Browsing by Author "Moore, David"
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- 5th International Symposium on Focused UltrasoundAbounader, Roger; Abraham, Christopher; Adema, Gosse; Agrawal, Punit; Airan, Raag; Aleman, Dionne; Alexander, Phillip; Alkins, Ryan; Alnazeer, Moez; Altman, Michael; Aly, Amirah; Amaral, Joao G.; Amrahli, Maral; Amraoui, Sana; Andarawewa, Kumari; Andriyakhina, Yulia; Angstadt, Mary; Ankou, Bénédicte; Arias, Ana C.; Arvanitis, Costas; Asadnia, Kiana; Aubert, Isabelle; Aubry, Jean-Francois; Aubry, Jean-Francois; Aurup, Christian; Bader, Kenneth; Badr, Lena; Baek, Hongchae; Barbato, Gaetano; Beccaria, Kevin; Bellorofonte, Carlo; Benson, Lee; Bernus, Olivier; Berriet, Rémi; Bertolina, Jim; Beskin, Viktoriya; Bessière, Francis; Bethune, Allison; Bezzi, Mario; Bond, Aaron; Bonomo, Guido; Borowsky, Alexander; Borys, Nicolas; Böttcher, Joachim; Bouley, Donna; Bour, Pierre; Bourekas, Eric; Brenin, David; Brokman, Omer; Brosh, Inbar; Buckner, Andrew; Bullock, Timothy; Cafarelli, Andrea; Cahill, Jessica; Camarena, Francisco; Camelo-Piragua, Sandra; Campbell, Benjamin; Campbell, Fiona; Cannata, Jon; Canney, Michael; Carlson, Roy; Carneiro, Antonio; Carpentier, Alexandre; Catheline, Stefan; Cavin, Ian; Cesana, Claudio; Chabok, Hamid R.; Chamanara, Marzieh; Chang, Jin H.; Chang, Won S.; Changizi, Barbara; Chapelon, Jean Y.; Chaplin, Vandiver; Chapman, Martin; Chaudhary, Neeraj; Chaussy, Christian; Chen, Cherry; Chen, Johnny; Chen, Wohsing; Chen, Xiaoming; Chevalier, Philippe; Chiou, George; Chisholm, Alexander; Christofferson, Ivy; Chung, Hyun H.; Ciuti, Gastone; Clement, Gregory; Cooper, Mark; Corea, Joseph; Corso, Cristiano; Cosman, Josh; Coughlin, Dezba; Crake, Calum; Cunitz, Bryan; Curiel, Laura; Curley, Colleen T.; Czarnota, Gregory; Dababou, Susan; Dallapiazza, Robert; de Bever, Joshua; de Jager, Bram; de Ruiter, Joost; de Senneville, Baudouin D.; Deckers, Roel; Delattre, Jean-Yves; den Brok, Martijn; Dhanaliwala, Ali; Diodato, Alessandro; Dixon, Adam; Donner, Elizabeth; Downs, Matthew; Du, Zhongmin; Dubois, Rémi; Dupre, Aurelien; Eikelenboom, Dylan; Elias, W. J.; Ellens, Nicholas; Endre, Ruby; Eran, Ayelet; Erasmus, Hans-Peter; Everstine, Ashli; Farahani, Keyvan; Farrer, Alexis; Farry, Justin; Federau, Christian; Feng, Xue; Ferrer, Cyril; Ferrera, Vincent; Fishman, Paul; Foley, Jessica; Frenkel, Victor; Fütterer, Jurgen; Gach, H. M.; Gandhi, Dheeraj; Gertner, Michael; Goldsher, Dorit; Gorgone, Alessandro; Greillier, Paul; Griesenauer, Rebekah; Grissom, William; Grondin, Julien; Guha, Chandan; Gulati, Amitabh; Gullapalli, Rao; Guo, Sijia; Gupta, Samit; Gurm, Hitinder; Gwinn, Ryder; Hadley, Rock; Haïssaguerre, Michel; Hammoud, Dima; Hananel, Arik; Hargrove, Amelia; Hatch, Robert; Haworth, Kevin; Hazan, Eilon; He, Ye; Heemels, Maurice; Heerschap, Arend; Hilas, Elaine; Hoang-Xuan, Khe; Hocini, Mélèze; Hodaie, Mojgan; Hofmann, Denis; Holland, Christy; Hoogenboom, Martijn; Hopyan, Sevan; Hossack, John; Houdouin, Alexandre; Hsu, Po-Hung; Hu, Jim; Hurwitz, Mark; Huss, Diane; Hwang, Chang-il; Hwang, Joo