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Čubajevaitė, Marta. "Transformative Adult Learning in New Social Movement – a Case Study from South Africa." International Journal of Area Studies 10, no. 2 (December 1, 2015): 139–71. http://dx.doi.org/10.1515/ijas-2015-0007.
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Abstract New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.
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Scott, Leodis. "Learning Cities for All: Directions to a New Adult Education and Learning Movement." New Directions for Adult and Continuing Education 2015, no. 145 (March 2015): 83–94. http://dx.doi.org/10.1002/ace.20125.
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Redondo, Gisela. "Dialogic Leadership and New Alternative Masculinities: Emerging Synergies for Social Transformation." Masculinities & Social Change 5, no. 1 (February 21, 2016): 70. http://dx.doi.org/10.17583/mcs.2016.1929.
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<p>Leadership plays a relevant role in the improvement of organisations and its study has influenced the analysis of dynamics of social change in current societies. There is a trend to analyse leadership considering issues such as its distribution or transformative dimension. According to recent developments in this field, dialogic leadership implies the whole community in the process of creation, development and consolidation of leadership practices. However, less is known about the role of dialogic leadership in relation to men´s movements and masculinities, particularly in the field of the New Alternative Masculinities (NAM). This article presents the results of a qualitative case study developed in an adult school being part of the Learning Communities project. It illustrates existing synergies between dialogic leadership and the NAM movement. It is explored in which ways the school influence transformative processes beyond its organisation and contributes to make more visible the NAM movement. The paper shows evidence on how dialogic leadership contributes to create an environment in which emerging leadership practices of the community in relation to the NAM movement have flourished. </p>
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Mwewa, Christian Muleka, Ana Inés Renta Davids, and Abudo Machude. "ADULT EDUCATION MANAGEMENT IN PORTO AND CATALONIA: A CASE STUDY." Revista Tempos e Espaços em Educação 11, no. 27 (September 21, 2018): 9–22. http://dx.doi.org/10.20952/revtee.v11i27.7582.
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The purpose of this study was to analyze the organizational structure and educational methods of two training centers, namely the Professional School of Minho (Portugal) and the Association for Social and Occupational Promotion (Spain). Data collection included daily observation of and participation in the "departments" of adult education and training in both centers. We argue that training in these institutional contexts is based upon a permanent dialogue between learners’ home experiences and learning opportunities that allow them to acquire new professional, cultural, political and social skills. Therefore, the training process in these centers becomes a movement between prior knowledge and new experiences. This process is observed in the dialogue between learners, instructors, context and everyone involved in the educational process.
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Stiegele, Dace, and Mirdza Paipare. "ARTS THERAPIES IN LIFELONG LEARNING – OPPORTUNITIES AND SOLUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol5.5092.
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Observing lifelong learning programs in Latvia, there is a tendency to develop study courses that ensure the acquisition of new professional knowledge and skills, as well as their development, but a very minor section of courses and programs is devoted to the personality, resources, needs and acquisition of broad skills involved in adult education.In professional and scientific literature there is no reflection of the research conducted so far in Latvia on the use of arts therapies in maintaining the quality of life of adults in the context of lifelong learning.Purpose of the article: to research education as one of the indicators of quality of life in Europe and Latvia and differences and similarities in andragogy and arts therapies in order to get an idea of the possibilities of using arts therapies in lifelong learning.Method: content analysis of pedagogical and psychological literature, scientific articles, data of Eurostat population quality of life surveys, as well as official EU and Republic of Latvia guidelines on quality of life and lifelong learning issues.Results: the professional and personal competencies of an adult educator and an art therapist are highly demanding and have a number of common features. An adult educator and an art therapist have similar professional tasks - to see the needs of those involved in adult education and arts therapies, to support individual self-development, to encourage personality development, thus improving the quality of life. For each specialisation of arts therapies (music, dance and movement, drama and visual plastic) a specific application can be made according to target groups, educational stage and programs, as well as areas of needs.
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Thomas, Margaret. "Acquisition of the Japanese reflexive zibun and movement of anaphors in Logical Form." Second Language Research 11, no. 3 (October 1995): 206–34. http://dx.doi.org/10.1177/026765839501100302.
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Several recent accounts of crosslinguistic variation in the properties of anaphors have rejected Manzini and Wexler's (1987) parameterized binding principles. Pica (1987), Battistella (1989), Cole et al. (1990) and Katada (1991), among others, claim that anaphors move in Logical Form (LF) such that 'long-distance' binding can be reduced to a series of local relationships. This article looks at research on adult second language learning in the light of the proposal that reflexives move in LF. A first approach to the issue reanalyses data from earlier research on the acquisition of the Japanese long-distance anaphor zibun, research conducted under the assumption that the binding principles are parameterized. Secondly, a new study of 58 adult learners of Japanese is presented, showing that learners' knowledge of zibun at a high-proficiency level is largely consistent with a key prediction of the movement in LF approach. Although relatively few high-proficiency learners in the subject pool seem to have arrived at the full native-speaker grammar of zibun, there is little evidence that the grammars they construct violate principles of Universal Grammar. On the other hand, data from lower-proficiency learners are less readily accounted for from the perspective of movement in LF.
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Feiler, Kimberly E. "Brain Breaks Go To College." Pedagogy in Health Promotion 5, no. 4 (September 17, 2018): 299–301. http://dx.doi.org/10.1177/2373379918799770.
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As health education specialists, we are called to practice what we promote. American adult physical activity levels are low, and too much time is spent sedentary. New habits can be learned early in adult life in the higher education setting. Most time students and faculty spend in higher education learning environments is spent while sedentary—this norm must change. Brain breaks in formal learning environments have worked well in K-12 schools; they can be incorporated into higher education in order to reengage students and improve their academic achievement. Brain Breaks are short (2-5 minutes), movement-based activities to break-up prolonged periods of sitting by students, thus increasing physical activity. Health and health-related college courses provide an ideal platform to begin adding back in brain breaks and active learning strategies where there has traditionally been little to none.
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Niesz, Tricia, Aaron M. Korora, Christy Burke Walkuski, and Rachel E. Foot. "Social Movements and Educational Research: Toward a United Field of Scholarship." Teachers College Record: The Voice of Scholarship in Education 120, no. 3 (March 2018): 1–41. http://dx.doi.org/10.1177/016146811812000305.
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Background/Context Educational research addressing social movements appears to be growing rapidly but, with a few exceptions, this body of literature has remained largely isolated in pockets stretched across myriad fields of educational scholarship. Awareness and dialogue across researchers is limited because social movement-focused educational research lacks the structure, identity, profile, and networks of a field of scholarship. Purpose/Objective The purpose of this article is to explore how educational researchers have addressed social movements in their scholarship. Through presenting the findings from a wide-ranging literature review, we aim to generate greater awareness of social movement-oriented educational scholarship and argue for a more united field of research on social movements and education. Research Design We conducted an extensive review of educational scholarship with an explicit focus on social movements. Our sample included more than 370 publications from myriad fields of educational research, including adult education, higher education, social foundations of education, and other fields addressing K–12 schooling. Findings/Results We found that most of the educational literature addressing social movements can be grouped into one of two categories: the study of education and learning in social movements, and the study of the influence of movements on formal education. The first category of scholarship, produced primarily (though not entirely) in the field of adult education, has the appearance of a research program, with researchers engaged in scholarly conversation with shared theoretical touchstones. The second category of scholarship does not have the appearance of a research program, as it is produced across a number of fields that do not appear to be in dialogue. Although there is little sign of mutual awareness across these two large categories of literature, we found that researchers on both sides of the divide have much in common, including theoretical, methodological, and topical interests. Conclusions/Recommendations We conclude the literature review by arguing for the establishment of a more united field of research on social movements and education. We posit that an interdisciplinary and multi-perspective field devoted to understanding the educational dimensions and implications of social movements would not only benefit researchers and their scholarship but also pose and answer new and important questions related to formal, non-formal, and informal education. A more united field of inquiry related to social movements and education would also raise the profile of this scholarship such that it could have greater influence on educational policy and practice, as well as on social movements themselves.
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Ignatieva, G. A., O. V. Tulupova, and S. V. Matchinа. "TECHNOLOGY OF SELF-DETERMINED LEARNING AS A NEW FORMAT OF CONTINUING PROFESSIONAL EDUCATION OF TEACHERS." Education and science journal 21, no. 4 (May 7, 2019): 162–82. http://dx.doi.org/10.17853/1994-5639-2019-4-162-182.
