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Broderick, Shawn D. "A Comparison of Mathematical Discourse in Online and Face-to-Face Environments." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2820.pdf.
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Faidley, Joel. "Comparison of Learning Outcomes from Online and Face-to-Face Accounting Courses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3434.
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Online education continues to evolve and grow dramatically at colleges and universities across the globe. Today’s society is comprised of people who are increasingly busy with work and family obligations and who are looking for more flexible and expedited avenues for higher education. Institutions seek to meet these new demands by offering online distance educational opportunities while increasing cash flow for their college. Unfortunately the pitfalls to this rush to meet online demand results in what some researchers assert are inadequate quality content and curriculum. Others indicate there are not significant differences in the outcomes from online learning compared with traditional face-to-face classes. Much of the research has been conducted on nonquantitative courses, quantitative courses with small sample sizes, or large sample sizes that are not controlled for quality of online content, delivery, or verification of learning.
The purpose of this quasi-experimental ex-post-facto study was to compare student outcomes from two Principles of Accounting courses both delivered in two methods of instruction: traditional face-to-face (F2F) and an on-line asynchronous format. The online content for both courses was developed with assistance of academic technology professionals at the participating university. Student learning was measured as final course grade where all exams were administered by a testing center in a proctored environment. The sample size included 124 students from the online sections and 433 students from the traditional face-to-face sections. Eight research questions were examined using independent samples t-test for 6 of the analyses, ANOVA for 1 question, and multiple regression for predictors of mean final course grade.
The results indicated students performed significantly better in the face-to-face classes than the online sections. Female students scored significantly higher than male students in both methods of instruction. ACT composite score, ACT math score, GPA, gender, and method of instruction all were significantly related to final course grade. Age was not a significant predictor of final course grade but in the online sections nontraditional students (age 25 and older) scored significantly higher than students under the age of 25.
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Katadound, Sachin. "Face Recognition: Study and Comparison of PCA and EBGM Algorithms." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/241.
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Face recognition is a complex and difficult process due to various factors such as variability of illumination, occlusion, face specific characteristics like hair, glasses, beard, etc., and other similar problems affecting computer vision problems. Using a system that offers robust and consistent results for face recognition, various applications such as identification for law enforcement, secure system access, computer human interaction, etc., can be automated successfully. Different methods exist to solve the face recognition problem. Principal component analysis, Independent component analysis, and linear discriminant analysis are few other statistical techniques that are commonly used in solving the face recognition problem. Genetic algorithm, elastic bunch graph matching, artificial neural network, etc. are few of the techniques that have been proposed and implemented.
The objective of this thesis paper is to provide insight into different methods available for face recognition, and explore methods that provided an efficient and feasible solution. Factors affecting the result of face recognition and the preprocessing steps that eliminate such abnormalities are also discussed briefly. Principal Component Analysis (PCA) is the most efficient and reliable method known for at least past eight years. Elastic bunch graph matching (EBGM) technique is one of the promising techniques that we studied in this thesis work. We also found better results with EBGM method than PCA in the current thesis paper. We recommend use of a hybrid technique involving the EBGM algorithm to obtain better results. Though, the EBGM method took a long time to train and generate distance measures for the given gallery images compared to PCA. But, we obtained better cumulative match score (CMS) results for the EBGM in comparison to the PCA method. Other promising techniques that can be explored separately in other paper include Genetic algorithm based methods, Mixture of principal components, and Gabor wavelet techniques.
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Gonder, Ozkan. "A Comparison Of Subspace Based Face Recognition Methods." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605291/index.pdf.
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Different approaches to the face recognition are studied in this thesis. These approaches are PCA (Eigenface), Kernel Eigenface and Fisher LDA. Principal component analysis extracts the most important information contained in the face to construct a computational model that best describes the face. In Eigenface approach, variation between the face images are described by using a set of characteristic face images in order to find out the eigenvectors (Eigenfaces) of the covariance matrix of the distribution, spanned by a training set of face images. Then, every face image is represented by a linear combination of these eigenvectors. Recognition is implemented by projecting a new image into the face subspace spanned by the Eigenfaces and then classifying the face by comparing its position in face space with the positions of known individuals. In Kernel Eigenface method, non-linear mapping of input space is implemented before PCA in order to handle non-linearly embedded properties of images (i.e. background differences, illumination changes, and facial expressions etc.). In Fisher LDA, LDA is applied after PCA to increase the discrimination between classes.
These methods are implemented on three databases that are: Yale face database, AT&<br>T (formerly Olivetti Research Laboratory) face database, and METU Vision Lab face database. Experiment results are compared with respect to the effects of changes in illumination, pose and expression.
Kernel Eigenface and Fisher LDA show slightly better performance with respect to Eigenfaces method under changes in illumination. Expression differences did not affect the performance of Eigenfaces method.
From test results, it can be observed that Eigenfaces approach is an adequate method that can be used in face recognition systems due to its simplicity, speed and learning capability. By this way, it can easily be used in real time systems.
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Arizpe, Arturo Andrew. "A critical comparison of human face rendering techniques." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37053.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (p. 59-60).<br>Human skin exhibits complex light reflectance properties that make it difficult to render realistically. In recent years, many techniques have been introduced to render skin, with varying degrees of complexity and realism. In this thesis, I will implement several of these techniques, and use them to render scenes with various lighting and geometry parameters, in order to compare their strengths and weaknesses. My goal is to provide a clearer understanding of which rendering techniques are most effective in different scenarios.<br>by Arturo Andrew Arizpe.<br>M.Eng.
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Tasillo, Anhony J. "Comparison of the Blended and Face-to-Face Delivery Method for Fire Fighter Training." Thesis, University of Phoenix, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981901.
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<p> In the fire service industry, training has primarily been offered in the face-to-face format due to lack of leadership support and inability to keep fire fighters in service during required training. The purpose of this quantitative, <i>ex post facto</i> study was to compare the effectiveness of the blended and face-to-face delivery methods for fire fighter training by examining student performance on written certification exams within two fire fighter training programs. The specific problem addressed was the uncertainty of the Texas A&M Engineering Extension Service leadership concerning which of its fire fighter training programs was more effective, the blended or face-to-face program. Archival data from a series of five test scores for 1,100 fire fighter recruits completing training through blended and face-to-face delivery were collected. Comparative analysis using a one-way MANOVA for hypotheses 1, 2, and 5 indicated a significant difference favoring the face-to-face modality (<i>p</i> < .001), and a significant difference favoring the blended modality for hypotheses 3 and 4 (<i> p</i> < .001). Findings are considered mixed. Examination of MANOVA group means indicated an average difference of 2.72 points between scores in the two delivery methods. Recommendations for future research include (a) replication of the study to include collection and analysis of demographic data, (b) a survey of students to assess satisfaction and knowledge transfer following completion of training, and (c) a survey of employers to assess perceptions of knowledge acquisition and transfer for new hires completing the training programs.</p><p>
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REA, RAFFAELE. "Tele-Neuropsychological assessments in Alzheimer's disease: a comparison of ''face to face'' versus Video-Conferencing." Doctoral thesis, Università degli Studi di Camerino, 2014. http://hdl.handle.net/11581/401827.
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Telemedicine consists in the use of telecommunication technologies to provide healthcare services, overcoming geographic, temporal, social, and cultural barriers. Today telemedicine is a developed field which includes about 50 different subspecialties: neuropsychology is one of them. Allowing the objective evaluation of the cognitive state of individuals, neuropsychology is a discipline of wide application; it also contributes significantly to an early diagnosis of subjects suspected to develop cognitive impairments due to Alzheimer disease or other degenerative dementias. Subjects at risk, and subjects who have already develop the illness, would particularly benefit of a telehealth intervention, which allows to overcome the barriers of space and time, and to provide an evaluation, as well as the therapy monitoring. These aspects would be particularly important for subjects who live far from health institutions , as those of rural areas. Obviously, we need to be sure that the results of the Tele-Neuropsychological assessment are comparable to those obtained via the classic '' face to face '' administration. This is the purpose of this research. We aimed in fact to compare the performances obtained in the two conditions at the MMSE test and the ADAS Cog test. To this purpose, we submitted a group of subjects affected by mild to moderate Alzheimer disease with associated vascular damages, to MMSE and the ADAS COG test, and performed a statistical analysis of data through a two sided Student ''t'' test. We found that the administration modality had no significant impact on the results. In fact, no significant difference was found neither in the MMSE, or in the ADAS_Cog scores administered by telehealth versus ''face to face''. While the results obtained at the MMSE confirm some previous data, this is, at our knowledge, the first study done on the ADAS_Cog, a test. Even if the conditions we employed in this research are not entirely superposable to those of patients staying at home (we evaluated the feasibility of teleheath by locating the patient and his caregiver in another room of the memory clinic ), we are confident that telehealth methodology, by video-conferencing, is as much reliable as the face to face modality. The small number of the subjects evaluated represents an obvious limitation of this study and suggests further studies involving larger number of subjects. However, our preliminary results give support to the idea that by tehealth the screening and the follow-up of the cognitive impairments age associated is feasible and valid.
