Relevant bibliographies by topics / Attentiveness

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attentiveness'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Attentiveness"

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PORR, CAROLINE. "Mindful Attentiveness." Journal of Christian Nursing 26, no. 3 (July 2009): 150–53. http://dx.doi.org/10.1097/01.cnj.0000357431.22274.f7.

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Meserve, Harry C. "Learning attentiveness." Journal of Religion & Health 25, no. 1 (March 1986): 3–7. http://dx.doi.org/10.1007/bf01533047.

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O'Leary, Paul. "Ethical attentiveness." Studies in Philosophy and Education 12, no. 2-4 (1993): 139–51. http://dx.doi.org/10.1007/bf00468838.

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Zhu, Weichun, and Xiaoming Zheng. "Leader Moral Identity/Attentiveness and Follower Moral Identity/Attentiveness." Academy of Management Proceedings 2014, no. 1 (January 2014): 14090. http://dx.doi.org/10.5465/ambpp.2014.14090abstract.

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Fukushima, Saeko. "A cross-generational and cross-cultural study on demonstration of attentiveness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 4 (December 1, 2011): 549–71. http://dx.doi.org/10.1075/prag.21.4.03fuk.

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This paper looks into whether there are any differences in demonstration of attentiveness between different generations and different cultures. By attentiveness I mean a demonstrator’s preemptive response to a beneficiary’s verbal/non-verbal cues or situations surrounding a beneficiary and a demonstrator, which takes the form of offering. When and how often one would demonstrate attentiveness may vary according to such factors as generation and culture. Three groups of people from different generations and different cultural backgrounds (Japanese and Americans) served as the participants (280 people for the questionnaire data and 18 people for the interview data). It was investigated whether there were any differences among the participants in demonstration of attentiveness, in the reasons for demonstration of attentiveness, and in rating degree of imposition to demonstrate attentiveness. It was also examined whether there was any relationship between degree of imposition to demonstrate attentiveness and demonstration of attentiveness; and in which relationship (the relationship between a demonstrator and a beneficiary of attentiveness varied from very familiar to not very familiar at all) attentiveness was demonstrated. The data were collected using a questionnaire with six situations, based on field notes; and the interviews were conducted using the same six situations. The results show that in most situations there were no major differences among the participants in the choice of demonstration of attentiveness and the reasons for it. The participants chose to demonstrate attentiveness in four situations in the questionnaire, because they wanted to be of help to the other party. There was a relationship between degree of imposition to demonstrate attentiveness and demonstration of attentiveness in four situations. Overall, the interview data confirmed the questionnaire data.
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Park, Jongman, Minkee Kim, and Shinho Jang. "Analysis of Factors Influencing Creative Personality of Elementary School Students." International Education Studies 10, no. 5 (April 29, 2017): 167. http://dx.doi.org/10.5539/ies.v10n5p167.

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This quantitative research examined factors that affect elementary students’ creativity and how those factors correlate. Aiming to identify significant factors that affect creativity and to clarify the relationship between these factors by path analysis, this research was designed to be a stepping stone for creativity enhancement studies. Data were gathered from 208 students in 3 fifth-grade classes and 3 sixth-grade classes in 5 different schools located in Seoul, Korea. Survey questions, asked through five-score Likert-scale items, focused on attentiveness in science class, creativity and scientific attitude, which has been shown by the literature to have positive influences on one another. The findings include that their scientific attitude, attentiveness, and creativity correlated with significance, where gender did not have an effect on the relationship. Gender and age of the students have shown no significant effect on their scientific attitude, attentiveness or creativity. Scientific attitude, attentiveness and creativity have demonstrated positive effects to each other, the effect being stronger from scientific attitude to creativity (0.659) than the other two, attentiveness & scientific attitude (0.32) and attentiveness & creativity (0.368). Scientific attitude affects creativity most directly (0.659), and attentiveness would affect creativity more as a cofactor next to the scientific attitude (0.213) rather than when it’s by itself (0.154). That is, if a teacher devises a certain way to enhance attentiveness of students during their science class, their scientific attitude and attentiveness would increase, giving them a solid chance to enhance their creativity consequently.
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Fukushima, Saeko. "Evaluation of politeness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 4 (December 1, 2009): 501–18. http://dx.doi.org/10.1075/prag.19.4.01fuk.

