Impact of Climate on Working Memory Capacity of Students in Learning Mathematics at Elementary Level.
Description
ABSTRACT: Understanding is a central goal for all education. Research over many decades has shown that thinking, understanding and problem-solving all take place in one location in the human brain, now known as working memory. The capacity of working memory is easy to measure, with several standardized test now available. The capacity has been shown to grow with age to about age 16, with adults possessing capacities between 5 and 9, the average being 7. This means that the average working memory can hold 7 items of information at the same time. It has been shown repeatedly that the capacity of working memory controls understanding as well as influencing assessment success. While the capacity possessed by an individual cannot be increased, its efficiency can develop with experience. Highly conceptual subjects like mathematics are often found to be difficult for learners in that many ideas have to be held at the same time to gain understanding. Thus, the capacity of working memory has a direct effect on performance in mathematics. Thus, it is important that teachers minimize working memory overload wherever possible and several strategies have now been demonstrated to be effective. It is also important that learners do not have the functioning of their working memories limited in any way during the learning processes. It is known that extremes of temperature and oxygen deprivation affect cognitive functioning. This study aims to explore the relationships between ambient temperatures and hypoxemic conditions (due to altitude) and working memory capacity as well as mathematics performance. Standard tests (Digit Span Backward Test and Block Recall Subset) will be employed under various climactic conditions, while mathematics performance will be measured using a test designed to fit the mathematics curriculum for elementary students. Gender will be considered as well. Possible relationships and differences will be considered using Pearson correlation and t- tests. Any insights will help in enabling allowances to be for students working under more difficult conditions so that they are treated fairly. KEYWORDS: Working memory capacity, cognitive load, heat stress, cold stress, hypoxic stress. Introduction: If learners are to gain the most from their education journey, it is important that every aspect of the educational provision works in harmony. This includes teacher education, teaching materials, assessment of learning, as well consistent support from the school, education officials and wider society. No matter how learning is organized or presented, the key to understanding rests in being able to interact mentally with the material being taught. In his famous paper of 1956, Miller was the first to develop ways to measure what we now know as working memory. His paper is one the most cited papers in all research literature and led to thousands of studies. He was able to show that the capacity of working memory could be measured quickly and reliably and that the working memory for an individual grew to about age 16 after which it was fixed for life. He also showed that people varied in the capacity of their working memory. This interaction is now known to take place in the working memory (Cowan, 2014). The working memory has a limited capacity. While the capacity grow with age to about age 16, it is then fixed and cannot be expanded. In essence, its capacity is controlled genetically. Research has shown that its size is unrelated to ability or intelligence. It seems that it is the efficacy and effectiveness by which we each use our working memory that is more closely related to ability. There are may summaries in the literature, the reviews by Reid (2009a,b) being particular relevant in the maths/science field. A very large of studies has shown that the capacity of working memory controls success in assessments (Johnstone and El-Banna, 1986, 1989; Johnstone, 1991, 1997). This applies to all subject areas but is more acute in the maths-science areas, simply because of the abstract nature of many concepts there. Studies have shown that this reflects the way assessments are usually designed (Reid, 2002). The extent of control can be very large. In their collation of some studies, the capacity of the working memory can control up to about 50% of the marks gained but typical assessments depend on working memory to about 20% of the marks gained (Reid, 2009b). While working memory is genetically determined, it has been found that there are no differences related to either gender or culture. However, studies do indicate that there are climatic factors that may be important. Cognitive