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McIntyre, A. H. "Applying psychology to forensic facial identification : perception and identification of facial composite images and facial image comparison." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9077.
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Eyewitness recognition is acknowledged to be prone to error but there is less understanding of difficulty in discriminating unfamiliar faces. This thesis examined the effects of face perception on identification of facial composites, and on unfamiliar face image comparison. Facial composites depict face memories by reconstructing features and configurations to form a likeness. They are generally reconstructed from an unfamiliar face memory, and will be unavoidably flawed. Identification will require perception of any accurate features, by someone who is familiar with the suspect and performance is typically poor. In typical face perception, face images are processed efficiently as complete units of information. Chapter 2 explored the possibility that holistic processing of inaccurate composite configurations will impair identification of individual features. Composites were split below the eyes and misaligned to impair holistic analysis (cf. Young, Hellawell, & Jay, 1987); identification was significantly enhanced, indicating that perceptual expertise with inaccurate configurations exerts powerful effects that can be reduced by enabling featural analysis. Facial composite recognition is difficult, which means that perception and judgement will be influence by an affective recognition bias: smiles enhance perceived familiarity, while negative expressions produce the opposite effect. In applied use, facial composites are generally produced from unpleasant memories and will convey negative expression; affective bias will, therefore, be important for facial composite recognition. Chapter 3 explored the effect of positive expression on composite identification: composite expressions were enhanced, and positive affect significantly increased identification. Affective quality rather than expression strength mediated the effect, with subtle manipulations being very effective. Facial image comparison (FIC) involves discrimination of two or more face images. Accuracy in unfamiliar face matching is typically in the region of 70%, and as discrimination is difficult, may be influenced by affective bias. Chapter 4 explored the smiling face effect in unfamiliar face matching. When multiple items were compared, positive affect did not enhance performance and false positive identification increased. With a delayed matching procedure, identification was not enhanced but in contrast to face recognition and simultaneous matching, positive affect improved rejection of foil images. Distinctive faces are easier to discriminate. Chapter 5 evaluated a systematic caricature transformation as a means to increase distinctiveness and enhance discrimination of unfamiliar faces. Identification of matching face images did not improve, but successful rejection of non-matching items was significantly enhanced. Chapter 6 used face matching to explore the basis of own race bias in face perception. Other race faces were manipulated to show own race facial variation, and own race faces to show African American facial variation. When multiple face images were matched simultaneously, the transformation impaired performance for all of the images; but when images were individually matched, the transformation improved perception of other race faces and discrimination of own race faces declined. Transformation of Japanese faces to show own race dimensions produced the same pattern of effects but failed to reach significance. The results provide support for both perceptual expertise and featural processing theories of own race bias. Results are interpreted with reference to face perception theories; implications for application and future study are discussed.
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Anzalone, Patricia. "A COMPARISON OF COMPUTER AND TRADITIONAL FACE-TO-FACE CLASSROOM ORIENTATION FOR BEGINNING CRITICAL CARE NURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2080.
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Purpose: Education of the novice critical care nurse has traditionally been conducted by critical care educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery has led organizations to explore electronic learning (e-learning) to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentials of Critical Care Orientation (ECCO) e-learning program to traditional face-to-face critical care orientation classes covering the same content. Additional aims were to determine if learning style is associated with a preference for type of learning method, and to determine any difference in learning satisfaction between the two modalities. Methods: The study was conducted using a two-group pretest-posttest experimental design. Forty-one practicing volunteer nurses with no current critical care experience living in southwest Florida were randomly assigned to either the ECCO (n=19) or face-to-face (n=22) group. Those in the face-to-face group attended 20 hours of classroom instruction taught by an expert educator. Those in the ECCO group completed the lessons on line and had an optional 2 hour face-to-face discussion component. Pre-test measures included the Basic Knowledge Assessment Test (BKAT-7), modified ECCO Cardiovascular (CV) Examination, and Kolb Learning Style Inventory (LSI). Post-tests included the BKAT-7, modified CV Examination, and Affective Measures Survey. Results: The majority of subjects were female, married, and educated at the associate degree level. Their mean age was 39.5 + 12 years, and they averaged 9.9 + 11.7 years of nursing experience. The diverging learning style was assessed in 37% of subjects. Classroom instruction was preferred by 61% of participants. No statistical differences were noted between groups on any demographic variables or baseline knowledge. Learning outcomes were compared by repeated measures analysis of variance. Mean scores of subjects in both groups increased statistically on both the BKAT-7 and modified CV Examination (p=<.01); however, no significant differences (p> .05) were found between groups. Preference for online versus classroom instruction was not associated with learning style (X2 = 3.39, p = .34). Satisfaction with learning modality was significantly greater for those in the classroom group (t=4.25, p=.000). Discussion/Implications: This is the first study to evaluate the ECCO orientation program and contributes to the growing body of knowledge exploring e-learning versus traditional education. The results of this study provide evidence that the ECCO critical care education produces learning outcomes at least equivalent to traditional classroom instruction, regardless of the learning style of the student. As participant satisfaction was more favorable toward the classroom learning modality, consideration should be given to providing blended learning if using computer-based orientation programs. Replication of this study with a variety of instructors in varied geographic locations, expanded populations, larger samples, and different subject matter is recommended.<br>Ph.D.<br>School of Nursing<br>Health and Public Affairs<br>Nursing PhD
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He, R. (Ruicen). "Toward a constructive perception of failure:a comparison of groups in a face-to-face collaboration case." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201511242165.
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Minor or big, permanent or temporary, failure is widely experienced by people of different nationalities, ages, social status, and genders, at any stages of life, in a tremendous scale of day-to-day situations. A common misunderstanding and underestimation of failure as a state of negative result is that failure of performance indicates failure in learning and knowledge building, and that it is bad and disadvantageous. Though failure is usually believed to be a negative and disappointing result, it to some extent plays an important and positive role in our lives, and many people learn from their previous failures and failures of others. In the field of education, the role of failure in facilitating and enhancing learning has been studied in literature for years.
This research mainly serves to explore how learners collaborated, performed and learned, and how exactly learners in collaboration learn from failure in their learning. To support my research, the literature review starts with the differences of learning and performance, then it comes to the definition and perception of learning in general. After this section, definition of collaboration and characteristics of collaborative learning are introduced. Later, after the sections on performance and learning, comes the sections in which various possibilities and mechanisms of failure-enhanced learning are introduced and discussed.
The data were collected from a video-recorded research session designed and carried out by the PROMO research team from a university located in a Nordic country. Participants were twelve first year and second year international Master’s degree students (seven female, five male) in the field of education. The twelve participants spontaneously formed three groups of four, all groups then were assigned the same open-ended problem-solving task, which required each group to work on a three-hour-long epistemic game in three separate rooms.
The result of my research suggests that, firstly, poor or good performance does not always indicate the failure or success in learning, a full picture of both the process and results can offer a more complete understanding of how learners learned. For example, it is possible that a group with satisfactory academic performance or final presentation may actually have poor learning, while a lower-performing group may experience better learning though they had poorer performance or final presentation. The next finding is that students could learn from challenges or failures, but those who are more aware of the challenges, and faced the challenges with more positive emotions and good problem-solving strategies could learn more from failure and the process of finding proper solutions to the challenges, and are more possible to tackle challenges and thus avoid them accelerating into failures.
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Pyun, Ooyoung Che. "Effects of Networked Language Learning: A Comparison Between Synchronous Online Discussions and Face-To-Face Discussions." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1047498590.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 151 p.: ill. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 123-129).
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Garman, D. E., and Donald W. Good. "Student Success: A Comparison of Face-To-Face and Online Sections of Community College Biology Courses." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/251.
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Hals, Elisabeth. "IrRelevant and Chaotic or Indeed Relatively Cooperative? : A Gricean comparison of chatroom and face-to-face interaction." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-739.
