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Journal articles on the topic 'Relationship with the ideal pupil'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Du, Zhigang, Hongliang Wan, Chaozhong Wu, and Xiaodong Pan. "Safety Evaluation of Highway Tunnel-Entrance Illuminance Transition Based on Eye-Pupil Changes." PROMET - Traffic&Transportation 26, no. 5 (October 31, 2014): 363–70. http://dx.doi.org/10.7307/ptt.v26i5.1321.

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Utilizing the EMR-8B eye-tracker system, the pupil changes of eight drivers were monitored when they drove through 26 typical highway tunnels. Based on the test results, the driver’s pupil areas and pupil illuminance were found to be in a power function relationship at tunnel entrances. Furthermore, a quantitative relationship between the pupil area and its critical velocity was established, and the ratio of pupil area’s velocity in relation to its critical velocity was used to evaluate the lighting transitions and to establish the ideal curve of pupil illuminance at tunnel entrances. The results demonstrated that the relationship between the pupil illuminance of the tunnel entrance and the driver’s pupil areas conforms to the Stevens law found in experimental psychology; severe pupil illuminance transition within the range of 10 metres of the existing highway tunnel entrances, which results in great visual load, is in urgent need of improvement.

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Koehler, Peter J., and Eelco F. M. Wijdicks. "Fixed and dilated: the history of a classic pupil abnormality." Journal of Neurosurgery 122, no. 2 (February 2015): 453–63. http://dx.doi.org/10.3171/2014.10.jns14148.

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The aim of this study was to investigate the development of ideas about the nature and mechanism of the fixed dilated pupil, paying particular attention to experimental conditions and clinical observations in the 19th century. Starting from Kocher's standard review in 1901, the authors studied German, English, and French texts for historical information. Medical and neurological textbooks from the 19th and 20th centuries were reviewed to investigate when and how this information percolated through neurological and neurosurgical practices. Cooper experimented with intracranial pressure (ICP) in a dog in the 1830s, but did not mention the pupils. He described dilated pupils in clinical cases without referring to the effect of light. Bright demonstrated to have some knowledge of the pupil sign (clinical observations). Realizing the unreliability of the pupil sign, Hutchinson in 1867–1868 tried to reason in which cases trepanation would be advisable. Von Leyden's 1866 animal experiments, in which he increased CSF volume by injecting protein solutions intracranially, was the first observation in which the association between fixed dilated pupils and increased ICP was established. Along with bradycardia and motor and respiratory effects, he noticed wide pupils were usually present in a comatose state. Asymmetrical dilation could not always be attributed to increased ICP, but to an oculomotor nerve lesion. Pagenstecher in 1871 extended knowledge by meticulously studying consecutive pupil phenomena with increasing pressure. In 1880, von Bergmann emphasized the significance of the ipsilateral dilation in experiments as well as in clinical cases. He distinguished the extent of pressure increase and its duration. Probably confusing irritation (epileptic head turning to the other side with pupil dilation) and lesion effects, he suggested a cortical area responsible for oculomotor phenomena, indicating what is now known as the frontal eye field. Naunyn and Schreiber (1881) understood the relationship between increased ICP with pupil dilation and decreased pulse frequency and blood pressure, warning not to decrease the latter. Concentrating on experimental traumatic effects, Duret (1878) investigated compression and commotion, in which he distinguished two phases, notably pupil constriction by bulbar lesions, due to CSF shock, followed by dilation from congestion and inflammation, due to blood around the oculomotor nerve. The key observation of a fixed dilated pupil as a sign of acute mass effect came gradually and after some localization stumbles. Following the period of extensive experimental research in ICP, the results of which were translated to clinical observations, the prognostic significance was gradually acknowledged by authors of neurological textbooks. It is well known that Cushing did similar experiments in Berne (1900–1901), and later suggested he would not have done so if he had studied the literature.

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Chudzińska-Parkosadze, Anna. "БУЛГАКОВСКИЕ РЕМИНИСЦЕНЦИИ В РОМАНЕ ЧАПАЕВ И ПУСТОТА ВИКТОРА ПЕЛЕВИНА." Acta Neophilologica 1, no. XX (June 1, 2018): 107–21. http://dx.doi.org/10.31648/an.2690.

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This article is devoted to the issue of reflecting ideas, motifs, themes, typesof protagonists and conflicts of the novel The Master and Margarita by Mikhail Bulgakov in Pelevin’s novel Chapayev and Void. The central figure in Pelevin’s novel – Peter Emptiness (other versions of his name: Pyotr Pustota, Pyotr Voyd), reminds the reader of a hero from Mikhail Bulgakov’s novel – Ivan Homeless. The life situations of the respective heroes are analogous. The model of master and pupil is also an allusion to the relationship between Ivan and the Master. Pelevin’s reminiscence code also concerns the female hero Anna, who reflects Margarita as the ideal of beauty. Moreover, Pelevin seems to continue Bulgakov’s deliberations upon the evolution of Russian history,the constant and still valid conflict between the hero and Russian society. Additionally Pelevin uses the theme of spiritual initiation as the only way of escaping from the misery of Moscow’s reality

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4

Colby, Sarah, and Bob McMurray. "Cognitive and Physiological Measures of Listening Effort During Degraded Speech Perception: Relating Dual-Task and Pupillometry Paradigms." Journal of Speech, Language, and Hearing Research 64, no. 9 (September 14, 2021): 3627–52. http://dx.doi.org/10.1044/2021_jslhr-20-00583.

