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- Type:
- Article
- Description/Abstract:
- -
- Creator/Author:
- Romero, Patricia; Consuelo Ortiz, María ; Guillén, Marco , and Fulkerson, Gregory
- Submitter:
- Jeffrey Loveland
- Date Uploaded:
- 10/02/2020
- Date Created:
- 1996
- License:
- Attribution-NonCommercial-NoDerivs 4.0 International
-
- Type:
- Document
- Description/Abstract:
- Cincinnati Romance Review: Volume 15 (1996)
- Creator/Author:
- Department of Romance and Arabic Languages and Literatures
- Submitter:
- Jeffrey Loveland
- Date Uploaded:
- 10/02/2020
- Date Created:
- 1996
- License:
- Attribution-NonCommercial-NoDerivs 4.0 International
-
- Type:
- Document
- Description/Abstract:
- Cincinnati Romance Review: Volume 1 (1982)
- Creator/Author:
- Department of Romance and Arabic Languages and Literatures
- Submitter:
- Jeffrey Loveland
- Date Uploaded:
- 10/02/2020
- Date Created:
- 1982
- License:
- Attribution-NonCommercial-NoDerivs 4.0 International
-
- Type:
- Dataset
- Description/Abstract:
- This data set is associated with: Turner, G. W. (2014). Proposal for the establishment of a National Service Learning Academy and complimentary Action Research Program at the University of Cincinnati. University of Cincinnati. https://doi.org/10.7945/2hmt-1h17.
- Creator/Author:
- Turner, Grant
- Submitter:
- Grant Turner
- Date Uploaded:
- 08/30/2020
- Date Modified:
- 08/30/2020
- Date Created:
- 2014
- License:
- Attribution-NonCommercial-ShareAlike 4.0 International
-
- Type:
- Document
- Description/Abstract:
- In this proposal for a National Service Learning Academy and complimentary Action Research Program, several curricula configurations are put forth. The first is a full-blown action research major that partially dictates the appropriate courses to take fulfilling the A&S core requirements and the majority of free electives. The second is a minor/certificate in action research. The third is an alternative set of core courses that would replace the credit hours traditionally reserved for the A&S core requirements, enabling any student to tack on the action research experience to their chosen major while still having credit hours available to pursue other minors, certificates, or electives. The fourth is an alternative core that is based more heavily on applied courses and knowledge.
- Creator/Author:
- Turner, Grant
- Submitter:
- Grant Turner
- Date Uploaded:
- 08/30/2020
- Date Modified:
- 08/30/2020
- Date Created:
- 2014
- License:
- Attribution-NonCommercial-ShareAlike 4.0 International
-
- Type:
- Dataset
- Description/Abstract:
- This list contains the titles and publication years of 599 articles from two Archaeology journals, Ancient Mesoamerica and Latin American Antiquity that contain the term, 'bone'. The articles named in this list were used as the dataset to generate LDA topic models for related research.
- Creator/Author:
- Jackson, Sarah E. and McCabe, Erin E.
- Submitter:
- Erin E. McCabe
- Date Uploaded:
- 07/29/2020
- Date Modified:
- 07/29/2020
- Date Created:
- December 1, 2019
- License:
- Open Data Commons Attribution License (ODC-By)
-
- Type:
- Dataset
- Description/Abstract:
- Six topic models were generated using Latent Dirichlet Allocation, an algorithm that considers the probability of words co-occurring in a document given a collection of documents. The collection of documents that these particular models are based on include 599 articles that include the term 'bone' from two archaeology journals, Ancient Mesoamerica and Latin American Antiquity.
- Creator/Author:
- McCabe, Erin E. and Jackson, Sarah E.