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<p>Chatroom conversations often elicit an initial impression of chaos. This is probably chiefly due to disrupted adjacency sequences, but also a result of the language being rich in non-standard linguistic forms and grammar. This study explores chatroom conversations with reference to Grice’s (1975) cooperative principle and the maxims that accompany it, and compares them to real life conversations. The aim is to see whether they differ from real life conversations to the extent expected, and whether these differences give rise to any compensational strategies to ensure successful communication. The results reveal a slightly higher amount of maxim undermining in the chat room than in the real life conversations, but not as high as expected. Accordingly, few compensational strategies need be adopted. It is suggested that the main explanation for these findings is that chatroom users have adapted their conversation patterns to the medium.</p>
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COMBS, JESSICA J. "DISCLOSING RACIAL ATTITUDES: A COMPARISON OF HIGH VERSUS LOW APPREHENSIVES AND FACE-TO-FACE VERSUS COMPUTER-MEDIATED COMMUNICATION." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085537777.
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Combs, Jesica J. "Disclosing racial attitudes a comparison of high versus low apprehensives and face-to-face versus computer-mediated communication /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1085537777.
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Murray, Richard. "A comparison of interactive televised courses, and traditional face-to-face courses at California State University, San Bernardino." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2352.
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This study compares a face-to-face format of teaching with closed circuit interactive television courses offered to off campus students at California State University, San Bernardino. The study provides comparisons of student satisfaction and student performance between the two mediums.
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Presi, Caterina. "Investigating Identity Communication Online in Forum-Based Virtual Communities of Consumption with Comparison to Face-to-Face Social Interactions." Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485262.
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How identity is communicated in forum-based Virtual Communities of Consumption (VCCs) and the role of the medium in identity communication are investigated by comparing what occurs online and face-to-face, using a conceptual framework of Symbolic Interactionism and Medium Theory. Ten qualitative case studies are applied, where one individual's online and offline experience represents a case. Principal data gathering techniques in the two environments (online and omine) were observations and semi-structured interviews. Data were analysed using socio-semiotics and grounded theory. The findings reveal that reading identity online is a much richer and complex process than conveying identity. Reading identity online is involves medium, social and individual factors. The medium acts both as enabler constraint in identity communication with both similarities and differences, in comparing the process online with what occurs face-to-face. The research makes a literature contribution to identity communication online with a critique of Symbolic Interactionism, suggesting Sensemaking as a finer framework. It also contributes to an understanding of VCCs as places of consumption with a typology of the threads present in VCCs and the type of social interaction occurring in them; with different focuses of attention when interacting online influencing online relationships; it also offers some qualitative insights into how social identity is communicated. Knowledge of VCCs as objects of consumption in their own right is also enriched regarding the multidimensional and ontologically fluid nature of VCCs as a 'virtual product'. Further insights are offered into distinctivity about the intemet environment in relation to identity communication. An adapted version of Kress and van Leeuwen's socio-semiotic framework and the added data capturing accuracy through Virtual Network Computing can benefit future research, with the multilayered, comparative approach applied in other settings. Managerial recommendations include suggestions on organising and managing the community more effectively considering the role of the individual in shaping the community experience, the different worth and uses of online identity symbols/cues, the importance of members' accountability online to develop relationships, and impact of thread topic and structure on social interaction. Future research suggestions include the role of the medium in consumer experience wit.lJin Consumer Culture Theory, issues of media transparency and literacy, sensema..1dng as a framework for identity communication, exploring tensions between individual interpretations, micro-social influences and medium structure in identity communication, refining the typology of threads related to consumption, and the link between consumer socialisation and the nature of motive and focus of attention.
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Dave, Amit. "A comparison of student performance in an online class versus a face-to-face (Traditional) class: A meta-analysis." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/172.
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The purpose of this study was to compare student performance in an online college algebra class and a traditional face-to-face (traditional) class so as to determine whether online instruction was more effective than face-to-face (traditional) instruction. The results were expected to provide instructors, administrators, policy makers, and software program writers a better understanding of instructional techniques that can be incorporated along with technology, thus improving student learning and subsequently improving student performance in the class. The results may be important because of claims made by supporters of technology-based education. The independent variables in the studies were instructional techniques, student perception of online class, experience with web-based/online technology, and demographic variables (age, gender, employment status, and ethnicity). The dependent variable was student performance in a college algebra class. The study was conducted at a technical college in Atlanta, Georgia. A web-based software program, EDUCOSOFT, was used in the treatment. A pretest was administered to the students enrolled in face-to-face (traditional) class at the beginning of the quarter which determined the weak areas of the student. A study plan was developed on EDUCOSOFT which covered the week areas. Students were required to score a minimum of 70% in the study plan before they were allowed to proceed further. Students were given traditional and online tests and their scores were compared. A posttest and final exam were administered at the end of the term. A survey questionnaire was distributed at the end to the students. Data collected from the tests and questionnaire was used to generate the statistics. The results of the study indicated that gain scores were significantly related to computerized tests and quizzes. Students who made low gain scores viewed the EDUCOSOFT program high and traditional tests and quizzes influenced the final grades significantly. White Caucasian and Middle Eastern students gained more than African American and Hispanic students. Results from regression analysis indicated that the EDUCOSOFT program was not effective in helping younger students to learn algebra as compared with older students.
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DeClerck, Drew. "A comparison of criticism received face-to-face or via text message among young adults : does mode of communication matter?" Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/56460.
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The popularity of text messaging has increased dramatically in the last decade, such that most young adults use this form of communication daily. The extent to which negative exchanges over text messaging can impact wellbeing in the same way as face-to-face communication remains unclear. In the computer-mediated communication literature, cues-filtered-out theories predict that the impact of text messaging would be weaker, given its lack of tone and non-verbal cues. However, proponents of the social information processing theory argue that strategies are developed when using a new communication technology resulting in an increased ability to have meaningful communications. According to adaptive structuration theories, individual psychological characteristics also likely play an important role in determining one’s reaction to text messaging, but this has also received little empirical attention. The present study aimed to address the current gaps in the literature by using a laboratory-based experimental paradigm to compare the effects of criticism provided face-to-face and via text message to a no-criticism control group, and to examine the moderating effects of rejection sensitivity and rumination. A total of 170 emerging adults took part in an acute laboratory stressor followed by either: 1) text message criticism (n = 53), 2) face-to-face criticism (n = 58), or 3) no feedback (control; n = 59). Levels of self-reported stress and positive and negative affect were measured at baseline, post-stress-task, and post-feedback. Trait levels of rejection sensitivity and rumination were also assessed post-feedback. Using ANCOVA procedures, it was determined that critical feedback via text message and face-to-face were both associated with significantly lower levels of positive affect compared to the control group (findings related to stress and negative affect were in the expected directions, but were non-significant). No significant moderation effects were found for rejection sensitivity or rumination on the relationship between criticism and subsequent levels of stress or affect. The results suggest that criticism expressed using text messaging can lead to negative emotional outcomes, and at levels similar to face-to-face communication. Future studies would benefit from a more comprehensive assessment of various modes of communication, as well as naturalistic assessment methods, such as intensive longitudinal designs.<br>Irving K. Barber School of Arts and Sciences (Okanagan)<br>Psychology, Department of (Okanagan)<br>Graduate
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Eakes, Kevin Wayne Walls Kimberly C. "A comparison of a sociocultural and a chronological approach to music appreciation in face-to-face and online instructional formats." Auburn, Ala, 2009. http://hdl.handle.net/10415/1681.
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Ghirardi, Valentina. "How face perception and visual orienting interact: a comparison between infants and adults." Doctoral thesis, Università degli studi di Padova, 2013. http://hdl.handle.net/11577/3423025.
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The aim of this dissertation is to investigate the role of face and non-face stimuli in influencing the orienting of visuo-spatial attention, both in infants and adults. Visual orienting of attention and face processing are two theme issues that, separately, have a long research tradition. Less extensive is the literature that has tried to connect the two areas, to verify whether face stimuli, to which we are biased to pay attention even from birth, might bias the allocation of visual attention, when compared with non-face stimuli. Considering that faces in adults are processing by a specific anatomical and functional face system, that becomes increasingly specialized as a consequence of an experience-dependent activity, the purpose of this dissertation is to compare the performance of adult participants and infant participants of different ages. In particular, the hypothesis is that, given a different degree of experience with faces in infancy and adulthood, different will be the degree of influence of this stimuli on orienting of visual attention.