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Introduction. Continuing professional education (CPE) is a strategic resource of cardinal transformations, which are currently taking place in education. The essence of such transformations generally consists in necessary rejection of a subject-information learning model and transition to designing the model of vocational self-development and self-determination.The aim of this research was to reveal the essence of teachers’ professional development as the process of positional self-determination and formation of managerial position. The hypothesis of the study consists in the assumption that the technology of self-determined learning is the institutional form of mastering and implementing the practice of CPE for teachers as a practice of human potential development in the professional and anthropological self-determination of an adult learner.Methodology and research methods. The methodological basis of the study was the comparative educational strategy of CPE, which is embodied in the model of self-determined adult education, focused on the formation of the human ability to manage their own development in an unstable world through the development of new types of cultural thinking and behaviour. The methods of research of teachers’ management position included the system of the following initiatives: interviews, results of group reflections, content-analysis, methods of included observation using video recording of training sessions and educational products.Results and scientific novelty. The complex of diagnostic technologies allowed the authors to establish management positions of teachers (implementer, leader or strategist) and their ability to design the paths of own development and to organise the system of managerial challenges. As the most adequate technological scheme of self-determined learning, the authors tested the mechanism of projectresource management, which regulates the learner’s movement in the educational space from actions carried out in a particular situation in accordance with the circumstances to an activity determined by a local goal, then to the reflection of own activity elevating to the status of a new norm, and, finally, to the reflection of changes in their own position. It was established that the developmental trajectory of human potential in professiogenesis starts from mastering the subject and means of activity (implementer) and passes through building up funds in transforming a special subject of activity (leader) towards designing new standards of means and subject of activity (strategist).The authors introduce the concept of “anthropological self-determination of an adult in the educational process” as the process and the result of formation of own managerial position and development of a new identity in changing life circumstances.Practical significance of the present research is determined by the possibility of designing educational programmes, which ensure co-organisation of adult students in a single event-activity space based on the mechanisms of project-resource management through the system of managerial challenges.
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O'Hagan, Celia, Gerry McAleavy, and John Storan. "Recognising Prior Learning: Investigating the Future of Informal Learning, a Northern Ireland Study." Journal of Adult and Continuing Education 11, no. 1 (May 2005): 29–42. http://dx.doi.org/10.7227/jace.11.1.4.
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Credit accumulation and transfer schemes (CATS) have developed as a means to facilitate access and the recognition and development of formal learning experiences across educational sectors and providers. Modularisation and credit developments have significantly affected the provision of formal learning opportunities over the last three decades. Recognition of experiential learning and the needs of adult students continues to develop. Institutions continue to expound the need for robust provision for accreditation of prior learning in terms of a valued and academically transferable entitlement for experienced learners, but travelling the pathway toward accreditation is still an obscure and uncertain process for learners. New and engaging procedures for the advancement of experienced students have been developed, including access initiatives, strategies for more effective learner support, inclusive curriculum practices and enhanced learning resource capabilities. Why then do we find institutions remaining with limited Accreditation of Prior Experiential Learning (APEL) capabilities? This paper begins by examining the underlying concepts of a credit-based learning culture from the perspective of policy, whilst exploring the educational models linked to APEL and the debate behind the value of informal learning and the process of attaining recognition. The main finding of the Northern Ireland study, as part of a European study, suggests that existing mediums for APEL have, to date, inspired a sense of renewed thinking but that institutional strategies for increased participation have not always addressed adult educational needs appropriately. This paper, based on research at the University of Ulster and project partners, will investigate the obstacles that remain some twenty years after the access movement of the 1980s.
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Mankin, Richard, David Hagstrum, Min Guo, Panagiotis Eliopoulos, and Anastasia Njoroge. "Automated Applications of Acoustics for Stored Product Insect Detection, Monitoring, and Management." Insects 12, no. 3 (March 19, 2021): 259. http://dx.doi.org/10.3390/insects12030259.
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Acoustic technology provides information difficult to obtain about stored insect behavior, physiology, abundance, and distribution. For example, acoustic detection of immature insects feeding hidden within grain is helpful for accurate monitoring because they can be more abundant than adults and be present in samples without adults. Modern engineering and acoustics have been incorporated into decision support systems for stored product insect management, but with somewhat limited use due to device costs and the skills needed to interpret the data collected. However, inexpensive modern tools may facilitate further incorporation of acoustic technology into the mainstream of pest management and precision agriculture. One such system was tested herein to describe Sitophilus oryzae (Coleoptera: Curculionidae) adult and larval movement and feeding in stored grain. Development of improved methods to identify sounds of targeted pest insects, distinguishing them from each other and from background noise, is an active area of current research. The most powerful of the new methods may be machine learning. The methods have different strengths and weaknesses depending on the types of background noise and the signal characteristic of target insect sounds. It is likely that they will facilitate automation of detection and decrease costs of managing stored product insects in the future.
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Witchalls, Jeremy, Gordon Waddington, Peter Blanch, and Roger Adams. "Ankle Instability Effects on Joint Position Sense When Stepping Across the Active Movement Extent Discrimination Apparatus." Journal of Athletic Training 47, no. 6 (November 1, 2012): 627–34. http://dx.doi.org/10.4085/1062-6050-47.6.12.
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Context Individuals with and without functional ankle instability have been tested for deficits in lower limb proprioception with varied results. Objective To determine whether a new protocol for testing participants' joint position sense during stepping is reliable and can detect differences between participants with unstable and stable ankles. Design Descriptive laboratory study. Setting University clinical laboratory. Patients or Other Participants Sample of convenience involving 21 young adult university students and staff. Ankle stability was categorized by score on the Cumberland Ankle Instability Tool; 13 had functional ankle instability, 8 had healthy ankles. Intervention(s) Test-retest of ankle joint position sense when stepping onto and across the Active Movement Extent Discrimination Apparatus twice, separated by an interim test, standing still on the apparatus and moving only 1 ankle into inversion. Main Outcome Measure(s) Difference in scores between groups with stable and unstable ankles and between test repeats. Results Participants with unstable ankles were worse at differentiating between inversion angles underfoot in both testing protocols. On repeated testing with the stepping protocol, performance of the group with unstable ankles was improved (Cohen d = 1.06, P = .006), whereas scores in the stable ankle group did not change in the second test (Cohen d = 0.04, P = .899). Despite this improvement, the unstable group remained worse at differentiating inversion angles on the stepping retest (Cohen d = 0.99, P = .020). Conclusions The deficits on proprioceptive tests shown by individuals with functional ankle instability improved with repeated exposure to the test situation. The learning effect may be the result of systematic exposure to ankle-angle variation that led to movement-specific learning or increased confidence when stepping across the apparatus.
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Rinaldi, Indra, and Yam Saroh. "THE RISE OF NATIONAL PLUS SCHOOL IN INDONESIA – EDUCATION FOR PARENTS AND GOVERNMENT." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 2 (April 26, 2017): 194. http://dx.doi.org/10.24036/ld.v10i2.7322.
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PENINGKATAN SEKOLAH NASIONAL PLUS DI INDONESIA – PENDIDIKAN UNTUK ORANG TUA DAN PEMERINTAH AbstractThis paper explores a social movement that has happened in Indonesia in the field of education. It also explores its effect to ‘educate’ the government as well as most parents in the country about the education quality in Indonesia. The exploration focuses on how this new concept of education which is referred as National Plus school was introduced to society that has encouraged many people to develop the schools with the same (national plus) concept. It also focuses on the parents who have learnt more about the new education system then participate in it by sending their children to such the schools. Not only in the grass root level, has it also focused onthe factors of the government who was indirectly forced to respond this phenomenon by developing international-leveled school. This movement has happened nationally within the last 10 years and has changed the national curriculum as well as educational system, including the recognition of special needs students among the government schools. This movement has changed the old conventional style of education that was commonly found in Indonesian national schools.Keywords: adult learning, National Plus, national education, movementAbstrakArtikel ini membahas tentang sebuah gerakan sosial yang terjadi di Indonesia di bidang pendidikan. Artikel ini juga menggali pengaruh gerakan social terhadap 'mendidik' pemerintah serta orang tua di negeri ini tentang kualitas pendidikan di Indonesia. Eksplorasi berfokus pada konsep pendidikan baru yang disebut dengan istilah “Sekolah Nasional Plus” yang diperkenalkan kepada masyarakat yang telah mendorong banyak orang untuk mengembangkan sekolah dengan konsep yang sama (nasional plus). Artikel ini juga berfokus pada orang tua yang telah belajar lebih banyak tentang sistem pendidikan baru yang kemudian melibatkan mereka berpartisipasi di dalamnya dengan mengirimkan anak-anak mereka kesekolah-sekolah tersebut. Tidak hanya di tingkat dasar, tetapi juga difokuskan pada faktor-faktor pemerintah yang secara tidak langsung dipaksa untuk menanggapi fenomena ini dengan mengembangkan sekolah berstandar internasional. Gerakan ini terjadi secara nasional dalam jangka waktu 10 tahun dan telah mengubah kurikulum nasional serta sistem pendidikan nasional, termasuk pengakuan dari siswa berkebutuhan khusus di antara sekolah-sekolah pemerintah. Gerakan ini telah mengubah gaya konvensional pendidikan yang umum ditemukan di sekolah-sekolah nasional di Indonesia.Kata kunci: pembelajaran orang dewasa, National Plus, pendidikan nasional, gerakan
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Feldman, Heidi. "Teaching Yoga to School-Aged Children:Principles and Personal Experiences." International Journal of Yoga Therapy 15, no. 1 (January 1, 2005): 87–95. http://dx.doi.org/10.17761/ijyt.15.1.y1r2071380136260.
