Sensory professionals' perspective on the possibilities of using facial expression analysis in sensory and consumer research.

The increase in digitalization, software applications, and computing power has widened the variety of tools with which to collect and analyze sensory data. As these changes continue to take place, examining new skills required among sensory professionals is needed. The aim with this study was to answer the following questions: (a) How did sensory professionals perceive the opportunities to utilize facial expression analysis in sensory evaluation work? (b) What skills did the sensory professionals describe they needed when utilizing facial expression analysis? Twenty-two sensory professionals from various food companies and universities were interviewed by using semistructural thematic interviews to map development intentions from facial expression recognition data as well as to describe the established skills that were needed.

Dimensions of social support in the experience of work engagement in middle age: A Northern Finland Birth Cohort 1966 Study.

So far, the relationship between the various dimensions of social support and work engagement has not been widely examined in the literature. In this study, we examined the relationship of social support at work (from a colleague or supervisor) and social support in one's private life (from a spouse, relative or friend) with various dimensions of work engagement (vigor, dedication and absorption). The participants (N = 5,259-5,376, 46 years-old, 52.

Fostering Students' Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine.

Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development.