With this consideration in mind, my dissertation begins with three theoretical chapters: Chapter 1 describes the mechanisms of visual orienting and the way to study it in adults; Chapter 2 refers to the development of visual orienting in infancy jointly to the maturation of neural substrates that mediate its mechanisms, and to the behavioral performances putatively linked to these substrates; Chapter 3 describes face processing both in adults and infants accordingly to an experience-dependent perspective.
Subsequently, in the second part of the dissertation I describe two studies aiming at investigating the role of face and non-face stimuli in biasing orienting of attention, by means of two attentive effects, already documented both in adults and infants. Importantly, adults and infants are administered the same experimental paradigms, and their eye movements are recorded by means of an eye-tracker system (ASL). In particular in Study 1 (Chapter 4) the modulation of the inhibition of return effect by social stimuli to the detriment of non-social stimuli is investigated in adults and 4- and 7-month-old infants. The inhibition of return refers to a bias against attending to visual stimuli at recently attended locations. I hypothesized that an upright face (social stimulus) that compared in the previously attended location, given its biological value, could escape this spatial tagging, when compared with inverted face and house (non-social stimuli). Results seems to confirm a overall modulation of the inhibition of return effect, that is different according to the different ages tested.
In Study 2 (Chapter 5) the gap effect is employed, with the aim to verify if the attention disengagement could be modulated by social stimuli to the detriment of non-social stimuli, in adults and 4- and 7-month-old infants. The gap effect consists in a reduction in the disengagement latency toward peripherally appearing targets when the fixation point disappears a short time before target (gap trials), compared to when both the fixation point and the peripheral target stay together on the screen (overlap trials). I hypothesized (Study 2a) that the disengagement latencies would be affected by the presence of an upright face (social stimulus) as fixation point or peripheral target more than an inverted or a noise face (non-social stimuli). Further I hypothesized (Study 2b) that the disengagement latencies would be affected by the presence of emotional expressions (social stimuli) as fixation point or peripheral target more than a noise face (non-social stimulus). Results seems to confirm a overall modulation of disengagement latencies only in the overlap trials by the social stimuli, but this modulation varies according to the different ages tested.
Overall the results confirm a modulation of orienting of attention by the nature of the stimuli employed, but, as hypothesized, given a different degree of experience with faces in infancy and adulthood, different is degree of influence of this stimuli on orienting<br>L’obiettivo di questa tesi è quello di indagare il ruolo dei volti e dei non volti nell’orientamento dell’attenzione visuo-spaziale, sia nei bambini che negli adulti. L’orientamento dell’attenzione visiva e il processamento del volto sono due temi che, separatamente, hanno una lunga tradizione di ricerca. Meno estesa è la letteratura che ha provato a collegare le due aree, per verificare se gli stimoli volti, per i quali siamo propensi a prestare attenzione fin dalla nascita, possano influenzare l’orientamento dell’attenzione visiva, quando confrontati con stimoli non volti. Considerando che i volti negli adulti sono processati da un specifico sistema anatomico e funzionale, che diventa progressivamente specializzato in conseguenza di una crescente esperienza, lo scopo della tesi è confrontare la performance di soggetti adulti e di bambini di diverse età. In particolare, l’ipotesi riguarda il fatto che, dato un diverso grado di esperienza con i volti nell’infanzia e nell’età adulta, diverso sia il gradi di influenza di questi stimoli sull’orientamento dell’attenzione visiva.
Sulla base di queste considerazioni, la mia tesi inizia con tre capitoli teorici: il Capitolo 1 descrive i meccanismi di orientamento visivo ed i modi per studiarli negli adulti; il Capitolo 2 si riferisce allo sviluppo dell’orientamento visivo nell’infanzia, unitamente alla maturazione dei substrati neurali che sottostanno ai suoi meccanismi, e ai compiti comportamentali che si presume siano connessi a tali substrati; il Capitolo 3 descrive il processamento dei volti sia negli adulti che nei bambini in accordo ad una prospettiva dipendente dall’esperienza.
Successivamente, nella seconda parte della tesi descrivo due studi tesi ad indagare il ruolo di stimoli volti e non volti nell’influenzare l’orientamento dell’attenzione, attraverso due effetti attentivi già dimostrati sia negli adulti che nei bambini. Ad adulti e bambini sono stati somministrati gli stessi paradigmi sperimentali ed i loro movimenti oculari sono stati registrati tramite un sistema di inseguimento dei movimenti oculari (ASL). In particolare nello Studio 1 (Capitolo 4) si è indagata la modulazione dell’effetto di inibizione di ritorno da parte di stimoli sociali, a discapito di stimoli non sociali, in adulti e in bambini di 4 e 7 mesi di vita. L’inibizione di ritorno si riferisce ad un bias a riportare l’attenzione verso uno stimolo visivo che compare in una posizione già esplorata. Ho ipotizzato che un volto dritto (stimolo sociale) che compariva in una posizione spaziale già esplorata, dato il suo valore biologico, poteva sottrarsi all’etichettatura spaziale, quando confrontato con un volto invertito e con una casa (stimoli non sociali). I risultati confermano un generale effetto di modulazione dell’effetto di inibizione di ritorno, che varia in base alle diverse età testate.
Nello Studio 2 (Capitolo 5) si è utilizzato l’effetto gap, con l’obiettivo di verificare se il disancoraggio dell’attenzione potesse essere modulato dagli stimoli sociali a discapito di quelli non sociali, in adulti e bambini di 4 e 7 mesi di vita. L’effetto gap consiste in una riduzione delle latenze di disancoraggio verso target periferici, quando il punto di fissazione scompare un certo intervallo di tempo prima della comparsa del target (trial gap), rispetto a quando sia il punto di fissazione che il target periferico restano entrambi sul monitor (trial overlap). Ho ipotizzato (Studio 2a) che le latenze di disancoraggio sarebbero state influenzate dalla presenza di un volto dritto (stimolo sociale) come punto di fissazione o target periferico più di un volto invertito o di un non volto (stimoli non sociali). Inoltre, ho ipotizzato (Studio 2b) che le latenze di disancoraggio sarebbero state influenzate dalla presenza di espressioni emotive (stimoli sociali) come punti di fissazione o target periferici più di un non volto (stimolo non sociale). I risultati sembrano confermare un generale modulazione del disancoraggio dell’attenzione solo nei trial overlap da parte degli stimoli sociali, ma questa modulazione varia in base alle diverse età testate.
Globalmente i dati confermano una modulazione dell’orientamento dell’attenzione da parte della natura degli stimoli utilizzati, ma, come ipotizzato, dato un diverso grado di esperienza con i volti nell’infanzia e nell’età adulta, diverso è il gradi di influenza di questi stimoli sull’orientamento
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Yagcioglu, Mustafa. "Comparison Of 3d Facial Anchor Point Localization Methods." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609510/index.pdf.
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Human identification systems are commonly used for security issues. Most of them are based on ID card. However, using an ID card for identification may not be safe enough since people may not have any protection against the theft. Another solution to the identification problem is to use iris or fingerprints. However, systems based on the iris or fingerprints need close interaction to identification machine. Identifying someone from his photograph overcomes all these problems which can be called as face recognition.
Common face recognition systems are based on the 2D image recognition but success rates of these methods are strictly depending on the environment. Variations on brightness and pose, complex background are the main problems for 2D image recognition systems. At this point, three dimensional face recognition techniques gain importance. Although there are a lot of methods developed for 3D face recognition, many of them assume that face is not rotated and there is not any destructive (i.e. beard, moustache, hair, hat, and eyeglasses) on the face. However, identification needs to be done though these destructives. Basic step for the face recognition is the determination of the anchor points (i.e. nose tip, inner eye points). In this study, the goal is to implement previously proposed four face recognition methods based on anchor point detection<br>&ldquo<br>Multimodal Facial Feature Extraction for Automatic 3D Face Recognition&rdquo<br>, &ldquo<br>Automatic Feature Extraction for Multiview 3D Face Recognition&rdquo<br>, &ldquo<br>Multiple Nose Region Matching for 3D Face Recognition under Varying Facial Expression&rdquo<br>, &ldquo<br>3D face detection using curvature analysis&rdquo<br>, to compare the success rates of them for rotated and destructed images and finally to propose improvements on these methods.
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Gollings, Emma Kate. "A Comparison of an internet-based and face-to-face group intervention to modify body dissatisfaction and disturbed eating in young women /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000247.