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This study investigates evaluation of attentiveness by British and Japanese university students. Attentiveness (kikubari) (defined as a demonstrator’s preemptive response to a beneficiary’s verbal/non-verbal cues or situations) is demonstrated without being requested and it is one of the important politeness strategies. A questionnaire including six attentiveness situations was distributed to 74 British and 138 Japanese participants, who were asked to evaluate the attentiveness situations on a five-point Likert scale and to state the reasons for their evaluation. The Likert-scale evaluations were analyzed using a three-way ANOVA and subsequently, the reasons for evaluations were analyzed qualitatively. It was anticipated that the Japanese would evaluate attentiveness more positively than the British, as attentiveness has been important in Japanese culture. The results, however, did not necessarily confirm this. That is, there were significant differences between British and Japanese participants in four situations, the British participants having evaluated attentiveness more positively than the Japanese participants in two situations and the reverse being the case in two other situations.
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Klaver, Klaartje, and Andries Baart. "Attentiveness in care: Towards a theoretical framework." Nursing Ethics 18, no. 5 (July 25, 2011): 686–93. http://dx.doi.org/10.1177/0969733011408052.

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The purpose of this article is to shape a theoretical framework of attentiveness in care, which may function as a background to study attentiveness in a health care setting empirically. More insight into the functions, forms, and aspects of attentiveness in a particular health care setting is important, as there is a lack of indicators and criteria that enable a sharp picture of the caring side of health provision. The concept of attentiveness and its relation to care have seldom been examined thoroughly and broadly. This article argues that attentiveness is constitutive for good care, as it can create a space in which a relationship may arise.
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Kunert, H. J., Y. Goldberg, and F. Tuchtenhagen. "Training of attentiveness in young schizophrenic patients with multiple drug abuse." European Psychiatry 26, S2 (March 2011): 70. http://dx.doi.org/10.1016/s0924-9338(11)71781-3.

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Statement of the problemRecent studies have conclusively proven the effectiveness of cognitive training in the context of psychiatric rehabilitation. Examinations on young schizophrenic multiple drug users are yet to be done, although it could be shown that most of these patients are likely to relapse, abandon therapy and show untreated social adaptation disorders if existing cognitive functional deficits are not treated appropriately.MethodPre-post examinations were done on 80 schizophrenic drug users (mean age 26±4 years) to assess various attentiveness functions (i.e. alertness, crossmodal integration, divided attentiveness, flexibility, working memory, go nogo, visual scanning) before and after computerised attentiveness training (CURE therapy system, Siemens (NCSys)). Patient results were compared to those of a control group matched for age, education, illness characteristics and current medication which did not undergo cognitive training. Cognitive training lasted 10 weeks.ResultsComputerised attentiveness training led to significant (>30%) improvement in everyday attentiveness functions (tonic and phasic alertness, divided attentiveness), although some patient subgroups are different in their course of therapy.DiscussionTraining specific attentiveness functions helps improve rehabilitation of young schizophrenic patients with multiple drug abuse. Subgroup effects may also be of clinical relevance.
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Kunert, H. J., H. J. Schatten, and F. Löhrer. "Training Specific Attentiveness Functions to Improve Professional and Social Reintegration of Young Schizophrenic Patients with Multiple Drug Abuse." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70672-8.