performance can be associated with climate factors like heat, cold and hypoxia and sensory annoyance (Gaoua, 2010; Starcke and Brand, 2012). This study aims to explore the relationship between these climate factors and measured working memory. If there is a relationship, then it follows that student performance will be affected by climate factors. Need of Study: The aim of this study is to identify any association between climate factors (heat, cold, hypoxia) and the working memory capacity of learners, specifically related to mathematics at an elementary level. If, as previous research suggest, the functioning of working memory is affected by any of these factors, then understanding will be affected. In turn, this can undermine confidence and attitudes related to study will deteriorate (Reid, 2008; Jung and Reid, 2009; Maio & Haddock, 2009). Mathematics is chosen as a specific subject because learning involves thinking and logical reasoning while engaging in its activities, working memory having a critical role here. Baddeley (1997, 1999) has explored the functions of working memory in considerable detail over many decades. he has shown that there are visual spatial functions as well symbolic functions (language and number). Mathematics involves all of them. Literature Review: Climate has been shown to have an impact on student learning capability and performance. Evidence shows that there is a strong correlation between performance and temperature. Students performance from 3 rd to 8 th grade in mathematics was low in hotter region (Fahle et al., 2017). High temperature and disease can have major impacts on human life and, perhaps indirectly, on learning capabilities of learners as well as the workplace and economic activities (Schwartz et al., 2004; Bleakley, 2010; Deschenes and Greenstone, 2011). Heat has a direct impact on cognition and the physiology of humans. It may impair the ability of decision making and generate significant discomfort. Teaching-learning processes are likely to be negatively affected in hot classrooms (Seppanen et al., 2006; Schlenker et al., 2006; Albouy et al., 2016; Garg et al., 2017; Shah and Steinberg, 2017). Cognitive functioning is likely to be affected and this includes task which may be simple or complex (Lezak, 2004). Complex tasks required multipart coordination and simple tasks required simple motor skills (Bradley and Higenbottam,2003). Evidence shows that heat has significantly effect on working memory functioning (digit span test , pattern recognition), but little or no effect on simple tasks (Gaoua et al., 2011). On the basis of evidence, it is also demonstrated that a cold climate also has negative impact on cognition as individuals focus on feeling cold rather than to complete the assigned tasks, so there is a significant association between in thermal comfort and assigned cognitive tasks in cold (Muller et al., 2012; Watkins et al., 2014). Reduction in partial pressure of oxygen availability is considered as hypoxia. When the partial pressure of oxygen is reduced at high altitude (~1500–7500 m), there is negative association between altitude and cognition (Pickard, 2002; Rainford and Gradwell, 2006) Mental capability to remember items, understand ideas, solve problems, and conduct logical arguments is all dependent on the working memory capacity of individuals. The working memory model consist on phonological loop, visual-spatial sketchpad and episodic buffer (Alloway, Gathercole, Willis & Adams, 2004). Usually learners that are not capable to remember the provided instructions, develop the connection between stored and processed demands and lose their tracks, with low capacity of working memory face difficulties in learning process (Gathercole et al., 2006). The average capacity is found to be 7 for adults (over 16). This means that the working memory can handle 7 items of information at any one time. He described a unit of information as what was seen as a unit of information by each person and gave the name ‘chunk’, meaning a ‘unit of information’. Those who were more expert in any subject area were able to group ideas together and the working memory now could see them as only one ‘chunk’, and this is an aspect of the efficiency in the way we employ our working memories. However, the average working memory capacity for a 12 year old is nearer 5 and it is less for those during primary education. Most adults have capacities of 6,7 or 8, with some having 5 or 9. Capacities outside the range 5 to 9 are not common but are found from time to time. What studies show consistently is that when working memory overloads, it simply cannot function. Understand becomes impossible and the completion of any task faces almost insuperable hurdles. This