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Fairweather, Amanda Elizabeth. "Comparison of Face-To-Face and Synchronous Web-Based Training in Motivational Interviewing for Health and Human Service Professionals: Does Training Method Matter?" Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/28749.
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Motivational Interviewing (MI) is a client-centered technique that builds intrinsic motivation for behavior change that healthcare professionals can acquire to provide better care for their clients. Currently, MI training is done face-to-face; however, to make training more accessible, online training needs to be evaluated. Eighteen human and health service professionals were randomized and participated in fourteen hours of either a face-to-face or online synchronous MI training. To distinguish skill level and proficiency between the groups participants completed an audio recording with another participant and was coded using Motivational Interviewing Treatment Integrity (MITI) 4.2.1. There was statistical significance (p=0.045) in the behavioral count of giving information. However, no other significant differences were found indicating there was no difference between the two training modalities. A synchronous online MI training is as efficacious as traditional face-to-face training. Synchronous online training may enable MI training for healthcare professionals who live in remote areas.
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Lee, Ju Young. "The effect of computer-mediated communication (CMC) interaction on L2 vocabulary acquisition a comparison study of CMC interaction and face-to-face interaction /." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1468105.
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Essington, Garman Deanna, and Donald W. Good. "Student Success: A Comparison of Face- to-face and Online Sections of Community College Biology Course Review of Higher Education & Self Learn." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/284.
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The purpose of this quantitative study was to determine if there were significant differences in student success in terms of face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests. The results of this study enabled this researcher to note significant differences between grades, success rates by gender, success rates by health and non-health majors, non-traditional age (at least 25 years of age) success rate, and attrition rate for students in the face-to-face course compared to the online students. There was no significant difference found in the success rate for traditional age (less than 25 years of age) students in the face-to-face sections compared to those in the online sections.
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Elford, D. Roderick. "The Child Telepsychiatry Project, a randomized controlled trial : a comparison of initial child psychiatry assessments conducted via telemedicine to assessments conducted face-to-face." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25838.pdf.
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Foster, Susan L. "A Comparison of Student Success, Attrition, and Perceptions of Course Satisfaction in Online Courses with Face-to-Face Health Information Management Associate Degree Programs." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811708.
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<p> The purpose of this study is centered on health information management (HIM) student learning outcomes and attrition in an online learning environment as compared with that of a traditional face-to-face learning environment. Online education has become mainstream and enrollment continues to grow even though overall enrollment in higher education has decreased (Poulin & Straut, 2016). In addition, colleges and universities retain fewer online students than traditional face-to-face students (Brown, 2017). Furthermore, student satisfaction has been labeled as a measure of quality for online education (Online Learning Consortium, 2017). The Community of Inquiry theory of student satisfaction with an online learning environment was utilized as the theoretical framework for this study (Garrison, Anderson, & Archer, 2000). Quantitative data were collected from accredited two-year associate health information management program directors for analysis in this study. Students currently enrolled in health information management online courses were surveyed with a Community of Inquiry survey instrument to assess their perceptions of satisfaction with online courses. Descriptive analysis methods were utilized to answer the four research questions which guided this study. The findings of the study on differences between the national Registered Health Information Technician final exam scores and domain scores from graduates of traditional face-to-face courses with similar peers enrolled in online courses demonstrated a significant difference with lower overall scores for online graduates. On the other hand, there was no statistically significant difference between attrition rates of traditional face-to-face and online programs. Based on the analysis of the Community of Inquiry data, students of current online HIM courses have an above average degree of satisfaction.</p><p>
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BALDASSI, GIULIO. "EMOTIONAL SEMANTIC CONGRUENCY BASED ON STIMULUS DRIVEN COMPARATIVE JUDGEMENTS. FACES IN UPRIGHT/INVERTED ORIENTATION AND NUMBERS." Doctoral thesis, Università degli Studi di Trieste, 2020. http://hdl.handle.net/11368/2961359.
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The left-to-right spatial mental representation of emotional valence has been extensively studied in the past decades. Studies based on speeded classification of centrally presented emotions showed a valence-specific lateral bias, characterized by faster left-sided responses for negative emotions (angry face) and faster right-sided responses for positive emotions (happy face). However, it is not clear whether the valence-specific lateral bias occurs in a valence comparison task (CT) between pairs of simultaneously displayed facial expressions (horizontally aligned), with the instruction to choose the most negative/positive. Differently from studies involving single emotion, in the CT there is a lateralization of both the stimuli (one face is presented at the left- and one at the right-side of the screen) and the responses (using left- and right-hands).
In the present study, I investigated the possible occurrence of the valence-specific lateral bias in a valence CT pairing facial expressions, belonging to the anger-to-neutral-to-happiness emotional continuum, into two types of stimulus pairs: (1) mixed-facial expressions pairs (i.e, a neutral face paired with a 100% emotional angry/happy face); and (2) complete-facial expressions pairs (i.e., a 50% or 100% emotional face paired with another emotional face of the same emotional intensity, but with the opposite emotional valence).
In the Study 1, I demonstrated that in a valence CT (with stimulus self-terminated by the participant response), the lateralized motor reactivity is independent from any valence-specific lateral bias. The motor reactivity resulted to be proportional to the target absolute emotional intensity relative to the cutoff (i.e., the neutral face), irrespective of the response side and the congruency with the spatial arrangement of the pair with the left-to-right spatial mental representation of emotional valence. The occurrence of this bias, namely Emotional Semantic Congruency effect (ESC), is fully consistent with a stimulus-driven theoretical framework and a capture of visual spatial attention due to emotional stimuli. The attentional capture phenomenon is predicted by a direct Speed-Intensity Association (SIA) with a remapping of three source of intensities, all intrinsic in the stimulus pairs, into response speeds. The three sources of intensities are: the target absolute emotional intensity relative to the cutoff, the average emotional intensity of the stimulus pair, and an additive/subtractive constant which formalizes an emotion anisotropy, that produces a general improvement of the performance for relatively positive vs. negative emotion intensities. ESC resulted to be independent on lateralization of emotions and it occurs both under tachistoscopic presentation of stimuli and in indirect task condition in which the valence intensity is task irrelevant.
In the Study 2, I demonstrated that ESC is independent from motivational significance of the stimuli, and it is generalizable from the specific domain of emotion (non-symbolic with high motivational significance) to the domain of numbers (symbolic with low motivational significance).
In the Study 3, I demonstrated that ESC is independent from the type of stimulus processing (i.e., part-based or holistic) involved in the processing of face. ESC resulted to be independent form inversion of facial expressions (beyond a global slowing down of responses due to the face inversion effect). Furthermore, I investigated the nature of the emotion anisotropy which is cutoff dependent, and it occurs only in the case in which the cutoff need to be extrapolated from image pairs.
In conclusion, the present work revealed a general mechanism regulating CT, based on a capture of visual spatial attention by the extremal values of a series. This capture is independent from both the representational domain (emotional vs. numerical) and the type of stimulus processing involved (holistic vs. part-based).
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Murphy-Boyer, Linda. "A comparison study of group development, and rate, amount and depth of participation by gender, status and personality in a hybrid, face to face/online, course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62990.pdf.
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Patalano, Julianne Louise. "A comparison of trial and error learning versus errorless learning of face-name associations in Alzheimer's patients." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2697.
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The effectiveness of errorless learning, trial-and-error learning (i.e., errorful learning), and a traditional method for recalling face-name associations was compared in early Alzheimer's disease patients. Alternating treatment designs were used to assess method effects for each participant. Face-name associations were learned using pictures from the Rivermead Behavioral Memory Test, six pictures for each of the three learning procedures. The results of the study showed that the errorless learning procedure had a larger number of face-name associations learned in 2 out of the 3 participants, compared to the trial-and-error learning and the traditional method.
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Dennis, Jancis K. "Problem-Based Learning in Computer-Mediated Versus Face-to Face Groups: A Comparison of Learning Behaviors and Outcomes of Entry-Level Physical Therapy Students in a Module on Women's Health." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/484.