H.; Idbaih, Ahmed; Ikeuchi, Masahiko; Ingham, Elizabeth; Ives, Kimberly; Izumi, Masashi; Jackson-Lewis, Vernice; Janát-Amsbury, Margit; Jang, Kee W.; Jedruszczuk, Kathleen; Jiménez-Gambín, Sergio; Jiménez, Noé; Johnson, Sara; Jonathan, Sumeeth; Joy, Joyce; Jung, Hyun H.; Jung, Na Y.; Kahn, Itamar; Kamimura, Hermes; Kamrava, Seyed K.; Kang, Jeeun; Kang, Kook J.; Kang, Soo Y.; Kao, Yi-tzu; Katti, Prateek; Kawasaki, Motohiro; Kaye, Elena; Keupp, Jochen; Kim, AeRang; Kim, Harry; Kim, Hyun-Chul; Kim, Hyuncheol; Kim, Hyungmin; Kim, Min S.; Kim, Namho; Kiyasu, Katsuhito; Kneepkens, Esther; Knopp, Michael; Kobus, Thiele; Koral, Korgun; Kreider, Wayne; Krishna, Vibhor; Krug, Roland; Krupa, Steve; Kuo, Chia-Chun; Kwiecinski, Wojciech; Lacoste, Romain; Lam, Heather; Lamberti-Pasculli, Maria; Lang, Brian; Larner, James; Larrabee, Zachary; Leach, J. K.; LeBlang, Suzanne; Leclercq, Delphine; Lee, Hak J.; Lee, Jong-Hwan; Lehericy, Stéphane; Leighton, Wan; Leung, Steven; Lewis, Bobbi; Lewis, Matthew; Li, Dawei; Linn, Sabine; Lipsman, Nir; Liu, Hao-Li; Liu, Jingfei; Lopes, M. B.; Lotz, Jeff; Lu, Xin; Lundt, Jonathan; Luo, Xi; Lustgarten, Lior; Lustig, Micheal; Macoskey, Jonathan; Madore, Bruno; Maev, Roman; Magat, Julie; Maimbourg, Guillaume; Maimon, Noam; Mainprize, Todd; Malayer, Jerry; Maples, Danny; Marquet, Fabrice; Marrocchio, Cristina; Marx, Mike; Mastorakos, Panagiotis; Mauri, Giovanni; McLean, Hailey; McMichael, John; Mead, Brian P.; Melodelima, David; Melot-Dusseau, Sandrine; Menciassi, Arianna; Merrill, Robb; Meyer, Joshua; Midiri, Massimo; Miga, Michael; Migliore, Ilaria G.; Miller, Eric; Minalga, Emilee; Moon, Hyungwon; Moore, David; Mourad, Pierre; Mouratidis, Petros; Mueller, Michael; Mugler, John; Muller, Sébastien; Namba, Hirofumi; Naor, Omer; Nassar, Maria; Nazai, Navid; Negron, Karina; Negussie, Ayele; Nguyen, Thai-Son; Nicolay, Klaas; Nikolaeva, Anastasia V.; Oetgen, Matthew; Olive, Kenneth; Olumolade, Oluyemi; Orsi, Franco; Owens, Gabe; Ozilgen, Arda; Padegimas, Linas; Palermo, Carmine; Pan, Chia-Hsin; Pandey, Aditya; Papadakis, Georgios; Park, Chang K.; Park, Sang M.; Parker, Jonathon; Parvizi, Mohammad H.; Pascal-Tenorio, Aurea; Patel, Janish; Patz, Sam; Payen, Thomas; Perich, Eloi; Pernot, Mathieu; Perol, David; Perry, James; Pillarisetty, Venu; Pioche, Mathieu; Pizzuto, Matthew; Plaksin, Michael; Plata, Juan; Price, Karl; Prince, Jessica; Przedborski, Serge; Quinones-Hinojosa, Alfredo; Ramachandran, Akhilesh; Ranjan, Ashish; Ravikumar, Vinod; Reichenbach, Juergen; Repasky, Elizabeth; Rezai, Ali; Ritter, Philippe; Rivoire, Michel; Rochman, Carrie; Rosenberg, Jarrett; Rosnitskiy, Pavel B.; Ruiz, Antonio; Sahgal, Arjun; Samiotaki, Gesthimani; Sanghvi, Narendra; Santin, Mathieu D.; Santos, Domiciano; Sasaki, Noboru; Sastra, Steve; Schade, George; Schall, Jeffrey; Schlesinger, Ilana; Schmitt, Paul; Schwaab, Julia; Scionti, Stephen; Scipione, Roberto; Scoarughi, Gian