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Thematische Bibliographien / Dewey's theory

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Auswahl der wissenschaftlichen Literatur zum Thema „Dewey's theory“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 10. Februar 2022

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Zeitschriftenartikel zum Thema "Dewey's theory"

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LIVINGSTON, ALEXANDER. „Between Means and Ends: Reconstructing Coercion in Dewey's Democratic Theory“. American Political Science Review 111, Nr. 3 (19.06.2017): 522–34. http://dx.doi.org/10.1017/s0003055417000168.

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John Dewey's democratic theory is celebrated as a classic statement of the theory of deliberative democracy. This article challenges deliberative appropriations of Dewey's political thought by situating his democratic theory within the contentious history of American labor politics. In his writings on direct action, strikes, and class struggle, Dewey advocated coercive and nondeliberative modes of political action as democratic means for democratic ends. Examining Dewey's writings on democracy, action, and the use of force reveals how a means-oriented pragmatism circumvents the problematic dichotomy of ideal ends and non-ideal means framing contemporary debates about idealism and realism in democratic theory. Pragmatism's account of the interdependence of means and ends in political action, as a process of creative and collaborative experimentation, combines a robust defense of coercive tactics with a consequentialist critique of violence.

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Mitias, Michael H. „Dewey's Theory of Expression“. Journal of Aesthetic Education 26, Nr. 3 (1992): 41. http://dx.doi.org/10.2307/3333012.

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3

Smith, Barry D. „John Dewey's Theory of Consciousness“. Educational Theory 35, Nr. 3 (September 1985): 267–72. http://dx.doi.org/10.1111/j.1741-5446.1985.00267.x.

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4

Fallace, Thomas. „THE PARADOX OF RACE AND CULTURE IN DEWEY'S DEMOCRACY AND EDUCATION“. Journal of the Gilded Age and Progressive Era 16, Nr. 4 (Oktober 2017): 473–87. http://dx.doi.org/10.1017/s1537781417000342.

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Democracy and Education was Dewey's magnum opus on education, the work in which he pulled together decades of research and thinking on schooling in a democratic society. It was also the work in which Dewey explicitly and implicitly affirmed his theories on race and cultural development. In this intellectual history, the author argues that Democracy and Education represented a transition in Dewey's thinking on race and culture, away from his previous concerns with psychological-sociological stage theory toward his expanded focus on cultural pluralism as an essential component of democratic life. As a result, Dewey presented a contradictory perspective on race and culture that both depicted nonwhite societies as previous steps in the universal stages of development, but also valued racial and cultural diversity as necessary elements of his theory of cultural pluralism. The juxtaposition of Dewey's pre-1916 concern with genetic stage theories and his post-1916 concern for cultural pluralism created a paradox in his views on race and culture, one with which educators are still struggling today.

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Vichot, Roberto J. „John Dewey's Theory of Concept Formation“. Philosophy Today 32, Nr. 1 (1988): 5–16. http://dx.doi.org/10.5840/philtoday198832124.

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Garrison, Jim. „John Dewey's Theory of Practical Reasoning“. Educational Philosophy and Theory 31, Nr. 3 (Januar 1999): 291–312. http://dx.doi.org/10.1111/j.1469-5812.1999.tb00467.x.

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Park, Cheon Hoan. „Transaction in Dewey's Theory of Experience“. Journal of Moral Education 21, Nr. 1 (31.08.2009): 1. http://dx.doi.org/10.17715/jme.2009.08.21.1.1.

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Fernández Mateo, Joaquín. „John Dewey's theory of inquiry. Quantum physics, ecology and the myth of the scientific method“. Agora: papeles de Filosofía 40, Nr. 1 (11.12.2020): 133–54. http://dx.doi.org/10.15304/ag.40.1.6659.