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School-aged children are expected to learn new skills and work productively in many domains of life. Those who fail to keep up, particularly those who have developmental disorders, often experience feelings of inferiority and social isolation. I created a Yoga class for school-aged children of all abilities that is designed to serve as a haven from the performance demands of their lives. The class capitalizes on children's pleasure in learning and actively promotes selfawareness without self-judgment. The class draws inspiration from tantric philosophy, which allows for life to be experienced playfully while recognizing the sacred interconnectedness of all things. Three features differentiate this class from a typical adult Yoga class:(1) use of an integrating theme, (2) designated times for discussion and movement, and (3) inclusion of a creative portion. These features are designed to engage and motivate school-aged children. Some traditional elements of a Yoga practice, including breathing exercises (prânâyâma) and the final relaxation in corpse pose (shavâsana), are adapted for children. Educating the parents about the vocabulary, structure,and benefits of Yoga enhances the therapeutic potential of the class for children. Students in the class report that Yoga enhances their ability to focus and that they benefit from the relaxation of body and mind.
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Choi, Seung-oh, Harry J. Meeuwsen, Ron French, and Jill Stenwall. "Learning and Control of Simple Aiming Movements by Adults with Profound Mental Retardation." Adapted Physical Activity Quarterly 16, no. 2 (April 1999): 167–77. http://dx.doi.org/10.1123/apaq.16.2.167.
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Behavioral, response outcome, and response kinematic measures were analyzed for 6 adults (5 males and 1 female) with profound mental retardation (PMR). Participants performed 30 error-free simple linear aiming movements on a digitizing tablet during 7 acquisition, 3 retention, and 4 transfer days. A one-way ANOVA on the number of trials to reach 30 error-free responses revealed that adults with PMR improved, learned the skill, and transferred it to a new situation. The 2 × 3 × 3 (Phase × Day × Block) repeated measures ANOVAs for response outcome and kinematic measures indicated that participants were able to initiate movement faster with practice. However, practice did not result in changes in kinematic response measures.
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Fletcher, Natalie M., Maughn Rollins Gregory, Peter Shea, and Ariel Sykes. "the story circle as a practice of democratic, critical inquiry." childhood & philosophy 17 (December 30, 2021): 01–42. http://dx.doi.org/10.12957/childphilo.2021.55722.
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The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we see ourselves continuing the inquiry around expanding the inclusivity of conversations about basic human concerns. In this essay we describe an inclusive strategy called the story circle, that was first developed as a method of popular education in Denmark and was then adapted as a tool of social change among poor and dis-empowered American citizens in Appalachia. Story circles were later utilized in a philosophical living-learning community and most recently coupled with Lipman and Sharp’s dialogue method of the community of philosophical inquiry (CPI). The authors of this paper have combined story circles with the community of philosophical inquiry in a variety of contexts. In each iteration, telling one’s own story and listening carefully to the stories of others can be equally revelatory actions.
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Wachowicz, Fatima, Catherine J. Stevens, and Timothy P. Byron. "Effects of Balance Cues and Experience on Serial Recall of Human Movement." Dance Research 29, supplement (November 2011): 450–68. http://dx.doi.org/10.3366/drs.2011.0028.
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One way that student dancers learn new contemporary dance, hip-hop or ballroom dancing is by observing and reproducing dance phrases or steps. For experts, learning long and complex sequences may appear effortless whereas for those new to dance, the task is challenging with both motor and cognitive demands. On the cognitive side, the first stage for increasing familiarity or perceptual fluency is registering or encoding material in the short-term memory. With rehearsal, the material may be transferred subsequently to the long-term memory. Theories propose that human memory is cue driven – the more cues that are present while taking information in, that are also present at the time of retrieving the information, the better the recall. In this study, we investigate proprioceptive cues related to relative stability, as cues to short-term memory for recalling a series of simple body movements. We ask: is the feeling of either being in a balanced or unbalanced standing position a cue to short-term memory for movement material? And, if so, are such proprioceptive cues moderated by dance experience? An experiment was designed to test short-term memory for relatively simple body movements. Our aim was to investigate the observation of a series of movements and their immediate recall in the original order by adults with differing levels of specialist movement experience, including dance and martial arts. The experiment task was similar to a dance teacher performing a number of different movements and students recalling those movements immediately by performing them using their body and in the correct order. To minimise intrusion from long-term knowledge of biological motion – as such knowledge may distinguish novices and experts without testing their short-term memory capacity – disconnected or non-flowing simple movements were used as the material to be observed and later recalled. Relative stability in our experiment participants was challenged using the Tandem Romberg Position (TRP), which involves standing toe-to-heel in a line, and we reasoned that this should not impair experts' recall of movements using their body, relative to those less expert. According to the concept of encoding specificity from working memory (WM) theory, recalling items in the correct order is most likely when there is a match between cues during encoding and retrieval. If relative stability is a contextual cue during observing and learning movement, then recall should be greatest when contexts match during encoding and retrieval. In Experiment 1, low and moderate movement experience groups observed and then performed four body movements; in Experiment 2, and following the same procedure, low, moderate, and high movement experience groups recalled six movements. Recall span and movement experience were positively correlated – the more movement training, the greater the memory span. In Experiment 1, encoding specificity was observed, indicating that proprioception can be a cue to recalling movement from WM. The results indicate that changing proprioceptive cues can reduce memory span for movement, especially among those with low or moderate experience. In teaching new movers, there is a need to maximise the cognitive resources available for learning, by reducing the number of competing demands on attention and working memory. The present results also support the common practice in dance companies to disrupt context-specific cues by changing location – and training the execution of movement phrases, in different spatial orientations. Generalisation to different environmental contexts appears to strengthen the memory trace. For dance teachers, the present results identify potential impairments to recall, the advantages of initially minimizing competing demands, and later diversifying contextual cues, including varying environments where new material is learned and rehearsed.
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Іонова, О. М., and В. В. Партола. "ПОДОЛАННЯ БАР’ЄРІВ В ОСВІТІ ДОРОСЛИХ: АНТРОСОФСЬКИ-ОРІЄНТОВАНИЙ ПІДХІД." Педагогіка та психологія, no. 61 (April 2019): 60–69. http://dx.doi.org/10.34142/2312-2471.2019.61.07.
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Статтю присвячено розкриттю особливостей антропософськи-орієнтованого підходу до подолання освітніх бар’єрів, який реалізовано в європейській програмі New Adult Learning Movement (NALM) – Рух за оновлення освіти дорослих. З’ясовано, що в освіті дорослого виявляються три основні рівноправні бар’єри, над якими необхідно працювати, надаючи дорослому учневі конкретну допомогу в їх подоланні, а саме: бар’єри в людському мисленні, бар’єри в почуттях та емоціях, бар’єри у вольовій діяльності. Це відповідає цілісності психічної структури особистості, внутрішнє життя якої характеризується інтелектуальними й афективними процесами, а також вольовою активністю, пронизаною свідомістю. Наголошено на важливості розпізнання людиною своїх бар’єрів, що є першим кроком у пізнанні, самопізнанні й саморозвитку. Установлено, що подолання бар’єрів у мисленні передбачає: у людини повинно бути бажання запитувати, досліджувати дійсність, а не пасивно приймати знання та готові відповіді; той, хто навчається, має відмовитися від моделі реальності, проте сама реальність повинна відкритися людині; людині необхідно навчитися спостерігати навколишню дійсність, а також розрізняти те, що вона знає, та те, що розуміє. Робота з бар’єрами в галузі емоцій і почуттів потребує стриманості, володіння собою, внутрішнього спокою, завдяки чому особистості відкривається зовнішній світ. Найбільш ефективними шляхами формування вольової активності людини є заняття різноманітними видами мистецтва, робота у групі та проєктна діяльність, а також особлива структура самого навчального процесу, що має сприятливий вплив на волю дорослого учня. Схарактеризовано сукупність вправ внутрішнього характеру, що використовуються в антропософській освітній практиці, допомагають людині оволодіти ходом своїх думок, взяти під контроль свої емоції й почуття, вольові імпульси та тим самим сприяють подоланню освітніх бар’єрів. Відзначено, що використання антропософськи-орієнтованого підходу до подолання бар’єрів в освіті дорослих відкриває перспективи для поліпшення професійної, післядипломної, неформальної та інформальної освіти дорослих учнів.
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Duijn, Tina van, Simon Thomas, and Rich SW Masters. "Chipping in on the role of conscious processing during children's motor learning by analogy." International Journal of Sports Science & Coaching 14, no. 3 (April 2, 2019): 383–92. http://dx.doi.org/10.1177/1747954119841162.
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The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.
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Foster, Nathan C., Simon J. Bennett, Joe Causer, Digby Elliott, Geoffrey Bird, and Spencer J. Hayes. "Facilitating sensorimotor integration via blocked practice underpins imitation learning of atypical biological kinematics in autism spectrum disorder." Autism 24, no. 6 (March 13, 2020): 1494–505. http://dx.doi.org/10.1177/1362361320908104.