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Constructivists have reasoned that their approach to education is suited to computer mediated communication (CMC). Problem-based learning (PBL) is a constructivist approach gaining favor in physical therapy (PT) curricula that has been minimally researched in using CMC. The purpose of this study was to describe the effects of a computer-mediated communication environment on the processes and outcomes of PBL. Thirty-four second-year PT students at the Medical College of Georgia (MCG), studying a module of Women's Health (WH), were stratified by site into those at the host campus (Augusta), and those at the remote campus (AJbany). Ten students from AJbany and twenty-four from Augusta were randomly assigned to either traditional face-to-face (FTF) PBL groups (TPBL) or computer-mediated PBL groups (CMPBL). All students addressed the same stimulus problems and followed the PBL learning process comprising an introductory tutorial, self-directed learning and a second tutorial. The same content expert was available to all groups. To control for effects of confounding variables measures were taken of computer knowledge and skills, Myers-Briggs type, GRE and gender. During the learning experience students logged time-on-task, provided records of the learning issues identified during the first tutorial for each problem. At the conclusion of the module all students took a 30 question multiple-choice test (MCQ) and responded to two short answer questions (SAQs).
The two groups were comparable on gender, Myers-Briggs type, GRE and computer knowledge and skills. The CMPBL group logged significantly longer time-on-task than the TPBL group, but there were no significant differences in learning outcomes between the groups based on learning conditions. The processes of PBL as measured by hypothesis generation, learning issues identified and facts ascertained from the inquiry materials were unaffected by the learning conditions. Students in the CMPBL expressed frustration with medium. Post hoc analyses suggest individual group factors might be more significant predictors of performance than the conditions of learning (CMC vs. FTF). Recommendations based on this study relate to interface design to facilitate the PBL process and further research on group process and tutor roles in the CMC environment.
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Lill, Felix [Verfasser]. "Conflict or solidarity? Intergenerational relations in the face of population ageing. A comparison of Germany and Japan / Felix Lill." Berlin : Hertie School of Governance, Library and Information Services, 2018. http://d-nb.info/1165354802/34.
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Ferguson, Eilidh Louise. "Facial identification of children : a test of automated facial recognition and manual facial comparison techniques on juvenile face images." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/03679266-9552-45da-9c6d-0f062c4893c8.
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The accurate identification of children from facial photographs could provide a great attribute in the fight against child sexual exploitation, and may also aid in the detection of missing juveniles where comparative material is available. The European Commission is actively pursuing a global alliance for the identification of the victims of child sexual abuse; a task which is considered to be of the utmost importance. Images of child sexual abuse are shared, copied, and distributed online and their origin can be difficult to trace. Current investigations attempting to identify the children within such images appear to focus on the determination of places or geographical regions depicted in these images, from which victims can subsequently be tracked down and identified. Cutting edge technology is also used to detect duplicate images in order to decrease the workload of human operators and dedicate more time to the identification of new victims. Present investigations do not appear to focus on facial information for victim identification. Methods of facial identification already exist for adult individuals, consisting of both automated facial recognition algorithms and manual facial comparison techniques carried out by human operators. Human operator image comparison is presently the only method considered accurate enough to verify a face identity. It is only recently that researchers involved in automated facial recognition have begun to concern themselves with identification spanning childhood. Methods focus on age simulation to match query images with the age of the target database, rather than discrimination of individual faces over age progression. As far as can be determined, this is the first attempt to assess the manual comparison of juvenile faces. This study aimed to create a database of children’s faces from which identification accuracy could be tested using both automated facial recognition and manual facial comparison methods, which already exist for the identification of adults. A state-of-the-art facial recognition algorithm was employed and manual facial comparison was based on current recommendations by the Facial Identification Scientific Working Group (FISWG). It was not known if methods based on adult faces could be successfully extrapolated to juvenile faces, particularly as facial identification is highly susceptible to errors when there is an age difference between images of an individual. In children, the face changes much more rapidly than adults over ageing, due to the rapid growth and development of the juvenile face. The results of this study are in agreement with comparisons of automated and human performance in the identification of adult faces. Overall the automated facial recognition algorithm superseded human ability for identification of juvenile faces, however human performance was higher for the most difficult face pairs. The average accuracy for human image comparison was 61%. There was no significant difference in juvenile identification between individuals with prior experience of adult facial comparison and those with no prior experience. For automated facial recognition a correct identification rate of 71% was achieved at a false acceptance rate of 9%. Despite using methods created for adult facial identification, the results of this study are promising, particularly as they are based on a set of images acquired under uncontrolled conditions, which is known to increase error rates. With further augmentation of the database and investigation into child-specific identification techniques, the ability to accurately identify children from facial images is certainly a future possibility.
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Lee, May-Yoong. "Profile preferences for the Chinese female : a comparison between the Chinese public and the orthodontists in Sydney." Thesis, The University of Sydney, 1990. http://hdl.handle.net/2123/4685.
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Rossiter, John C. "A Comparison of Social Desirability Bias among Four Widely Used Methods of Data Collection as Measured by the Impression Management Subscale of the Balance Inventory of Desirable Responding." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1240263500.
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Paproski, Darren Melvin. "Purchasing intentions and behaviour in China : a comparison of Chinese consumers in key cities - Beijing, Shanghai, Guangzhou and Chongqing." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7626.
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This research is a study of purchasing intentions and behaviors in China. Consumers from four key cities including Beijing, Shanghai, Chongqing, and Guangzhou were studied and differences in intentions and behavior as well as influences on behavior were analyzed. The results of the study provide greater depth to understanding consumer behavior in China and insight into likely responses to marketing strategies. Interviews with Chinese marketing experts were conducted and surveys were administered to samples of the target populations. Interviews assisted in understanding many of the general stereotypes held with respect to various ethnicities and helped with explaining some of the reasons for differences found. The study’s results are categorized into five areas. First, with respect to general purchasing intentions the study found that Chinese consumers from key cities differ significantly with respect to most of the purchasing intentions measured including inclination to try to new products, brand loyalty, use of discount cards, and willingness to purchase substitute brands. Based on five measures of conservatism, Beijing and Shanghai consumers were found to exhibit more conservative consumption behaviors than Chongqing and Guangzhou consumers. Chongqing and Guangzhou consumers are more likely than consumers in Shanghai and Beijing to wait for a friend's recommendation before buying a new brand. Second, with respect to brand choices, the study found that Beijing consumers tend to be more ethnocentric in their purchasing behavior in comparison to consumers from other key cities. The study also found a moderate association between ethnicity and brand purchase repertoire in most product categories. Third, with respect to reasons for purchases, the study found that generally there was only limited association between ethnicity and the reason for selecting brands. Consumers most often cited quality as the main reason for purchase. Fourth, with respect to actual brand purchase frequencies, the study found that Beijing consumers made more frequent purchases more often than other consumers in half of the categories studied. Chongqing consumers tend to purchase favorite brands less frequently than consumers from other key cities. Fifth, with respect to knowledge of country of origin and country of manufacture and their influences on intentions, the study found that for most product categories (nine of twelve studied) country of origin was an important consideration in the purchase decision. In general, many Chinese consumers are misinformed about brands’ country of origin. The research provides insight into important purchase cues and moderators impacting brand choice behavior.
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Erickson, Christian William. "The internal face of the garrison state : a comparison of United States and Russian internal security institutions and policy, 1900-2004 /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.
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Lefrançois, Claire. "Tensions autour du critère d'âge. Les chômeurs âgés face aux politiques de l'emploi, en France et au Royaume-Uni." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30036.