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Statement of the problem:Recent studies have conclusively proven the effectiveness of cognitive training in the context of psychiatric rehabilitation. Examinations on young schizophrenic drug users are yet to be done, although it could be shown that most of these patients are likely to relapse, abandon therapy and show untreated social adaptation disorders if existing cognitive functional deficits are not treated appropriately.Method:Pre-post examinations were done on 35 schizophrenic drug users (mean age 26±8 years; 27/8 men) to assess various attentiveness functions (i.e. alertness, divided attentiveness, visual scanning) before and after computerised attentiveness training (CURE therapy system, Siemens (NCSys)). Patient results were compared to those of a control group matched for age, education, illness characteristics and current medication which did not undergo cognitive training. Cognitive training lasted 6 weeks. At the same time, patients were assessed using standardised scales to determine whether their performance improved after work therapy.Results:Computerised attentiveness training led to significant improvement (>30%; p< .05) in everyday attentiveness functions (tonic and phasic alertness, divided attentiveness) as did work therapy (precision, endurance), although some patient subgroups are different in their course of therapy.Discussion:Training specific attentiveness functions helps improve rehabilitation of young schizophrenic patients with multiple drug abuse. Subgroup effects may also be of clinical relevance.
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Dissertations / Theses on the topic "Attentiveness"

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Hartman, Gregory S. "Attentiveness: Reactivity at Scale." Research Showcase @ CMU, 2010. http://repository.cmu.edu/dissertations/15.

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Clients of reactive systems often change their priorities. For example, a human user of an email viewer may attempt to display a message while a large attachment is downloading. To the user, an email viewer that delayed display of the message would exhibit a failure similar to priority inversion in real-time systems. We propose a new quality attribute, attentiveness, that provides a unified way to model the forms of redirection offered by application-level reactive systems to accommodate the changing priorities of their clients, which may be either humans or systems components. Modeling attentiveness as a quality attribute provides system designers with a single conceptual framework for policy and architectural decisions to address trade-offs among criteria such as responsiveness, overall performance, behavioral predictability, and state consistency.
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Nussbaum, Paul. "Signal Processing of Electroencephalogram for the Detection of Attentiveness towards Short Training Videos." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/558.

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This research has developed a novel method which uses an easy to deploy single dry electrode wireless electroencephalogram (EEG) collection device as an input to an automated system that measures indicators of a participant’s attentiveness while they are watching a short training video. The results are promising, including 85% or better accuracy in identifying whether a participant is watching a segment of video from a boring scene or lecture, versus a segment of video from an attentiveness inducing active lesson or memory quiz. In addition, the final system produces an ensemble average of attentiveness across many participants, pinpointing areas in the training videos that induce peak attentiveness. Qualitative analysis of the results of this research is also very promising. The system produces attentiveness graphs for individual participants and these triangulate well with the thoughts and feelings those participants had during different parts of the videos, as described in their own words. As distance learning and computer based training become more popular, it is of great interest to measure if students are attentive to recorded lessons and short training videos. This research was motivated by this interest, as well as recent advances in electronic and computer engineering’s use of biometric signal analysis for the detection of affective (emotional) response. Signal processing of EEG has proven useful in measuring alertness, emotional state, and even towards very specific applications such as whether or not participants will recall television commercials days after they have seen them. This research extended these advances by creating an automated system which measures attentiveness towards short training videos. The bulk of the research was focused on electrical and computer engineering, specifically the optimization of signal processing algorithms for this particular application. A review of existing methods of EEG signal processing and feature extraction methods shows that there is a common subdivision of the steps that are used in different EEG applications. These steps include hardware sensing filtering and digitizing, noise removal, chopping the continuous EEG data into windows for processing, normalization, transformation to extract frequency or scale information, treatment of phase or shift information, and additional post-transformation noise reduction techniques. A large degree of variation exists in most of these steps within the currently documented state of the art. This research connected these varied methods into a single holistic model that allows for comparison and selection of optimal algorithms for this application. The research described herein provided for such a structured and orderly comparison of individual signal analysis and feature extraction methods. This study created a concise algorithmic approach in examining all the aforementioned steps. In doing so, the study provided the framework for a systematic approach which followed a rigorous participant cross validation so that options could be tested, compared and optimized. Novel signal analysis methods were also developed, using new techniques to choose parameters, which greatly improved performance. The research also utilizes machine learning to automatically categorize extracted features into measures of attentiveness. The research improved existing machine learning with novel methods, including a method of using per-participant baselines with kNN machine learning. This provided an optimal solution to extend current EEG signal analysis methods that were used in other applications, and refined them for use in the measurement of attentiveness towards short training videos. These algorithms are proven to be best via selection of optimal signal analysis and optimal machine learning steps identified through both n-fold and participant cross validation. The creation of this new system which uses signal processing of EEG for the detection of attentiveness towards short training videos has created a significant advance in the field of attentiveness measuring towards short training videos.
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Carvalho, Edson Dias. "Choral students' attentiveness and attitude as related to conductor's score utilization and eye contact /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842513.