L.; Scott, Serena; Sebeke, Lukas; Seifabadi, Reza; Seo, Jai; Sesenoglu-Laird, Ozge; Shah, Binit; Shahriari, Kian; Shaikh, Sumbul; Shea, Jill; Shi, Jiaqi; Shim, Jenny; Shinkov, Alexander; Shuman, Jillian; Silvestrini, Matthew; Sim, Changbeom; Sin, Vivian; Sinai, Alon; Singh, Manoj; Sinilshchikov, Ilya; Skalina, Karin; Slingluff, Craig; So, Po-Wah; Solomon, Stephen; Son, Keon H.; Sperling, Scott; Stein, Ruben; Stein, Sherman; Stevens, Aaron; Stimec, Jennifer; Storm, Gert; Straube, William; Suelmann, Britt; Sutton, Jonathan; Svedin, Bryant; Takemasa, Ryuichi; Takiguchi, Mitsuyoshi; Tam, Emily; Tan, Jeremy; Tang, Xinyan; Tanter, Mickael; Tebebi, Pamela; Tehrani, Seruz; Temple, Michael; Teofilovic, Dejan; ter Haar, Gail; Terzi, Marina E.; Thueroff, Stefan; Timbie, Kelsie; Tognarelli, Selene; Tretbar, Steffen; Trudeau, Maureen; Tsai, Yi-Chieh; Tsysar, Sergey A.; Tucci, Samantha; Tuveson, David; Ushida, Takahiro; Vaessen, Paul; Vaillant, Fanny; Van Arsdell, Glen; van Breugel, Johanna; Van der Jeugd, Anneke; Van der Jeugd, Anneke; Van der Wall, Elsken; van Diest, Paul; van Stralen, Marijn; Varano, Gianluca; Velat, Manuela; Vidal-Jove, Joan; Vigna, Paolo D.; Vignot, Alexandre; Vincenot, Jeremy; Vykhodtseva, Natalia; Wang, Bin; Wang, Han; Wang, Kevin; Wang, Qi; Wang, Qingguo; Wang, Shengping; Wang, Yak-Nam; Wang, Zhaorui; Wardlow, Rachel; Warren, Amy; Waszczak, Barbara; Watson, Katherine; Webb, Taylor; Wei-Bin, Shen; Wei, Kuo-Chen; Weiss, Steffen; Weissler, Yoni; Werner, Beat; Wesseling, Pieter; Williams, Noelle; Wilson, Emmanuel; Wintermark, Max; Witkamp, Arjen; Wong, Carlos; Wu, Jing-Fu; Wydra, Adrian; Xu, Alexis; Xu, Doudou; Xu, Su; Yang, Georgiana; Yang, Nai-Yi; Yao, Chen; Yarowsky, Paul; Ye, Patrick P.; Yuldashev, Petr; Zaaroor, Menashe; Zachiu, Cornel; Zahos, Peter; Zangos, Stephan; Zhang, Dandan; Zhang, Hua; Zhang, Jimin; Zhang, Junhai; Zhang, Xi; Zhao, Li; Zhong, Pei; Zhuo, Jiachen; Zidowitz, Stephan; Zinke, Wolf; Zorgani, Ali (2016-11-21)
- Assessing the Impacts of Ability One at MelwoodLyon-Hill, Sarah; Mohammed, Afroze; Nagle, Lara; Moore, David; Seo, Hye-Jeong; Ulakey, Allison (Virginia Tech, 2022)In 2021, the nonprofit Melwood contracted with the Virginia Tech Center for Economic and Community Engagement and the Virginia Tech Institute for Policy and Governance (VTIPG) to conduct a cost-benefit analysis of their AbilityOne program. The goal was to assess the true cost of Melwood’s AbilityOne program to the federal government and understand the broader benefits of this socio-economic program. The AbilityOne Program, administered by an independent federal agency, facilitates the employment of people who are blind or have significant disabilities so they may achieve their maximum employment potential.