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The reduced efficacy of voluntary imitation in autism is suggested to be underpinned by differences in sensorimotor processing. We examined whether the imitation of novel atypical biological kinematics by autistic adults is enhanced by imitating a model in a predictable blocked practice trial order. This practice structure is expected to facilitate trial-to-trial sensorimotor processing, integration and encoding of biological kinematics. The results showed that neurotypical participants were generally more effective at imitating the biological kinematics across all experimental phases. Importantly, and compared to a pre-test where imitation was performed in a randomised (unpredictable) trial order, the autistic participants learned to imitate the atypical kinematics more effectively following an acquisition phase of repeatedly imitating the same model during blocked practice. Data from the post-test showed that autistic participants remained effective at imitating the atypical biological kinematics when the models were subsequently presented in a randomised trial order. These findings show that the reduced efficacy of voluntary imitation in autism can be enhanced during learning by facilitating trial-to-trial processing and integration of sensorimotor information using blocked practice. Lay Abstract Autistic people sometimes find it difficult to copy another person’s movement accurately, especially if the movement is unfamiliar or novel (e.g. to use chop sticks). In this study, we found that autistic people were generally less accurate at copying a novel movement than non-autistic people. However, by making a small adjustment and asking people to copy this movement for a set number of attempts in a predictable manner, we showed that autistic people did successfully learn to copy a new movement. This is a very important finding for autistic people because rather than thinking they cannot copy new movements, all that needs to be considered is for parents/guardians, teachers and/or support workers to make a small adjustment so that learning occurs in a predictable manner for new skills to be successfully acquired through copying. The implications from this study are wide-ranging as copying (imitation) and motor learning are important developmental processes for autistic infants and children to acquire in order to interact within the world. Therefore, practising these behaviours in the most effective way can certainly help the developmental pathway.
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Walter, Pierre. "Adult Learning in New Social Movements: Environmental Protest and the Struggle for the Clayoquot Sound Rainforest." Adult Education Quarterly 57, no. 3 (May 2007): 248–63. http://dx.doi.org/10.1177/0741713606297444.
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Fleming, Elizabeth, and Court Hull. "Serotonin regulates dynamics of cerebellar granule cell activity by modulating tonic inhibition." Journal of Neurophysiology 121, no. 1 (January 1, 2019): 105–14. http://dx.doi.org/10.1152/jn.00492.2018.
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Understanding how afferent information is integrated by cortical structures requires identifying the factors shaping excitation and inhibition within their input layers. The input layer of the cerebellar cortex integrates diverse sensorimotor information to enable learned associations that refine the dynamics of movement. Specifically, mossy fiber afferents relay sensorimotor input into the cerebellum to excite granule cells, whose activity is regulated by inhibitory Golgi cells. To test how this integration can be modulated, we have used an acute brain slice preparation from young adult rats and found that encoding of mossy fiber input in the cerebellar granule cell layer can be regulated by serotonin (5-hydroxytryptamine, 5-HT) via a specific action on Golgi cells. We find that 5-HT depolarizes Golgi cells, likely by activating 5-HT2A receptors, but does not directly act on either granule cells or mossy fibers. As a result of Golgi cell depolarization, 5-HT significantly increases tonic inhibition onto both granule cells and Golgi cells. 5-HT-mediated Golgi cell depolarization is not sufficient, however, to alter the probability or timing of mossy fiber-evoked feed-forward inhibition onto granule cells. Together, increased granule cell tonic inhibition paired with normal feed-forward inhibition acts to reduce granule cell spike probability without altering spike timing. Hence, these data provide a circuit mechanism by which 5-HT can reduce granule cell activity without altering temporal representations of mossy fiber input. Such changes in network integration could enable flexible, state-specific suppression of cerebellar sensorimotor input that should not be learned or enable reversal learning for unwanted associations. NEW & NOTEWORTHY Serotonin (5-hydroxytryptamine, 5-HT) regulates synaptic integration at the input stage of cerebellar processing by increasing tonic inhibition of granule cells. This circuit mechanism reduces the probability of granule cell spiking without altering spike timing, thus suppressing cerebellar input without altering its temporal representation in the granule cell layer.
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Kosma, Maria, and Nick Erickson. "The Love of Aerial Practice: Art, Embodiment, Phronesis." International Journal of Kinesiology and Sports Science 8, no. 1 (January 31, 2020): 14. http://dx.doi.org/10.7575/aiac.ijkss.v.8n.1p.14.
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Background of study: Given the importance of movement and low exercise adherence among young adults, it is imperative to understand reasons for the love of movement. Objective: The purpose of this phronetic, qualitative study was to examine if the values of aerial practice encompassed elements of embodiment, techne (art), and phronesis (practical wisdom). Method: Participants were 13 undergraduate college students in an aerial practice class. Individual-based interview topics included exercise behavior and the values and meaning of aerial practice. Results: All participants were active regardless of aerial practice classification (e.g., beginners vs advanced). Beyond aerial practice, other exercises included dancing, yoga and aerial yoga, Pilates, aerobic activities (e.g., running and spinning classes), rock climbing and hiking, weight lifting, somatics and acrobatics. Based on the first theme, the love of aerial practice, techne aspects reflected fitness, skill improvement; challenging, infinite learning and determination. Art, performativity, fluidity included techne and embodiment, while the sensation of whole-body movement encompassed an embodied element for the love of aerial silks. A combination of phronetic and embodied elements were sense of community and inclusivity; novelty; it fits me. Embodied qualities of the second theme, challenges with aerial practice, included fear, injuries, bruises, pain. Fitness, skill, performance and the struggle to learn new movements linked to techne and the integral parts of movement. Phronetic categories regarding situation-specific reflections were time on the silk and unhealthy competition in the business world (territorial traits and lack of sharing). The third theme was future exercise plans and its categories included phronetic (decision-related) elements: practice and/or teach aerial silks; keep exercising. Conclusion: Artistic, embodied, and phronetic approaches in movement education can enhance the value and pursuit of movement.
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Johannsen, Leif, Erik Friedgen, Denise Nadine Stephan, Joao Batista, Doreen Schulze, Thea Laurentius, Iring Koch, and Leo Cornelius Bollheimer. "Keeping in step with the young: Chronometric and kinematic data show intact procedural locomotor sequence learning in older adults." PLOS ONE 17, no. 5 (May 3, 2022): e0266733. http://dx.doi.org/10.1371/journal.pone.0266733.
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Sequence learning in serial reaction time tasks (SRTT) is an established, lab-based experimental paradigm to study acquisition and transfer of skill based on the detection of predictable stimulus and motor response sequences. Sequence learning has been mainly studied in key presses using visual target stimuli and is demonstrated by better performance in predictable sequences than in random sequences. In this study, we investigated sequence learning in the context of more complex locomotor responses. To this end, we developed a novel goal-directed stepping SRTT with auditory target stimuli in order to subsequently assess the effect of aging on sequence learning in this task, expecting that age-related performance reductions in postural control might disturb the acquisition of the sequence. We used pressure-sensitive floor mats to characterise performance across ten blocks of trials. In Experiment 1, 22 young adults demonstrated successful acquisition of the sequence in terms of the time to step on the target mat and percent error and thus validated our new paradigm. In Experiment 2, in order to contrast performance improvements in the stepping SRTT between 27 young and 22 old adults, motion capture of the feet was combined with the floor mat system to delineate individual movement phases during stepping onto a target mat. The latencies of several postural events as well as other movement parameters of a step were assessed. We observed significant learning effects in the latency of step initiation, the time to step on the target mat, and motion parameters such as stepping amplitude and peak stepping velocity, as well as in percent error. The data showed general age-related slowing but no significant performance differences in procedural locomotor sequence learning between young and old adults. The older adults also had comparable conscious representations of the sequence of stimuli as the young adults. We conclude that sequence learning occurred in this locomotor learning task that is much more complex than typical finger-tapping sequence learning tasks, and that healthy older adults showed similar learning effects compared to young adults, suggesting intact locomotor sequence learning capabilities despite general slowing and normal age-related decline in sensorimotor function.
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Németh, Balàzs. "Globalisation, Lifelong Learning and Their Impacts on Adult Education of Central East-European Countries." Journal of Adult and Continuing Education 9, no. 1 (July 2003): 74–80. http://dx.doi.org/10.7227/jace.9.1.6.
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The challenges of the new millennium are turning everything upside down. Modernisation, globalisation, and a change of paradigm since 1989 have altered our perspectives of the mechanisms by which the societies of Central and Eastern European countries operate. Life expectancy has increased throughout the world, overpopulation has stopped in Europe, and integration movements have exerted increasing influence, constraining societies by outlining and reshaping not only the ‘map of the future’, but also of sub-systems and groups of societies of Central and Eastern Europe. It is evident that, in future societies, the real wealth generated from natural and social resources will depend upon the quality and wealth of human resources. This article scrutinises this issue within the context of lfelong learning.
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Collins, Daniel P., Scott A. Carleton, and Christopher L. Coxen. "Movement patterns of adult Interior Band-tailed Pigeons (Patagioenas fasciata) in New Mexico." Wilson Journal of Ornithology 131, no. 2 (June 20, 2019): 360. http://dx.doi.org/10.1676/18-34.