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The modern philosophy of science has not succeeded in defining conclusively what the scientific method consists in. On the contrary, scientific practice seems to consist in a methodological pluralism, a definition that connects with essential fragments of John Dewey's Logic, the Theory of Inquiry. For Dewey, even the forms of logic emerge from the problems defined in indeterminate situations. A historical example was the introduction of the notion of complementarity in physics, which allowed the interpretation of two confusingly paradoxical experiments in a coherent way. Dewey's thought demonstrates its relevance by helping us to define the pattern of inquiry. Methodological pluralism and the dependence of logic on research problems is not something that will happen, it is something that has happened and does happen in scientific practices.

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Festenstein, Matthew. „Putnam, Pragmatism, and Democratic Theory“. Review of Politics 57, Nr. 4 (1995): 693–722. http://dx.doi.org/10.1017/s0034670500018684.

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In a powerful series of texts, Hilary Putnam has criticized what he takes to be a prevalent scientistic conception of objectivity in modern philosophy. This article is concerned with two connected facets of this critique, upon which Putnam himself has laid increasing emphasis: the attempt to reconstruct conceptions of ethical and political value in the wake of his criticism of “metaphysical realist” notions of objectivity, and his affiliation with the tradition of pragmatist philosophy. Four principal manifestations of Putnam's concern with ethical and political value are examined: the internalist argument for moral objectivity; the criticism of instrumental reason; the account of a “moral image”; and the “reconsideration of Deweyan democracy.” It is argued that an interpretation of Dewey's moral and political philosophy provides an illuminating vantage point from to understand the shortcomings of Putnam's ethical and political writings.

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Taylor, Betsy, und Herbert Reid. „Globalization, Democracy and the Aesthetic Ecology of Emergent Publics for a Sustainable World: Working from John Dewey“. Asian Journal of Social Science 34, Nr. 1 (2006): 22–46. http://dx.doi.org/10.1163/156853106776150135.

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AbstractThe global justice movement reveals a diverse array of emergent publics striving politically for a sustainable world. Working partly from John Dewey, we try to illuminate democratic grounds for knowledge and action in these endeavors. We begin by situating Dewey's ideas in the politics of American history, especially historian John Diggins' countervailing approach to issues of authority, knowledge and opinion. Diggins, against Robert Westbrook and others, contends that Dewey's philosophy of politics chased radical democratic illusions, whereas he might have learned from Charles S. Peirce to uphold the boundary between professional communities and other entities including democratic publics. Dewey saw no democratic alternative to harness the political energy of ordinary people. We argue that Dewey had come to understand that a corporate state system of political economy had come to engulf both the liberal democratic polity and the professions. Dewey's political challenge to the professions and his illumination of the aesthetic ecology of democratic publics prefigure a democratic republican alternative that opens up a new basis for participation in the global justice movement confronting, among other obstacles, a transnational corporate state based in the USA.A Marxist-progressivist notion of the ongoing socialization of markets by corporate capitalism too often reinforces an anti-Populist intellectual sensibility that is coupled with, whether wittingly or not, either a social-democratic elitism or a revolutionary vanguardism. Globalization struggles need, on the contrary, a pragmatic vision of democratic publics instituting a true diversity of policies assuring a world-in-common. The fight for public spaces in the treacherous politics of civil society and global consumerism is a struggle against subjectivization. The fact that corporate state elitism, in the U.S. context, feeds on a rightist version of nationalism does not mean we can junk the history of democratic struggle for a republican alternative to imperialism. By and large, neo-liberal policies "from above" have aggravated various types of inequality and the militaristic turn pursued by some elites compounds not only negative side effects but critical opportunities. Democratic action in and from the United States has to be clear about both place-based forms of life and expanding forms of solidarity in global struggles for democracy and the commons.Our reading of Dewey is strengthened by research that highlights his ecological ontology and its key role in his democratic theory. We argue that globalizing knowledge regimes and their products, such as deforestation, re-institute destructive dualisms that would be transformed by a Deweyan approach that energizes democratic forms of agency and policy. Dewey's essay on "Time and Individuality" is explicated to disclose the radical democratic implications of Deweyan science. We show further that this approach, as a field science and ecological stewardship, provides public alternatives to violence, whether primarily "social" or "environmental". A Deweyan logic of particularity casts in contrasting relief our historical epoch's dominant logic of fungibility, the fetishization of global economic space, and its looming costs. The reclamation and reconstruction of democratic publics are long overdue and requires new regimes of participatory and place-based knowledge opening on the global commons for sustainable life.