- Effect of restructuring training and field-dependence-independenceRush, G. Michael (Virginia Tech, 1990)Herman Witkin's research in differentiation theory proposed a conceptual framework describing the cognitive style known as field-dependence-independence. The operational measures of this construct are restructuring skills and interpersonal competencies, and were originally conceived to be fixed in an individual. A recent reconceptualization, however, suggested that there may be some malleability in learning strategies that flow from cognitive style. Learners predisposed to field dependence might gain access to restructuring skills brought to problem-solving Situations by field independents. Thus this study undertook to examine the effects and practicability of restructuring training as a means of addressing individual learner differences. Community college students were identified on the field-dependence-independence continuum using the Hidden Figures Test. Students in the experimental group received training in use of restructuring strategies. All participants were given subsequent tasks requiring the employ of restructuring strategies. These posttest tasks included a visual disembedding task, a verbal disambiguating task, and a task of visual perspectivism. Training effect was observed in field dependents for all three test tasks.
- The effects of cognitive style and a supplantation technique on a picture detail recognition task taught by televisionBlevins, Thomas E. (Virginia Polytechnic Institute and State University, 1986)The purpose of this study was to determine the effects of a supplantation technique (zoom) on field dependent and field independent learners in the teaching of a picture detail recognition task through television. Specific research questions included: will field dependent or independent cognitive style affect the student's ability to recognize picture details presented in a television format; will the zoom television technique affect the learning of a picture detail recognition task for students classified as field dependent or field independent; is there an interaction effect between cognitive style and television presentation mode; will recall increase across four learning trials, can the zoom technique be modeled successfully in other picture detail recognition tasks by field independent and field dependent subjects; and is there an interaction effect between the learning trials and the television presentation mode? Students were shown two videotape treatments: one under the zoom condition which acted as a supplantation device and one under a no-zoom treatment which withheld supplantation. A posttest only 2x2x4 repeated measures design was utilized. The independent variables were cognitive style, treatment condition, and learning trials. The dependent measures were four posttests measuring picture detail recognition. Results indicate that the zoom treatment did not produce significantly higher picture detail recognition scores for either field independent or field dependent learners. Cognitive style had no significant effect on students' picture detail recognition ability in a learning task presented by television. Also, there was no significant interaction between the treatment and cognitive style. There was a significant difference in mean student performance across the four picture detail recognition tasks, as well as a significant interaction between the treatment condition and the learning trials.
