in the experienced group were practicing or recently retired architects. The major results of the studies were (a) that increased age was found to be associated with lower levels of performance on several tests of spatial visualization and (b) that this was true both for unselected adults and for adults with extensive spatial visualization experience. These findings seem to suggest that age-related effects in some aspects of cognitive functioning may be independent of experiential influences. An important hypothesis concerning the effects of adult age on cognitive functioning attributes the poorer performance of older adults to their lack of recent experience with relevant cognitive abilities. Perhaps the clearest statements of this disuse perspective were by early researchers (e.g., Sorenson, 1933, 1938; Thorndike, Bregman, Tilton, & Woodyard, 1928), but some version of the disuse hypothesis is implicit in the writings of many contemporary researchers (e.g., Ratner, Schell, Crimmins, Mittelman, & Baldinelli, 1987; Willis, 1987). As an illustration of the commitment to this perspective, Kirasic and Allen (1985), in a recent review of research on age and spatial ability, stated as an assertion rather than an hypothesis, that A substantial difference. . . [exists! between elderly adults' proficiency outside the psychological laboratory and their proficiency in performing tasks bearing an apparent relationship to their lives outside that setting. . . [and that] age-related performance decrements are more likely to appear on novel tasks or those involving unfamiliar stimuli or settings than on familiar tasks or those involving well-known stimuli or settings, (p. 199) Despite considerable intuitive appeal and apparent widespread implicit acceptance, there is still very little evidence directly relevant to the disuse hypothesis of age-related cognitive decline. The studies in the current article were designed to investigate this hypothesis by examining the effects of age, experience, and the interrelations of age and experience on spatial visualization ability. Spatial visualization, as the term is used here, refers to the mental manipulation of spatial information to determine how a given spatial configuration would appear if portions of that configuration were to be rotated, folded, repositioned, or otherwise transformed. This construct has been identified in a number of factor-analytic studies (e.g., see Lohman, 1988, for a review), and has been found to have predictive validity for success in courses in geometry, drafting, and design (e.g.,

Sociocognitive Analysis of Group Decision Making among Consumers

Abstract: A sociocognitive perspective is developed to further the understanding of the relation between cognitive and social processes. The approach combines social network analysis with a cognitive network perspective to enable the researcher to study how social structure influences cognitive structure and how shared cognitive structure influences choice. This perspective is applied to how a group (with several subgroups) makes a consumer decision with consequences for the entire group. The results show that social structure influences cognitive structure, that shared knowledge is related to choice, and that the sociocognitive perspective provides new insights to prior literature on group decision making and the relation between group membership and brand choice.

Perspective approximations

Abstract: In recent years, researchers in computer vision working on problems such as object recognition, shape reconstruction, shape from texture, shape from contour, pose estimation, etc., have employed in their analyses approximations of the perspective projection as the image formation process. Depending on the task, these approximations often yield very good results and present the advantage of simplicity. Indeed when one relates lengths, angles or areas on the image with the respective units in the 30 world assuming perspective projection, the resulting expressions are very complex, and consequently they complicate the recovery process. However, if we assume that the image is formed with a projection which is a good approximation of the perspective, then the recovery process becomes easier. Two such approximations, are described, the paraperspective and the orthoperspective, and it is shown that for some tasks the error introduced by the use of such an approximation is negligible. Applications of these projections to the problems of shape from texture, shape from contour, and object recognition related problems (such as determining the view vector and pose estimation) are also described.

