Pictures Of Things Research Articles

How do university students experience using photos to self-identify their character strengths? A Thematic analysis

The COVID-19 pandemic exacerbated demand for mental and emotional well-being support. As a result of the pandemic and the prevailing economic climate, individuals and businesses in the UK have been ‘taking stock’. Positive Psychology Interventions provide the prospect of meeting these needs through strengths-based approaches which demonstrate a host of benefits. One of these is the use of photographs to transform the narratives that people ascribe to their experiences. This intervention may have a range of advantages, including a positive impact on well-being. However, there is relatively little research into the use of photos as a potential tool for self-identifying strengths. To gain an understanding of the lived experience of using photos to elicit strengths, a homogeneous participant sample of nine students studying psychology at a UK university were recruited. The participants undertook an intervention based on that used by Steger et al. (2014) in their pilot study. Each participant was asked to take 9-12 pictures of things that were meaningful to them over the period of one week. Semi-structured interviews were used for data collection, and reflexive thematic analysis was undertaken to analyse the data. Four themes were identified: Experiencing the strength, Feeling uplifted, Being reflective, and Looking to the future. It was found that that the participants experienced the intervention as profound and enriching. The use of the photographs was instrumental in the self-identification of strengths. This study provides valuable insights into the experience of this PPI and may have implications for positive psychology practitioners and coaches.

Hear Our Voice: Insights from Children of Different Cultural Backgrounds Living in Low-Income Housing.

Children who experience poverty early in life or for an extended period of time become susceptible to chronic diseases like asthma and obesity during their life course. Intervening early in the life of children living in poverty could alter these trajectories. This study used a Photovoice method to examine how children from different ethnic/racial backgrounds frame the social and environmental factors that influence their physical and mental health. We recruited a convenience sample of 13 children, aged from 9 to 14 years of age (4 African Americans, 4 Middle Eastern/Arabic, 4 Asian [Hmong] and 1 White). Each child was provided a camera and was asked to take pictures of things within their environment that influenced their health. Results were obtained by photo sorting activities and analysis of the interview transcripts. The children's photographs stimulated individual and group discussions which yielded five themes confirmed by conventional content analysis: bullying, family, nature, food and public spaces. The photovoice method was a successful way to provide a direct account of what the children think affects their health, engage various individuals from the community in the research process, and inspire social change and advocacy projects. The children's concepts of factors in their communities that influence their health will be the target of future interventions designed to improve the health and well-being of children of color living in poverty.

An Object Lesson: Objects, Non-Objects, and the Power of Conceptual Construal in Adjective Extension

ABSTRACT Despite the seemingly simple mapping between adjectives and perceptual properties (e.g., color, texture), preschool children have difficulty establishing the appropriate extension of novel adjectives. When children hear a novel adjective applied to an individual object, they successfully extend the adjective to other members of the same object category but have difficulty extending it more broadly to members of different categories. We propose that the source of this difficulty lies at the interface of the linguistic and conceptual systems: children initially limit the extension of an adjective to the category of the object on which it was introduced. To test this hypothesis, we manipulated whether participants construed images as “pictures of things” (objects) or “blobs of stuff” (non-objects). For both 36-month-old children (Experiments 1 and 2) and adults (Experiment 3), the conceptual status of an image influenced how they extended an adjective applied to that image. Children extended novel adjectives more successfully when they construed the images as non-objects than when they construed the same images as objects. Similarly, adults were faster to make adjective extensions when construing the images as non-objects rather than objects. Learners of all ages must navigate this linguistic-conceptual interface in assessing whether and how novel adjectives should be extended to new individuals.

Glasstexts: Seeing Through Rossetti's Material Word

Rossetti's relationship to the material has always received critical attention, most recently in the work of Matthew Polotsky and Brian Donnelly. Eric Fontana has investigated the speech acts in his poems, but no work has considered words themselves as material objects in Rossetti's poetry. Focusing exclusively on instances of glass inscription in Rossetti's poems, I show how the poet's material words recognise reading and writing as visual experiences we sometimes forget we are having. By analysing inscribed glass in three key Dante Gabriel Rossetti poems, ‘Words On The Window-Pane’, ‘Jenny’, and ‘Rose Mary’, I investigate the ways in which Rossetti's glasstexts assume the duality of the surfaces on which they appear, arguing that they draw our attention to words as both things and pictures of things. I suggest that scratched, scrawled and engraved words enhance the contradictions and complications inherent in glass, and intensify the complex interplay between transitivity and reflection that defines the experience of reading itself. I also argue that these glasstexts are of their historical moment because, as Isobel Armstrong has shown, they are preoccupied with surface markings that betray glass as visible mediation, revealing its dual function as medium and barrier.