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Houghtalin, Marilyn, and G. Larry Mays. "Criminal Dispositions of New Mexico Juveniles Transferred to Adult Court." Crime & Delinquency 37, no. 3 (July 1991): 393–407. http://dx.doi.org/10.1177/0011128791037003006.
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One of the lingering controversies surrounding the juvenile justice system in the United States is the transfer of juvenile offenders to adult criminal courts, ostensibly for more severe dispositions. This issue especially has been of concern as the “get-tough” movement seemingly has gained momentum over the past two decades. This article examines the waiver process in New Mexico to establish the characteristics of the juveniles subject to the process and to determine the actual, instead of symbolic, criminal court dispositions of juveniles tried as adults.
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Sanz, Magdalena. "El bebé y el niño pequeño en el agua: Aplicación de los principios de Emmi Pikler en pedagogía acuática para la primera infancia." Revista de Investigación en Actividades Acuáticas 1, no. 2 (October 3, 2017): 61–66. http://dx.doi.org/10.21134/riaa.v1i2.394.
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Antecedentes: A partir del conocimiento de la más amplia investigación realizada sobre la pura motricidad libre en bebés y niños desde los 3 meses hasta los 3 años de vida llevada a cabo por el Instituto Loczy en Budapest (Hungría), reformulamos las prácticas tradicionales de la natación temprana, generando recursos pedagógicos que eviten provocar en el agua posturas que los bebés y niños no hayan alcanzado por sí mismos en tierra, y que reemplacen las inmersiones dirigidas por el adulto en cualquiera de las etapas del aprendizaje.Objetivos: Se ha comprobado que esta nueva propuesta pedagógica no retarda el logro de la independencia acuática factible en edades tempranas, especialmente en lo referido a la coordinación de habilidades de equilibrio, respiración y movimientos propulsores.Método: El sostén adulto y las propuestas siguen las posturas alcanzadas por los bebés autónomamente, sin adelantar o forzar en el agua posturas o velocidades que el bebé no logre por sí mismo en tierra. Reemplazamos las inmersiones realizadas por adultos por propuestas lúdicas basadas en la iniciativa del bebé o niño y en la imitación en libertad de movimiento en piscinas playas. Creamos y mantenemos las condiciones estables de sostén a través de la formación de los maestros y la información a los padres. Llevamos un período de observación de cinco años, en clases regulares de natación con bebés y niños de 4 meses a 3 años (+/- 6 meses) con uno de sus padres en el agua. En este período el promedio de asistencia fue de 80 díadas mensuales, con una frecuencia mayoritaria de un estímulo de clase semanal.Resultados: El resultado más destacado de la experiencia es la innecesaridad de sumergir a los bebés para la estimulación de la pausa respiratoria en inmersión y la independencia acuática, una práctica emblemática de la actividad. Sin esta práctica, todos los bebés y niños observados realizaron uso espontáneo de la pausa respiratoria en inmersión desde que la realizan, y todos lograron organizar su respiración autónomamente, tanto en superficie como en inmersión, sin haber sido sumergidos por los adultos.Conclusiones: Buscamos con esta investigación cuidar el bienestar emocional temprano, que determina fundamentalmente la constitución de la vida psíquica del hombre en ciernes que vive, como explorador, en cada niño.Palabras clave: Equilibrio, respiración, tono, emoción, desarrollo, iniciativa, autonomía y estimulación. Title: The baby and the little boy in the water. Application of the principles of Emmi Pikler in aquatic pedagogy for early childhoodAbstract Introduction: 7 years ago we acquired knowledge of the broadest research to date on natural motor development based on pure free movement in babies and infants between 3 months old and 3 years of age, carried out by the Loczy Institute in Budapest (Hungary). Since then, we were inspired to reformulate traditional early age swimming practices. We did so by generating pedagogical resources that avoid provoking, when in water, postures that they haven’t already developed on land by themselves, replacing adult-conducted immersions in any of the learning stages.Goals: We verified that this new pedagogical proposal does not delay the achievement of early age feasible aquatic independence, especially when it comes to the coordination of balance, breathing and propellant motion skills. The unfolding of the infant’s initiative is the basis for a significate and delightful motor learning process.Method: The adult support and proposals follow the postures achieved by the babies autonomously, without overtaking or force in the water postures or speeds that the baby does not achieve by itself on land. We replace the dives made by adults for playful proposals based on the initiative of the baby or child and imitation in freedom of movement in swimming pools. We create and maintain stable conditions of support through teacher training and information to parents. We have a five-year observation period in regular swimming classes with infants and children aged 4 months to 3 years (+/- 6 months) with one of their parents in the water. In this period the average attendance was 80 monthly dyads, with a majority frequency of a weekly class stimulus.Results: The most outstanding result of the experience is the unnecessary immersion of the babies for the stimulation of the breathing pause in immersion and the aquatic independence, an emblematic practice of the activity. Without this practice, all infants and children observed spontaneous use of the breathing pause in immersion since they performed it, and all managed to organize their breathing autonomously, both in surface and immersion, without having been submerged by adults.Conclusions: This investigation we aim to take care of early age emotional wellbeing, which fundamentally determines the constitution of the psychic experience of the budding adult that lives, as and explorer, in each child.Keywords: Balance, breathing, tone, emotion, development, initiative, autonomy and stimulation. Título: O bebê e o menino na água. Aplicação dos princípios de Emmi Pikler em pedagogia aquática para a primeira infânciaResumoIntrodução: Há 7 anos conhecemos a mais ampla investigação realizada sobre o desenvolvimento motor baseado na motricidade livre pura , em bebés e crianças com idades compreendidas entre os 3 meses e os 3 anos de idade. Este estudo foi realizado pelo Instituto Loczy en Budapeste, na Hungria. Desde então, reformulámos as nossas práticas tradicionais de natação para bebés y crianças, através da criação de recursos pedagógicos que, evitem provocar na água posturas que os bebés e crianças ainda não tenham alcançado por si mesmos em terra, e que, substituam as imersões dirigidas pelo adulto em qualquer das etapas de aprendizagem.Objetivos: Verificámos que esta nova proposta pedagógica não atrasa a conquista da independência aquática possível de alcançar em idades baixas, especialmente no que se refere à coordenação das habilidades de equilíbrio, respiração e ações propulsivas. As possibilidades atribuídas ao bebé e à criança de poder ter iniciativa são a base de uma aprendizagem motora significativa e com sensação de prazer durante o processo.Método: O apoio e as propostas dos adultos seguem as posturas alcançadas pelos bebês de forma autônoma, sem ultrapassar ou forçar as posturas ou velocidades da água que o bebê não consegue por si só em terra. Nós substituímos os mergulhos feitos por adultos para propostas divertidas com base na iniciativa do bebê ou criança e imitação na liberdade de circulação em piscinas. Criamos e mantem condições estáveis de apoio através da formação de professores e informações aos pais. Temos um período de observação de cinco anos em aulas regulares de natação com bebês e crianças de 4 meses a 3 anos (+/- 6 meses) com um dos pais na água. Neste período, o atendimento médio foi de 80 díades mensais, com uma freqüência maioritária de um estímulo de classe semanal.Resultados: O resultado mais destacado da experiência é a imersão desnecessária dos bebês para a estimulação da pausa de respiração na imersão e a independência aquática, uma prática emblemática da atividade. Sem esta prática, todos os bebês e crianças observaram o uso espontâneo da pausa de respiração na imersão, uma vez que o realizaram e todos conseguiram organizar sua respiração de forma autônoma, tanto na superfície quanto na imersão, sem serem submersos por adultos.Conclusiones: Pretendemos com esta investigação cuidar do bem-estar emocional na infância, que é determinante na constituição da vida psíquica do homem que está em desenvolvimento, como explorador, em cada criança.Palavras-chave: Equilíbrio, respiração, tônus, emoção, desenvolvimento, iniciativa, autonomia, e estimulação.
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Kravchenko, Iryna. "DEVELOPMENT OF THE ARCHITECTURE OF NON-FORMAL EDUCATION INSTITUTIONS IN 1917-1940 ON THE TERRITORY OF UKRAINE." Current problems of architecture and urban planning, no. 60 (April 26, 2021): 105–16. http://dx.doi.org/10.32347/2077-3455.2021.60.105-116.