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Depuis une à deux décennies, l'âge est perçu comme un critère arbitraire pour encadrer des parcours individuels qui se singularisent. Cette mise en cause s'est cristallisée dans l'adoption de lois qui interdisent la discrimination sur l'âge sur le marché du travail, en 2001 en France et en 2006 au Royaume-Uni. Ce sont les tensions qui se font jour autour de cette moindre légitimité de l'âge que nous interrogeons dans ce travail de thèse. Pour ce faire, nous avons procédé à l'analyse des politiques qui encouragent les chômeurs âgés à se maintenir sur le marché de l'emploi. dans une démarche comparative, nous avons étudié ces politiques, le contexte dans lequel elles interviennent, nous avons analysé la manière dont ces politiques sont mises en oeuvre et, enfin, nous avons rencontré les chômeurs visés par ces dispositifs. Cette thèse met en évidence trois aspects majeurs. Tout d'abord, nous montrons que la dénonciation de ce critère survient en France et au Royaume-Uni dans un contexte particulier, qui permet de justifier la mise à mal de droits sociaux fondés sur l'âge et de légitimer les réformes des retraites. Ensuite, l'âge demeure dans les deux pays un critère d'organisation des existences puissant. Il résiste aussi bien au niveau des politiques de l'emploi qui continuent à se fonder sur ce critère, qu'à celui des individus qu ile mobilisent pour interpréter leur situation et donner du sens à leurs pratiques. Enfin, nous mettons en exergue que la mise en cause de l'âge s'enracine dans des rapports sociaux puissants, à l'oeuvre en France et au Royaume-Uni. Ce sont bien souvent les individus les plus diplômés et les plus qualifiés d'entre eux qui dénoncent ce critère<br>Nowadays, age as criterion is criticized to structure individual lives. This suspicion has been crystallized in the adoption of laws that prohibit age discrimination in the labour market, in 2001 in France and 2006 in the United Kingdom. In this dissertation, we question the tensions that have emerged around the legitimacy of age. To that purpose, we analyze the policies that encourage older workers to stay in work. In a comparative perspective, we studied these policies, the context within they emerge, we analyze how these policies are implemented, and finally we met older workers targeted by theses policies. This thesis highlights three major results. First, we show that the condemnation of this criterion occurs in France and the United Kingdom in a particular context which tends to justify to undermine social rights based on age and to legitimise pension reforms. Next, age remains in both countries as a powerful criterion to organise individual lives. Employment policies continue to rely on this criterion and individuals also mobilize age to interpret their situation and give meaning to their practices. Finally, we highlights that the denunciation of age is deeply rooted in social relation, in France and in the United Kingdom. The highly qualified people are in fact those which denounce this criterion
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Wilson, William. "Comparison of Traditional Educative Delivery to Online Education in United States History as Measured by Florida's End-Of-Course Examinations in a Large Urban School District in Central Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6385.
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Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status.
Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup—overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.<br>Ed.D.<br>Doctorate<br>Teaching, Learning and Leadership<br>Education and Human Performance<br>Educational Leadership; Executive Track
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Remichi-Meziani, Yamina. "Diversifier l'organigramme ? Les dilemmes des mairies de Pessac (France) et d’Amsterdam Nieuw West (Pays-Bas) face à l’enjeu de la diversité des origines." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0409.
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La question de la promotion de la diversité dans le monde politique et dans celui del'entreprise a déjà fait l'objet de nombreuses études et débats. Mais que sait-on du recrutement des descendants de migrants non-occidentaux au sein des collectivités territoriales ?Au-delà des chartes, labels ou signes d’engagement médiatisés, à quoi ressemblent les politiques de diversité des origines au niveau local ? Comment les logiques d’inclusion et de valorisation des descendants de migrants sont-elles concrètement appliquées ? De quelles manières les recruteurs s’organisent-ils et gèrent-ils leurs sélections face aux directives de diversité ? Et au-delà de la rhétorique, parvient-on à des résultats concrets ?Dans un contexte de travail tendu où la compétition est de plus en plus rude, cette enquête se propose de plonger, à travers l'étude comparative de deux études de cas, dans la "boîte noire" du recrutement au sein de deux mairies : celle de X., ville de l'agglomération bordelaise, en France, et la mairie d’arrondissement d'X., dans la périphérie de la capitale des Pays-Bas. Une comparaison d'autant plus instructive que dans ces deux pays aux modèles d'intégration bien différents, voire opposés -- discrimination positive aux Pays-Bas, refus des statistiques ethniques en France -- l’insertion des descendants de migrants dans l’emploi fait l’objet de politiques publiques récentes.En s’appuyant sur la parole des élus, chefs de service, chefs de départements, responsables de recrutement, et sur l’expérience des descendants de migrants, ceux qui sont employés en mairie comme ceux qui ont essuyé des refus, cette thèse tend à éclairer les logiques d’action des recruteurs et des candidats de la diversité des origines aux prises avecles nouvelles directives de diversité<br>The issue of promoting diversity in the political and private spheres has been the subject of a great number of studies and debates. But what do we know about the recruitment of descendants of non-Western migrants in local authorities? What do policies of ethnic diversity look like at local level, beyond charters, labels and publicized signs of commitment? In what ways are the logics of inclusion and valorization of migrants' descendants applied in practice? In what ways recruiters organize their selection of suitable candidates? And do they achieve any concrete results? In a tense work environment where competition is increasingly fierce, this research aims to plunge into the “black box” of recruitment processes in two administrations through the comparative study of two cases: X., an area of the city Bordeaux in France, and the city district X. in the Netherlands. This comparison is instructive, because the two countries have very different integration models (sometimes they are even considered opposites: positive discrimination in the Netherlands, refusal of ethnic statistics in France), and the integration of descendants of migrants in the sphere of the labor market has been the subject of recent public policies. This study focuses on the one hand, on the discourse of elected officials, heads of departments, managers, and, on the other hand, on the experiences of the descendants of migrants, both employed in city administrations and those who didn’t pass the selection process. It aims to shed light on the logics of action from recruiters and candidates from ethnic backgrounds, who are struggling with the new diversity guidelines
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Hooshmand, Mary A. "Comparison of Telemedicine to Traditional Face-to-Face Care for Children with Special Health Care Needs: Analysis of Cost, Caring, and Family- Centered Care, Family Cost Survey, Caring Professional Scale, Measure of Processes of Care 20-Item Scale." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/408.
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It is estimated that one out of every five household with children in the United States includes a Child with Special Health Care Needs (CSHCN). Families of CSHCN face many challenges including financial burdens beyond that of other families and difficulty accessing much needed pediatric specialty care. Telemedicine provides a potential solution or, at the least, an alternative to the traditional system of care, for health care providers and communities to address access and financial concerns of families of CSHCN. A quasi-experimental research design was used in this study to examine the differences in cost, caring, and family-centered care in relation to pediatric specialty services utilizing telemedicine technology compared to traditional face-to-face care. The study sample included a convenience sample of 222 parents/ guardians of CSHCN residing in rural, remote and medically underserved areas of Southeast Florida enrolled in the Children's Medical Services (CMS) program. The sample was comprised of two study groups: traditional (n = 110) which included families receiving traditional face-to-face pediatric specialty care; and the telemedicine group (n = 112) which included families who have received telemedicine visits along with traditional face-to-face pediatric specialty care. Measures of cost, caring, and family-centered care were obtained using three instruments including a Family Cost Survey, Caring Professional Scale (CPS), and Measure of Processes of Care- 20 Item Scale (MPOC-20). Results indicated that there were no significant differences in family costs when telemedicine was available locally compared to traditional face-to-face care in the local community. Family costs were anticipated to be significantly higher if telemedicine was not available in their communities. There were no differences in the families' perceptions of care as caring for the telemedicine and traditional groups. Results indicated significant differences between the groups in regards to family-centered care, with telemedicine group parents/ guardians reporting more positive perceptions of the system of care as family-centered compared to families receiving traditional face-to-face pediatric specialty care. These results together underscore the importance of assuring and facilitating access to pediatric specialty care for CSHCN and their families by further reducing their burdens and costs. The use of innovative systems of care such as telemedicine has promise to promote caring, family-centered systems of care in their home communities. Future research is recommended to further examine nursing roles and interventions in telemedicine programs, measurement tools, and family perceptions of systems of care across different populations.
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Cai, Hui. "Making “invisible architecture” visible: a comparative study of nursing unit typologies in the United States and China." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/48972.
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China is engaged in the largest healthcare construction program in history, expecting to build more than 2,000 hospitals and a large number of healthcare facilities at all scale over the next few years. This once-in-a-lifetime construction boom provides a valuable opportunity to rethink Chinese hospital design, and especially to consider how to design modern hospitals that are effective and efficient in delivering care, and are responsive to the cultural needs of the Chinese people as well. This dissertation seeks to rigorously define these issues and develop metrics that link design to key healthcare processes. This study uses a range of concepts and analysis tools drawn from cross-culture organizational communications, evidence-based design, space syntax and other research traditions. This thesis develops and refines metrics for four main drivers of nursing unit design: space economy, staff efficiency, natural light and cultural preferences for communication. Communication among Chinese healthcare workers is strongly influenced by cultural preferences for patterns of authority and decision-making reflected in organizational culture and rooted in Confucian principles of hierarchical social structure (Dengji), social network (Guanxi) and face (Mianzi). While the dissertation builds on a longstanding tradition of research focusing on healthcare space economy and staff efficiency, new measures for cultural preferences are proposed and tested. Based on emerging theories of cross-cultural organizational communication by Hofstede and other scholars, and space syntax, this study particularly explores how cultural preferences for face-to-face communication are reflected in the design of Chinese nursing units. Based on the proposed metrics, the dissertation analyzes six pairs of Chinese and US nursing units, matched on layout type. While the Chinese nursing units appear Western, deeper quantitative analysis of their layouts reveals significant national differences in the application of unit typologies in China when compared to those in the U.S. It shows that Chinese hospital design is rooted in cultural preferences such as for positive energy (qi) based on Fengshui theory, and in Confucian principles of hierarchy, social networking and face.
