Teacher improvement using a cognitive interaction analysis system

1985 ◽  
Vol 14 (1) ◽  
pp. 44-48
Author(s):  
D. M. Vietor ◽  
S. C. Brubaker ◽  
M. H. Milford ◽  
G. R. Johnson
Keyword(s):  
Interaction Analysis ◽  
Teacher Improvement ◽  
Cognitive Interaction ◽  
Analysis System

scholarly journals Cognitive Interaction Analysis in Human–Robot Collaboration Using an Assembly Task

Electronics ◽  
2021 ◽  
Vol 10 (11) ◽  
pp. 1317
Author(s):  
Alejandro Chacón ◽  
Pere Ponsa ◽  
Cecilio Angulo
Keyword(s):  
Interaction Analysis ◽  
Mental Workload ◽  
Cognitive Task ◽  
Physical Work ◽  
Work Skills ◽  
Dexterous Manipulation ◽  
Assembly Task ◽  
Cognitive Interaction ◽  
Human Operators ◽  
Assembly Tasks

In human–robot collaborative assembly tasks, it is necessary to properly balance skills to maximize productivity. Human operators can contribute with their abilities in dexterous manipulation, reasoning and problem solving, but a bounded workload (cognitive, physical, and timing) should be assigned for the task. Collaborative robots can provide accurate, quick and precise physical work skills, but they have constrained cognitive interaction capacity and low dexterous ability. In this work, an experimental setup is introduced in the form of a laboratory case study in which the task performance of the human–robot team and the mental workload of the humans are analyzed for an assembly task. We demonstrate that an operator working on a main high-demanding cognitive task can also comply with a secondary task (assembly) mainly developed for a robot asking for some cognitive and dexterous human capacities producing a very low impact on the primary task. In this form, skills are well balanced, and the operator is satisfied with the working conditions.

Action cameras and the Roter interaction analysis system to assess veterinarian-producer interactions in a dairy setting

2017 ◽  
Vol 182 (8) ◽  
pp. 227-227 ◽  
Author(s):  
Caroline Ritter ◽  
Herman W Barkema ◽  
Cindy L Adams
Keyword(s):  
Production Management ◽  
Interaction Analysis ◽  
Relationship Building ◽  
Herd Health ◽  
Veterinary Education ◽  
Clinical Communication ◽  
Roter Interaction Analysis System ◽  
Farmer Education ◽  
Analysis System ◽  
On Farm

Herd health and production management (HH&PM) are critical aspects of production animal veterinary practice; therefore, dairy veterinarians need to effectively deliver these services. However, limited research that can inform veterinary education has been conducted to characterise these farm visits. The aim of the present study was to assess the applicability of action cameras (eg, GoPro cameras) worn by veterinarians to provide on-farm recordings, and the suitability of these recordings for comprehensive communication analyses. Seven veterinarians each recorded three dairy HH&PM visits. Recordings were analysed using the Roter interaction analysis system (RIAS), which has been used to evaluate medical conversations in human and companion animal contexts, and provided insights regarding the importance of effective clinical communication. However, the RIAS has never been used in a production animal environment. Results of this pilot study indicate that on-farm recordings were suitable for RIAS coding. Dairy practitioners use a substantial amount of talk allocated to relationship-building and farmer education but that communication patterns of the same veterinarian vary considerably between farm visits. Consecutive studies using this method will provide observational data for research purposes and promise to aid in the improvement of veterinary education through identification of communication priorities and gaps in dairy advisory discussions.

scholarly journals Teacher-Students Verbal Interaction At The Secondary Level

2008 ◽  
Vol 5 (9) ◽  
Author(s):  
Hafiz Muhammad Inamullah ◽  
Ishtiaq Hussain ◽  
M. Naseer Ud Din
Keyword(s):  
Interaction Analysis ◽  
Secondary Level ◽  
Verbal Interaction ◽  
Teacher Student ◽  
Teaching Behaviour ◽  
Teacher Students ◽  
Analysis System

The main purpose of this study was to explore teacher-student verbal interaction in the secondary level classes using the Flanders Interaction Analysis system (FIA).  Its findings and conclusions may stimulate teachers at the secondary level to improve their teaching behaviour in order to maximize students’ learning.

A NEW ORBITAL INTERACTION ANALYSIS SYSTEM "LUMMOX" AND IT'S APPLICATION OF PHOSPHINE-PALLADIUM COMPLEXES

2005 ◽  
Vol 04 (01) ◽  
pp. 345-355 ◽  
Author(s):  
MASAHIRO YAMANAKA ◽  
AKINOBU SHIGA
Keyword(s):  
Interaction Analysis ◽  
Palladium Complexes ◽  
Orbital Interaction ◽  
Frontier Orbital ◽  
System A ◽  
Analysis System

A new orbital interaction analysis system, "LUMMOX", is based on two theories of "Paired Interacting Orbital (PIO)" and "Localized Frontier Orbital (LFO)", which have been developed by Fujimoto et al. LUMMOX can readily estimate the reactivity of an interacting system A–B of various sizes with the same A by comparing with the same number of the interacting orbitals. By applying LUMMOX, we report herein the primary orbital interaction on the phosphine-palladium complexes ( PF 3 Pd , PH 3 Pd , PMe 3 Pd , PPh 3 Pd ) continuously changes from the donative to back-donative interaction.

The Effect of Planning on the Teaching Behavior of Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Charles H. Imwold ◽  
Robert A. Rider ◽  
Bernadette M. Twardy ◽  
Pamela S. Oliver ◽  
Michael Griffin ◽  
...  
Keyword(s):  
Physical Education ◽  
Interaction Analysis ◽  
Physical Education Teachers ◽  
Control Group ◽  
Education Majors ◽  
Physical Education Majors ◽  
Lesson Content ◽  
Analysis System ◽  
Planning Group ◽  
Process Interaction

The purpose of this study was to compare the teaching process interaction behavior of teachers who planned for classes with those who did not plan. Senior physical education majors served as the teaching subjects for this study—six in the planning (experimental) group and six in the no-plan (control) group. Each teacher taught the same lesson content for a 15-minute episode. The planning group spent 1 hour before the lesson writing explicit plans, while the control group was given 2 minutes just before the lesson to gather their thoughts and be informed of the content to be covered. The behaviors of all teachers were observed by the Cheffers Adaptation of the Flanders’ Interaction Analysis System (CAFIAS). The results indicated significant differences in only two interaction categories: amount of directions given and the amount of silence. Both variables were better for the planning group.

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