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The study of the periodization of the development of architecture of non-formal education institutions (hereinafter NFEI) combines the following aspects: pedagogical aspect (is the decisive one, according to the author), social, political, scientific and technical aspects that are inherent in the era. The author investigates the developmental periods of architecture of non-formal education institutions. The time limits studied in the article from 1917 to 1940 belong to the second stage of development of NFEIs and their architecture - the period of development and formation. Many scholars and educators note that in Ukraine the existence of non-formal education covers the following areas: extracurricular education; postgraduate education and adult education; civil education; school and student self-government; educational initiatives aimed at developing additional skills and abilities; universities of the third age that provide educational services to the elderly. Given the modern interpretation and combination into a single concept - "lifelong learning" - all forms of education, this article examines the formation of the architecture of additional education institutions for all ages, i.e. analyzes the conditions that led to the creation of appropriate architectural forms, and the main, according to the author, examples and characteristics. This stage of development of NFEIs and their architectural and typological links is the period after the First World War and the beginning of the Soviet Union era. The nature of functioning remains mainly compensatory and educational. During this period, a unique world-renowned system of extracurricular activities is developed. Educational institutions and institutions of additional education in public houses and public schools continue to function. Various professional associations were born in the Soviet Union, and clubs, houses, and palaces of culture began to be built for them. In addition, during this period in Ukraine, religious institutions are gradually losing their influence, and educational functions are transferred to other institutions: libraries, houses and palaces of culture and so on. The beginning of the youth movement, stations of young nature lovers are created. The organization of seasonal (summer) children's camps takes new pedagogical and ideological forms. At this stage, specialized institutions started to form that carried out extracurricular educational work in one specific direction: stations for young naturalists, young technicians, children's railways, children's theaters and cinemas, libraries, sports and music schools - specialized non-formal education institutions. Institutions of a wide profile continued to function and had an appropriate number of offices and workshops - clubs of various types.
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Wood, Connor M., and Shawn T. McKinney. "Record long-distance movement of a Deer Mouse, Peromyscus maniculatus, in a New England montane boreal forest." Canadian Field-Naturalist 129, no. 2 (August 5, 2015): 181. http://dx.doi.org/10.22621/cfn.v129i2.1699.
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We report a single-season, non-homing movement of 4287 ± 10 m by an adult male Deer Mouse, Peromyscus maniculatus, in western Maine, United States, in summer 2014. The movement was achieved in two stages: 927 ± 3 m in four days and an additional 3360 ± 10 m in 44 days. This is approximately 40% greater than the previously documented maximum linear movement for an individual of this species.
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Kavanagh, David J. "Empirically Validated Interventions for Adult Disorders." Behaviour Change 14, no. 1 (March 1997): 18–20. http://dx.doi.org/10.1017/s0813483900003685.
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The movement towards evidence-based practice in psychology and medicine should offer few problems in cognitive-behaviour therapies because it is consistent with the principles by which they have been developed and disseminated. However, the criteria for assessing empirical status, including the heavy emphasis on manualised treatments, need close examination. A possible outcome of the evidence-based movement would be to focus on the application of manualised treatments in both training and clinical practice; problems with that approach are discussed. If we are committed to evidence-based treatment, comparisons between psychological and pharmacological interventions should also be included so that rational health care decisions can be made. We should not be afraid of following the evidence, even when it supports treatments that are not cognitive-behavioural in stated orientation. Such results should be taken as an opportunity for theoretical development and new empirical inquiry rather than be a cause for concern.
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Knowland, Victoria C. P., Fay Fletcher, Lisa-Marie Henderson, Sarah Walker, Courtenay F. Norbury, and M. Gareth Gaskell. "Sleep Promotes Phonological Learning in Children Across Language and Autism Spectra." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4235–55. http://dx.doi.org/10.1044/2019_jslhr-s-19-0098.
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Purpose Establishing stable and flexible phonological representations is a key component of language development and one which is thought to vary across children with neurodevelopmental disorders affecting language acquisition. Sleep is understood to support the learning and generalization of new phonological mappings in adults, but this remains to be examined in children. This study therefore explored the time course of phonological learning in childhood and how it varies by structural language and autism symptomatology. Method Seventy-seven 7- to 13-year-old children, 30 with high autism symptomatology, were included in the study; structural language ability varied across the sample. Children learned new phonological mappings based on synthesized speech tokens in the morning; performance was then charted via repetition (without feedback) over 24 hr and followed up 4 weeks later. On the night following learning, children's sleep was monitored with polysomnography. Results A period of sleep but not wake was associated with improvement on the phonological learning task in childhood. Sleep was associated with improved performance for both trained items and novel items. Structural language ability predicted overall task performance, though language ability did not predict degree of change from one session to the next. By contrast, autism symptomatology did not explain task performance. With respect to sleep architecture, rapid eye movement features were associated with greater phonological generalization. Conclusions Children's sleep was associated with improvement in performance on both trained and novel items. Phonological generalization was associated with brain activity during rapid eye movement sleep. This study furthers our understanding of individual differences in the acquisition of new phonological mappings and the role of sleep in this process over childhood. Supplemental Material https://doi.org/10.23641/asha.11126732
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Oliver, Esther, Itxaso Tellado, Montserrat Yuste, and Rosa Larena Fernández. "The History of the Democratic Adult Education Movement in Spain." Teachers College Record: The Voice of Scholarship in Education 118, no. 4 (April 2016): 1–31. http://dx.doi.org/10.1177/016146811611800404.
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Background/Context Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and complementing one another to form the historical antecedents for the creation of the democratic adult education movement that emerged in the turn of the century, in 2000, in Spain. Purpose This article aims to study the origins of the democratic adult education movement in Spain by examining (1) the historical educational experiences in Spain, particularly before the dictatorship period and (2) the influences of some social and educational theories. Research Design Using historical analysis and literature analysis, this article is focused on the history of adult education in Spain, and, more particularly, presents an exhaustive document analysis based on historical aspects associated with the formation of the democratic adult education movement. Findings/Results The findings suggest that the shaping of the democratic adult education movement in Spain has been influenced by three main strands: the Spanish libertarian movement of the early 20th century, Paulo Freire's work and insights on adult education, and other social and educational theories from contemporary authors who conceive education as a tool for overcoming inequalities. In the present article, we show the influence of these strands on the DAE by identifying three main characteristics underpinning the movement, that is, the participants’ self-organization and management based on egalitarian dialogue, the recognition of the universal capability of communication and knowledge creation, and the access to higher culture by the working-class people. Conclusions/Recommendations This article concludes that many of the educational practices developed under the democratic adult education movement are radically democratic, given that it promotes providing working-class people with access to higher culture while building up solidarity ties with the most disadvantaged. The present research shows how the DAE movement and all its components open up new lessons for successful inclusion practices in adult education and its effects on the promotion of social transformations at the local, national, and international levels.
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Hrozanova, Maria, Ian Morrison, and Renata Riha. "Adult NREM Parasomnias: An Update." Clocks & Sleep 1, no. 1 (November 23, 2018): 87–104. http://dx.doi.org/10.3390/clockssleep1010009.
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Our understanding of non-rapid eye movement (NREM) parasomnias has improved considerably over the last two decades, with research that characterises and explores the causes of these disorders. However, our understanding is far from complete. The aim of this paper is to provide an updated review focusing on adult NREM parasomnias and highlighting new areas in NREM parasomnia research from the recent literature. We outline the prevalence, clinical characteristics, role of onset, pathophysiology, role of predisposing, priming and precipitating factors, diagnostic criteria, treatment options and medico-legal implications of adult NREM parasomnias.
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Kelso, JRM, and GJ Glova. "Distribution, upstream migration and habitat selection of maturing lampreys, Geotria australis, in Pigeon Bay Stream, New Zealand." Marine and Freshwater Research 44, no. 5 (1993): 749. http://dx.doi.org/10.1071/mf9930749.
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Adult lampreys, Geotria australis, began to enter Pigeon Bay Stream just before 7 August 1992. Lampreys moved upstream more or less en masse, because adults were found immediately above the tidal limit in August but at the mouths of headwater streams in late October. Capture rates of adult lampreys in fyke-nets were irregular and appeared to reflect the movement of the fish through stream sections as upstream migration occurred. The daily distance travelled by lampreys individually equipped with radio transmitters declined from a high of 87.8 m to 0 m between August and November. Lampreys typically selected the spaces formed under boulders, usually 25 cm in diameter, at the bottom of riffles and at the upstream ends of pools. With only one exception, lampreys were never seen above the surface of the substratum. Movement occurred only at night and at the onset of freshes. Even though upstream movement had ceased for some two to four weeks, lampreys had not spawned and gonads remained far from mature by 30 November 1992.
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Longcamp, Marieke, Céline Boucard, Jean-Claude Gilhodes, Jean-Luc Anton, Muriel Roth, Bruno Nazarian, and Jean-Luc Velay. "Learning through Hand- or Typewriting Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging Evidence." Journal of Cognitive Neuroscience 20, no. 5 (May 2008): 802–15. http://dx.doi.org/10.1162/jocn.2008.20504.
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Fast and accurate visual recognition of single characters is crucial for efficient reading. We explored the possible contribution of writing memory to character recognition processes. We evaluated the ability of adults to discriminate new characters from their mirror images after being taught how to produce the characters either by traditional pen-and-paper writing or with a computer keyboard. After training, we found stronger and longer lasting (several weeks) facilitation in recognizing the orientation of characters that had been written by hand compared to those typed. Functional magnetic resonance imaging recordings indicated that the response mode during learning is associated with distinct pathways during recognition of graphic shapes. Greater activity related to handwriting learning and normal letter identification was observed in several brain regions known to be involved in the execution, imagery, and observation of actions, in particular, the left Broca's area and bilateral inferior parietal lobules. Taken together, these results provide strong arguments in favor of the view that the specific movements memorized when learning how to write participate in the visual recognition of graphic shapes and letters.
