Exploring the role of personality and resilience in the stress response: a comparison of military and civilian samples

In the context of emergency services and first responders (i.e. military), the ability to select personnel who have the innate ability to work well in highly charged environments would be advantageous. While there have been some efforts to explore the relationship between personality traits and physiological reactivity in the context of the emergency services, differences in stress responses between civilians and military personnel have not yet been investigated. Therefore the aim of the current study was to examine the relationship between personality, resilience and physiological stress responses. Fifteen civilians and 16 military personnel completed online personality (IPIP) and resilience (CD-RISC) inventories prior to commencing the experimental component of the study. The Mannheim Multi-component Stress Test (MMST) which utilises cognitive, audio, visual and motivational components was employed to elicit an acute stress response. Measures of correct responses and reaction time were sampled during the MMST. Prior to and following exposure to the MMST, positive and negative affect were measured (PANAS), and heart rate was sampled continuously across the study period. Results indicated that Military participants rated significantly lower than civilians on neuroticism; however there were no differences between groups for resilience or any of the other personality traits. Military participants displayed less emotional reactivity and less negative affect following the MMST testing period, and appeared to perform better on the MMST when compared to the civilian sample. However, there was no significant difference in heart rate measures between groups. Collectively, these results provide support for the broaden and buildhypothesis and the transactional stress theory. The results also build on previous empirical stress literature and support the effectiveness of the MMST in laboratory induced stress. Suggestions for future research in the area of resiliency and stress will be discussed. From an applied context, further research in this area may assist in military recruitment processes to place individuals in roles to which they are most suited within the Defence Force.

Locating learning: making connections between virtual and physical spaces with mobile touch-screen devices

This paper is concerned with the potential of mobile touch-screen devices and emerging socio-technological practices to support pedagogies of place that provide a means for young people to reflect critically on the social construction of place and to take actions that speak of and to their own locatedness. Drawing on de Certeau's (1984) concept of space as a practiced place and Massey's (2005) perspective of spatiality and interrelatedness, we examine two school-based examples of learning activities that bring together the virtual and physical as in experiences and representations of place. The first example is an Australian local history unit, where lower secondary school students participated in a series of field trips, planned and conducted under the guidance of an indigenous elder. They used Smartphones and iPads to capture and create personalised audio-visual records of their knowledge of place that were then used to create geo-location games. In the second example, upper primary school students worked with local authorities and environmental educators to select sites for two environmental monitoring posts, which were then installed and provided a locus for the students' school-based environmental science learning as well as a vehicle for community engagement. Drawing on interview, video and photographic data, this paper examines the way mobile technologies were deployed for student knowledge production, engagement with place, reconstruction of place and engagement with community.

ipreps on ipads : exploring the visual/audio nexus of techno-literacy learners in an Australian classroom

This presentation reports on findings from a qualitative study on the use of iPads to support the literacy learning of a group of children who had just commenced their formal schooling in a regional Australian preparatory classroom. Specifically it looks at the affordances the iPad offered to enhance the oral-aural-visual communication of children not yet fluent in print based literacies. The children were interviewed about their techno-literacy learning and observed as they engaged with applications (apps). The researchers were able to video them as they demonstrated high levels of interest, energised learning and a range of independently acquired techno- literacy skills.
There is as yet little research on the use of portable personal computing devices such as the iPad in early years’ classrooms. The children in this study are shown as capable and articulate regarding their iPad use. Beyond the traditionally conceived struggle with passive print decoding when using iPads they become active creators of sophisticated multimodal artefacts that they consider worthy of acclaim, “I’m really proud of myself.” Findings from this study suggest the visual/listening nexus of popular apps potentially challenges print based literacy education approaches and existing paradigms of research and teaching/learning practice in Australian early years’ literacy education.

Spatial and temporal disparities in aurally aided visual search

Research over the last decade has shown that auditorily cuing the location of visual targets reduces the time taken to locate and identify targets for both free-field and virtually presented sounds. The first study conducted for this thesis confirmed these findings over an extensive region of free-field space. However, the number of sound locations that are measured and stored in the data library of most 3-D audio spatial systems is limited, so that there is often a discrepancy in position between the cued and physical location of the target. Sampling limitations in the systems also produce temporal delays in which the stored data can be conveyed to operators. To investigate the effects of spatial and temporal disparities in audio cuing of visual search, and to provide evidence to alleviate concerns that psychological research lags behind the capabilities to design and implement synthetic interfaces, experiments were conducted to examine (a) the magnitude of spatial separation, and (b) the duration of temporal delay that intervened between auditory spatial cues and visual targets to alter response times to locate targets and discriminate their shape, relative to when the stimuli were spatially aligned, and temporally synchronised, respectively. Participants listened to free-field sound localisation cues that were presented with a single, highly visible target that could appear anywhere across 360° of azimuthal space on the vertical mid-line (spatial separation), or extended to 45° above and below the vertical mid-line (temporal delay). A vertical or horizontal spatial separation of 40° between the stimuli significantly increased response times, while separations of 30° or less did not reach significance. Response times were slowed at most target locations when auditory cues occurred 770 msecs prior to the appearance of targets, but not with similar durations of temporal delay (i.e., 440 msecs or less). When sounds followed the appearance of targets, the stimulus onset asynchrony that affected response times was dependent on target location, and ranged from 440 msecs at higher elevations and rearward of participants, to 1,100 msecs on the vertical mid-line. If targets appeared in the frontal field of view, no delay of acoustical stimulation affected performance. Finally, when conditions of spatial separation and temporal delay were combined, visual search times were degraded with a shorter stimulus onset asynchrony than when only the temporal relationship between the stimuli was varied, but responses to spatial separation were unaffected. The implications of the results for the development of synthetic audio spatial systems to aid visual search tasks was discussed.