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Purpose Listening effort is quickly becoming an important metric for assessing speech perception in less-than-ideal situations. However, the relationship between the construct of listening effort and the measures used to assess it remains unclear. We compared two measures of listening effort: a cognitive dual task and a physiological pupillometry task. We sought to investigate the relationship between these measures of effort and whether engaging effort impacts speech accuracy. Method In Experiment 1, 30 participants completed a dual task and a pupillometry task that were carefully matched in stimuli and design. The dual task consisted of a spoken word recognition task and a visual match-to-sample task. In the pupillometry task, pupil size was monitored while participants completed a spoken word recognition task. Both tasks presented words at three levels of listening difficulty (unmodified, eight-channel vocoding, and four-channel vocoding) and provided response feedback on every trial. We refined the pupillometry task in Experiment 2 ( n = 31); crucially, participants no longer received response feedback. Finally, we ran a new group of subjects on both tasks in Experiment 3 ( n = 30). Results In Experiment 1, accuracy in the visual task decreased with increased signal degradation in the dual task, but pupil size was sensitive to accuracy and not vocoding condition. After removing feedback in Experiment 2, changes in pupil size were predicted by listening condition, suggesting the task was now sensitive to engaged effort. Both tasks were sensitive to listening difficulty in Experiment 3, but there was no relationship between the tasks and neither task predicted speech accuracy. Conclusions Consistent with previous work, we found little evidence for a relationship between different measures of listening effort. We also found no evidence that effort predicts speech accuracy, suggesting that engaging more effort does not lead to improved speech recognition. Cognitive and physiological measures of listening effort are likely sensitive to different aspects of the construct of listening effort. Supplemental Material https://doi.org/10.23641/asha.16455900

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5

Flusser, Victor. "An ethical approach to music education." British Journal of Music Education 17, no. 1 (March 2000): 43–50. http://dx.doi.org/10.1017/s0265051700000139.

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Reflecting upon the relationship between people and music, the author is led to adopt a new position on musical education. His ideas are based on the work of the philosopher Hannah Arendt, the pedagogue and paediatrician, Janusz Korczak, and the composer R. Murray Schafer – all of whom focus upon the ‘dialogue’ of education. From Korczak is borrowed the idea of the child as ‘a present-state being’ rather than a ‘future-state being’; from Arendt the concepts of labour, work and action; and from Schafer his ‘Wolf Project’ for a musical community. On the basis of these three influences, the author advocates a ‘new manner of enacting music’ instead of ‘simply enacting new music’, basing pedagogic practice on a psycho-analytical approach to education. The pupil–teacher relationship turns on identification and projection. Teachers must nurture pupils' aesthetic choices and opinions as well as their commitment, so that ethical and aesthetic considerations can be brought together in the same musical act. Only in this way can musical education be worthwhile.

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Kubiatko, Milan. "THE CONNECTION BETWEEN SCIENCE EDUCATION RESEARCH AND TEACHING." Problems of Education in the 21st Century 49, no. 1 (December 10, 2012): 4–5. http://dx.doi.org/10.33225/pec/12.49.04.

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The relationship between teaching and research is often assumed and just as often ignored. Research should and does influence the teaching (and vice versa), but the gap between the two can at times seem large. Many of us are talking about very narrow connection between research and teaching. These voices are too often heard from colleges. But many academicians have got naive ideas about the work of a teacher; their ideas are often too far from the reality. The academicians often hold the concepts about an ideal class, where all the pupils are engaged in the teaching content; they do not consider the discipline sustaining. So, we can ask questions, if science education research is important for teachers and why it is realized?

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Noriey, Ismail Mohammed, and Mohammad Sedigh Javanmiri. "The Relationship Between Flipped Learning And Pupils’ Performance: A Reflection On Alternative Philosophical Underpinnings." Journal of University of Human Development 7, no. 3 (August 24, 2021): 104–14. http://dx.doi.org/10.21928/juhd.v7n3y2021.pp104-114.

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This research paper investigates the significance of the relationship between flipped learning and pupils’ academic performance in secondary schools in the Kurdistan Region of Iraq especially with a focus on alternative philosophical underpinnings. Undoubtedly, the significance of this study in the field of educational research bubbles over with controversies. Professional researchers/teachers’ disagreements about what happens in schools emanate from the difference in philosophical lenses employed in understanding phenomena, divergent visions regarding the purpose of schooling, and what constitutes an ideal society and cultural differences. This research attempts to understand teachers’ perception of reality in classrooms and fathoms the relationship between flipped learning and pupil’s academic performance, engagement and achievement. The research methodology employed has focused on mixed methods that allow the data analysis to adopt an interpretive approach and attempted to address the research questions by developing a structured observation and a questionnaire to facilitate the data collection procedure. The findings show that alternative philosophical underpinnings bear profound effects on pupils’ learning: teachers and the epistemologies and ontologies employed to understand reality in classrooms significantly impact flipped learning and pupils’ academic performance. The results suggest that these implications share common critical statements found in the related literature reviews that also indicate reflections on alternative philosophical underpinnings.