was the surprising finding from the findings of Johnstone and El-Banna (1986, 1989). If an assessment task needed one more space than what was available, the average performance in assessment tasks would suddenly drop from over 75% to less than 25%. Many studies have confirmed this (Reid, 2009b). Several studies have explored ways to help learners. Some have shown how to redesign teaching materials at secondary stages to minimize working memory overload (Danili and Reid, Hussein and Reid, Chu and Reid) while others have given primary teachers some simple techniques to help learners work within their working memory capacities and thus gain success (Gathercole & Alloway, 2009). Objectives: The research will be conducted to: Measure the working memory capacity of groups of learners under various climatic conditions including comfortable conditions at 18˚C Explore the effects on measured working memory capacity of heat stress and cold stress Explore the effects on measured working memory capacity of hypoxemia at higher altitudes. Correlate the measured working memory capacity with performance in mathematics at elementary level. To formulate any recommendations that can be deduced from the findings. Look at any differences related to the impact of climate change on working memory capacity on a gender basis. Hypothesis: HO: There is no significant effect of climate on working memory capacity of students in learning mathematics at elementary level. H1: There is a significant effect of climate on working memory capacity of students in learning mathematics at elementary level. Research Questions: 1. What is the extent of relationship between measured working memory capacity and climate variations (involving temperature and altitude) with elementary learners? 2. What is the extent of relationship between measured working memory capacity and performance in mathematics with elementary learners? Methodology: The sample will be drawn from elementary students from regions with different climates variation like cold exposure (−20 to 10°C), heat exposure ( 35 to 50°C), hypoxemia exposure at high altitudes (~1500–7500 m) and also comfortable warmth is 18 °C (64 °F) for normal. There are several standard tests of working memory capacity and the project will employ the ‘Digit Span Backwards Test’ (DSBT) to measure working memory capacity. The involves reading out sets of numbers at a standard speed and the candidates her to write them down in reverse order. The test is widely used and works well. The Block Recall Subset (BRS) was designed by Corsi (1972) to measure the visuo-spatial working memory. There will be set of blocks with 0 to 9 digits print on its one side of each block and a sequence of the blocks defined by researcher. Respondent will be require to repeat the same sequence that they have been seen. Time will be allocated to repeat the same sequence 2 second per block. Examiner may require to arrange in reverse order. Pilot testing will be carried out to ensure researcher familiarity with tests and to resolve any issues. Mathematics performance data will be gathered and standardized as necessary. The mathematics test will be designed to match the 8 th grade curriculum. Correlation will be employed to create performance to measure working memory capacity. Independent sample test- test will be employed t comer measured working memory capacities from the various groups and took at gender issues. Limitation of Study: To measure the correlation between working memory capacity climate change and content achievement in mathematics 4 assessment tools will be used. There will be diversity between respondents There may be little variation in content achievement assessment tool according to curricula. Researcher have to travel in different regions to assess the climate change. References: Albouy, David, Walter Graf, Ryan Kellogg, and Hendrik Wolff (2016), “Climate amenities, climate change, and american quality of life.” Journal of the Association of Environmental and Resource Economists, 3, 205– 246. Alloway, T.P., Gathercole, S.E., Willis, C. & Adams, A. (2004). A structural analysis of working memory and related cognitive skills in young children. Experimental Child Psychology, 87,85-106. Baddeley, A.D. (1997). Human memory: Theory and practice. Hove: Psychology Press Ltd. Baddeley, A.D. (1999). Human Memory. Boston: Allyn and Bacon. Bleakley, Hoyt (2010), “Malaria eradication in the americas: A retrospective analysis of childhood exposure.” American Economic Journal: Applied Economics, 2, 1–45. Bradley K., Higenbottam C. (2003). Cognitive performance: effect of drug-induced dehydration, in RTO- MP-HFM-086 – Maintaining Hydration: Issues, Guidelines, and Delivery. Chu, Y-C. & Reid, N. (2012). Genetics