Journal articles on the topic 'Teachers' centre movement'

An 80th birthday concert full of the spirit of youthful exploration reflected the innovative interactive aesthetic of Andre Hajdu, the Hungarian-Israeli composer, whose oeuvre is gradually gaining wider international exposure. Presented by the Jerusalem Music Centre on 29 March 2012, the programme featured works from the last quarter of a century for chamber duo and solo piano, including two premières, culminating in an improvisational interactive jam session by an array of students and colleagues, joined by the composer himself at the piano. To begin was Hajdu's Sonatine for Flute and Cello (1990) ‘in the French style’ performed with panache by the flautist Yossi Arnheim and cellist Amir Eldan. It is an elegantly written work radiating the spirit of Hajdu's teachers Milhaud and (less overtly) Messiaen, with whom he studied in Paris in the 1950s and 60s. Beneath the light-hearted veneer of polyphonic textures is a serious, plangent expressiveness. The first movement, libre et gai, moves from the chirpy, Poulenc-like delicacy of a cat-and-mouse imitative chase, building tension towards a final stretto. In the second movement, molto moderato, Arnheim wove a lyrical cantilena for flute over gentle cello accompaniments, giving way to rarified high cello registers shadowed by eloquent lower lines of the flute. An exuberant dance-like finale, Libre mais un peu rythmé, increased in drama before receding to a tranquil conclusion.

Objective To compare objective measures of needle manipulation between students and teachers of acupuncture using motion video analysis technology, to help support instructional acupuncture education. Methods A total of 30 teachers and 60 students participated in this study. Acupuncture needles were inserted at LI11 and motion videos were recorded for three subtypes of ‘lifting-thrusting’ manipulation: (1) ‘mild reinforcing-attenuating’; (2) ‘reinforcing’; and (3) ‘attenuating’. The videos were analysed using Simi Motion 3D software to acquire the movement parameters of four trace marks: ‘thumb tip’; ‘forefinger tip’; ‘forefinger middle joint’; and ‘forefinger base joint’. Differences between the two groups were compared using t-tests, X2 tests and/or rank-sum tests. Results Changes in the near-end interphalangeal joint were positively associated with a range of movement along the X axis. Motion parameters for the thumb tip, the proximal interphalangeal (PIP) joint of the forefinger and the X axis shaft swing near the end of the forefinger in the teacher group were higher than those in the student group. The teacher group featured smaller trough dispersion and smaller crest dispersion during ‘reinforcing’ and ‘attenuating’ manipulations, respectively. Conclusions The ‘lifting-thrusting’ manipulation could be simplified as a fixed-axis rotation using metacarpophalangeal joints in the thumb and forefinger as the shaft centre. Teachers opened at a larger angular variation for the PIP during the lifting and thrusting processes with better spatial control. Temporal control was similar between groups and therefore appears easier to grasp. Repetitive training might be helpful for improving athletic and spatial stability during needle manipulation.

AbstractReading efficiency is one of the main concerns among the teachers, publishers, and also eye care practitioners. The size of the text was among factor that might affect the reading. The eye movement behaviour was studied in six different text legibility. The saccades and fixation were recorded and tracked among twenty-five university students. Significant changes in eye movements behaviour in term of saccades and fixations occurred when the university students read passages with different text legibility. The eye movements behaviour was able to adapt to the changes in shape, and size of presented reading materials for better understanding of reading.Keywords: eye movements; saccadic; fixation; readingeISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i12.1916

The article addresses the problem of organizing Olympiads and competitions for schoolchildren and students by the University to identify and support them in their individual educational and career trajectory, with the participation of employers in the region. To solve this problem, I.N. Ulianov Chuvash State University is implementing a number of projects in the partnership system «school – University – enterprise». The article highlights the activities of the Centre for working with the talented youth of I.N. Ulianov Chuvash State University aimed at realization of the strategic project roadmap of the University «Formation and development of the complex for popularization of promising careers, engaging and support of the talented youth in the system of multilevel anticipatory staff training». The article describes a unique experience in organizing academic Olympiads and creative design contests for schoolchildren in conjunction with innovative enterprises of the Chuvash Republic, among which are: «Hope of Chuvashia electrical engineering», «Hope of Chuvashia mechanical engineering», «Builders of the future », «Electronics 4.0», «IT-Ring». Winners and prizeholders of these academic Olympiads and contests get involved into the work of professional navigational guidance platform of the University «Center for career planning». Currently, the University is actively working on adaptation and introduction of the tutorship model. Key indicators of Olympiad movement efficiency in the network of cooperation with enterprises are provided. An analysis of these indicators makes it possible to conclude that various academic Olympiads and competitive activities for schoolchildren held together with enterprises-partners increase the number of winners and prize-holders of the highest level academic Olympiads entering the University. The article also discusses the forms of supplementary education for gifted schoolchildren and their teachers-tutors. It is stated that the value is not holding Olympiads and identifying talented schoolchildren, but regular classes with them in clubs and in supplementary education courses. It is concluded that by attracting talented graduates of secondary educational institutions to enter the University and their active participation in student Olympiad movement organized in partnership with leading innovative enterprises, the problem of professional elite developing in the region is successfully being solved.

