A faculty is one of the main academic units within a university, dedicated to education, research, and intellectual development. It provides a supportive environment for learning and growth, offering classrooms, workshops, laboratories, and research spaces for students and professors. Experienced faculty members play a key role in guiding students academically and professionally, using modern teaching methods to foster progress. Students have the opportunity to strengthen their individual and collaborative skills while pursuing their academic goals. Alongside educational programs, cultural, social, and sports activities help create a balanced student life. Faculties also organize conferences, academic meetings, and collaborate with research centers and industries, building strong connections between the university and society. These connections expose students to real-world challenges and prepare them for future careers. Educational and research facilities are designed to meet current academic needs and encourage innovation and creativity. Ultimately, a faculty is a place where knowledge, experience, and motivation come together to shape a capable, informed, and responsible generation.
The main purpose of this study is to investigate, from a theoretical point of view, virtual universities in comparison with Social Networking Services (SNS). The theoretical framework constitutes of the Human Motivation Theory (HMT) and the Human Factors (HF) in which Facebook as the most popular SNS is compared with virtual university in general. The main features of these technologies were compared in order to consider whether they comply with mentioned theories. Using an exploratory research methodology, this study concludes that SNSs are more adopted with HMT than virtual university. In the other word, Facebook applications as the most popular virtual community with over 500,000,000 users worldwide, is more compliant with HMT to gratify users' needs. Also, from the perspective of human factors, it is more successful than the virtual university.
Dalgleish, T., Taghavi, R., Neshat doost, H.T., Moradi, A., Yule, W., Canterbury, R.
Publication Date: 1997
Journal of Child Psychology and Psychiatry and Allied Disciplines (00219630)38(5)pp. 535-541
The investigation of cognitive content and processes in childhood anxiety and depression has lagged behind similar research in the adult population. What studies do exist have largely restricted themselves to examining the nature of the thoughts that anxious and depressed children report. There is almost no research examining the ways in which anxious and depressed children perceive, attend to, remember, or think and make judgements about, emotional material. The present study investigated the subjective probability judgements that anxious and depressed children make concerning future negative events. Subjects generated probability estimates either for themselves or for other children for a range of events on a visual analogue scale. Events were either physically-threat-related or socially-threat-related. The results revealed no differences of interest with respect to type of threat but interesting differences between the groups with respect to reference. Depressed subjects estimated that events were equally likely to happen to themselves as to other children whereas both the controls and anxious children estimated that negative events were more likely to happen to others than to themselves, with this effect being stronger in the anxious group. These results are discussed in the context of the adult literature and also the limited literature on emotion-related cognitive processing in children.
Dalgleish, T., Neshat doost, H.T., Taghavi, R., Moradi, A., Yule, W., Canterbury, R., Vostanis p., P.
Publication Date: 1998
Journal of Child Psychology and Psychiatry and Allied Disciplines (00219630)39(7)pp. 1031-1035
Previous research into subjective probability estimates for negative events revealed that depressed children estimated events as equally likely to happen to themselves as to other children. In contrast, both controls and anxious children estimated that negative events were more likely to happen to others than to themselves. The present study followed up this finding by investigating the subjective probability judgements concerning future negative events generated by children and adolescents who have recovered from depression. Subjects generated probability estimates either for themselves or for other children for a range of negative events on a visual analogue scale. The results revealed that both recovered depressed and matched control groups estimated negative events as significantly more likely to happen to others than to themselves. It was also found that the recovered depressed subjects estimated that negative events were less likely overall, compared to the controls. These results are discussed in the context of the adult literature.
Journal of Abnormal Psychology (0021843X)107(4)pp. 642-650
An experiment was conducted to examine memory for emotional trait adjectives in depressed children and adolescents. Two groups of children and adolescents, clinically depressed participants and non-clinical controls, were compared on computerized versions of recall and recognition memory tasks. Three groups of words (positive trait adjectives, negative trait adjectives, and categorized neutral words) were used in the experiment. Results showed that the depressed group recalled significantly more negative adjectives than positive adjectives, whereas the control group recalled the same number of positive and negative adjectives. This effect was predicted by the association between age and level of depression, with the depression- related bias becoming stronger with age. Signal detection analysis revealed that the depressed group did not show any bias in the recognition task. The findings are discussed with respect to cognitive theories of depression with consideration of the developmental implications.
Journal of Abnormal Child Psychology (15732835)27(3)pp. 215-223
Recent research has indicated that anxious adult and child patients and high trait-anxious adults selectively shift attention toward threatening stimuli. The present study extends this research and investigates the content-specificity of the effects in clinically anxious and mixed anxious- depressed children and adolescents. Twenty four generally anxious patients, aged 9 to 18, 19 mixed anxious-depressed patients, and 24 normal controls were comparable with respect to age, sex, verbal IQ, and vocabulary level. The participants carried out an attentional deployment task in which probe detection latency data were used to determine the distribution of visual attention for threat-related and depression-related material. The results showed that clinically anxious children, relative to controls, selectively allocated processing resources toward threat stimuli. However, mixed anxious- depressed children, relative to controls, did not show any attentional bias towards either threat- or depression-related stimuli. Preliminary data on age and gender differences are also presented. The results of this study are discussed in the light of previous research.
Journal of Child Psychology and Psychiatry and Allied Disciplines (00219630)40(3)pp. 357-361
Adult post-traumatic stress disorder (PTSD) patients often report a wide range of cognitive problems in memory, concentration, attention, planning, and judgement. Evaluation of these cognitive aspects of PTSD in adults has helped to define the nature of the disorder. However, there is a paucity of such work in younger subjects. This study has employed the Rivermead Behavioural Memory Test (RBMT) to examine cognitive factors in children and adolescents with PTSD. Eighteen child and adolescent patients with PTSD and 22 control subjects completed the test. PTSD subjects showed poorer overall memory performance compared with controls. Specifically, they were worse on the prospective and orientation items of the RBMT. The results are discussed in the light of research on everyday memory in adults with PTSD.