at school level: addressing the difficulties. Research in Science and Technological Education, 31(1), 1-25. Cowan, N. (2014) Working Memory Underpins Cognitive Development, Learning, and Education, Educational Psychology Review, 26(2), 197–223. Danili, E. & Reid, N. (2004). Some Strategies to improve performance in school chemistry, based on two cognitive factors. Research in Science and Technological Education, 22(2), 203-226. Deschenes, Olivier and Michael Greenstone (2011), “Climate change, mortality, and adaptation: Evidence ˆ from annual fluctuations in weather in the us.” American Economic Journal: Applied Economics, 3, 152–185. Fahle, Erin M, Benjamin R Shear, Demetra Kalogrides, Sean F Reardon, Richard DiSalvo, and Andrew D Ho (2017), “Stanford education data archive.” Gaoua N. (2010). Cognitive function in hot environments: a question of methodology. Scand. J. Med. Sci. Sports 20, 60–70. Garg, Teevrat, Maulik Jagnani, and Vis Taraz (2017), “Human capital costs of climate change: Evidence from test scores in india. Gathercole, S.E. & Alloway, T.P. (2009). Working mel110lY and learning: a practical guide for teachers. Los Angeles: Sage Gathercole, S.E., Lamont, E. & Alloway, T.P. (2006). Working memory in the classroom. In 45 Pickering, SJ. (Ed.), Working memory and education (pp. 219-240). Hussein, F. & Reid, N. (2009). Working Memory and Difficulties in School Chemistry. Research in Science and Technological Education, 27(2), 161-186. Johnstone, A.H. (1991). Why is Science Difficult to Learn? Things are Seldom What They Seem. Journal of Computer Assisted Learning, 7, 75-83. Johnstone, A.H. (1997). Chemistry Teaching, Science or Alchemy? Journal of Chemical Education, 74(3) 262-268. Johnstone, A.H. & El-Banna, H. (1986). Capacities, Demands and Processes: a Predictive Model for Science Education. Education in Chemistry, 23(3), 80-84. Johnstone, A.H. & El-Banna, H. (1989). Understanding Learning Difficulties - A Predictive Research Model. Studies in Higher Education, 14(2), 159-168. Jung, E-S. & Reid, N. (2009), Working Memory and Attitudes. Research in Science and Technological Education, 27(2), 205-224. Lezak M. D. (2004). Neuropsychological Assessment. New York, NY: Oxford University Press. Maio, G., & Haddock, G. G. (2009). Psychology of attitudes and attitude change. London, England: Sage. Miller, G.A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63, 81-87. Muller M. D., Gunstad J., Alosco M. L., Miller L. A., Updegraff J., Spitznagel M. B., et al. . (2012). Acute cold exposure and cognitive function: evidence for sustained impairment. Ergonomics 55, 792–798. Pickard J. (2002). The atmosphere and respiration. Fund Aerospace Med. 3, 19–38. Rainford D. J., Gradwell D. P. (2006). Ernsting's Aviation Medicine: Hypoxia and Hyperventilation. Boca Raton, FL: Taylor and Francis. Reid, N. (2006) Thoughts on Attitude Measurement, Research in Science and Technological Education, 24(1) 3-27. Reid, N. 2003. Getting started in pedagogical research in the physical sciences. LTSN Physical Sciences Practice Guide. Hull: LTSN. Reid, N. 2008. A scientific approach to the teaching of chemistry, The Royal Society of Chemistry Nyholm Lecture, 2006–2007. Chemistry Education Research and Practice 9, no. 1: 51–19. Reid, N. (2009a). The Concept of Working Memory. Research in Science and Technological Education, 27(2), 131-138. Reid, N. (2009b). Working Memory and Science Education. Research in Science and Technological Education, 27(2), 245-250. Reid, P.A. (2002). Problem solving by primary school children with particular reference to dyslexics. MSc Thesis, Glasgow: University of Glasgow. Schlenker, Wolfram, W Michael Hanemann, and Anthony C Fisher (2006), “The impact of global warming on us agriculture: an econometric analysis of optimal growing conditions.” The Review of Economics and Statistics, 88, 113–125. Schwartz, Joel, Jonathan M Samet, and Jonathan A Patz (2004), “Hospital admissions for heart disease: the effects of temperature and humidity.” Epidemiology, 15, 755–761. Seppanen, Olli, William J Fisk, and QH Lei (2006), “Effect of temperature on task performance in office environment.” Lawrence Berkeley National Laboratory. Shah, Manisha and Bryce Millett Steinberg (2017), “Drought of opportunities: Contemporaneous and longterm impacts of rainfall shocks on human capital.” Journal of Political Economy, 125, 527–561. Starcke K., Brand M. (2012). Decision making under stress: a selective review. Neurosci. Biobehav. Rev. 36, 1228–1248. Watkins S. L., Castle P., Mauger A. R., Sculthorpe N., Fitch N., Aldous J., et al. . (2014). The effect of different environmental conditions on the decision-making performance of soccer goal line officials. Res. Sports Med. 22, 425–437.