This year, on April 24th-25th, the 21st National Scientific Practical Conference “Natural science education in a comprehensive school - 2015” took place. This time the participants of the conference gathered at Lazdijai district, Veisiejai gymnasium. The conference was organized by the scientific methodological centre “Scientia Educologica”, and the most important conference partners were - Veisiejai gymnasium and the weekly “Žaliasis pasaulis”. Traditionally, on the first day of the conference two plenary reports were made. Prof.dr. Vincentas Lamanauskas presented a report on the achieved results of the International project “MaT²SMc, Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results”. There are prepared 33 integrated natural science education topics. The material will be presented in the project internet café http://www.mat2smc-project.eu/index.asp?lang=en. Lithuanian Educology University associate professor Rita Makarskaitė-Petkevičienė spoke about the importance of learning in nature. Speaking about primary class pupils’ natural science education, the speaker emphasized, that more possibilities should be made for the pupils to learn world cognition in natural surroundings, because this is the way to their better natural science competence. The colleagues from St. Petersburg made a historical report in which they discussed the questions of chemistry teaching methodology history in Russia. In the afternoon the work went on in two sections. In the first section the reports were mostly devoted to pre-school, primary and general natural science education problems. This year, the same way as every year, conference article collection was prepared and published. It is worth to mention, that since 2013 this publication has been serial. Totally13 articles are published in this year edition, in which various natural science problems are discussed. One can dare assert that a certain conference ideology has been formed already. On the one hand, conference is a nice connection “bridge” between academic and pedagogical (teacher) communities. Teachers share their experience, raise important problems, find out certain new information and so on. So, 21st national conference is a history already. As always, not everything was successfully recorded, not all interesting questions discussed. One has to believe, that natural science education movement will continue and develop. 22nd conference is expected to take place in Jonava, in April, 2016. Key words: national conference, science education, science and technological education movement.

The preconditions for the emergence of professional art education in the field of art glass in Lviv and Galicia are considered. The history of artistic glass and its influence on the development of the modern center in Lviv on the basis of the Lviv National Academy of Arts is analyzed. The history of the Department began in 1961 with an experiment, when at Lviv State Institute of Applied and Decorative Art (today Lviv National Academy of Arts) a small department of plastic and glass art was opened. Full formation of the unit took place in 1963–1964 and corresponded to the needs of provision with the specialists of experimental workshop of glass art of Lviv Experimental Ceramic and Sculpture Factory of those times. The curriculum of basic art disciplines is formed in accordance with the specificity of the material – glass art and is focused on consideration of the importance of imaginative or constructive thinking, according to selected specialized direction. For decades, the staff of the Glass Department keep contact with glass artists in the whole world, participates in organization of international symposiums and exhibitions, meetings with students, lectures, workshops with the participation of the most famous artists in the world. Since 1989, the teachers and staff of the Department have been actively participating in the organization of International Symposiums of Blown Glass that are the most long-lasting continuous forums of glass artists in the world nowadays. On the base of the Department, mini-symposiums for students took place, and in 2013 and 2016, a scientific and creative workshop (glass-melting furnace) became the main base for the work of famous glass artists from different countries of the world. Every three years the students have an opportunity to observe the work of the most world well-known glass artists from various countries, participate in workshops and lectures. The purpose of the article is to analyze the activities of the Department of Art Glass of the Lviv National Academy of Arts in the modern studio movement.

Based on source materials, this article presents the activity of Prof. Eugeniusz Piasecki towards the development of physiotherapy in Poland. After completing his studies at the Faculty of Medicine of Jagiellonian University and a pedagogical course in physical education for gymnastics teachers at secondary schools and teacher training centres, he went to Vienna to deepen his knowledge of medical gymnastics and hydrotherapy. During a scientific trip to Sweden, he became acquainted with Pehr Henrique Ling’s method. In the years 1900-1916, E. Piasecki ran a healing gymnastics, orthopaedics and massage facility in Lviv. He was also active in the „Sokol” Gymnastic Society and worked in the gymnasiums owned by his father Wenanty Piasecki in Cracow and Zakopane. At the University of Lviv he taught school hygiene, theory of physical education as well as conducting research and teaching in the physiology of exercise. There he also obtained his habilitation in 1909. His overarching objective was to eliminate German gymnastics, which he considered harmful, from schools in Galicia. Instead, he advocated Swedish gymnastics, based on scientific evidence and anatomo-physiological analysis of each movement. His research focused, among others, on the effect of various physical exercises on the cardio­respiratory and osteo-articular systems in children. The results of E. Piasecki’s studies were the basis for a critical evalu­ation of the irrational strength exercises of German gymnastics. He endeavoured to promote physical education as much as possible, adapting it to the specific needs of schools, hospitals and spas. As head of the Department of Theory of Physical Education and School Hygiene (since 1919) and then the Institute of Physical Education (since 1924) at Poznan University, together with Prof. Ireneusz Wierzejewski, Dr Wiktor Dega,Ph.D., and Dr Franciszek Raszej, Ph.D., he laid the foundations of rehabilitation in Poland. Thanks to him, the Poznan centre carried out research in medical gymnastics and massage, preparing specialists in the area of corrective exercises and, later, physiotherapy in Poland.