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Dissertationen zum Thema "Dewey's theory"

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Medina, Patricia M. „Hermeneutical principles for education based on Dewey's and Gadamer's philosophies“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399900784.

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Goodgame, Andrew. „The art of politics : John Dewey's theory of aesthetics, democracy, and revolution /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456288531&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Deters, Troy Nicholas. „John Dewey's theory of inquiry: an interpretation of a classical American approach to logic“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/3795.

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During the 20th century, John Dewey introduced a new idea with respect to the nature of logical theory: He presented a portrait of logic as a theory about how organisms interact and maintain an integrated balance between themselves and their environment. He wrote many texts on what he called his theory of inquiry, including Essays in Experimental Logic (1916), Studies in Logical Theory (1903), and How We Think (1910). However, the book where he most closely detailed his theory of inquiry is in his Logic: The Theory of Inquiry (1938). These texts by Dewey have served as the source for much recent discussion and commentary in Dewey scholarship. Most of these interpretations on DeweyÂs theory of inquiry, I maintain, misunderstand Dewey in some fundamental way. I argue that these commentators have gone wrong in interpreting Dewey and his works by failing to understand some aspect of his theory of inquiry. I illustrate the flaws in their interpretations and subsequently integrate the conclusions I reach into a single, cohesive perspective on DeweyÂs account of inquiry. The final chapter presents a new interpretation of Dewey that emphasizes the role of phenomenal, contextual, and social factors in the foundations of his logical works.

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Peabody, Robyn. „John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209.

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Smith, Clancy Nathaniel. „The Organic Circuit: Investigations into John Dewey's Cycles of Naturalism and Instrumentalism“. [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1208808372.

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Thesis (M.A.)--Kent State University, 2008.
Title from PDF t.p. (viewed June 17, 2009). Advisor: Frank Ryan. Keywords: Dewey, Peirce, James, Shook, non-reflective, experience, naturalism, instrumentalism. Includes bibliographical references (p. 148).

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Elliott, David Lee. „Living acts of semiosis John Dewey's model of esthetic experience as key to a temporal theory of signs /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4903.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 9, 2009) Includes bibliographical references.

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Dunn, Jeffery W. „Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.

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Leandersson, Ebba. „Implementeringen av utbildning för hållbar utveckling i svensk grundskolas läroplan : En intervjustudie om hur implementeringen ser ut och fungerar i praktiken, ur lärarnas perspektiv“. Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44048.

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Utbildning för hållbar utveckling är en oumbärlig komponent för att nästkommande generation ska kunna utveckla kompetenser och färdigheter för att hantera och förebygga de klimatförändringar och miljöproblem vi människor står inför. Skolan anses vara den mest avgörande platsen när det gäller att inspirera, motivera och utbilda miljömedvetna individer. I svensk grundskola är hållbar utveckling inskrivet i läroplanen och skall genomsyra all undervisning sedan 2006. Forskare har dock visat att många lärare saknar kompetenser och självförtroende för att undervisa om hållbar utveckling, alternativt är instruktioner och begrepp för otydliga och komplexa, vilket resulterar i en bristfällig implementering. Tidigare forskning indikerar att det saknas vägledning för hur hållbar utveckling skall implementeras i undervisningen rent praktiskt, eller att de styrdokument som finns behöver uppdateras. Med denna problematik till grund gjordes en intervjustudie där tre lärare och fyra lärarstudenter på grundskolenivå intervjuades för att besvara frågeställningarna och identifiera förbättringspotential och eventuellt kunna föreslå åtgärder för framtiden. Resultaten ställdes emot teorin Dewey’s notion of learning, experience and habits i syfte att bland annat besvara frågan kring vilka metoder och strategier som är de mest effektiva för att forma medvetna individer och i förlängningen skapa hållbara städer och samhällen. Intervjustudiens svarsanalys indikerade att det som tidigare forskare påvisat, att implementeringen är bristfällig och behöver ses över, med ett utökat helhetsperspektiv.
Education for sustainable development is an indispensable component to provide the coming generations with competencies and skills to cope with and prevent the sustainability issues todays’ communities are facing. Schools are one of the most crucial determinators when it comes to inspire, motivate and educate environmentally conscious individuals. Sustainable development is a part of the Swedish curriculum since 2006. However, studies on the field show that teachers are lacking competencies and confidence to educate on sustainable development, or that the guidelines and the topic is too vague and complex, which corresponds with an inadequate implementation. Current studies on the field indicate that guidance for an effective implementation is needed, or that the guidelines that exist need an update. With these identified problems, an interview study was conducted, three primary teachers and four students in the teachers’ program participated to answer the questions and identify potential for improvement and potentially give suggestions for future changes. The findings were used together with the theory Dewey’s notion of learning, experience and habits, with the aim to answer the question of which teaching methods and strategies are the most effective to form conscious individuals and eventually create sustainable cities and communities. The interview study confirmed what previous researchers have shown, that the implementation is inadequate and needs to be reviewed and updated with a holistic perspective.