Start Date
01 Oct 2020
End Date
30 Dec 2023
Yaffle
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After you have registered and logged into Yaffle, you can create your profile page. There are three ways to access your profile. 1. Register/Log in to Yaffle 2. Click MY ACCOUNT to go to your profile page 3. Click the Edit tab or 1. Register/Log in to Yaffle 2. Click Dashboard 3. Click Edit profile or 1. Register/Log in to Yaffle. 2. Click I WANT TO 3. Click Create a Profile 4. Click the Edit tab
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1. Enter your contact information: First and Last Name, Phone number, and Physical location(of your workplace) 2. Enter a website that relates to you or your work 3. If you are faculty, an Available to supervise box lets you specify whether you are available for graduate student supervision. 4. An Available for Media Contact box lets you specify whether you want to be contacted by the media. 5. Click Choose file to select your profile Picture 6. Click Upload to add your picture. 7. Click Save
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This is where you highlight your research interests to allow potential collaborators to connect with you. 19. Enter Active, Emerging and Past Research Interests 20. Enter Special Equipment and Facilities 21. Click Add another item to item to any section if needed. 22. Click Save.
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1. Click the Get started button in the Submit an opportunity box or click I WANT TO and then click Submit an opportunity. 2. Complete Title Start date and Description fields 3.Click Save Your opportunity will be saved anonymously. In order to link your opportunity to be submitted to Yaffle staff and go live on the site your account, you must login. 4. Click MY ACCOUNT and log in to save OPPORTUNITY to your account. 5. Access your opportunity through the Dashboard or Content menu 6. Choose the OPPORTUNITY you want to edit. 7. Click Edit latest revision tab to edit the OPPORTUNITY Optional fields (these sections will be completed by Yaffle Administrative staff if omitted): 8. Click Affiliation tab to enter Lead organization, Partner organization, Support organization and Departments related to the research. 9. Click Locations tab to enter Communities and Locations (country and province), Rural Secretariat Zones and Economic zones related to the research.
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Creating Your Yaffle Account
Memorial University Faculty and Staff Yaffle uses Memorials MUN Login system to authenticate registered users in the system. MUN Login is a "Single Sign On" service that is intended to simplify how you access a variety services, and is the same account you use if you access your Memorial payroll information online, or use any of the services available at my.mun.ca. (Please note: MUN Login is not the same account used for the My Grenfell services offered at Sir Wilfred Grenfell College campus) Create an account: 1. Click MY ACCOUNT. 2. If not brought to the Log in tab directly, Click on Log in 3. Click Go to MUN login button on the left of the page Registered users: 1. Sign by entering MUN Login ID and password clicking login button 2. Once login is complete, you will be redirected back to www.yaffle.ca Non-registered users: 1. Non-registered users click Setup account 2. Under setup your account there are three options: I am a student, I am faculty/staff, and I am alumni/alumna. Click the option for your current role. I am faculty/staff 1. Read the Computer Use Responsibilities and Use Agreement and Violation of Privacy. 2. Click I agree to the terms and conditions as outlined above button to continue. 3. Enter your employee number. This number can be found in the top left corner of your pay stub. If you do not have a copy of your pay stub, please contact Human Resources at 709-864-2434. After confirming your identity they will give you the number. 4. Enter your date of birth and the last four digits of your Social Insurance Number (SIN). 5. Click Confirm. 6. Create a password and confirm a password. Passwords must: a. Be at least 8 characters b. Contain 3 of the following: UPPERCASE LETTERS, lowercase letters, digits (1,2,3), and special characters (!@#$) c. Not contain MUN Login ID. 7. Click Save. 8. Users may need to verify their account before logging in. Users will receive an email from MUN login. Read email and click verification link. 9. Users accounts will be verified and they can use the MUN login. Troubleshooting If you forget your password: 1. Click Having problems 2. Click Forgot password 3. Enter MUN login ID 4. Click Submit 5. Enter a new password based on the guidelines. If youve forgotten your MUN Login ID: 1. Click Having problems. 2. Click Forgot MUN Login ID. 3. Click I am a Faculty/Staff. 4. Enter Employee Number. Date of Birth and last four digits of SIN. 5. Click Confirm 6. User ID will be displayed. If further help is required contact Information Technology Services: help@mun.ca Phone: 709 864 4595 Office: HH 2013 - (St. Johns Campus) Available: Monday Friday 9:00am 5:00pm (9:00 to 4:30 during summer hours)