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Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.

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The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years.

This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning.

The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.

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Llewellyn, Joan Maxine. "TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/481063.

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Educational Leadership
Ed.D.
The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.
Temple University--Theses
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Spohr, Shelley M. "Variables Influencing Nest Success of Eastern Wild Turkeys in Connecticut: Nesting Habitat, Home Range-Scale Fragmentation, and Nest Attentiveness." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/SpohrSM2001.pdf.

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Lin, Bing C. "Do Recovery Experiences during Lunch Breaks Impact Worker Well-Being?" Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245903545.

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Chen, Hai Dubo. "The Influence of Direct-to-Consumer Advertising: Who Will Talk to Their Doctor as A Result of Prescription Drug Advertisement?" VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1300.

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OBJECTIVES: To identify the types of patients who talk with their physicians as a result of Direct-to-Consumer (DTC) advertising. METHODS: Data were taken from a national survey, "Public Health Impact of Direct-to-Consumer Advertising of Prescription Drugs, July 2001- January 2002", conducted by researchers from Harvard Medical School. Participants (n = 3000) were interviewed by telephone. We constructed a conceptual framework consisting of outcomes (3 types of physician visits), intervention (DTC experience) and five groups of explanatory factors (health beliefs, demographics, health status, socioeconomic status and market factors). Data were analyzed with three multivariate stepwise logistic regressions. The three dependent variables were whether an advertisement for a prescription drug had ever prompted the patient to: 1) visit to discuss prescription drug, 2) visit to discuss new condition, and 3) visit to discuss treatment change. RESULTS: Out of all independent variables, only six variables consistently showed significant effects on the three dependent variables after adjusting for other variables. They were: 1) taking medication on regular basis, 2) having anxiety, 3) having high advertisement attentiveness, 4) viewing media as the most important source prompting one to talk with physician, 5) believing that DTC advertisements increased awareness of new treatment, and 6) believing that DTC advertisements improved discussion with health professionals. The six variables were the strongest predictors for DTC-prompted physician visits.CONCLUSIONS: Our nationally representative study found multiple factors were associated with different types of physician visits prompted by DTC advertisements. This information could be used to target those patients most likely to talk to their physicians as a result of DTC advertisements.
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Nyangiro, Everlyn Akinyi. "Multi-sensory appreciation and practice : a somaesthetic approach to the exploration of taste smell and touch in food-based art." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/595267.

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Even though food-based artworks are no longer a new occurrence within art practice, the particular practice of food that uses taste, smell and touch as artistic medium is still relatively new. This practice poses new challenges at both the creative and receptive ends: for the audience the challenge is linked to understanding and relating with the artwork while for the artist it involves directing the audience’s engagement. Under the theoretical lens of Somaesthetics and Langer’s Mindfulness discourse, this thesis has examined what it means to appreciate food-based artworks through taste, smell and touch. It has also investigated ways in which this form of practice can be developed further. Practice within the research has been used as a means of thinking through the creative choices taken by artists with the purpose of understanding how perceptibility and engagement with food-based works through taste, smell and touch can be enhanced. Some of the key references include Miwa Koizumi’s NY flavors, Burkhard Bacher & Herbert Hinter’s Landscape, Maki Ueda’s Aromascape, and several works by Sam Bompas and Harry Parr amongst others. The outcome of the research include: the development of an attentive discourse of appreciation which outlines the conditions necessary for the appreciation of food-based artwork through its taste, smell and touch; and the articulation of creative strategies that can be used by artists to enhance the perceptibility of taste, smell and touch and encourage engagement. The contributions to knowledge made by this thesis include: The introduction of a new genre of food-based practice; the use of Somaesthetics and Mindfulness as a lens to examine the appreciation of food-based art; the identification of new concerns within practice facing artists using food’s taste, smell and touch as medium; and the new form of encounter with art that requires a mindful-somatic attentiveness.
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Buchanan, Aaron. "Investigating the Relationship Between Ethics Program Components, Individual Attributes, and Perceptions of Ethical Climate." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright161790100998243.