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Kuntoro, Sodiq A. "PENDIDIKAN KEAKSARAAN UNTUK MENCERDASKAN KEHIDUPAN MASYARAKAT." JIV 2, no. 1 (June 29, 2007): 23–27. http://dx.doi.org/10.21009/jiv.0201.3.
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Literacy/illiteracy is not a simple matter. It does not only show whether a person can read and write words and letters, but also whether a person can face complicated problems of human life. Illiterate persons usually have weaknesses in understanding their own problems comprehensively. They suffer from an inferiority state of mind. They usually feel less important than others as they are unable to solve their own problems. Literacy education for youths and adults as a movement to improve the human life condition, therefore, should not be understood in a technical level i.e. teaching reading and writing letters and words. Words are not empty. Words represent human thought about world and reality. They also represent the users’ desire to do something. So, literacy education for youths and adults must be designed to improve the learners’ cognition, and to develop a new perspective of self-consciousness in relation to the willingness to cope with the learners’ life problems. The youths and adults learning activities must be based on transformative perspective, as they have been involved in the social development. The learning activities must transform them to be active participants or agents in the social development. Literacy education indeed must be considered in a wider understanding and not in a simple one.
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Agrawal, Miral, Shefali Sharma, and Parmeshwari Rathod. "Periodontally Accelerated Osteogenic Orthodontics (PAOO) vs Osteoperforations (A Review on Periodontal Reactions to Orthodontic Tooth Movement)." Academic Journal of Research and Scientific Publishing 3, no. 32 (December 5, 2021): 36–51. http://dx.doi.org/10.52132/ajrsp.e.2021.32.2.
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A high number of adult patients are undertaking orthodontic treatment now because of the newer methods, technology, and innovations available in the market. Orthodontic profession is continually looking for new ways to perform treatment effectively for such patients, as there are many differences in the biology, motivation, and treatment objectives between adults and children. Aligner therapy and mini-implants are some of the ways of managing orthodontic treatment for adult patients. Treatment time is a concern for adult patients and methods to accelerate the orthodontic tooth movement have been a focus in the orthodontic field. Periodontal accelerated osteogenic orthodontics (PAOO) is a surgical procedure that is performed with a combination of alveolar corticotomy, bone grafting, followed by orthodontic treatment. This procedure uses the principle of regional acceleratory phenomenon (RAP). Another procedure commonly used for accelerated orthodontic tooth movement is osteoperforations. This is a minimally invasive procedure, which does not include a flap surgery. The purpose of this article is to describe the differences between adult and children periodontal tissues, the use of different appliances for adult treatment, how orthodontic treatment has been modified for adult patients, and the detailed explanation of procedures for accelerating orthodontic tooth movement such as PAOO and osteoperforations and the potential complications
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Saunders, PhD, Mark V., Jennifer A. Piatt, PhD, CTRS, William D. Ramos, PhD, Carol Kennedy-Armbruster, PhD, and Bryan P. McCormick, PhD, CTRS. "Addressing osteoarthritis pain among older adult women through aquatic therapy: A new look at shallow-water movement." American Journal of Recreation Therapy 17, no. 4 (October 1, 2018): 37–44. http://dx.doi.org/10.5055/ajrt.2018.0173.
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This study evaluated a shallow-water intervention to reduce pain among women age 61 to 81 with knee and/or hip osteoarthritis. The study used a randomized-replicated single-case two-condition crossover design to determine which condition was more effective at relieving pain. One condition was functional movements without the use of a stationary pole; the other condition, identical movements with the pole. Data were collected through repeated pain measures, pre-test-post-test measures, and retrospective pre-test post-test measures. Pain data analysis with Microsoft Excel® ExPRT 2.0 AB program generated pre- and post-crossover charts. Visual analysis findings were substantiated with sensitivity analyses of retrospective pre-test and post-test data, showing no significance between the two conditions (p ≤ 0.05). Results indicated use of a pole might not be more effective than the movement program itself. For the individual and recreation therapist, this finding might translate to cost effective recreation therapy interventions addressing clinical outcomes as a result from engagement with an aquatic RT movement program.
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Carlson, John C., Felicia A. Rabito, Derek Werthmann, and Mark Fox. "The Distribution and Movement of American Cockroaches in Urban Niches of New Orleans." Clinical Pediatrics 56, no. 11 (April 21, 2017): 1008–12. http://dx.doi.org/10.1177/0009922817701169.
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American cockroaches are an important source of household allergens in tropical and semitropical climates. To determine which outdoor niches produce American cockroaches, traps were placed at 40 homes in New Orleans to collect nymphs. Nymphs were collected from the sewers, yards, and within the homes themselves. To compare sewers and yards as sources of cockroaches entering homes, adult cockroaches were collected, marked, and released into yards and sewers. No sewer-released cockroaches were collected in homes. Cockroaches released into yards were collected in the homes, suggesting that yards, rather than sewers, are a more important source niche. A field trial applying boric acid granules to the yard was performed in an effort to reduce entry of cockroaches. There was a significant reduction in the cockroach antigen collected in intervention homes compared with controls.
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Wishart, Laurie R., and Timothy D. Lee. "Effects of Aging and Reduced Relative Frequency of Knowledge of Results on Learning a Motor Skill." Perceptual and Motor Skills 84, no. 3 (June 1997): 1107–22. http://dx.doi.org/10.2466/pms.1997.84.3.1107.
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Although there is evidence for age-related changes in both cognition and motor control, very little is known about the effect of age on learning of new motor skills. The present experiment addressed the interaction between aging and the role of knowledge of results (KR) on a motor learning task. Using a three-segment task on which each segment had specific timing goals, three different manipulations of relative frequency of information about performance were compared in younger and older adults. The three conditions were (a) 100% KR in which information about performance on each segment was provided after every trial, (b) 67% KR in which the performance information was faded over trials, and (c) 67% KR in which the performance information was faded over the segments within each trial. Following 90 acquisition trials, all subjects performed retention, transfer, and reacquisition tests. There were age-related differences for movement accuracy and consistency on acquisition and on the retention tests but not on the transfer test. However, none of these differences interacted with the frequency of KR manipulations. Surprisingly, there was no effect due to the fading schedules of KR. In general, these results indicated that younger and older adults use KR in a similar way to learn a motor skill.
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Trested, Drew G., Matthew D. Chan, William C. Bridges, and J. Jeffery Isely. "Seasonal Movement and Mesohabitat Usage of Adult and Juvenile Lake Sturgeon in the Grasse River, New York." Transactions of the American Fisheries Society 140, no. 4 (July 2011): 1006–14. http://dx.doi.org/10.1080/00028487.2011.603981.
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West, David W., Ian G. Jowett, and Jody Richardson. "Growth, diet, movement, and abundance of adult banded kokopu (Galaxias fasciatus) in five Coromandel, New Zealand streams." New Zealand Journal of Marine and Freshwater Research 39, no. 4 (June 2005): 915–29. http://dx.doi.org/10.1080/00288330.2005.9517362.
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Shumov, Maksim Vladimirovich. "Evolution of the Russian film festival movement: trends, forms, themes, and genres of children and adult amateur filmmaking in the XX – XXI centuries." Человек и культура, no. 6 (June 2021): 34–48. http://dx.doi.org/10.25136/2409-8744.2021.6.37160.
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The subject of this research of this article is the trends, forms, themes and genres of children and adult amateur filmmaking on the context of development of the national film festival movement. The author traces the evolution of the Russian film festival movement, which is reflected in trends, organizational forms, themes and genres of children, mixed and adult amateur filmmaking in the XX – XXI centuries. Methodological framework of this research is comprised of the dynamics of formation of the experience of emotional-value perception of the visual image of reality (B. M. Nemensky), content analysis, comparative, genre-thematic, statistical, historical-culturological analysis of the themes and genres of works of amateur filmmaking of the Soviet and post-perestroika periods presented at film festivals. As a result of the conducted research, the author divides the traditional filmmaking into enthusiasts of cinemagorahic art and amateur videographers; outlines the organizational forms and development trends of the Russian film festival movement; highlights the thematic peculiarities of modern amateur filmmakers that consist in the successive, traditional, new and lost themes of children and adult amateur films. The traditional amateur film and modern amateur video genres of screen works are determined. The novelty of this research lies in nontraditional approach, as well as comprehensive analysis of the problem of modern development of the amateur film festival movement. The main conclusions are as follows: 1) the division of traditional amateur filmmaking into two groups: enthusiasts of traditional cinematographic art and amateur videographers – creation of the works of new and traditional themes is substantiated by sociocultural peculiarities of modern development of the amateur film festival movement; 2) It is noted that the lost thematic groups, such as the Soviet legacy, would be revived in the works of modern authors; 3) there is an important feature in the development of modern amateur videography in the context of film festival movement and establishment of the new genres.