Memorial University Alumni/Alumna
You log into Yaffle the same way you log into Memorial's MUN Login system to authenticate your account. MUN Login is a "Single Sign On" service that is intended to simplify how you access a variety of services, and is the same account you use if you access your Memorial payroll information online, or use any of the services available at my.mun.ca. (Please note: It is not the same account you use for the My Grenfell services offered at Sir Wilfred Grenfell College campus) To create an account 1. Click MY ACCOUNT. 2. If not you are not brought to the Log in tab directly, Click on Log in 3. Click Go to MUN login on the left side of the page Registered MUN users: 1. Sign by entering your MUN Login ID and Password clicking Login button 2. Once login is complete, you will be redirected back to Yaffle Non-registered MUN users: 1. If you have not registered click Setup account 2. Under setup your account there are three options: I am a student, I am faculty/staff, and I am alumni/alumna. Click the option for your current role. I am alumni/alumna 1. Read the Computer Use Responsibilities and Use Agreement and Violation of Privacy. 2. Click I agree to the terms and conditions as outlined above button to continue. 3. Enter your student number 4. Enter your Self-Service PIN. You can set up or reset their PIN at Memorial Self-Service. 5. Click Confirm. 6. Create a password and confirm a password. Passwords must: a. Be at least 8 characters b. Contain 3 of the following: UPPERCASE LETTERS, lowercase letters, digits (1,2,3), and special characters (!@#$) c. Not contain MUN Login ID. 7. Click save. 8. You may need to verify their account before logging in. You will receive an email from MUN login. Read email and click verification link. 9. Your account will be verified and then you can use the MUN login.
Troubleshooting
If you forget your password: 1. Click Having problems 2. Click Forgot password 3. Enter MUN login ID 4. Click submit 5. Enter a new password based on the guidelines. If you've forgotten your MUN Login ID: 1. Click Having problems. 2. Click orgot MUN Login ID. 3. Click I am an alumni/alumna. 4. Enter student number and Self-Service pin 5. Click Confirm 6. User ID will be displayed If further help is required contact Information Technology Services: help@mun.ca Phone: 709 864 4595 Office: HH 2013 - (St. Johns Campus) Available: Monday Friday 9:00am 5:00pm (9:00 to 4:30 during summer hours)
External Users
Everyone can use Yaffle. If you are external to Memorial University you can register an account in Yaffle. If you are associated with Memorial University, you must use MUN Login. 1. Click MY ACCOUNT. 2. Click on the Register tab. 3. Enter your FirstName and LastName. 4. Enter a valid e-mailaddress. 5. Create and confirm a password. 6. Click submit. 7. Begin updating your Yaffle profile.
Troubleshooting: Forget password.
1. Click MY ACCOUNT. 2. Click Request new password. 3. Type in e-mail address used to register Yaffle account. 4. Click E-mail new password. 5. Check e-mail and follow directions for resetting password. Creating a Yaffle Account: Memorial University Students You log in to Yaffle the same way you log into Memorial's MUN Login system to authenticate your account. MUN Login is a "single sign on" service that is intended to simplify how you access a variety of services, and is the same account you use if you access your Memorial payroll information online, or use any of the services available at my.mun.ca. (Please note: It is not the same account you use for the My Grenfell services offered at Sir Wilfred Grenfell College campus)
Create an account
1. Click MY ACCOUNT. 2. If not brought to the Log in tab directly, Click on Login 3. Click Go to MUN login button on the left of the page Registered users: 1. Sign in by entering your MUN Login ID and password clicking login button 2. Once login is complete, you will be redirected back to www.yaffle.ca.
Non-registered users:
1. Non registered users click Setup account 2. Under setup your account there are three options: I am a student, I am faculty/staff, and I am alumni/alumna. Click the option for your current role.