Analysis of Intensity Distribution in the He-Ne Laser Beam by Gaussian Distribution Function

The purpose of this research is to analyze the distribution of density in the laser beam, both from the experimental and theoretical point of view. I measured the density distribution through the He-Ne laser beam and prepared an attempt to compare it with the Gaussian distribution function. Image profiling can be used to determine the distance of objects depending on the distribution of the laser beam spot surroundings by their width. It can also be used to take pictures of things and define their distances and shape things. As we see, Nubia is very good. From the compatibility analysis found that (the program that made the fitting mention of GNUPLOT).

Preschool Children Preferences on their School Environment

Children and adults have different views and preferences about the environment around them. Digital camera pictures offer tangible documentation and representations of children's perceptions and preferences regarding their school environment. This study is to identify children's photography selection and preferences in the school environment, both indoors and outdoors. This study was conducted on 19 preschoolers (n=19) ages 4 and 5 using the project-based approach. The children were given a digital camera and were asked to take pictures of things in their school environment that they really liked. Their photographs were analyzed to see their overall preferences for their school environment.

A qualitative study exploring how school and community environments shape the food choices of adolescents with overweight/obesity

This study explored perceived barriers and facilitators to healthful eating in schools and communities among overweight teens who completed an E-health intervention. Twenty-two teens were recruited to a photovoice study and asked to take pictures of things that made it easier or harder to make healthful food choices at school and in their community. Digital photographs were reviewed using semi-structured interviews. Transcribed audio-recordings were analyzed using constant comparative analysis. Similar themes emerged from the school and community environments with food/beverage availability emerging most frequently, followed by peer influence, accessibility/convenience, price, classroom practices, marketing and online influences. Teens described an obesity-promoting environment and perceived very limited healthful options. Policy-driven environmental changes as well as strategies that help teens navigate food choices in their schools and communities are needed to support healthful eating.

Kids, Cameras, and the Curriculum

Children, Youth and Environments Vol. 18 No. 2 (2008) ISSN: 1546-2250 Kids, Cameras, and the Curriculum Barrett Dragan, Pat (2008). Portsmouth, NH: Heinemann; 107 pages. $15. ISBN 9780325009544. In her book Kids, Cameras, and the Curriculum, Pat Barrett Dragan presents an engaging, creative, and practical guide to using cameras in the classroom. Dragan's ideas and suggestions for integrating cameras across the curriculum have been developed and refined throughout her 30-year career as a first-grade teacher in South San Francisco. Although most of the ideas presented in the book are aimed for use in the primary grades, they can be easily adapted for use in the intermediate grades as well. This book serves as an important resource for teachers who wish to expand their teaching in new and interesting ways by connecting the required curriculum with technology, children's interests, and the school community. The book is organized into nine chapters, each of which contains a myriad of useful ideas, suggestions, and resources for incorporating cameras in the classroom. Aside from using cameras with students, Dragan describes how cameras helped her problem-solve social conflicts that arose in her classroom. As she photographed her firstgraders working in cooperative groups, she captured students' facial expressions and interactions among one another and was able to modify her instruction and classroom community-building accordingly. She states, "a small vignette of classroom life can be illuminating ... these photographs are also a permanent timestopping device: evidence to use as we think about things later" (p. 3). In addition to using photographs to inform her teaching, Dragan describes numerous activities she uses to engage students in their learning. For example, she asked students to take cameras home and take pictures of things that are important to them, things they have seen, as well as memorable experiences. She incorporates 283 their photo stories with writing they are doing in the classroom. Dragan states, "the writing is inspired because children are telling intense stories that matter to them" (p. 17). Dragan also writes about ways in which photographs can be an effective tool for teaching English language learners. She relates the story of her friend, Dr. Ryan James, who builds all of his course work around photographs in order to ask and answer questions, learn vocabulary, and practice descriptive language and sentence structure. Questions he uses in his instruction include:  Where do you think the photo was taken?  What do you observe in the picture?  What would the photograph say if anything in the picture could talk to you?  What was this person doing right before (or after) this picture was taken? Dragan emphasizes that English language learners are able to express themselves through photographs and use them as a tool to show who they are as well as what they know. The use of photographs and visuals allow them to build confidence and language skills at all ability levels. Perhaps the most impressive project Dragan took on with her students was creating a weekly school newspaper with her firstgrade class. Her students were highly engaged in this task, as they were writing for a purpose, took turns being photographers and reporters, and collectively published and distributed the paper every week.This project not only made a positive impact on her students' confidence, but also resulted in their progress in reading, writing, listening, and speaking for a variety of purposes. An impressive result from this project was the sense of community it built among the staff and students of the school, as all grade levels, teachers, and school personnel looked forward to reading the weekly paper. Many of the students and staff in the school were featured in the newspaper, and this project kept everyone informed of what was happening at the school and helped to create a sense of unity for the entire school community. 284 The last few pages of the book list a variety of resources that Dragan uses to inform her instruction as well as books to use with children while exploring different ways to incorporate the use of cameras in the classroom. She also references numerous resources throughout each chapter.Kids, Cameras, and the Curriculum is an invaluable resource for...