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Lailas, Elaine Andrews. „John Dewey's Theory of Citizenship and Community in the Developing American Democracy as Seen Through the Philosophy of Pragmatism as a Public Administration Model for the Citizen's Role in Public Governance“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26438.

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At the time of the founding of the field of public administration, government was in a condition of some degree of failure. Since elitist and corrupt politics were the predominant mode of government at the time, the cause of this failure was seen as insufficient rationality, and coinciding with this, a lack of scientific information and technical expertise. Also, a popular involvement in government was perceived to be a need. This created a demand for a scientific rational government, run by technocratic experts that was, at the same time, open to popular access. In principle, this idea is consistent with Dewey's thought, but what developed is a form of government that saw science, or the process of bringing knowledge to bear on problems that made interest groups the key mode of access to policy making. This solution appeared to meet the needs of the time, while in fact it was far off the mark. In all of this, Dewey's true and more appropriate alternative was lost. These conditions still exist. The American government is a seemingly, ailing government; but the only thing that is suggested is to have more science and give groups more "participative" access. In essence, virtual gridlock has resulted. One solution is to rediscover and accurately understand Dewey, who can help us rethink science and the knowledge process in government and the possibilities for citizen involvement in government.
Ph. D.

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Guzman, Dahlia. „The “Permanent Hegelian Deposit” in John Dewey’s Theory“. Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279387271.

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Bücher zum Thema "Dewey's theory"

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John Dewey's theory of community. New York: P. Lang, 1987.

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John Dewey's earlier logical theory. Albany: State University of New York Press, 2014.

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Shook, John R. Dewey's empirical theory of knowledge and reality. Nashville: Vanderbilt University Press, 2000.

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1859-1952, Dewey John, Hrsg. John Dewey's theory of art, experience, and nature: The horizons of feeling. Albany: State University of New York Press, 1987.

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Deweyan inquiry: From education theory to practice. Albany, N.Y: State University of New York Press, 2009.

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Educational theory as theory of conduct: From Aristotle to Dewey. Albany, N.Y: State University of New York Press, 1987.

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Feminist epistemology and American pragmatism: Dewey and Quine. London: Continuum, 2010.

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Pragmatism and political theory: From Dewey to Rorty. Chicago, IL: University of Chicago Press, 1997.

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Making morality: Pragmatist reconstruction in ethical theory. Nashville, TN: Vanderbilt University Press, 2002.

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Kirkpatrick, Jerry. Montessori, dewey, and capitalism: Educational theory for a free market in education. Claremont, Calif: TLJ Books, 2008.

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Buchteile zum Thema "Dewey's theory"

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Marchetti, Sarin. „Moral Theory and Anti-Theory in Dewey’s 1932 Ethics“. In John Dewey’s Ethical Theory, 235–54. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-16.

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Stone, Lynda. „Dewey’s Social Philosophy“. In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_399-1.

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Stone, Lynda. „Dewey’s Social Philosophy“. In Encyclopedia of Educational Philosophy and Theory, 541–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_399.