I am a student
1. Enter your student number and Self-Service PIN. You can set up or reset their PIN at Memorial Self-Service. 2. Click I agree to these terms of the Appropriate Use of Computing Resources box. 3. Click confirm. 4. Create a password and confirm a password. Passwords must: a. Be at least 8 characters b. Contain 3 of the following: UPPERCASE LETTERS, lowercase letters, digits (1,2,3), and special characters (!@#$) c. Not contain MUN Login ID. 5. Click save. 6. You may need to verify their account before logging in. You will receive an email from MUN login. Read email and click verification link. 7. Your account will be verified and then you can use the MUN login.
Troubleshooting
If you forget your password: 1. Click Having problems. 2. Click forgot password 3. Enter MUN login ID 4. Click Submit. 5. Enter a new password based on the guidelines. If youve forgotten your MUN Login ID: 1. Click having problems. 2. Click forgot MUN Login ID. 3. Click I am a student 4. Enter student number and Self-Service pin. 5. Click Confirm. 6. User ID will be displayed If further help is required contact Information Technology Services: help@mun.ca Phone: 709 864 4595 Office: HH 2013 - (St. Johns Campus) Available: Monday Friday 9:00am 5:00pm (9:00 to 4:30 during summer hours)
Find a Supervisor
If you are a potential graduate student you can use Yaffle to search for a supervisor 1. Click on I WANT TO on top menu 2. Click Find a supervisor on the drop down menu 3. Under the People section check the box Available to Supervise 4. Click a persons name to view their PROFILE 5. Faculty members that are available for supervision will have Available to Supervise clearly displayed on their profile. 6. Faculty members upload information about their research interests and expertise; this information can be used to find a supervisor that has similar research interests to you. 7. Click on the email address to email the faculty member. While Yaffle is a university wide tool, not everyone has entered or completed a profile. Make sure you verify potential supervisors using other university resources.
Searching Yaffle
You can search Yaffle by keywords and phrases to find relevant topics. You can do a basic search with a search bar. You can refine Projects, Opportunities, and People for relevant information. You can also browse by strategic research theme and by map.
Search Yaffle
1. On the Yaffle homepage, type keywords and phrases in the search bar. 2. Hit Enter or click Search 3. On all Yaffle pages, click the magnifying glass to open the search 4. Type keywords and phrases into the field 5. Hit Enter or click Go
Refining projects
1. Click Projects on the fixed header 2. Click project status 3. Check appropriate research theme(s) 4. Enter keywords in refine field 5. Click Search.
Refining Opportunities
1. Click OPPORUNITIES on the fixed header 2. Click date of Opportunity 3. Click location of Opportunity 4. Click theme of Opportunity 5. Click brokered status 6. Enter keywords in refine field 7. Click Search.
Refining People
1. Click PEOPLE on the fixed header 2.Enter a name in refine box to search for an individual 3. Click Search.
Browse Projects by Strategic Research Theme
1. On the Yaffle homepage, scroll down until you see the Strategic Research Themes display 2. The number of PROJECTS in Yaffle per Strategic Research Theme displays under each theme 3. Click the Strategic Research Theme name to display list of PROJECTS aligned with this theme 4. Check the box next to Strategic Research Theme to refine results for multiple themes.