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Komissarova, Elena G., and Nataliya V. Gorina. "Relation on the Actual Upbringing of Child: Historical and Legal Excursion (Soviet Period)." Juridical Science and Practice 16, no. 2 (2020): 56–66. http://dx.doi.org/10.25205/2542-0410-2020-16-2-56-66.

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The current article deals with historical and legal study of those legislative ideas that became the basis for introducing relations on the actual upbringing of a minor through the sphere of family law regulation. Using historical methodology, legal monuments of Soviet period – RSFSR KZAGS of 1918, CoMF of RSFSR of 1926, and RSFSR CoMF of 1969 are analyzed. In the context of the political and socio-economic development of society in this historical period, the author examines the legislative motives that led to the introduction of the relationship between the actual teacher and the pupil in the sphere of alimony for persons belonging to other family members. Analyzing specific historical, social, scientific and legal reality which there was a actual phenomenon of education in, the authors know the logic of legal thinking of the legislator who asked for the relationship of child-rearing, do not have an explicit legal basis, legal name in the form refer to it through the design of the actual education and as to the education of his family.

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Cintulová, Lucia Ludvigh, and Libuša Radková. "The personality and competences of primary-school teachers: a research study." Humanities and Cultural Studies 3/2021, no. 2 (June 29, 2021): 41–50. http://dx.doi.org/10.5604/01.3001.0014.8900.

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This article presents an investigation into how primary-school pupils imagine a good teacher and what characteristics of teachers they appreciate. The teacher’s personality is a quality of central importance to the teaching process. Teachers find themselves in many diverse situations and they cannot always remain the same. Each situation requires different qualities, attitudes and knowledge. In different situations, the teacher can achieve the same educational outcome in various ways, by using a range of methods. No teacher can be expected to have the ideal personality and cannot possibly have all the desired qualities, so some qualities compensate for the lack of others. However, the crucial aspects of a good teacher’s personality is authenticity, naturalness and positive relationship with pupils.

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Bond, Jennifer. "‘The One for the Many’: Zeng Baosun, Louise Barnes and the Yifang School for Girls at Changsha, 1893–1927." Studies in Church History 55 (June 2019): 441–62. http://dx.doi.org/10.1017/stc.2018.9.

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This article explores the role of Chinese Christian women in the internationalization of Chinese education in the early twentieth Century. In particular, it examines the changing relationship between Church Missionary Society (CMS) missionary Louise Barnes, and Zeng Baosun, the great granddaughter of Zeng Guofan. Zeng Baosun was born in 1893 in Changsha, educated at the CMS's Mary Vaughan School in Hangzhou, and became the first Chinese woman to graduate from the University of London, before returning to China to establish a Christian school for girls in Changsha (Yifang) in 1918. Although an extraordinary example because of her elite family background, Zeng's story highlights how Chinese women used the networks to which their Christian education exposed them on a local, national and international scale to play an important role in the exchange of educational ideas between China and the West during the early twentieth century. The story of the relationship between Zeng and Barnes also reveals the changing power dynamics between foreign missionaries and Chinese Christians in the process of indigenizing the church in China: the roles of teacher and pupil were reversed upon their return to Changsha, with Zeng serving as headmistress of her own school and Barnes as a teacher.

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FRUJINĂ, Ioana Georgiana. "ADOLESCENT`S ATTITUDE TOWARDS THE COUNSELING." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (December 7, 2020): 231–36. http://dx.doi.org/10.26520/mcdsare.2020.4.231-236.

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Due to limited life experience and lack of proper self-respect criteria, teenagers need discreet counseling and guidance, being helped to form their ideal of life, perfect their moral judgments, and raise their level of conscience and moral conduct. School counseling is a socio-pedagogical and economic instrument of modern society. The activity of school counseling and orientation is to support the fundamental principles of education: the teacher-student relationship, the balance between the formality and the informative, but also the principle of success. The counselor is a person with adequate training such as having studies in psychology, pedagogy or sociology field, who is involved in school counseling and orientation and professional orientation, supporting teachers, parents and pupils in the field of activity. Through this research work, the knowledge and abilities related to school counseling and adolescent orientation were improved.

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Yeromenko, Eduard, and Maksym Doroshenko. "Combat horting in the method of education of physical culture and fundamentals of health and determination of working capacity of schoolchildren and student athletes." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(134) (April 16, 2021): 45–54. http://dx.doi.org/10.31392/npu-nc.series15.2021.4(134).12.