Children's Participation in the Design of the Kitakyushu Science and Research Park

Children, Youth and Environments 17(1), 2007 Children’s Participation in the Design of the Kitakyushu Science and Research Park Yuji Yasueda Bart Dewancker Junko Harada The University of Kitakyushu Japan Citation: Yasueda, Yuji, Bart Dewancker, and Junko Harada (2007). “Children’s Participation in the Design of the Kitakyushu Science and Research Park.” Children, Youth and Environments 17(1): 313-314. Keywords: town planning, play planning, environmental education, children's participation The goal of the town planning in the Kitakyushu Science and Research Park was to create a high technology-related education and research facility alongside a well-planned residential area. This needed to be donewithin the context of sustainable development that is now central to the National Strategy in Japan. Thus, the surrounding residential area needed to be planned as a model of living together with nature. The planning process involved the participation of citizens in the creation of a park where children can play safely and study along with adults. The planning of the park incorporated a mix of ecological and participatory planning approaches. A workshop for children—in the form of a bingo game on the site of the planned park—was organized as one part of a larger, three-day workshop on local planning and action as well as environmentally sensitive housing and preservation of forests in November 2004. Scenes created with photographs of plant and insect life found on the site were used for the sheets of the bingo game. Forty-two local children between two and thirteen years—49 percent of the local child residents—participated in the workshop. In addition to the game, the children took pictures of things they liked at the site with digital cameras. Throughout the workshops, the children’s free play on the site further revealed its potentials for children. After the bingo game was finished, At the end of their workshop, the children discussed the bingo game, explained the pictures they took, and talked about the ways they played on the site, such as sliding with cardboard on the slopes, riding on bamboo, hiding in the forest, making secret places in the forest and collecting insects. Children’s Participation in the Design of the Kitakyushu... 314 On the last day of the larger workshop, there was a presentation and discussion of the results of the participatory work with children and we discussed plans for environmental education and a play park for children. Significantly, we had learned from the children that they play very well on the site without playground equipment, using the natural form and materials of the site, including flowers, plants, nuts and insects. For more information, please contact: Yuji Yasueda 1-1 Hibikino,Wakamatsu-ku, Kitakyushu-city, Fukuoka pref, 808-0135, Japan phone: +81-93-695-3245 fax: +81-93-695-3345 email: yasueda@env.kitakyu-u.ac.jp ...

El Greco's Eyesight: Interpreting Pictures and the Psychology of Vision

There is a common assumption about pictures, that seeing them produces in us something like the same effects as seeing the things they depict. This assumption lies behind much empirical research into vision, where experiments often expose subjects to pictures of things in order to investigate the processes involved in cognizing those things themselves. Can philosophy provide any justification for this assumption? I examine this issue in the context of Flint Schier’s account of pictorial representation. Schier attempts to infer the assumption from what he takes to be the fundamental facts about picturing. I argue that there is no plausible form of Schier’s basic claims from which the assumption can be inferred. I then reject a second argument, that by appealing to the assumption Schier could explain why it is impossible to depict a particular without depicting it as having certain properties. I conclude that those sympathetic to the assumption need to articulate and defend some version of it suited to their needs.

The Communal Dream of Myth: David Rudkin's The Triumph of Death

Two years after the success of Afore Night Come in 1962, and before he had completed a second play for the stage. David Rudkin described himself as "afflicted by images, by things that are seen, pictures of things." He continued, "They are extraordinary, momentary, but they stay with me, and slowly accumulate around them some hardening of dramatic ritual life, and I find that my plays, my ideas of plays, tend to be processions towards climaxes which are enactments of such images.” The Triumph of Death, first performed in March 1981, can be seen in its entirety as such a climactic enactment — a work distilled out of the twenty-year-long ferment of ideas, language, and experiences that followed its author's impressive debut as a dramatist.

Things and pictures of things: Are perceptual processes invariant across cultures?

Things and pictures of things: Are perceptual processes invariant across cultures?