Film audio pace

We explore the concept of film pace expressed through audio to analyse the film at a semantic level. We use domain knowledge to derive a number of measures for film audio pace. We then apply the audio pace to examine two semantic concepts: counterpoint and narrative structure. Counterpoint is a method used to highlight a salient event by contrasting the visual and audio aspects of a film. We divide narrative structure into visual narration, action, and audio narration, plot development. We hypothesise that changes in the narrative structure signal a change in the audio pace. We then test this hypothesis using eight films of varying genres. A pattern was established linking the audio pace features, guided by the properties of the audio energy, to the narrative structure. The method was successful in determining the narrative structure for seven of the films, achieving an overall precision of 76.4% and recall of 80.3%.

Narrative structure detection through audio pace

We use the concept of film pace, expressed through the audio, to analyse the broad level narrative structure of film. The narrative structure is divided into visual narration, action sections, and audio narration, plot development sections. We hypothesise, that changes in the narrative structure signal a change in audio content, which is reflected by a change in audio pace. We test this hypothesis using a number of audio feature functions, that reflect the audio pace, to detect changes in narrative structure for 8 films of varying genres. The properties of the energy were then used to determine the. audio pace feature corresponding to the narrative, structure for each film analysed. The method was successful in determining the narrative structure for 1 of the films, achieving an overall precision of 76.4% and recall of 80.3%, We map the properties of the speech and energy of film audio to the higher level semantic concept of audio pace. The audio pace was in turn applied to a higher level semantic analysis of the structure of film.

Visual impairment and eye care among Alaska native people

Purpose: To estimate the prevalence of visual impairment, eye disease and eye care in the Alaska Native (AN) population, by demographic and socioeconomic factors.

Methods: Population-based cross-sectional study of 3,793 AN adults aged 18–94 years enrolled in the Education and Research Towards Health (EARTH) Study from March 2004–March 2006. Data on self-reported visual impairment, cataract, glaucoma, diabetic eye disease and previous dilated eye examinations were collected using audio computer-assisted self-administered questionnaires.

Results: The unadjusted prevalence of self-reported visual impairment was 8.7% (95% confidence interval (CI): 7.9–9.7), cataract 5.9% (95% CI: 5.2–6.7), glaucoma 2.5% (95% CI: 2.0–3.0) and diabetic eye disease 1.3% (95% CI: 0.9–1.7). In all cases, age-sex adjusted prevalence estimates for the AN population were greater than available estimates for the general U.S. population. Prevalence of visual impairment and each eye disease increased with age (P < 0.01). Additional factors associated with visual impairment were education and annual household income. Overall, 70.0% (95% CI: 68.5–71.6) of participants reported a dilated eye examination within the previous two years. Dilated eye examination within the previous two years was associated with increasing age (P < 0.001). However, men and participants with lower formal education were less likely to report recent dilated eye examination. Among those with diabetes, only 67.7% (95% CI: 60.8–74.1) reported a dilated eye examination within the recommended previous one year.

Conclusions: Self-reported visual impairment, cataract, glaucoma and diabetic eye disease are prevalent in the AN population. These data may be useful in healthcare planning and education programs.

Improvisation in visual art practice using a photographic process

In this article I discuss how I have come to understand embodied processes in my visual art practice using photography. I danced professionally for 25 years and performed in various contexts including classical ballet repertoire, contemporary dance, and commercial dance. I choreographed for various productions working with a group of dancers for seven years before studying visual art. I experienced a particular sense of embodiment as a live performer in which prescribed movements were learnt, performed and repeated as if second nature. Transitioning into a conceptually based visual art practice the creative process was flipped around. Using painting, sculpture, performance (in a different context) and photographic methods I explored ideas from which forms such as video/audio installations, photography, performance art and painting emerged mostly in a gallery context. Although I still think of forms of movement as content, in a visual art practise the idea or concept invokes form.