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Novel sounds in the auditory oddball paradigm elicit a biphasic dilation of the pupil (PDR) and P3a as well as novelty P3 event-related potentials (ERPs). The biphasic PDR has been hypothesized to reflect the relaxation of the iris sphincter muscle due to parasympathetic inhibition and the constriction of the iris dilator muscle due to sympathetic activation. We measured the PDR and the P3 to neutral and to emotionally arousing negative novels in dark and moderate lighting conditions. By means of principal component analysis (PCA) of the PDR data we extracted two components: the early one was absent in darkness and, thus, presumably reflects parasympathetic inhibition, whereas the late component occurred in darkness and light and presumably reflects sympathetic activation. Importantly, only this sympathetic late component was enhanced for emotionally arousing (as compared to neutral) sounds supporting the hypothesis that emotional arousal specifically activates the sympathetic nervous system. In the ERPs we observed P3a and novelty P3 in response to novel sounds. Both components were enhanced for emotionally arousing (as compared to neutral) novels. Our results demonstrate that sympathetic and parasympathetic contributions to the PDR can be separated and link emotional arousal to sympathetic nervous system activation.

This diploma thesis deals with the current situation in the area of cooperation between family and school in the elementary schools of the current educational stream of the Pelhřimov district. The aim of the thesis is to bring basic information about the issue and to find out the degree of cooperation between the mentioned actors by parents, teachers in the Pelhřimov district.The thesis is divided into theoretical and empirical part. The theoretical part is based on analysis of professional literature, clarifies the concept of communication, cooperation, pupil and teacher. The empirical part presents a research investigation, which was carried out at the first level of basic schools of the common educational stream in the Pelhřimov district among the parents of the first class pupils, among the teachers of these schools. The research was conceived by the method of quantitative investigation using non-standardized questionnaires of own construction. In conclusion, the obtained data are presented. KEYWORDS family, communication, school, pupil

To do a schedule for pupils in a school-setting is a hard and arduous task for any school. The purpose of this study was to investigate the possibility to move towards an pupil-oriented scheduling process in which the pupils themselves was given the opportunity to assess when they wanted different school-subject taught. The research questions in this study were whether or not pupils had clear preferences on when subject should be taught and why they did. The paper also deals with the question if the teachers had a similar perception of scheduling as the pupils. The theory of choice methods was utilized in a web-based questionnaire that was sent to a middle-school (year 7-9). The result in this study shows clear preferences between subject on when pupils want them to be scheduled with theory-based subjects in the beginning of the school-day and more practical and esthetic subjects later in the day. The conclusion of this this study is that because there are clear indications of preference of when different subject should be scheduled. Schools could utilize the result to move toward a pupil-oriented scheduling paradigm which could increase concentration and reduce the onset of fatigue during long days and therefore increase the pupils learning ability and school results.

Engagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used to analyze a labeled outline of the participants and extract key points that are expected to predict engagement. In the first experiment two short lectures were presented and participants were tested on a lecture to motivate engagement. The next experiment had videos that varied in interest to understand whether a more interesting presentation engages participants more, therefore helping participants achieve higher comprehension scores. In a third experiment, one video was presented to attempt to use posture to predict comprehension rather than engagement. The fourth experiment had videos that varied in level of difficulty to determine whether a challenging topic versus an easier topic affects engagement. T-tests revealed that the more interesting Ted Talk was rated as more engaging, and for the fourth study, the more difficult video was rated as more engaging. Comparing average pupil sizes did not reveal significant differences that would relate to differences in the engagement scores, and average pupil dilation did not correlate with engagement. Analyzing posture through deep learning resulted in three accurate predictive models and a way to predict comprehension. Since engagement relates to learning, researchers and educators can benefit from accurate engagement measures. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