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Books on the topic "Attentiveness"

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Behold!: Cultivating attentiveness in the season of Advent. Nashville, TN: Upper Room Books, 2011.

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Waal, Esther De. Lost in wonder: Rediscovering the spiritual art of attentiveness. Ottawa: Novalis, 2003.

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Dorow, Laura Gilbert. The effect of teacher approval/disapproval ratios on student music selection behavior and concert attentiveness. Ann Arbor, Mich: U.M.I., 1989.

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Freitag, Lisa. Attentiveness and Responsibility. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190491789.003.0005.

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This chapter begins to evaluate caregiving for children with multiple special needs through the lens of Joan Tronto’s first two phases of care. Multiple narratives written by parents of children with a variety of disabilities or health care needs are examined for depictions of attentiveness and responsibility. The child’s multiple needs create for the parents multiple new areas in which they must be acutely attentive and responsible. Parents also must learn to live with the emotional uncertainty and moral ambivalence of caring for a child whose health is fragile. They must advocate for the child on both a systemic and personal level. Morally, they must become the sort of person who can perform difficult tasks and make difficult medical decisions, despite the fact that, for the most part, they had no choice but to take on an enormous caregiving task.
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(Creator), Susan Pendleton Jones, and L. Gregory Jones (Creator), eds. Attentiveness: Being Present (Living the Good Life Together). Abingdon Press, 2006.

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Dilmore, Pamela, and Helen R. Neinast. Attentiveness: Being Present (Living the Good Life Together). Abingdon Press, 2006.

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Hinson, E. Glenn. Baptist Spirituality: A Call for Renewed Attentiveness to God. Nurturing Faith Inc., 2013.

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Lost in Wonder: Rediscovering the Spiritual Art of Attentiveness. Liturgical Press, 2003.

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The listening life: Embracing attentiveness in a world of distraction. 2015.

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Character Classics : "Little Larry" Attentiveness (Books and CD) (Character Classics). Little Star Entertainment, 2001.

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Book chapters on the topic "Attentiveness"

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Hecht, Michael. "On doing attentiveness." In Kulturvergleich in der qualitativen Forschung, 211–37. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-18937-6_12.

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Moran, Brendan. "Anxious Friendliness as Physical Attentiveness." In Politics of Benjamin’s Kafka: Philosophy as Renegade, 213–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72011-1_9.

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Lee, Khuan Y., Emir Eiqram Hidzir, and Muhd Redzuan Haron. "Neurofeedback System for Training Attentiveness." In Intelligent Information and Database Systems, 341–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54430-4_33.

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Durães, Dalila, Javier Bajo, and Paulo Novais. "Analysis Learning Styles Though Attentiveness." In Advances in Intelligent Systems and Computing, 90–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60819-8_11.

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Alhomoud, Adeeb M. "The Effect of Attentiveness on Information Security." In Networked Digital Technologies, 169–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14292-5_19.

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Durães, Dalila, Davide Carneiro, Javier Bajo, and Paulo Novais. "Using Computer Peripheral Devices to Measure Attentiveness." In Advances in Intelligent Systems and Computing, 147–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40159-1_12.