Having already become traditional, scientific practical conference “Natural science education in a comprehensive school – 2018” took place in Šilutė, a beautiful Pajūris lowland city. On the first conference day, plenary reports and two section work took place. It was discussed about the exceptional geological exhibit importance to non-formal natural science education and about Lithuanian and Latvian student attitude to natural science disciplines and mathematics. Traditionally, methodological natural science education questions were discussed. One plenary report was made remotely. Dr. Solange W. Locatelli from Brazilian Federal ABC university shared her personal experience applying metacognitive strategies in chemistry teaching. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: http://oaji.net/journal-archive-stats.html?number=1984&year=2018&issue=12477 On the initiative of Šilutė district municipality, a cognitive conference participants’ boat trip down the Nemunas river to Kuršių lagoon was organised. Conference participants had a unique possibility to get acquainted with the lagoon district, to see off the Sun, and also to taste traditional lagoon fish soup. On the second conference day, the reports were also presented. It was discussed about teaching based on researching. The main report idea was educational activity object selection and pedagogical scenarios preparation. Pilot empirical research results were presented. Natural science education organisation and improvement in a primary school was discussed. The carried-out research allows stating, that primary school teacher professional preparation in a natural education sphere remains actual. Practical work organisation is considered the most appropriate activity. The teachers try the least to satisfy / to take into consideration individual students’ differences. Though teachers are inclined to demonstrate various experiments, research activity is not dominating. Natural science education “journey” continues. 25-th conference will take place on 26-27 April 2019 in Kupiškis Povilas Matulionis progymnasium. So, from Pajūris lowland we travel to Kupiškis, which is in the outskirts of eastern middle Lithuania lowland and in which the Kupa river flows through the centre of the city. Key words: national conference, science education, science and technological education movement.

Unsafe food is a major threat to public health both globally and in the Southeast Asia region. In Indonesia, various food safety problems are still encountered such as cases of food poisoning, food containing hazardous materials and poor food handlers’ sanitation hygiene. One of The National Agency of Drug and Food Control (NADFC)’s efforts to overcome food safety issues in Indonesia is the development of safe food villages with village community-based food safety interventions through the Food Safety Movement in Village (Gerakan Keamanan Pangan Desa/GKPD). The study used RE-AIM framework with a case study design. The study sites were Pandowoharjo Village, Sendangsari Village and Mangunan Village, the Special Region of Yogyakarta, Indonesia. Informants were selected purposively as many as 73 people. Data were collected through six FGDs, 16 interviews face to face and using telephone, observation and document review. The analytical approach used was qualitative content analysis with Opencode software version 3.6.2.0. The results of the study showed that the GKPD program involved community policy makers (village officials), the formation of food safety cadres from various community groups (family health empowerment organization, youth organizations, teachers) and the fostering of various food provider communities in the village (housewives, home-industries, food retailers, school canteen, and street food vendors), as well as the involvement of public health centre, but in its implementation there were obstacles to the adoption of food safety practices by the food vendors community which caused the program to not be fully effective in changing food safety behaviour due to economic and human resources factors.

IntroductionLate preterm prelabour rupture of membranes (PROM between 34+0 and 36+6 weeks gestational age) is an important clinical dilemma. Previously, two large Dutch randomised controlled trials (RCTs) compared induction of labour (IoL) to expectant management (EM). Both trials showed that early delivery does not reduce the risk of neonatal sepsis as compared with EM, although prematurity-related risks might increase. An extensive, structured long-term follow-up of these children has never been performed.Methods and analysisThe PPROMEXIL Follow-up trial (NL6623 (NTR6953)) aims to assess long-term childhood outcomes of the PPROMEXIL (ISRCTN29313500) and PPROMEXIL-2 trial (ISRCTN05689407), two multicentre RCTs using the same protocol, conducted between 2007 and 2010 evaluating IoL versus EM in women with late preterm PROM. The PPROMEXIL Follow-up will analyse children of mothers with a singleton pregnancy (PPROMEXIL trial n=520, PPROMEXIL-2 trial n=191, total IoL n=359; total EM n=352). At 10–12 years of age all surviving children will be invited for a neurodevelopmental assessment using the Wechsler Intelligence Scale for Children-V, Color-Word Interference Test and the Movement Assessment Battery for Children-2. Parents will be asked to fill out questionnaires assessing behaviour, motor function, sensory processing, respiratory problems, general health and need for healthcare services. Teachers will fill out the Teacher Report Form and answer questions regarding school attainment. For all tests means with SDs will be compared, as well as predefined cut-off scores for abnormal outcome. Sensitivity analyses consisting of different imputation techniques will be used to deal with lost to follow-up.Ethics and disseminationThe study has been granted approval by the Medical Centre Amsterdam (MEC) of the AmsterdamUMC (MEC2016_217). Results will be disseminated through peer-reviewed journals and summaries shared with stakeholders. This protocol is published before analysis of the results.Trial registration numberNL6623 (NTR6953).