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This scientific article reveals the methods of education of physical culture and basics of health and determination of working capacity of athletes of combat horting of pupil and student age, features of direction and volumes of training load. The publication analyzes the relationship between combat horting and health for schoolchildren and students during their education and training in sports sections of general secondary and higher education. Every year the National Federation of Combat Horting of Ukraine raises more and more problems of health-improving orientation of the educational process by means of sports. During the years of perestroika and reforms, scientists, teachers and leaders of the sports federation, educational sphere organized and conducted many serious studies, obtained many valuable sports, philosophical, socio-economic and psychological-pedagogical results, developed important concepts and recommendations, implemented a number of practical measures in the field of improvement of educational and training process, its adaptation to new conditions of educational activity in Ukraine. The analysis of methods of education of physical culture and basics of health of athletes of combat horting, the analysis and definition of their working capacity, value potential of combat horting and new ways of its development by a society and the person, and also pedagogical values of the trainer on combat horting, allows to receive ideas approaches formed in the modern theory and practice of combat horting.

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Monk, Daniel. "Theorising Education Law and Childhood: Constructing the ideal pupil." British Journal of Sociology of Education 21, no. 3 (September 2000): 355–70. http://dx.doi.org/10.1080/713655361.

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Raina, V. K. "Perception of Meritorious Indian Teachers about the Ideal Pupil." Gifted International 3, no. 1 (January 1985): 11–22. http://dx.doi.org/10.1080/15332276.1985.11672674.

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Xu, Xiao Wen. "An Efficient Iris Segmentation Method for Non-Ideal Iris Images." Advanced Materials Research 658 (January 2013): 597–601. http://dx.doi.org/10.4028/www.scientific.net/amr.658.597.

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Segmenting the non-ideal iris images accurately is a main problem for iris recognition, due to the impact of the eyelids, eyelashes and deformation. The paper presents an iris segmentation method based on an improved level set. Firstly, we used gray projection algorithm to locate the pupil. Secondly, we applied the least square fitting algorithm to estimate the boundary between the pupil and the iris. Finally, we used the level set method to accurately segment the iris. Experimental results demonstrate the segmentation accuracy for outer boundary of the iris is 98.59%. The method presented in this paper is superior to Daugman method and Hough transform algorithm in iris segmentation, especially for non-ideal iris images.

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Beveridge *, Sally. "Pupil participation and the home–school relationship." European Journal of Special Needs Education 19, no. 1 (March 2004): 3–16. http://dx.doi.org/10.1080/0885625032000167115.

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Carvalho, Silvana Queiroga da Costa, Michael Jackson Oliveira De Andrade, and Natanael Antonio Dos Santos. "Relationship between facial attractiveness and pupil diameter in young adults." Psico 50, no. 2 (August 1, 2019): 30033. http://dx.doi.org/10.15448/1980-8623.2019.2.30033.

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The objective of this study was to investigate whether there is a relationship between pupil diameter and facial attractiveness. Participated in the study 60 young adults (30 men and 30 women) between 18 and 26 years of age (M = 20.65, SD = 2.20). Ten different unfamiliar neutral faces (five men and five women) were used as stimuli. The pupil diameter of each face was manipulated with pupil diameters of 2, 3, 4, 5 and 6 mm (10 faces x 5 pupil diameters = 50stimuli). A two-step study was carried out with the same sample and the same sets of faces, seeking to understand the difference of responses between subjects of both sexes. In phase I, result indicated a significant difference in relation to the pupil diameter factor for both the men (ꭓ² = 21.93, p < .05) and the women (ꭓ² = 44.73, p < .05). In phase II, the results indicated significant differences in relation to the pupil size [F (1, 234) = 19.06, p < 0.05]. The post-hoc Tukey HSD test showed that both the men and the women differently judged the faces with a pupil diameter of 2 mm in relation to the faces with pupil diameters of 3, 4, 5 and 6 mm (p < .05). Also, a significant difference between the diameter of 5 mm in relation to the diameter of 3 mm (p < .05). In general, the results indicate that the pupil diameter is a structural component of the human face that plays an important role in the process of judging facial attractiveness.***Relação entre a atratividade facial e diâmetro pupilar em adultos jovens***O objetivo deste estudo foi investigar a relação entre o diâmetro da pupila e a atratividade facial. Participaram da pesquisa 60 jovens com idade entre 18 e 26 anos. Foram utilizadas dez faces de adultos jovens, manipulou-se o diâmetro de cada pupila com variações de 2, 3, 4, 5 e 6 mm. Realizou-se um estudo em duas etapas: na fase I, o resultado indicou diferença significativa para o fator de diâmetro pupilar tanto para homens quanto para mulheres (p < 0,05). Na fase II, os resultados indicaram diferenças significativas em relação ao tamanho da pupila (p < 0,05). O teste post-hoc Tukey mostrou que tanto os homens quanto as mulheres avaliaram diferentemente as faces com diâmetro pupilar de 2 mm (p < 0,05). Em geral, os resultados indicam que o diâmetro da pupila é um componente da face humana que desempenha um importante função no processo de julgamento da atratividade facial.

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Masket, Samuel. "Relationship between postoperative pupil size and disability glare." Journal of Cataract & Refractive Surgery 18, no. 5 (September 1992): 506–7. http://dx.doi.org/10.1016/s0886-3350(13)80107-1.

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Tsukahara, Jason S., Tyler L. Harrison, and Randall W. Engle. "The relationship between baseline pupil size and intelligence." Cognitive Psychology 91 (December 2016): 109–23. http://dx.doi.org/10.1016/j.cogpsych.2016.10.001.