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Olin, Margaret. "Attentiveness and Visual Imagination in Looking and Photographing." In Photography and Imagination, 118–32. New York, NY: Routledge, 2020. | Series: Routledge history of photography: Routledge, 2019. http://dx.doi.org/10.4324/9780429457005-8.

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Avissar, Nissim. "Political Attentiveness: Dealing with Political Materials in Therapy." In Psychotherapy, Society, and Politics, 93–103. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-57597-5_9.

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Shapiro, G., and B. M. F. Galdikas. "Attentiveness in Orangutans within the Sign Learning Context." In The Neglected Ape, 199–212. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1091-2_20.

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Durães, Dalila, Sérgio Gonçalves, Davide Carneiro, Javier Bajo, and Paulo Novais. "Detection of Behavioral Patterns for Increasing Attentiveness Level." In Advances in Intelligent Systems and Computing, 592–601. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53480-0_58.

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Conference papers on the topic "Attentiveness"

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Barzilay, Ohad, Amiram Yehudai, and Orit Hazzan. "Developers attentiveness to example usage." In Human Aspects of Software Engineering. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1938595.1938599.

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Jain, Pranut, Rosta Farzan, and Adam J. Lee. "Adaptive Modelling of Attentiveness to Messaging." In UMAP '19: 27th Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3320435.3320461.

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Chen, Yi-Chun, Yi-Jing Lin, I.-Chieh Chen, Chia-Ju Peng, Yu-Jian Hu, and Shih-Jui Chen. "Visual attentiveness recognition using probabilistic neural network." In Applications of Machine Learning, edited by Michael E. Zelinski, Tarek M. Taha, Jonathan Howe, Abdul A. Awwal, and Khan M. Iftekharuddin. SPIE, 2019. http://dx.doi.org/10.1117/12.2527982.

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Hover, Kai Michael, and Max Muhlhauser. "Classquake: Measuring Students' Attentiveness in the Classroom." In 2015 IEEE International Symposium on Multimedia (ISM). IEEE, 2015. http://dx.doi.org/10.1109/ism.2015.24.

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Bautu, Elena, Crenguta M. Puchianu, Emanuela Bran, Dragos F. Sburlan, and Dorin M. Popovici. "In-Vehicle Software System for Fostering Driver’s Attentiveness." In 2020 International Conference on Development and Application Systems (DAS). IEEE, 2020. http://dx.doi.org/10.1109/das49615.2020.9108946.

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Negron, Timothy P., and Corey A. Graves. "Classroom Attentiveness Classification Tool (ClassACT): The system introduction." In 2017 IEEE International Conference on Pervasive Computing and Communications: Workshops (PerCom Workshops). IEEE, 2017. http://dx.doi.org/10.1109/percomw.2017.7917513.

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Saravanan, C. Bala, and P. Sarasu. "Ascertain of Barcode technology in fashion remedy attentiveness." In 2014 International Conference on Science Engineering and Management Research (ICSEMR). IEEE, 2014. http://dx.doi.org/10.1109/icsemr.2014.7043564.

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Calinescu, Radu, Naif Alasmari, and Mario Gleirscher. "Maintaining driver attentiveness in shared-control autonomous driving." In 2021 International Symposium on Software Engineering for Adaptive and Self-Managing Systems (SEAMS). IEEE, 2021. http://dx.doi.org/10.1109/seams51251.2021.00021.

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Dolezalek, Emily, Mary Farnan, and Cheol-Hong Min. "Physiological Signal Monitoring System to Analyze Driver Attentiveness." In 2021 IEEE International Midwest Symposium on Circuits and Systems (MWSCAS). IEEE, 2021. http://dx.doi.org/10.1109/mwscas47672.2021.9531871.

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Au, Oliver, Raymond So, and Lap-Kei Lee. "Attentiveness and Self-Studying are Keys to Academic Performance." In 2016 International Symposium on Educational Technology (ISET). IEEE, 2016. http://dx.doi.org/10.1109/iset.2016.27.

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Reports on the topic "Attentiveness"

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Coker, Ray. Toward a behavioral analysis of attentiveness as a style of communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3227.

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