Abstract In time of economic crisis, since the 2008 credit crunch, many Western and European countries entered in the “age of austerity” characterized by the imposition of unprecedented large cuts in welfare state provision. Even the public education institutions have been affected by government policies characterized by budget cuts, neoliberal private-oriented reforms and increase in tuition fees for students. In reaction to this, in the following years, various global waves of protests have arisen in many countries all over the world. Differently from the past, not only students have promoted these mobilizations, although they are majority, but also the education systems workforce: from professors/teachers to permanent and precarious researchers, from temporary workers to technical- administrative employees. Although these mobilizations have had specific characteristics related to the national contexts, they have shared common aspects as the defence of public education and the refusal of the commercialization/marketization and privatization process. In this paper I focus on the mobilizations in the higher education system occurred in Italy. The most important waves of protests were in 2008-2010 against the budget cuts and the university neoliberal reform promoted by the former centre-right Education Minister Gelmini. If in the 2008, students and precarious workers mainly promoted the Anomalous Wave movement, so called for its unpredictability, in the 2010, beyond the students, the open-ended researchers were the main protagonists. Notwithstanding the mass participation and the sympathy of part of the public opinion, the reform and the cuts were approved and then, the mobilizations decreased and seemed to be completely finished. I argue that these mobilizations were unsuccessful not only because of the fragmentation of student organizations and because of the low salience of higher education in Italian public opinion, but also because protesters were not supported by most university staff and hindered by the academic authorities (deans and rectors).

Individual educational teacher’s trajectory is chosen as a means of advanced professional competence, its peciliar features are defined, and recommendations are suggested concerning its structure; the opportunities for self-disigning of individual educational teacher’s trajectory during the period of advanced training course and between attestations of his/her pedagocial activity are revealed. Attention is focused on the issue of essential changes of modern education, opportunities to construct educational trajectories of a teacher according to the standard-legal base of the educational system. The notion «individual educational trajectory» is defined as manifestation of a competent approach to learning. The opportunities of personal courses of advanced training for teachers are considered in order to design their individual educational trajectories harmoniously including the following principles: orientation to the personality, equality, dynamics, conscious perspective, continuity, diversity of methodological consulting, promoting the system of advanced training to become a center of innovation movement. New interpretation of the mission performed by post-graduate pedagogical educational and advanced training establishments is presented in the context of elaboration of innovation strategy to develop the system of lifelong education. The effects of personal courses are considered as a design model of advanced training.

This article draws on a comparative study of urban change and rank-and-file teacher rebellion in New York City and Chicago, to explore the contemporary dynamics of what Jamie Peck (2013) calls “austerity urbanism” and its relationship to a rebirth of a social justice, grassroots teacher unionism in US urban centres. Tracing the trajectories of one group of rank-and-file teacher dissidents in Chicago, it argues that municipal unions are uniquely situated to lead the fight against austerity urbanism and the crisis tendencies of contemporary capitalism. To do this, however, trade unions will need to be reinvented and a different form of working class politic forged, grounded both in and outside of the trade union movement. Only then may we see organized labour in North America contribute to a movement for radical and systemic change, which is key to building a more socially just urbanism and society more broadly. The case of the Chicago teachers is highly instructive for activists, both inside and outside of the North American labour movement.

Sport is a physical activity to maintain physic fitness and health. Physical fitness can be obtained with correct physical activity, one of which is by doing gymnastic movements. Bridge up is one of the movements in gymnastics on the floor with a supine body shape or posture which rests on both hands and legs with knees bent. The correct movement is a movement that is in accordance with the anatomy and physiology of the human body, coupled with a mechanical study of efficient movement. In terms of biomechanics, the mechanical laws of motion are: 1) center of gravity, 2) balance and 3) force. It takes coordination between balance, flexibility and good strength to be able to make movement bridge up. Efforts to avoid mistakes that can result in injury can be done by applying the principles of proper training and adequate stretching. In the learning process, a teacher/lecturer must pay attention to the condition of students by providing step by step exercises or a series of movements from simple to complex.