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ERIKSSON, JOHN, and JONAS HÖGLUND. "A comparison of reductions from FACT to CNF-SAT." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-157342.
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The integer factorisation problem (FACT) is a well-known number-theoreticproblem, with many applications in areas such as cryptography. An instanceof a FACT problem (a number n such that n = p × q) can be reduced to aninstance of the conjunctive normal form boolean satisfiability problem (CNFSAT),a well-known NP-complete problem. Some applications of this is toutilize advances in SAT solving for solving FACT, and for creating difficult CNF-SAT instances.This report compares four different reductions from FACT to CNF-SAT,based on the full adder, array multiplier and Wallace tree multiplier circuits.The comparisons were done by reducing a set of FACT instances to CNF-SAT instances with the different reductions. The resulting CNF-SAT instanceswere then compared with respect to the number of clauses and variables, aswell as the time taken to solve the instances with the SAT solver MiniSat.
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Eriksson, John, and Jonas Höglund. "A comparison of reductions from FACT to CNF-SAT." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-145983.
Full textAbstract:
The integer factorisation problem (FACT) is a well-known number-theoreticproblem, with many applications in areas such as cryptography. An instanceof a FACT problem (a number n such that n = p × q) can be reduced to aninstance of the conjunctive normal form boolean satisfiability problem (CNF-SAT), a well-known NP-complete problem. Some applications of this is toutilize advances in SAT solving for solving FACT, and for creating difficultCNF-SAT instances.This report compares four different reductions from FACT to CNF-SAT,based on the full adder, array multiplier and Wallace tree multiplier circuits.The comparisons were done by reducing a set of FACT instances to CNF-SATinstances with the different reductions. The resulting CNF-SAT instanceswere then compared with respect to the number of clauses and variables, aswell as the time taken to solve the instances with the SAT solver MiniSat.
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Walker, Ryan J. "Influences on Fact-Based and Simulation-Based Comparisons." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436864248.
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Wan, Zhibin, and Huatai Xu. "Performance comparison of different machine learningmodels in detecting fake news." Thesis, Högskolan Dalarna, Institutionen för information och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37576.
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The phenomenon of fake news has a significant impact on our social life, especially in the political world. Fake news detection is an emerging area of research. The sharing of infor-mation on the Web, primarily through Web-based online media, is increasing. The ability to identify, evaluate, and process this information is of great importance. Deliberately created disinformation is being generated on the Internet, either intentionally or unintentionally. This is affecting a more significant segment of society that is being blinded by technology. This paper illustrates models and methods for detecting fake news from news articles with the help of machine learning and natural language processing. We study and compare three different feature extraction techniques and seven different machine classification techniques. Different feature engineering methods such as TF, TF-IDF, and Word2Vec are used to gener-ate feature vectors in this proposed work. Even different machine learning classification al-gorithms were trained to classify news as false or true. The best algorithm was selected to build a model to classify news as false or true, considering accuracy, F1 score, etc., for com-parison. We perform two different sets of experiments and finally obtain the combination of fake news detection models that perform best in different situations.
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Groth, Marcus. "Recognizing fake news : A comparison between Ethiopian and Swedish students." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254976.
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Ethiopia and Sweden are two countries that do not feature together often, but they both face increasing problems with fake news. This thesis is researching whether the similarities between individuals from these countries are greater than the differences between the nations. Meaningful differences in attitudes to media and how to tell fake from fact might indicate that media literacy education has to focus on different aspects, depending on the country. A total of 20 respondents from Ethiopia and Sweden were interviewed about their social media use and what methods they employ and signs they look for in order to separate trustworthy news stories online from fake news. They also played two mission from the game Reality Check, in order to test their ability and learn about more methods for fact-checking. Indications of several important similarities between the groups were found. Both share the same major weakness with respondents from previous research, and exhibit similar biases. The groups differ from each other in some regards, particularly how they prefer to find additional sources. The findings of this study agrees with previous research that people who depend less of reliable sources, and rather trust their own or their friends' ability to tell fake from fact generally perform worse. Confirmation bias is identified as a threat to the respondents' fact-checking ability. The study concludes by recommending that more attention be paid to confirmation bias in media literacy education, and how educators can be informed by the indications of differences between the groups that were found by this study.<br>Etiopien och Sverige är två länder som sällan ryms i samma mening, men som båda står inför ett allt större problem med ryktesspridning och fake news. Detta examensarbete undersöker om likheterna mellan människor från dessa länder är större än deras nationella skillnader. Avsevärda skillnader mellan respondenternas syn på källkritik skulle kunna indikera att utbildningsinsatser som förebygger ryktesspridning och desinformation i de båda länderna måste ha olika fokus, och att möjligheterna för internationellt utbyte minskar. Sammanlagt intervjuades 20 respondenter från Etiopien och Sverige om deras användning av sociala medier, samt vilka metoder och kännetecken de använder för att skilja trovärdiga nyhetshistorier från rykten. För att jämföra deras förmågor fick de också spela två uppdrag från spelet Reality Check. Flera viktiga likheter mellan de två grupperna av respondenter upptäcktes. I båda grupper förekom attityder som grupper i tidigare forskning uppvisat, och som gjort de grupperna sårbara för rykten. Det finns också mindre skillnader mellan de båda grupperna, främst när det gäller vilken metod de föredrar för att hitta fler källor. Resultaten från denna undersökning tyder på att personer som litar mer på sin egen eller vänner förmåga att skilja sant från falskt än på trovärdiga källor presterar sämre, vilket överensstämmer med resultat från tidigare studier. Bekräftelsebias identifieras som ett hot mot respondenternas förmåga att avgöra vad om är trovärdigt och inte. Rapporten avslutas med några rekommendationer. I utbildning där källkritik berörs borde större fokus läggas på bekräftelsebias. Etiopiska och svenska lärare borde också ta hänsyn till skillnaderna som upptäcktes i denna undersökning.
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Qin, Jiashuo. "Online Dating and the Function of Anticipating Comparisons between Self-Presentation Report Veridicality and Potential Face-to-Face Interaction on Impression Management." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460394724.
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SOUZA, RAMON DE ATTAYDE BARROS DE. "EVALUATION OF ENVIRONMENTAL FATE AND COMPARISON OF PESTICIDES WITH THE MULTIMEDIA MODEL CAPA." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4656@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Este estudo propõe a apresentação de um modelo de
multimeios, denominado CAPA, capaz de analisar e comparar
um elenco de 39 pesticidas num ambiente pré-determinado sob
regime estacionário. O CAPA (Calculadora para Avaliação de
Pesticidas no Ambiente) foi desenvolvido baseado no modelo
ESTAC FATE (desenvolvido pelo Canadian Environmental
Modelling Centre,Trent University, Canadá ). O modelo
funciona no Excel, é programado em Visual Basic, usa a
fugacidade como critério de equilíbrio e avalia os
pesticidas em três diferentes níveis: Nível 1 (equilíbrio),
Nível 2 (equilíbrio com entradas e saídas advectivas e
reativas) e Nível 3( sem equilíbrio com entradas
e saídas advectivas e reativas e transporte difusivo entre
meios). Cada pesticida é comparado com os demais em função
dos fatores de bioacumulação (FBA),Persistência (P),
Toxicidade (T) e Transporte de Longo Alcance (TLA).<br>This study proposes the presentation of a multimedia model,
named CAPA, which is able to evaluate and compare a
collection of 39 pesticides in a predetermined environment
under steady state. The CAPA (Calculadora para Avaliação de
Pesticidas no Ambiente) was based in the ESTAC FATE model
(originally developed by the Canadian Environmental
Modelling Centre, Trent University, Canada). The model
works in Excel, is programmed in Visual Basic, assumes
fugacity as the equilibrium criterion and evaluates the
pesticides in three different levels: Level 1
(equilibrium), Level 2 (equilibrium with advective
and reative input and output) and Level 3 (no equilibrium
with advective and reative input and output and diffusive
transport between media). Each pesticide is also compared
with the others as a function of the bioaccumulation fator,
persistence, toxicity and long range transport.