- Effects of imposed visuals and instructions to image on immediate recall in students of varying ages and cognitive stylesJames, Jane Whitlock (Virginia Polytechnic Institute and State University, 1989)The purpose of this research was to determine if levels of field dependence affects a student’s ability to profit from either imposed visuals or instructions to form visual images to aid immediate recall of concrete paired-axociate nouns. Also of interest are possible changes in the relationship between field dependence and visual strategy as students move from upper elementary to high school. It was hypothesized that the field-dependent individual is less able to profit from the use of interactive imagery required in a memory task of this nature due to the inability to impose structure in a non-structured situation. Participants in this study were 197 fourth, seventh and tenth grade students from a moderately affluent, suburban community in southwestern Virginia.The Group Embedded Figures Test was used to determine cognitive style. Within each grade level, an equal number of students classified as field dependent, neutral and field independent were randomly assigned to three treatment groups. The dependent measure of memory was a written test of immediate recall of 24 paired-associate, concrete nouns. The three treatment groups were: Control, who received only instructions to remember the words; Imposed Visual, who viewed line drawings of the two words; and Imagery, who received instructions to form interactive visual images of the two words. Data was analyzed using three-way Analysis ofVariance. All three main effects (grade level, cognitive style and visual strategy) were significant. There was no interaction, however.
- The effects of presentation mode and cognitive style on immediate recall of map informationReardon, Linda Brown (Virginia Polytechnic Institute and State University, 1987)This study investigated the use of varying formats for presenting complex visual information in the form of fictitious maps. There were three treatment formats, two which sequenced the map information by conceptual category (i.e., roads, geographic features, boundaries), and a third which used a normal intact map format. The two sequenced presentations differed in that the first was additive; that is, each visual in the sequence built upon the preceding one by adding a category of information until the complete map was displayed. The second simply displayed one conceptual category per visual. The cognitive style field dependence-independence was also examined as potentially related to map-learning ability based on the greater cognitive restructuring ability of the field independent orientation. lt was predicted that the achievement of field-dependent students would be higher with the sequenced map treatments, and the achievement of the field-independent students would be higher with the intact map treatment. The research questions were: 1. Does dividing map information into either an Additive sequence or a Part-by-Part sequence affect performance on a map-learning task? 2. Do students classified as held dependent, moderately field - independent, or held independent differ in their performance on a map-learning task? 3. Is there an interaction across visual design format with cognitive style? The sample for this study was composed of 92 four-year college students. Level of held dependence was measured by the GEFT. The analysis of the 3 X 3 research design was by a two-way analysis of variance with posttest scores (which measured immediate recall of map information) as the dependent variable. Map presentation format and cognitive style were independent variables. Results indicated there was no difference in achievement among the three map presentation formats, but that cognitive style was significantly related to posttest scores; that is, a higher level of held independence was associated with more effective map-learning performance.
- An exploratory study of the relationship between learner control patterns and course completion in computer assisted instructionSasscer, Monica Flynn (Virginia Polytechnic Institute and State University, 1982)The study was designed to discover how conununity college students used the available learner control features of the TICCIT computer assisted instruction system, and to determine whether those students who completed all the course requirements of two TICCIT delivered courses within an eleven week academic term used different strategies to work through the instructional materials than those students who did not complete the courses. One hundred and forty eight students who enrolled in a developmental level Algebra I course and freshman level· English grammar course participated in the study. Sixty-seven students met the criteria for course completion; 81 were non-completers. A log tape record was kept of the keypresses made by the subjects as they progressed through the topics of the lesson selected for the study. The sequences of keypresses resulted in the classification of nine different strategy patterns which were analyzed by means of chi-square contingency tables. The findings were that community college students made use of the learner control options presented to them by TICCIT to develop learning strategies. While"successful patterns" were identified in the statistical analyses, these were actually used by an equal proportion of completing and non-completing students-and could not be considered as paths to success for future TICCIT students. No evidence was found that students used a pattern consistently throughout a lesson. There was significant evidence that pattern choice was influenced by the subject matter studied and, specifically, by the topic of the segment. Students in the English course used more patterns which included EXAMPLES, whereas the students in the math course favored the RULE/PRACTICE combination. With regard to timely completion, however, the. RULE/PRACTICE pattern was a successful option for both math and English course completers. The use of PRACTICE without reference to RULES or EXAMPLES was detrimental to the timely completion of math coursework, but beneficial in the case of the English course.
