The ability to identify and recognize emotional materials was studied in 10 male alcoholic Korsakoff patients, 27 male non-Korsakoff alcoholics, and 31 male nonalcoholic controls, across a wide age range (23 to 77 years). Stimulus materials were presented in two sensory modalities; the materials were photographs of faces expressing one of four emotions (happy, sad, angry, or neutral), and recordings of sentences with emotional intonations or semantic meanings expressing the same four emotions. Results of the experiments showed consistently severe deficits in emotional functions in the Korsakoff patients, but only minor alterations in the non-Korsakoff alcoholics. Older subjects, whether or not they had a history of alcoholism, also exhibited significant deficits on most of the tasks. Results of the study did not provide strong support for the premature aging hypothesis of alcoholism, which suggests that alcoholism accelerates aging, beginning either at the onset of heavy drinking early in adult life, or later in life after the normal manifestations of aging have begun to appear. Results are related to brain mechanisms in emotional perception and memory functions.

This chapter focuses on the impact of a change in the use of a learning management system (LMS) at one university. Survey data captured faculty members’ viewpoints on the transition from one LMS to another, specifically, their dispositions toward technology and change, preparation and prior experiences, need for support, and access to available resources. The inquiry focuses on potential activities and infrastructures that can be established to support the faculty, as LMS users, when a new system is introduced. Also, it explores the types of knowledge, skills, and dispositions that faculty may have or need to effectively and efficiently use the new system to support their work. Finally, strategies are recommended to enhance faculty members’ dispositions, preparation, support and access to resources.

This chapter focuses on the impact of a change in the use of a learning management system (LMS) at one university. Survey data captured faculty members’ viewpoints on the transition from one LMS to another, specifically, their dispositions toward technology and change, preparation and prior experiences, need for support, and access to available resources. The inquiry focuses on potential activities and infrastructures that can be established to support the faculty, as LMS users, when a new system is introduced. Also, it explores the types of knowledge, skills, and dispositions that faculty may have or need to effectively and efficiently use the new system to support their work. Finally, strategies are recommended to enhance faculty members’ dispositions, preparation, support and access to resources.