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Jůvová, Alena, Tomáš Čech, and Ondřej Duda. "Education for Entrepreneurship – A Challenge for School Practice." Acta Educationis Generalis 7, no. 3 (December 20, 2017): 63–75. http://dx.doi.org/10.1515/atd-2017-0024.

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Abstract Introduction: Education for Entrepreneurship can be seen as one of the contemporary themes of current school and out-of-school education and has also become one of the priority topics of the European Union’s education policy. In this article, we focus on the definition of entrepreneurial education and the context of the terms liminality and in-betweenness that are closely related to entrepreneurship. In the theoretical part, we focus on broader context and complexity of entrepreneurial education and characterize the competence as a sense of initiative and entrepreneurship (Malach, 2008). All defined terms are related to the implementation of entrepreneurial education in the process of school education. Purpose: The aim of the article is to analyse the ways and methods of applying the main ideas of entrepreneurial education in school education. We concentrated on finding the context and characteristics of innovative methods and strategies through which the objectives of entrepreneurial education are achieved. Methods: To describe and understand the phenomenon of entrepreneurial education, the qualitative content analysis of the examples of good practices was used in this article. We developed codes in relation to the causes, conditions, opportunities and environment of entrepreneurial education. Conclusions: The aim was to determine the degree of implementation of entrepreneurial education/skills in the learning process in schools. By using the Content Analysis method, we determined the following questions: 1. What is entrepreneurial education? 2. What are the aims of education for entrepreneurship? 3. Why do we learn entrepreneurship? 4. Who and where teaches entrepreneurship? 5. How to learn entrepreneurship? Four main categories have been identified for the analysis of the complex concept of entrepreneurial education: Category 1: The roles of teachers and pupils in entrepreneurial education Category 2: Teaching methods and activities of pupils Category 3: The diversity of the aims of entrepreneurial education Category 4: Competences for entrepreneurship At the end of the article, we summarize the content analysis of the phenomenon of entrepreneurial education. There is a complexity of issues, goals, methods and social relationships that lead pupils/people to qualitative transmissions for/to create an excellent life. It involves preparing the pupil for practical everyday life, developing self-efficacy, self-confidence, independence, and support for critical thinking, flexibility, creativity, risk taking and problem-solving abilities. In addition, we provide an overview of inspirational methods and effective strategies used by entrepreneurs in entrepreneurial education. Given that entrepreneurial education is a comprehensive discipline, a sufficient team of people needs to be provided to put its ideas into practice. In this education, both the whole society and individuals such as teachers, social educators, parents, family, pupils/students, environment outside school, inside school/class find the place and purpose. The KEY TOPICS to turn ideas of entrepreneurial education into action are discussed in the conclusion of the article.

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Matusu, Renata. "On growing closer versus becoming more distant in the teacher–pupil relationship." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 205–15. http://dx.doi.org/10.18844/prosoc.v6i7.4529.

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Many studies on classroom aspects related to teaching suggest that the classroom climate, and especially the teacher–student relationship, can greatly determine the quality of teaching in many ways. This study is focused on the narrower perspective of the teacher–pupil relationship, namely the concept known as teacher immediacy. The text starts with an overview of current knowledge about immediacy and the issue of teacher misbehaviour at State schools of compulsory education, which are directly involved in shaping the classroom climate. Subsequently, the results of a study aimed at detecting behaviour that reduces perceived closeness are presented. Narrative interviews were conducted with several former pupils of compulsory school attendance. The data obtained from the interviews were analysed and various modes of teacher’s behaviour that violated the trust or sympathy in the teacher–pupil relationship were identified. They include verbal and non-verbal forms of suspicion, underestimation of pupils’ abilities, reduced interest in the pupil or teaching, hostility of the teacher and others. The context of trust and the perceived closeness of the pupil to the teacher are discussed as well as other forms of non-immediacy and teacher misbehaviour from a neutral perspective. Keywords: Misbehaviour, pupil, relationship, school classroom, teacher immediacy.

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Thigpen, Nina N., Margaret M. Bradley, and Andreas Keil. "Assessing the relationship between pupil diameter and visuocortical activity." Journal of Vision 18, no. 6 (June 21, 2018): 7. http://dx.doi.org/10.1167/18.6.7.

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SAKAI, HIROYUKI, YUTAKA HIRATA, and SHIRO USUI. "Relationship Between Residual Aberration and Light-Adapted Pupil Size." Optometry and Vision Science 84, no. 6 (June 2007): 517–21. http://dx.doi.org/10.1097/opx.0b013e31806dba43.

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Turner, K. M. "Cigarette access and pupil smoking rates: a circular relationship?" Health Promotion International 19, no. 4 (November 9, 2004): 428–36. http://dx.doi.org/10.1093/heapro/dah404.

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Nuzzi, R., C. Finazzo, and L. Francone. "The relationship between pupil diameter and decentration in myopia." Eye 11, no. 5 (September 1997): 729–32. http://dx.doi.org/10.1038/eye.1997.186.

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Ong, Keith Soo Keat. "An Aid for achieving the ideal laser posterior capsulotomy." Asian Journal of Ophthalmology 13, no. 4 (September 9, 2014): 129–30. http://dx.doi.org/10.35119/asjoo.v13i4.155.