- Submitter:
- Erin E. McCabe
- Date Uploaded:
- 07/29/2020
- Date Modified:
- 07/29/2020
- Date Created:
- 2019-11-01
- License:
- Open Data Commons Attribution License (ODC-By)
-
- Type:
- Student Work
- Description/Abstract:
- The purpose of this capstone was to organize and pursue the creation of a Dialogue in the Dark exhibition in Cincinnati. Dialogue in the Dark is an organization that, since 1988, has internationally utilized exhibits that allow visitors to be led through an hour long simulation of blindness as lead by a visually impaired guide through four pitch back simulated environments. The purpose of this exhibit is twofold. In an immediate sense it is meant to demonstrate to visitors that those who we often marginalize due to their disabilities are in fact quite capable, effectively serving as a platform to recognize, address, and overcome problems created by perceived "otherness". The larger lessons derive from experiencing a profoundly different reality than is normally accessible in terms of both the specific type of experience and the degree of contrast of realities it poses. Such jarring experiences open a brief window for dialogue. Drawing from actor-network theory, various principles and techniques from action research, and from fields such as organizational psychology, visual anthropology, and sociology, this capstone contains workable processes and objectives relevant to both the creation of a Cincinnati based Dialogue in the Dark and the framework for a Coalition for Community Action and Cooperation. These processes and objectives are to be constantly ongoing in development, and are only rudimentary in presentation style. Additionally, this project contains a reflection on both the process of bringing Dialogue in the Dark to Cincinnati thus far, a discussion of post-capstone plans for Dialogue in the Dark, and, in the spirit of demonstrating my BIS inspired work in general, a condensed introduction to my “Theory of Grand Irrationality” and my “Social Pulse Theory”, both of which are central starting points for the grad school experience I am both seeking and planning.
- Creator/Author:
- Turner, Grant
- Submitter:
- Grant Turner
- Date Uploaded:
- 06/18/2020
- Date Modified:
- 10/07/2020
- Date Created:
- 2014
- License:
- All rights reserved
-
- Type:
- Article
- Description/Abstract:
- With the prevalence of anxiety, depression, and stress among young adult populations, adaptive and innovative treatment options must be considered for the future. While there are various approaches to mental health treatment, art therapy is one traditional method that has been used to treat the symptoms of mental health disorders across various health contexts and populations. Some art therapists have even integrated information and communication technologies (ICTs) into their practices. With these factors in mind and considering the prominence of ICTs use among student populations, this study seeks to understand how the immersion and presence afforded by one such technology, virtual reality (VR), can impact the outcomes of art therapy practices. Through the use of an arts-based VR application, Tilt Brush, this study compares traditional art therapy methods as they are employed in and outside of VR. Through the comparison of self-reported measures, we can better understand the possibilities and effectiveness of art therapy practices delivered via Tilt Brush VR.
- Creator/Author:
- Schaaf, Andrea
- Submitter:
- Jess Kropczynski
- Date Uploaded:
- 05/15/2020
- Date Modified:
- 05/15/2020
- Date Created:
- 2019-04-11
- License:
- All rights reserved
-
- Type:
- Dataset
- Description/Abstract:
- Dataset Summary: This dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses. Below is the questionnaire used for this study: Survey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis: Qualtrics Link for POL1080: https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv Qualtrics Link for POL2074: https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7 1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class? I thought it would improve my performance I thought it would impair my performance I did not think that it would impact my performance I don’t know 2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class? I did better in this class after we switched to remote teaching I did worse in this class after we switched to remote teaching The switch to remote teaching had no impact on my performance I don’t know. 3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online forums made available for this course Assigned course readings Book publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via conference platforms) Others (please list) _________. 6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online/ web discussion forums made available for this course Assigned course readings Textbook publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms) Others (please list) _________. 7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list) ___________. 8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list): 9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you? Open ended question: 10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future? Open ended question: 11. What is your gender? Male Female Other/ prefer not to disclose 12. What is your major? Political Science International Affairs Interdisciplinary/ Cyber Strategy and Policy Interdisciplinary/ Law and Society Another major (please specify) 13. What is your class level? First year (freshman) Second year (sophomore) Third year (junior) Fourth year (senior) 14. What is your race or ethnicity? White Black or African American Asian American Indian or Alaska Native Native Hawaiian or Pacific Islander International student Other 15. What do you think your grade will be for this course? A or A- B+, B or B- C+, C or C- D+, D or D- F Nor sure/ don't know
- Creator/Author:
- Ivanov, Ivan
- Submitter:
- Ivan Ivanov
- Date Uploaded:
- 05/14/2020
- Date Modified:
- 05/14/2020
- Date Created:
- 2020-05-13
- License:
- All rights reserved