The purpose of this research was to assess the effects of the Utah State University Pupil Self-Concept Program on the performance of inservice elementary school teachers and on the self-concepts of pupils in their classrooms. Four volunteer teachers were trained in the SelfConcept behaviors as part of an inservice course. A single-subject multiple baseline design was used to determine teacher effects for these four teachers. The first teacher was the main subject, and the study was then directly replicated three times using the other three experimental teachers. Data on these four subjects were collected through observation of program-related teacher behaviors. Results from the Teacher data indicated that teachers will indeed exhibit changes in their use frequency of the USU Pupil Self-Concept Program verbal behaviors when each of these behaviors is taught. The use of negative behaviors decreased in frequency while the use of positive behaviors increased in frequency. Results from this data indicated that pupils whose teachers are trained to emit the Program's specific language skills receive significantly higher self-concept scores than do pupils whose teachers do not receive this training, provided there are no other interaction styles used in the classroom than that of the trained or untrained teacher. A quasi-experimental design was used to assess pupil effects as a result of teacher training. The pupils in the four trained teachers' classes served as the experimental group. The control group consisted of the pupils in three additional volunteer teachers' classes. These teachers were not trained; therefore, the pupil control group received no treatment. A pupil self-concept measure was administered before and after the inservice course.

This study of the pupil-progress reports of the elementary school of the state of Utah came about as the result of an assignment of the late Superintendent Keith Wahlquist. In answer to requests of local teachers and principals, a committee was assigned to make an investigation and recommendations for a revision of our reporting system. The work with the committee led to further study, which finally led to the writing of this thesis.

abstract: Previously accomplished research examined sensory integration between upper limb proprioception and tactile sensation. The active proprioceptive-tactile relationship points towards an opportunity to examine neuromodulation effects on sensory integration with respect to proprioceptive error magnitude and direction. Efforts to improve focus and attention during upper limb proprioceptive tasks results in a decrease of proprioceptive error magnitudes and greater endpoint accuracy. Increased focus and attention can also be correlated to neurophysiological activity in the Locus Coeruleus (LC) during a variety of mental tasks. Through non-invasive trigeminal nerve stimulation, it may be possible to affect the activity of the LC and induce improvements in arousal and attention that would assist in proprioceptive estimation. The trigeminal nerve projects to the LC through the mesencephalic nucleus of the trigeminal complex, providing a pathway similar to the effects seen from vagus nerve stimulation. In this experiment, the effect of trigeminal nerve stimulation (TNS) on proprioceptive ability is evaluated by the proprioceptive estimation error magnitude and direction, while LC activation via autonomic pathways is indirectly measured using pupil diameter, pupil recovery time, and pupil velocity. TNS decreases proprioceptive error magnitude in 59% of subjects, while having no measurable impact on proprioceptive strategy. Autonomic nervous system changes were observed in 88% of subjects, with mostly parasympathetic activation and a mixed sympathetic effect. / Dissertation/Thesis / Masters Thesis Biomedical Engineering 2019

The history of human progress is also a history of the growth of evaluative processes. From simple types of self-analysis to complex stages of appraisal wherein survival depends on continuous research and intensive evaluation, human progress has gone hand-in-hand with evaluation. Concomitant with the evaluative process has been the interpretation and transmission of evaluation to the individuals concerned.

This Diploma Thesis deals with the issue of knowledge of second grade pupils of a selected elementary school regarding selected infectious diseases. The aim of this diploma thesis is to find out to what extent pupils aged 11 - 15 are informed about infectious diseases, their transmission, treatment possibilities, protection against them and to what extent their school participates in such awareness procedures. The theoretical part includes the definition and approximation of basic terms concerning epidemiology, hygiene and microbiology. It provides basic information about infectious diseases, transmission methods, protection against them and their treatment. The practical part analyses and evaluates the data obtained by the questionnaire survey among second grade pupils of the selected elementary school. A total of 186 questionnaires were used to evaluate the results. Indeed, the results confirmed that the pupils' knowledge of infectious diseases is not sufficient for their own health and safety development. Many pupils have misinformation about vaccinations, incubation periods and protection against infectious diseases. I would therefore assume, we need to get closer to the pupils` problems of infectious diseases and to improve knowledge in these areas. Furthermore, it is necessary to strengthen...