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A 2.5- to 4-mm well-centered laser posterior capsulotomy would be ideal. A 2-mm posterior capsulotomy which is well-centered in the pupil region may be adequate. Laser posterior capsulotomies larger than 5 mm is not necessary and if not wellcentered may extend over the optic of intraocular lens risking vitreous coming forward around the optic if the anterior capsulorrhexis does not cover the edge of the optic completely. Too large a posterior capsulotomy may also risk posterior migration of intraocular lens with the plate haptic intraocular lens. ...

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Houston, David M. "Schoolhouse Democracy: Public Opinion and Education Spending in the States." Educational Researcher 48, no. 7 (August 6, 2019): 438–51. http://dx.doi.org/10.3102/0013189x19867948.

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Using new estimates of state-level public opinion, I explore the relationship between support for increased education spending and statewide per-pupil expenditures from 1986 to 2013. In the 1980s, there was a modest, positive relationship between public opinion and actual spending: States with greater support for increased education spending tended to have slightly higher per pupil expenditures. Over the next three decades, this relationship reversed. States with relatively low per-pupil expenditures tended to increase their spending at a slower rate despite steady growth in support for more spending. As a result, public opinion and education spending became inversely related. By the end of the time series, states with greater support for increased education spending tended to spend less per pupil. The changing distribution of local, state, and federal sources of education spending partially explains this pattern. As federal education expenditures rose, some states spent proportionally less from state and local sources, resulting in smaller overall spending increases in those states.

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Ohuche, Nancy M. "The ideal pupil as perceived by Nigerian (Igbo) teachers and Torrance's creative personality." International Review of Education 32, no. 2 (1986): 191–96. http://dx.doi.org/10.1007/bf00620387.

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Sibley, Ciara, Cyrus Foroughi, Noelle Brown, and Joseph T. Coyne. "Low Cost Eye Tracking: Ready for Individual Differences Research?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 741–45. http://dx.doi.org/10.1177/1541931218621168.

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The recent availability of low cost of eye tracking hardware provides researchers a fruitful opportunity to collect additional human subject data for under $700. This current study sought to investigate whether low-cost eye tracking is capable of replicating a large effect showing a relationship between resting pupil size and working memory capacity. Seventy-nine Navy and Marine Corps student pilots participated in this study and granted access to their aviation selection test scores. The study demonstrated the capability of the Gazepoint GP3 system to detect the pupillary light reflex within every participant. However, in contrast to findings from other researchers, analyses revealed a negative correlation between resting pupil size and partial Operation Span scores and no correlation between resting pupil size and two cognitive components of the aviation selection test. These findings, in addition to other reasons discussed herein, suggest that the Gazepoint GP3 system’s millimeter pupil size measurements should not be used in isolation to compare values between individuals. They also suggest the need for further investigation of the relationship between baseline pupil size and working memory capacity.

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MURATA, Atsuo. "Relationship between fluctuations in pupil area and R-R interval." Japanese journal of ergonomics 32, no. 5 (1996): 261–63. http://dx.doi.org/10.5100/jje.32.261.

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Dobrescu, Tatiana, and Gabriel Stănică Lupu. "The Role of Nonverbal Communication in the Teacher-pupil Relationship." Procedia - Social and Behavioral Sciences 180 (May 2015): 543–48. http://dx.doi.org/10.1016/j.sbspro.2015.02.157.

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Quaglia, Rocco, Francesca Giovanna Maria Gastaldi, Laura Elvira Prino, Tiziana Pasta, and Claudio Longobardi. "The Pupil-Teacher Relationship and Gender Differences in Primary School." Open Psychology Journal 6, no. 1 (October 18, 2013): 69–75. http://dx.doi.org/10.2174/1874350101306010069.

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In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primary school. The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male. The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.

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Metzger, B., D. Beck, and D. J. Simons. "Perceptual rivalry and the relationship between microsaccades and pupil dilation." Journal of Vision 13, no. 9 (July 25, 2013): 1345. http://dx.doi.org/10.1167/13.9.1345.

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Fisher, Eunice. "Distinctive features of pupil‐pupil classroom talk and their relationship to learning: How discursive exploration might be encouraged." Language and Education 7, no. 4 (January 1993): 239–57. http://dx.doi.org/10.1080/09500789309541363.

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Chin, K., and L. Campbell. "Ideal Mate Preferences and Relationship Initiation." Personality and Individual Differences 101 (October 2016): 471–72. http://dx.doi.org/10.1016/j.paid.2016.05.109.

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Pfanzelt, I. "Homeopathy and psychotherapy – an ideal relationship." Allgemeine Homöopathische Zeitung 262, no. 02 (March 21, 2017): 2–76. http://dx.doi.org/10.1055/s-0037-1601176.

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Yamagishi, Shimpei, Makoto Yoneya, and Shigeto Furukawa. "Relationship of postsaccadic oscillation with the state of the pupil inside the iris and with cognitive processing." Journal of Neurophysiology 123, no. 2 (February 1, 2020): 484–95. http://dx.doi.org/10.1152/jn.00205.2019.