Writing across the Curriculum in Historical Perspective: Toward a Social Interpretation

Abstract: Literacy instruction or the lack of it has a wide range of social consequencespolitical, economic, cultural. These consequences are most obvious when the members of some community are forbidden by law to learn to read-as, for example, blacks were in states of the antebellum South-in order to prevent them from raising their social standing and posing a political, economic, or cultural threat to the dominant community. More subtle but equally pervasive consequences stem from restrictions on advanced forms of literacy. In modern urbanindustrial society, less visible barriers to achieving advanced literacy also preserve the integrity and status of existing communities and limit access to coveted social roles. That process, however, like modern society itself, is much more complex than the crude legal bans on literacy common in agrarian societies. Disciplines Curriculum and Instruction | Curriculum and Social Inquiry Comments Published as Russell, David R. \"Writing across the curriculum in historical perspective: Toward a social interpretation.\" College English52, no. 1 (1990): 52-73. Posted with permission. This article is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/engl_pubs/195 Writing across the Curriculum in Historical Perspective: Toward a Social Interpretation Author(s): David R. Russell Source: College English, Vol. 52, No. 1 (Jan., 1990), pp. 52-73 Published by: National Council of Teachers of English Stable URL: http://www.jstor.org/stable/377412 Accessed: 06-12-2017 21:24 UTC REFERENCES Linked references are available on JSTOR for this article: http://www.jstor.org/stable/377412?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to College English This content downloaded from 129.186.176.188 on Wed, 06 Dec 2017 21:24:14 UTC All use subject to http://about.jstor.org/terms This content downloaded from 129.186.176.188 on Wed, 06 Dec 2017 21:24:14 UTC All use subject to http://about.jstor.org/terms David R. Russell Writing Across the Curriculum in Historical Perspective: Toward a Social Interpretation Literacy instruction or the lack of it has a wide range of social consequencespolitical, economic, cultural. These consequences are most obvious when the members of some community are forbidden by law to learn to read-as, for example, blacks were in states of the antebellum South-in order to prevent them from raising their social standing and posing a political, economic, or cultural threat to the dominant community. More subtle but equally pervasive consequences stem from restrictions on advanced forms of literacy. In modern urbanindustrial society, less visible barriers to achieving advanced literacy also preserve the integrity and status of existing communities and limit access to coveted social roles. That process, however, like modern society itself, is much more complex than the crude legal bans on literacy common in agrarian societies. The recent discussion of the university as discourse community, and of the role of rhetoric and writing instruction within that community (see Bizzell; Bartholomae), offers a useful framework for tracing one aspect of this complex process. In this essay I will explore in its broad outlines the history of what is now called Writing Across the Curriculum (WAC), using the analogy of the university as discourse community, in order to place the WAC movement in historical perspective and to begin to assess its significance for advanced literacy. For though the phrase writing across the curriculum is relatively new, dating from the early 1970s, the idea of sharing responsibility for writing instruction forms a recurrent theme throughout the history of the American university. There have been literally hundreds of cross-curricular writing programs since the turn of the century at institutions of every type. Indeed, each generation has produced its own versions of cross-curricular writing programs, yet none, except perhaps the last, has made a permanent impact on the modern university curriculum or on literacy in America. This tradition of reform (oxymoron intended) is, I suggest, an important manifestation of what Mike Rose has called the \"myth of transience,\" the belief David R. Russell is assistant professor of English at Iowa State University. His articles have appeared recently in CE, College Composition and Communication, and Rhetoric Review. He is presently working on a history of writing in the academic disciplines, to be published by Southern Illinois University Press. College English, Volume 52, Number 1, January 1990

Japan's "International Youth": The Emergence of a New Class of Schoolchildren

Abstract: Who are the "Kikokushijo"? the cultural problems the educational problems case study of a school with "Kikokushijo" "Kikokushijo" in comparative perspective "Kikokushijo" in historical perspective the emergence of a new class of Japanese schoolchildren.

Interpersonal Accounts: A Social Psychological Perspective

Abstract: Introduction - basic framework accounts and account-making in various literatures a theoretical conception of account-making in response to severe stress person perception through accounts account-making and grief work an evolutionary perspective on account-making accounts in literary form evaluating our accounts of account-making.

Immigration Reconsidered: History, Sociology, and Politics

Abstract: This collection of essays offers an interdisciplinary and global perspective on immigration to the United States.