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Dreon, Roberta. „Dewey’s Fully Embedded Ethics“. In John Dewey’s Ethical Theory, 181–96. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-13.

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Pappas, Gregory Fernando. „Contextualizing Dewey’s 1932 Ethics“. In John Dewey’s Ethical Theory, 3–17. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-2.

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Santarelli, Matteo. „Psychology, Moral Theory, and Politics“. In John Dewey’s Ethical Theory, 197–214. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-14.

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Levine, Steven. „The Identity of Self and Act“. In John Dewey’s Ethical Theory, 134–55. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-10.

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Zamora, Justo Serrano. „Democracy and the Problem of Domination“. In John Dewey’s Ethical Theory, 156–78. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-11.

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Girel, Mathias. „Duties and the Ethical Space of Claims in Dewey’s 1932 Ethics“. In John Dewey’s Ethical Theory, 215–34. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-15.

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Volbers, Jörg. „Rationality as a Moral Problem“. In John Dewey’s Ethical Theory, 255–72. New York : Routledge, 2020. | Series: Routledge studies in American philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429259869-17.

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Konferenzberichte zum Thema "Dewey's theory"

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Cortellazzo, Laura, Sara Bonesso und Fabrizio Gerli. „Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.

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Xu, Kexin, und Xiaona Wang. „John Dewey vs. Confucius: Similarities and Differences in Their Educational Thoughts“. In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.009.

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Dong, Janet, und Janak Dave. „Experiential Learning for Engineering Technology Students in 21st Century“. In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. This model shows how theory, concrete experience, reflection and active experimentation can be brought together to produce richer learning than any of these elements can on its own. The College of Engineering and Applied Science did not implement the Kolb model fully due to insufficient resources. Therefore, only the first two of the four stages were used. Many avenues of concrete experiential learning exist for the students in the engineering technology programs at the University of Cincinnati, such as co-op, service learning, global study programs, field projects, academic research, etc. This paper gives a description of the experiential learning of students at the University of Cincinnati in the areas of global study, honors program and undergraduate research. Two faculty members in Mechanical Engineering Technology from the College of Engineering and Applied Science were involved in these experiences. Their experiences, along with student reflections, are discussed in the paper.

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Mancini, Francesco Maria, und Tanja Glusac. „Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11192.

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Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design

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Cheng, Kung-Shan, und Robert B. Roemer. „An Analytical Evaluation of the Optimal Thermal Dose Delivery Parameters for Thermal Therapies“. In ASME 2003 Heat Transfer Summer Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/ht2003-47361.

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This study derives the first analytic solution for evaluating the optimal treatment parameters needed for delivering a desired thermal dose during thermal therapies consisting of a single heating pulse. Each treatment is divided into four time periods (two power-on and two power-off), and the thermal dose delivered during each of those periods is evaluated using the non-linear Sapareto and Dewey equation relating thermal dose to temperature and time. The results reveal that the thermal dose delivered during the second power-on period when T>43C (TD2) and the initial power-off period when T>43C (TD3) contribute the major portions of the total thermal dose needed for a successful treatment (taken as 240 CEM43°C), and that TD3 dominates for treatments with higher peak temperatures. For a fixed perfusion value, the analytical results show that once the maximum treatment temperature and the total thermal dose (e.g., 240 CEM43°C) are specified, then the required heating time and the applied power magnitude are uniquely determined. These are the optimal heating parameters since lower/higher values result in under-dosing/over-dosing of the treated region. It is also shown that higher maximum treatment temperatures result in shorter treatment times, and for each patient blood flow there is a maximum allowable temperature that can be used to reach the desired thermal dose. In addition, since TD2 and TD3 contribute most of the total thermal dose, and they are both significantly affected by the blood flow present for high treatment temperatures, these results show that perfusion effects must be considered when attempting to optimize high temperature thermal therapy treatments (no excess thermal dose delivered, minimum power applied and shortest treatment time attained).

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Alexander, Gregory, Sheila Matoti und Pieter Van Zyl. „ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.

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