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Recent studies using video-based eye tracking have presented accumulating evidence that postsaccadic oscillation defined in reference to the pupil center (PSOp) is larger than that to the iris center (PSOi). This indicates that the relative motion of the pupil reflects the viscoelasticity of the tissue of the iris. It is known that the pupil size controlled by the sphincter/dilator pupillae muscles reflects many aspects of cognition. A hypothesis derived from this fact is that cognitive tasks affect the properties of PSOp due to the change in the state of these muscles. To test this hypothesis, we conducted pro- and antisaccade tasks for human participants and adopted the recent physical model of PSO to evaluate the dynamic properties of PSOp/PSOi. The results showed the dependence of the elasticity coefficient of the PSOp on the antisaccade task, but this effect was not significant for the PSOi. This suggests that cognitive tasks such as antisaccade tasks affect elasticity of the muscle of the iris. We found that the trial-by-trial fluctuation in the presaccade absolute pupil size correlated with the elasticity coefficient of PSOp. We also found the task dependence of the viscosity coefficient and overshoot amount of PSOi, which probably reflects the dynamics of the entire eyeball movement. The difference in task dependence between PSOp and PSOi indicates that the separate measures of these two can be means to distinguish factors related to the oculomotor neural system from those related to the physiological states of the iris tissue. NEW & NOTEWORTHY The state of the eyeball varies dynamically moment by moment depending on underlying neural/cognitive processing. Combining simultaneous measurements of pupil-centric and iris-centric movements and a recent physical model of postsaccadic oscillation (PSO), we show that the pupil-centric PSO is sensitive to the type of saccade task, suggesting that the physical state of the iris muscles reflects the underlying cognitive processes.

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Sovhira, Svitlana, and Nataliia Dushechkina. "Methodological Approaches to Pupils’ Ecological Culture Education." Journal of Landscape Ecology 11, no. 1 (January 1, 2018): 61–72. http://dx.doi.org/10.2478/jlecol-2018-0001.

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Abstract The methodological approaches to pupils’ ecological culture education such as axiological and cultural had been revealed in the article. Theoretical methods: analysis and generalization of literature on the research problem; empiric: observation, conversation, pedagogical experiment were used in the process of research. Based on the use of the above methods it was stated that axiology can consider the problem of the relationship between man and nature from the perspective of values, learn the range of ecological values occuring in human activities, carry out an educational influence on the formation of ecological culture. It was investigated that in terms of axiological approach, values are correlated with various aspects of human nature (the spiritual, moral, psychological, and biological). The purpose of the article is to reveal the main methodological approaches (axiological and culturological) and apply them for the development of technology for raising the ecological culture of pupils. Materials of the research can be used for raising the ecological culture of of pupils in secondary schools and out-of-school educational institutions, will become the basis of educational and methodical publications on the education of pupils’ environmental culture, can be used by of pupils’ self-government and class leaders in educational work with pupils. It was revealed that the cultural approach to pupils’ ecological culture education allows determining the ratio of the ecological culture to the general and spiritual culture, considering the relationship between three social and natural subjects: people, culture, and nature. It was proved that the methodological approaches (axiological and cultural) substantiate the updating of environmental education component, ecological culture development goals, ideas of humanization and humanitarization of education, understanding of the crucial role of culture towards nature, ecological imperative of ecological culture in solving global environmental problems. Taking into consideration the above mentioned, the effectiveness of pupils’ ecological culture education technology had been developed and proved.

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Balcerzak, Marek, and Paolo Leonetti. "On the relationship between ideal cluster points and ideal limit points." Topology and its Applications 252 (February 2019): 178–90. http://dx.doi.org/10.1016/j.topol.2018.11.022.

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Sjöberg, Lena. "The construction of the ideal pupil – teacher training as a discursive and governing practice." Education Inquiry 5, no. 4 (January 2014): 23136. http://dx.doi.org/10.3402/edui.v5.23136.

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Samfira, Elena Mirela, and Florin Alin Sava. "Cognitive-behavioral correlates of pupil control ideology." PLOS ONE 16, no. 2 (February 10, 2021): e0246787. http://dx.doi.org/10.1371/journal.pone.0246787.

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Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

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Coyne, Joseph T., Cyrus Foroughi, and Ciara Sibley. "Pupil Diameter and Performance in a Supervisory Control Task: A Measure of Effort or Individual Differences?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 865–69. http://dx.doi.org/10.1177/1541931213601689.

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The relationship between increased pupil diameter and effort has been well established within the Psychology literature since the 1960s. The ability to detect an individuals’ effort is important, particularly in tasks where there are extended periods of monitoring, and limited ways to directly measure performance. The current study sought to investigate whether pupil diameter could be used to detect periods of high and low workload during an unmanned vehicle supervisory control task. Participants were Navy and Marine Corps student pilots, and the experimenters had access to their aviation selection test scores. The study found increased pupil diameters when the task load increased. In addition, pupil diameter during the high task load condition was significantly correlated with the individual’s performance on the supervisory control task. This paper discusses two possible explanations for this finding: 1) that those individuals who performed better on the task were trying harder or, 2) that pupil diameter was capturing differences in general fluid intelligence which influenced task performance. Previous research has shown that differences in an individual’s working memory capacity are correlated with pupil diameter at rest. Further the significant correlation between pupil diameter and the pilot’s selection test scores in this study provide additional evidence that pupil diameter may be capturing individual differences.