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Körtner, Gerhard, Shaan Gresser, Beth Mott, Bobby Tamayo, Phil Pisanu, Paul Bayne, and Robert Harden. "Population structure, turnover and movement of spotted-tailed quolls on the New England Tablelands." Wildlife Research 31, no. 5 (2004): 475. http://dx.doi.org/10.1071/wr03041.
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Between 2000 and 2002 two populations of the spotted-tailed quoll (Dasyurus maculatus) were studied on the New England Tablelands using trapping surveys and radio-tracking. Overall, 85 individuals were trapped, but only two individuals were trapped throughout the 26 months of the study. Trapping was male-biased (74%). Adult males (>1 year) were substantially larger than females. On average, males travelled longer distances than females, and the maximum distances recorded were 8.1 and 3.9 km for a male and female respectively. Home ranges of males overlapped substantially, whereas those of females appeared to be exclusive. Mortality rates and the turnover in the quoll populations appeared to be substantial and at the beginning of autumn the populations comprised ~50% juveniles.
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Mirdamadi, Jasmine L., and Hannah J. Block. "Somatosensory changes associated with motor skill learning." Journal of Neurophysiology 123, no. 3 (March 1, 2020): 1052–62. http://dx.doi.org/10.1152/jn.00497.2019.
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Trial-and-error motor adaptation has been linked to somatosensory plasticity and shifts in proprioception (limb position sense). The role of sensory processing in motor skill learning is less understood. Unlike adaptation, skill learning involves the acquisition of new movement patterns in the absence of perturbation, with performance limited by the speed-accuracy trade-off. We investigated somatosensory changes during motor skill learning at the behavioral and neurophysiological levels. Twenty-eight healthy young adults practiced a maze-tracing task, guiding a robotic manipulandum through an irregular two-dimensional track featuring several abrupt turns. Practice occurred on days 1 and 2. Skill was assessed before practice on day 1 and again on day 3, with learning indicated by a shift in the speed-accuracy function between these assessments. Proprioceptive function was quantified with a passive two-alternative forced-choice task. In a subset of 15 participants, we measured short-latency afferent inhibition (SAI) to index somatosensory projections to motor cortex. We found that motor practice enhanced the speed-accuracy skill function ( F4,108 = 32.15, P < 0.001) and was associated with improved proprioceptive sensitivity at retention ( t22 = 24.75, P = 0.0031). Furthermore, SAI increased after training ( F1,14 = 5.41, P = 0.036). Interestingly, individuals with larger increases in SAI, reflecting enhanced somatosensory afference to motor cortex, demonstrated larger improvements in motor skill learning. These findings suggest that SAI may be an important functional mechanism for some aspect of motor skill learning. Further research is needed to test what parameters (task complexity, practice time, etc.) are specifically linked to somatosensory function. NEW & NOTEWORTHY Somatosensory processing has been implicated in motor adaptation, where performance recovers from a perturbation such as a force field. We investigated somatosensory function during motor skill learning, where a new motor pattern is acquired in the absence of perturbation. After skill practice, we found changes in proprioception and short-latency afferent inhibition (SAI), signifying somatosensory change at both the behavioral and neurophysiological levels. SAI may be an important functional mechanism by which individuals learn motor skills.
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Ghosn, Omar, Enstin Ye, and Steven Huege. "“Evaluating and Managing Tardive Dyskinesia in the Older Adult”." Current Geriatrics Reports 10, no. 3 (September 2021): 108–15. http://dx.doi.org/10.1007/s13670-021-00364-8.
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Abstract Purpose of Review Tardive dyskinesia is an iatrogenic hyperkinetic movement disorder caused by chronic exposure to antidopaminergic agents. The older adult population is particularly vulnerable to developing TD. It is also more difficult to discern the condition given the confounding medical comorbidities that may present at this age including Parkinson’s and other movement disorders that may mimic TD. Recent Findings This paper reviews the most common risk factors, including both modifiable and non-modifiable risk factors. Additionally, the possible causes and proposed pathways of TD and how to correctly diagnose and evaluate TD are discussed. We then focus on how to prevent and manage TD given the current and evolving body of knowledge and evidence. Our stepwise management approach starts by frequent monitoring, discontinuing the culprit antipsychotic, decreasing the dose otherwise; followed by switching to less potent antipsychotics and prescribing VMAT-2 inhibitors. VMAT-2 inhibitors, initially approved for management of Huntington's disease, have been recently showing favorable results in treating other hyperkinetic movement disorders like Tourette’s disease, quickly becoming the first line in the treatment of tardive dyskinesia. The properties of the three different agents belonging to this class: tetrabenazine, deutetrabenazine, and valbenazine will be examined, including side-effect profiles. Finally, recent investigational agents and treatment modalities, including neuromodulation (TMS and DBS) will be reviewed that can be considered when conventional treatment fails or is not tolerated. Summary Older adults treated with antidopaminergic medications are at greatest risk for development of tardive dyskinesia. It is important to recognize risk factors and accurately diagnose TD early. New FDA-approved treatments and investigational agents are now available to manage the condition, however further research to optimally prevent and manage TD in the older adult population remains necessary.
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Roberts, Martha Smith, and Jenna Gray-Hildenbrand. "Finding Religion, Spirituality, and Flow in Movement." Nova Religio 22, no. 3 (February 1, 2019): 36–59. http://dx.doi.org/10.1525/nr.2019.22.3.36.
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“Moving the body is like religion and moving my body is the portal to that place.” This is one woman’s description of her practice of hoop dancing, a form of hula hooping that combines adult sized hoops and dance music. Her experience is not unique; in fact, the number of descriptions of hooping as a practice that is “like religion” serves as the basis of our research. In this essay, we examine the connection between embodied experiences in the hoop, the identification of those experiences as religious or spiritual, and the communities that are created as hoopers attempt to continually recapture the experiences (of flow) that they deem extraordinary. New religions studies is a field interested in the emergence of new religious paths, and our contribution to this academic discourse is in the form of an ethnography of value of the hoop community as an emerging religious path. Our work attempts to reconceptualize newness in the field through innovations in the hoop community. We examine the ways hoopers deem transformational experiences within the hoop as spiritual or religious and how they construct paths to truth and authenticity through embodied practice. These new religious movements are not institutional nor are they tied to formal creeds; rather, they reflect the ways in which religion has become a category of experience that can create meaningful communities of practice for individuals.
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Dimitriadou, Agapi, Nasia Chatzianastasi, Panagiota I. Zacharaki, MaryJane O’Connor, Samuel L. Goldsmith, Michael B. O’Connor, Christos Consoulas, and Stuart J. Newfeld. "Adult Movement Defects Associated with a CORL Mutation in Drosophila Display Behavioral Plasticity." G3: Genes|Genomes|Genetics 10, no. 5 (March 11, 2020): 1697–706. http://dx.doi.org/10.1534/g3.120.400648.
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The CORL family of CNS-specific proteins share a Smad-binding region with mammalian SnoN and c-Ski protooncogenes. In this family Drosophila CORL has two mouse and two human relatives. Roles for the mouse and human CORL proteins are largely unknown. Based on genome-wide association studies linking the human CORL proteins Fussel15 and Fussel18 with ataxia, we tested the hypothesis that dCORL mutations will cause adult movement disorders. For our initial tests, we conducted side by side studies of adults with the small deletion Df(4)dCORL and eight control strains. We found that deletion mutants exhibit three types of behavioral plasticity. First, significant climbing defects attributable to loss of dCORL are eliminated by age. Second, significant phototaxis defects due to loss of dCORL are partially ameliorated by age and are not due to faulty photoreceptors. Third, Df(4)dCORL males raised in groups have a lower courtship index than males raised as singles though this defect is not due to loss of dCORL. Subsequent tests showed that the climbing and phototaxis defects were phenocpied by dCORL21B and dCORL23C two CRISPR generated mutations. Overall, the finding that adult movement defects due to loss of dCORL are subject to age-dependent plasticity suggests new hypotheses for CORL functions in flies and mammals.
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Koh, Dong-Woo, and Sang-Goog Lee. "An Evaluation Method of Safe Driving for Senior Adults Using ECG Signals." Sensors 19, no. 12 (June 25, 2019): 2828. http://dx.doi.org/10.3390/s19122828.
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The elderly are more susceptible to stress than younger people. In particular, heart palpitations are one of the causes of heart failure, which can lead to serious accidents. To prevent heart palpitations, we have devised the Safe Driving Intensity (SDI) and Cardiac Reaction Time (CRT) as new methods of estimating the correlations between effects on the driver’s heart and the movement of a vehicle. In SDI measurement, recommended acceleration value of vehicle for safe driving is inferred from the suggested correlation algorithm using machine learning. A higher SDI value than other people means less pressure on the heart. CRT is an estimated value of the occurring time of heart palpitations caused by stressful driving. In particular, it is proved by SDI that elderly subjects tend to overestimate their driving abilities in personal assessment questionnaires. Furthermore, we validated our SDI using other general statistical methods. When comparing the results using a t-test, we obtained reliable results for the equivalent variance. Our results can be used as a basis for evaluating elderly people’s driving ability, as well as allowing for the implementation of a personalized safe driving system for the elderly.