The Gülen Movement (GM) is one of the most dynamic religiously inspired movements in the world today. Constituting a globally active, translocal community with a strong center in Turkey, GM-affiliated actors are primary players in shaping the educational landscapes of countries around the world. The emergence of Gülen-inspired schools (GISs) in urban Tanzania is reflective of the GM’s global reach. Different from other faith-based educational institutions, GISs like Feza Schools in Dar es Salaam do not explicitly promote Islam. However, an Islamic belief and conduct is the base on which actors of the Gülen Movement shape their lives as teachers or administrators in school, as well as the background for founding and supporting them. Hizmet teachers at the Feza Girls’ Secondary and High School (FGSHS) are translating the Islamic background of the GM’s educational engagement into a moral formation of the students that is framed in universal terms. Looking at the teachers’ translocal practices and motivations, it becomes clear that at GISs religion, ethics, and education are closely intertwined.

In the current social context, information technology and education teaching are deeply integrated, classroom teaching is gradually changing from “teacher-centred” to “student-centred”, and the traditional teaching mode is gradually changing to the online and offline hybrid teaching mode. In this paper, we analyse the limitations of traditional teaching methods and propose a hybrid online and offline teaching model based on the Principles of Management. This model combines online and offline teaching, changes the roles of teachers and students, promotes teaching with learning, and enhances interaction in the teaching process, creates an immersive classroom atmosphere, enhances students’ sense of access, realises the leap from Bloom’s first-order understanding to higher-order understanding through human-computer interaction, teacher-student interaction and student-student interaction, and cultivates students’ structured thinking, critical thinking and innovative thinking.

While Alexander technique (AT) teachers have been reported to stand up by shifting weight gradually as they incline the trunk forward, healthy untrained (HU) adults appear unable to rise in this way. This study examines the hypothesis that HU have difficulty rising smoothly, and that this difficulty relates to reported differences in postural stiffness between groups. A wide range of movement durations (1–8 s) and anteroposterior foot placements were studied under the instruction to rise at a uniform rate. Before seat-off (SO) there were clear and profound performance differences between groups, particularly for slower movements, that could not be explained by strength differences. For each movement duration, HU used approximately twice the forward center-of-mass (CoM) velocity and vertical feet-loading rate as AT. For slow movements, HU violated task instruction by abruptly speeding up and rapidly shifting weight just before SO. In contrast, AT shifted weight gradually while smoothly advancing the CoM, achieving a more anterior CoM at SO. A neuromechanical model revealed a mechanism whereby stiffness affects standing up by exacerbating a conflict between postural and balance constraints. Thus activating leg extensors to take body weight hinders forward CoM progression toward the feet. HU's abrupt weight shift can be explained by reliance on momentum to stretch stiff leg extensors. AT's smooth rises can be explained by heightened dynamic tone control that reduces leg extensor resistance and improves force transmission across the trunk. Our results suggest postural control shapes movement coordination through a dynamic “postural frame” that affects the resistive behavior of the body.

Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal of textbooks and educational literature are examined. The aim is to ascertain in retrospect the developments that took place prior to the restoration of Estonia’s independence, in other words the first steps that laid the foundation for today’s educational system. Legislation, documents, publications, and media reports preserved in the archives of the Ministry of Education and Research and the Archival Museum of Estonian Pedagogics were drawn upon in writing this article, along with the recollections of teachers who worked in schools in that complicated period. These recollections were gathered by way of interviews (10) and questionnaires (127). Electronic correspondence has been conducted with key persons who participated in changes in education in order to clarify information, facts, conditions and circumstances. The discussion in education began with a congress of teachers in 1987, where the excessive regulation of education was criticised, along with school subjects with outdated content, and the curriculum that was in effect for the entire Soviet Union. The resolution of the congress presented the task of building a national and independent Estonian school system. The congress provided an impetus for increasing social activeness. An abundance of associations and unions of teachers and schools emerged in the course of the educational reform of the subsequent years. After the congress, the Minister of Education, Elsa Gretškina, initiated a series of expert consultations at the Republic-wide Institute for In-service Training of Teachers (VÕT) for reorganising general education. The pedagogical experience of Estonia and other countries was analysed, new curricula were drawn up and evaluated, and new programmes were designed for school subjects. The solution was seen in democratising education: in shaping the distinctive character of schools, taking into account specific local peculiarities, establishing alternative schools, differentiating study, increasing awareness and the relative proportion of humanities subjects and foreign language study, better integrating school subjects, and ethical upbringing. The problems of schools where Russian was the language of instruction were also discussed. The Ministry of Education announced a competition for school programmes in 1988 to find innovative ideas for carrying out educational reform. The winning programme prescribed compulsory basic education until the end of the 9th grade, and opportunities for specialisation starting in the second year of study in secondary school, that is starting in the 11th grade. Additionally, the programme prescribed a transition to a 12-grade system of study. Schools where Russian was the language of instruction were to operate separately, but were obliged to teach the Estonian language and Estonian literature, history, music and other subjects. Hitherto devised innovative ideas for developing Estonian education were summed up in the education platform, which is a consensual document that was approved at the end of 1988 at the conference of Estonian educators and in 1989 by the board of the ESSR State Education Committee. The constant reorganisation of institutions hindered development in educational conditions. The activity of the Education Committee, which had been formed in 1988 and brought together different spheres of educational policy, was terminated at the end of 1989, when the tasks of the committee were once again transferred to the Ministry of Education. The Republic-wide Institute for In-service Training of Teachers, the ESSR Scientific-Methodical Cabinet for Higher and Secondary Education, the ESSR Teaching Methodology Cabinet, the ESSR Preschool Upbringing Methodology Cabinet, and the ESSR Vocational Education Teaching and Methodology Cabinet were all closed down in 1989. The Estonian Centre for the Development of Education was formed in July of 1989 in place of the institutions that were closed down. The Institute for Pedagogical Research was founded on 1 April 1991 as a structural subunit of the Tallinn Pedagogical Institute, and was given the task of developing study programmes for general education schools. The Institute for the Scientific Research of Pedagogy (PTUI) was also closed down as part of the same reorganisation. The work of history and social studies teachers was considered particularly complicated and responsible in that period. The salary rate of history teachers working in secondary schools was raised in 1988 by 15% over that of teachers of other subjects, since their workload was greater than that of teachers of other subjects – the renewal of teaching materials did not catch up with the changes that were taking place in society and teachers themselves had to draw up pertinent teaching materials in place of Soviet era textbooks. Articles published in the press, newer viewpoints found in the media, published collections of documents, national radio broadcasts, historical literature and school textbooks from before the Second World War, and writings of notable historians, including those that were published in the press throughout the Soviet Union, were used for this purpose. Teachers had extensive freedom in deciding on the content of their subject matter, since initially there were no definite arrangements in that regard. A history programme group consisting of volunteer enthusiasts took shape at a brainstorming session held after the teachers’ congress. This group started renewing subject matter content and working out a new programme. The PTUI had already launched developmental work. There in the PTUI, Silvia Õispuu coordinated the development of history subject matter content (this work continued until 1993, when this activity became the task of the National Bureau of Schools). The curriculum for 1988 still remained based on history programmes that were in effect throughout the Soviet Union. The greatest change was the teaching of history as a unified course in world history together with themes from the history of the Estonian SSR. The first new curriculum was approved in the spring of 1989, according to which the academic year was divided up into three trimesters. The school week was already a five-day week by then, which ensured 175 days of study per year. The teaching of history began in the 5th grade and it was taught two hours per week until the end of basic school (grades 5 – 9). Compulsory teaching of history was specified for everyone in the 10th grade in secondary school, so-called basic education for two hours a week. The general and humanities educational branches had to study history three hours a week while the sciences branch only had to study history for two hours a week. Students were left to decide on optional subjects and elective subjects based on their own preferences and on what the school was able to offer. The new conception of teaching history envisaged that students learn to know the past through teaching both in the form of a general overview as well as on the basis of events and phenomena that most characterise the particular era under consideration. The teacher was responsible for choosing how in-depth the treatment of the subject matter would be. The new programmes were implemented in their entirety in the academic year of 1990/1991. At the same time, work continued on improving subject programmes. After ideological treatments were discarded, the aim became to make teaching practice learner-oriented. The new curriculum was optional for schools where the language of instruction was Russian. Recommendations for working with renewed subject content regarding Estonian themes in particular were conveyed by way of translated materials. These schools mostly continued to work on the basis of the structure and subject content that was in effect in the Soviet Union, teaching only the history of the Soviet Union and general history. Certain themes from Estonian history were considered in parallel with and on the basis of the course on the history of the Soviet Union. The number of lessons teaching the national official language (Estonian) was increased in the academic year of 1989/1990 and a year later, subjects from the Estonian curriculum started being taught, including Estonian history. The national curriculum for Estonian basic education and secondary education was finally unified once and for all in Estonia’s educational system in 1996. During the Soviet era, the authorities attempted to make the teaching profession attractive by offering long summer breaks, pension insurance, subsidised heating and electricity for teachers in the countryside, and apartments free of charge. This did not compensate the lack of professional freedom – teachers worked under the supervision of inspectors since the Soviet system required history teachers to justify Soviet ideology. The effectiveness of each teacher’s work was assessed on the basis of social activeness and the grades of their students. The content and form of Sovietera teacher training were the object of criticism. They were assessed as not meeting the requirements of the times and the needs of schools. Changes took place in the curricula of teacher training in 1990/1991. Teachers had to reassess and expand their knowledge of history during the transitional period. Participation in social movements such as the cultural heritage preservation movement also shaped their mentality. The key question was educational literature. The government launched competitions and scholarships in order to speed up the completion of educational literature. A teaching aid for secondary school Estonian history was published in 1989 with the participation of 18 authors. Its aim was set as the presentation of historical facts that are as truthful as possible from the standpoint of the Estonian people. Eesti ajalugu (The History of Estonia) is more of a teacher’s handbook filled with facts that lacks a methodical part, and does not include maps, explanations of terms or illustrations meant for students. The compendious treatment of Estonian history Kodulugu I and II (History of our Homeland) by Mart Laar, Lauri Vahtre and Heiki Valk that was published in the Loomingu Raamatukogu series was also used as a textbook in 1989. It was not possible to publish all planned textbooks during the transitional period. The first round of textbooks with renewed content reached schools by 1994. Since the authors had no prior experience and it was difficult to obtain original material, the authors of the first textbooks were primarily academic historians and the textbooks had a scholarly slant. They were voluminous and filled with facts, and their wording was complicated, which their weak methodical part did not compensate. Here and there the effect of the Soviet era could still be felt in both assessments and the use of terminology. There were also problems with textbook design and their printing quality. Changes in education did not take place overnight. Both Soviet era tradition that had become ingrained over decades as well as innovative ideas could be encountered simultaneously in the transitional period. The problem that the teaching of history faced in the period that has been analysed here was the wording of the focus and objectives of teaching the subject, and the balancing of knowledge of history, skills, values and attitudes in the subject syllabus. First of all, Soviet rhetoric and the viewpoint centring on the Soviet Union were abandoned. The so-called blank gaps in Estonian history were restored in the content of teaching history since it was not possible to study the history of the independent Republic of Estonia during the Soviet era or to gain an overview of deportations and the different regimes that occupied Estonia. Subject content initially occupied a central position, yet numerous principles that have remained topical to this day made their way into the subject syllabus, such as the development of critical thinking in students and other such principles. It is noteworthy that programmes for teaching history changed before the restoration of Estonia’s independence, when society, including education, still operated according to Soviet laws. A great deal of work was done over the course of a couple of years. The subsequent development of the teaching of history has been affected by social processes as well as by the didactic development of the teaching of the subject. The school reform that was implemented in 1987–1989 achieved relative independence from the Soviet Union’s educational institutions, and the opportunity emerged for self-determination on the basis of curricula and the organisation of education.