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Yontz, Brian D., and Rachel E. Wilson. "Teacher Salary Differentials and Student Performance: Are They Connected?" Journal of Educational Issues 7, no. 1 (April 19, 2021): 168. http://dx.doi.org/10.5296/jei.v7i1.18400.

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We examine the relationship between district level student achievement and teacher average salary in Ohio from academic year 2013-14 to academic year 2018-19. Utilizing panel data, the following district level characteristics were controlled for: average teacher experience, average teacher degree-level, student socioeconomic status, race, student attendance rate, pupil support expenditure per equivalent pupil and administration expenditure per equivalent pupil. Using a random effects regression our findings suggest that higher pay can impact student growth. When we partition our sample quintiles by poverty level, we find that teacher salary is only significant for the top quintiles. Our results suggest that for some districts (i.e., wealthy districts) teacher salaries’ impact on student performance is something that can be controlled, for other districts (i.e., poorer districts), teacher salary is another variable that shows no relationship to student performance.

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Hile, Daniel, and Harue Marsden. "THE RELATIONSHIP OF PUPIL SIZE TO VISUAL PERFORMANCE IN ORTHOKERATOLOGY PATIENTS." Optometry and Vision Science 78, SUPPLEMENT (December 2001): 231. http://dx.doi.org/10.1097/00006324-200112001-00363.

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Sakai, H., T. Kannon, Y. Hirata, and S. Usui. "Influence of the eye refraction on the luminance-pupil diameter relationship." Journal of Vision 2, no. 10 (December 1, 2002): 39. http://dx.doi.org/10.1167/2.10.39.

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Atkinson, E. Stephanie. "An Investigation into the Relationship Between Teacher Motivation and Pupil Motivation." Educational Psychology 20, no. 1 (March 2000): 45–57. http://dx.doi.org/10.1080/014434100110371.

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Gurdal, Sevtap, and Emma Sorbring. "Children’s agency in parent–child, teacher–pupil and peer relationship contexts." International Journal of Qualitative Studies on Health and Well-being 13, sup1 (June 4, 2018): 1565239. http://dx.doi.org/10.1080/17482631.2019.1565239.

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Hansen, Kirstine. "The relationship between teacher perceptions of pupil attractiveness and academic ability." British Educational Research Journal 42, no. 3 (April 1, 2016): 376–98. http://dx.doi.org/10.1002/berj.3227.

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Šlekienė, Violeta, and Loreta Ragulienė. "IMPLEMENTATION OF VISUAL PRINCIPLE USING PHYSICS DEMO TASKS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (August 15, 2009): 38–45. http://dx.doi.org/10.48127/gu-nse/09.6.38a.

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This paper deals with the significance of visual principle in education process and its implementation (realization) using physics demo tasks. Visual principle is a guiding principle of educational activities in se-lecting the contents and the methods of teaching. Physics is an experimental science. Students can success-fully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Demo tasks which exemplify the ideal gas laws are presented and analysed. An ideal gas is characterized by three state variables: absolute pressure (p), volume (V), and absolute tempera-ture (T). The relationships between them are showed by demo tasks. Demo tasks for isothermal, isobaric, isochoric and adiabatic process are discussed. The place of the demo tasks and the possibilities of applying them during physics teaching are analysed. Reasoning sequences for giving a logical sense to these physics demo tasks are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a positive result. The demo task and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demo tasks are efficient in training pupils’ way of thinking. Key words: visual principle, ideal gas laws, physics demo tasks, reasoning sequence, logical sense.

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Lee, Poh Foong, and Khai Shan Lee. "A PRELIMINARY STUDY ON PUPIL SIZE CHANGES DETECTION ON MENTAL STRESS WITH MENTAL STRESSOR." Biomedical Engineering: Applications, Basis and Communications 29, no. 02 (April 2017): 1750011. http://dx.doi.org/10.4015/s1016237217500119.

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This is a study on measuring the effect of stress that stimulated by the different difficulty of game level on pupil dilation. Playing games are claimed a method to distress in the community, however, this activity is enhancing stress level? The effect of the game playing on the changes of pupil dilation is unknown. An investigation was conducted on relating the changes of pupil diameter measurement at the different difficulty levels of the game. A simple tool was developed by using a webcam as image acquisition device together with MATLAB Image Processing Tool to analyze the acquired images. Here, experiments on the pupil detection algorithm, which consisted of four different methods are to work alternatively with one another and to provide higher chances of pupil detection. 10 subjects were involved in the experiments, which they were requested to play a selected game with four different ascending increased in difficulties, meanwhile, pupil size changes were measured simultaneously. The selected game served as a stress stimulus to the subjects. The result showed a positive proportional relationship between increased in game difficulty levels and pupil dilation. The investigation reported that the pupil dilated when the difficulty of game level increased. Limitation of this study is the sample size on the prototype testing should be increased to concrete the outcome.

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