- A log-linear model for predicting risk factors for rabies positivity in raccoons in Virginia, 1984-1987Torrence, Mary Elizabeth (Virginia Tech, 1990)In response to an epidemic of rabies in the mid-Atlantic region, the Virginia Department of Health and the Consolidated Laboratory Services in 1982, redesigned their submission forms for animals being tested for rabies in an effort to elicit detailed information about the epidemiology of rabies in Virginia. The information collected from those submission forms was used in a mathematical model analysis of the epidemiology of raccoon rabies in Virginia for the years 1984 through 1987. Eleven explanatory variables and one response variable (positivity for rabies) were examined. The objective of this study was to develop a model, through logistic regression, that would explain the epidemiology of rabies in raccoons in Virginia, and determine the risk factors for prediction for positivity for rabies in raccoons in Virginia. This information would aid further surveillance efforts, preventive education programs, and in formulating future oral vaccination programs in raccoons. Multiway contingency tables were constructed (involving 2,3,4,5,and 6 way interactions), and log-linear models were fitted using an iterative fitting process to generate maximum likelihood estimates. The goodness of fit of each model was judged using the likelihood-ratio-chi-square p value (0.01). The backward stepwise model selection process was performed on logit models to find the best fitting model (0.01). The final model consisted of a combination of 17 four variable term models. Eight of the eleven explanatory variables remained important risk factors in the prediction of positivity for rabies in raccoons. To validate the model, it was applied to data collected in the years 1988 through July 1989. The model fit at the 0.01 level. Parameter estimates were calculated for each term in the model. All eight variables had main order effects (direct) on the response variable (positivity for rabies). Three second order effects were evident: age and season, behavior and season, and year and season. Future studies will involve applications of this model to other species to further explore the epidemiology of rabies, and to refine the model for practical applications.
- Student participation, interaction, and regulation in a computer-mediated communication environmentRuberg, Lorena Ferguson (Virginia Tech, 1994)This study provides an in-depth description and interpretation of student participation and interaction that occurred in computer-mediated interactive writing activities in two different classroom settings: a freshman writing class and a plant biology lab. Both classes were equipped with a network of Macintosh computers and the Daedalus Integrated Writing Environment software which was used to conduct in-class, synchronous computer-based discussions. Electronic transcripts of interactive writing activities created in both classes were archived from the beginning to the end of one semester for analysis of student participation and interaction in the computer-mediated environment. A focal point of the participant observation research in both classes occurred in a capstone event which took place halfway through the semester and involved a peer review as well as interactive discussion activity conducted in the computer-mediated environment. The capstone was designed to provide multiple data points for analysis while also serving specific content objectives for each class. The analysis of electronic interchanges revealed that student participation and interaction in the computer-mediated environment differed from the traditional, face-to-face setting in both cases by exhibiting increased participation and increased student-to-student interactions. Students responded to the CMC environment with variable timing in their responses and varied styles for using CMC as a medium for communication. The social conventions for participation and interaction in the CMC interactive writing activities were influenced by the computer interface, the behavior exhibited by the teacher and fellow students in the CMC discussions, and the nature of the topic being discussed. All students reported increased understanding of the material by being able to read responses of their peers in the on-line discussions. Three areas for improving future applications of this technology emerged from this study: (1) several students complained about having to type their messages; (2) several students reported that they felt overwhelmed by the number of messages and multiple, consecutive tangents in the CMC discussion; and (3) teachers would benefit by having more specific guidelines for designing appropriate activities for this technology which can be integrated into existing instruction and assessment activities.