Browse by Location
1. On the Yaffle homepage Click on the map to browse PROJECTS by location. or 2. Click PROECTS on the top menu on the Yaffle home page 3. Click Map in the top right corner below the header. or 4. Click OPPORTUNITIES on the top menu on the Yaffle home page 5. Click Map in the top right corner below the fixed header. 6. Browse by Community, Rural Secretariat Zones, Economic Zones, Provinces & States, and Countries. 7. Use your mouse to zoom in and zoom out 8. Click a colored circle to see PROJECTS and OPPORTUNTIES tagged for that area
Bookmarking content
You can bookmark any content in Yaffle (Profiles, Projects and Opportunities) while viewing and quickly accessed through your Dashboard (LINK DOC). To Bookmark content: 1. While viewing any content (Projects, Opportunities, Profiles), simply click the Bookmark button (found in the bottom right corner of the Project/Opportunity/Profile entry) 2. To view bookmarked content, click Dashboard on the top left of your screen
Find a Collaborator
Collaboration is important for researchers. Community members and faculty researchers can look for collaborators to work with on projects. They can also use collaboration to change ideas into developed projects. 1. Find a collaborator by clicking Get started in the find a collaborator box or I WANT TO find a collaborator 2. You will see a list of people in Yaffle. 3. Check Faculty if you want to display only faculty 4. You can use the Refine field to search for specific faculty 5. Faculties can be found under Affiliation 6. You can filter your search by faculty/staff/students to find collaborators
Using the Dashboard
The Dashboard is an area within Yaffle that works as a quick-access control panel to all your Yaffle content. The Dashboard displays: My Content All Projects and Opportunities you have entered in Yaffle. To view any of these entries, click on the Title. My Bookmarks Any Projects, Opportunities and Profiles you have bookmarked while using Yaffle. The Dashboard also features links to add new content. New Opportunity opens a new Opportunityentry New Project - opens a new Project entry Finally, the Dashboard allows quick profile editing access through My Profile (to Edit profile) and Delegates (Manage Delegates)
Yaffle Experts
Yaffle Experts allows you to quickly access university researchers and experts related to the content you`re reading online. Simply install the bookmarklet, and click while reading any web page. Yaffle Experts will scan the page content and display profiles of university academics who work in fields related to the content. To install Yaffle Experts: 1. Choose the Yaffle Experts link on the bottom footer section of the Yaffle homepage 2. Use your mouse to drag the Yaffle Experts icon into your browsers bookmark bar To use Yaffle Experts : 1. While reading web content, click the bookmarklet logo in your bookmark bar. Yaffle profiles with profiles related to the page content will be displayed directly below the bookmark bar 2. Select any researcher to view further information about their research interests and expertise 3. Click Open Yaffle Profile to view a full profile in Yaffle.
Yaffle for Administrators *
*Yaffle administrators are university or college staff responsible for managing Yaffle for the institution. For an introduction to the basics of Yaffle, see tutorials for Creating an account, creating a profile, submitting a project/idea, and using the dashboard. Some or all of the following features may be visible through your Yaffle Administrator account, depending on the roles and permissions required and enabled for your institution/department.
Content
Allows administrators to access all content on system. My Content lists all content created by you. Needs Review - lists all content in the system requiring review from an administrator for publication. Opportunities enables you to search/access all opportunities entered in the system. Projects - enables you to search/access all projects entered in the system. Pages enables you to create/edit pages enables you to create/edit pages. Events - allows you to create/edit and event in Yaffle. Features allows you to create/edit Feature section on Yaffle homepage.
Taxonomy
Administrators are able to customize the Yaffle taxonomy to suit their specific institutions needs. Items in the taxonomy will auto-populate for you and ensure consistent data entry among users. These taxonomies allows you to add and delete entries (root or child), move entries up or down in the taxonomy listing, and search entries. You may add, delete or move taxonomies in the following categories: Communities, University Units, and Strategic Research Themes. To add a new parent entry, ensure that terms are selected and click Add. Type the name of the new term in the Terms box. You may add the root entry as well as children by following the instructions found below the Terms box. If you wish to add child terms, select the parent term under which you wish to categorize your new terms and select Add. Then type the new child terms in the Terms box. You may change the parent of one or more selected terms or change a parent term to a child term by selecting Move following the onscreen instructions A drop down menu on the right allows you to switch between vocabularies
Accounts
This feature enables an administrator to view, edit and/or cancel all accounts associated with your institutions instance of Yaffle
Reports
Clicking Reports will bring you to the landing page for Reports. By default, Statistics for the current year will be visible. Other options for Reports include: Statistics: View Statistics for the current and previous years Departments - View Projects/People/Ideas by department Empty Fields - View any Projects/Ideas with empty date fields Stale Content View any Projects/Ideas that have not be updated in more than a year Brokered Projects View all brokered projects Brokering View all brokered ideas and resulting projects Collaborative Projects - lists all projects that have external collaborators - collaborators without a departmental affiliation. Keyword Searches - lists all keyword searches performed on the site. User Logins - report shows how many times users have logged in to the site (total logins and logins per user) Additional metrics such as Google Analytics can be used in conjunction with Yaffle Reports.