Numerous technological solutions have been proposed to promote piano learning and teaching, but very few with market success. We are convinced that users’ needs should be the starting point for an effective and transdisciplinary development process of piano-related Tactile Internet with Human-in-the-Loop (TaHIL) applications. Thus, we propose to include end users in the initial stage of technology development. We gathered insights from adult piano teachers and students through an online survey and digital interviews. Three potential literature-based solutions have been visualized as scenarios to inspire participants throughout the interviews. Our main findings indicate that potential end users consider posture and body movements, teacher–student communication, and self-practice as crucial aspects of piano education. Further insights resulted in so-called acceptance requirements for each scenario, such as enabling meaningful communication in distance teaching, providing advanced data on a performer’s body movement for increased well-being, and improving students’ motivation for self-practice, all while allowing or even promoting artistic freedom of expression and having an assisting instead of judging character. By putting the users in the center of the fuzzy front end of technology development, we have gone a step further toward concretizing TaHIL applications that may contribute to the routines of piano teaching and learning.

Chicken Dance Motion is a dance movement with the imagination like being a Chicken who is looking for food, walking, jogging, and so forth. Motion as the main ingredient in dance, is used as a medium to express ideas of what they think and feel. Chicken dance movements can improve the gross motor development of children. Motor Development means the development of controlling physical movements through coordinated nerve center, nerve and muscle activities. This study aims to describe the pre-cycle conditions of chicken dance learning in B1 group children and explain whether the method of chicken dance learning can improve the gross motor development of early childhood. This type of research is a classroom action research conducted collaboratively between researchers and teachers. The study was conducted in two cycles. The research subjects were children of group B1 TKIT Mutiara Hati Petarukan Pemalang. The results showed that there was an increase in children's gross motor development through chicken dance movements in the B1 group TKIT Mutiara Hati Petarukan Pemalang.

Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form), mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving) andutilising problems as vehicles for the development of mathematical knowledge andproficiency by learners (problem-centred learning), in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers) and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations) around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the problem-solving movement, over the last twenty years, mathematics educators around the world started increasingly to appreciate the role of social interaction and mathematical discourse in classrooms, and to take into consideration the infl uence of the social, socio-mathematical and mathematical norms established in classrooms. This shift away from an emphasis on individualised instruction towards classroom practices characterised by rich and focused social interaction orchestrated by the teacher, became the second element, next to problem-solving, of what is now known as the “reform agenda”. Learning and teaching by means of problem-solving in a socially-interactive classroom, with a strong demand for conceptual understanding, is radically different from traditional expository teaching. However, contrary to commonly-held misunderstandings, it requires substantial teacher involvement. It also requires teachers to assume a much higher level of responsibility for the extent and quality of learning than that which teachers tended to assume traditionally. Over the last 10 years, teaching for and via problem solving has become entrenched in the national mathematics curriculum statements of many countries, and programs have been launched to induce and support teachers to implement it. Actual implementation of the “reform agenda” in classrooms is, however, still limited. The limited implementation is ascribed to a number of factors, including the failure of assessment practices to accommodate problem solving and higher levels of understanding that may be facilitated by teaching via problem solving, lack of clarity about what teaching for and via problem solving may actually mean in practice, and limited mathematical expertise of teachers. Some leading mathematics educators (for example, Schoenfeld, Stigler and Hiebert) believe that the reform agenda specifi es classroom practices that are fundamentally foreign to culturally embedded pedagogical traditions, and hence that adoption of the reform agenda will of necessity be slow and will require more substantial professional development and support programs than those currently provided to teachers in most countries.Notwithstanding the challenges posed by implementation, the movement towards infusing mathematics education with a pronounced emphasis on problem solving both as an outcome and as a vehicle for learning seems to be unabated. Substantial work on the development of more effective means for professional development and support of teachers is currently being done.

This article provides an ethnographic exploration of a new religious movement in Nigeria that often goes by the name ‘Chrislam’. With a particular focus on the Ogbomoso Society of Chrislam, the article documents the group's origins and practices, as well as its public reception. Founded on a claimed vision from God in 2005, the group teaches that Christianity, Islam and African Indigenous Religions come from the same source and should be reunited into a single religious movement. Core to their understanding is what they call ‘a spirit of accommodation’, which provides a divine directive to exceed mere tolerance or coexistence and combine these religions under one roof. With their mission of pursuing unity and commonality while dispelling differences, the group manages to creatively embed multiple complex religious traditions into their belief structures, liturgical practices and ritual ceremonies, in what can be described as a religious bricolage. Despite the group's intention to promote peace and unity and act as a counterpoint to violent movements such as Boko Haram, the Ogbomoso Society of Chrislam finds itself at the centre of an ongoing debate about the politics of religious bricolage and the resulting cultural limits of acceptable forms of religious entanglements.

Penelitian ini mendiskusikan pola permainan alat musik keroncong dan tenor serta penerapannya pada lagu “Cente Manis” dan “Sambel Cobek”. Kedua alat musik ini merupakan identitas keroncong gaya Jakarta. Penelitian dilakukan dengan pendekatan kualitatif deskriptif dan data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian ditemukan bahwa asal mula istilah alat musik keroncong berasal dari bunyi alat musik itu sendiri. Istilah tenor merujuk pada istilah suara laki-laki tertinggi. Ditemukan juga teknik permainan alat musik keroncong dan tenor yaitu teknik rasguaedo (prung), strumming, arpeggio dan dengan cara dipetik satu-satu pada setiap senar. Teknik memainkan alat musik keroncong dan tenor tersebut meliputi pola permainan dobel engkel, dobel balik, format dan gaya lama. Permainan keempat pola tersebut bergantung pada lagu yang akan dibawakan dan kesepakatan para personilnya. The Approach of Orff-Schulwerk for Prospective Music Teachers in Kindergarten Schools. The topic in this article focuses on the application of Orff-schulwerk for university students as prospective teachers in school, including kindergarten. Orff-schulwerk can be seen as an approach to music education. In related to primary education, this approach focuses on the children needs and develops children musicality through necessary activities (elemental) in music and movement. Some questions in this article are: 1) what kind of Orff-schulwerk that can be used by prospective teachers in the learning process at kindergarten? 2) what benefits can be obtained by teacher candidates through the application of the Orff-schulwerk approach? And 3) how do prospective teachers who use this approach can understand their role in learning? The method used in this study is action research. The findings in this research are prospective teachers understand that: 1) Orff-schulwerk can be used in related to exploration – imagination – creation that involving music and movement; 2) this approach is useful for developing student musicality in the learning process in kindergarten; and 3) in this approach, prospective teachers are acted as facilitators who can create an atmosphere of learning that stimulate students’ imagination and creation. This study concludes that the Orff-schulwerk approach should be mastered by prospective teachers who teach in schools, including kindergarten. By having an understanding of this approach, both theoretically and practically, prospective teachers not only enhance their knowledge but also support the national education goals, namely the students’ character building in schools.Keywords: Orff-Schulwerk; music education; kindergarten teachers

Floree Smith, a teacher in Marion County, Mississippi remembered that participating in the Head Start program “made a difference in our lives, our home lives, our church lives, and it made it so beautiful and it was a help for the children and it was a help to us too.” The program etched in Mrs. Smith's memory involves Mississippi teachers, sharecroppers, store clerks, preachers, landowners, civil rights activists, and other local people who galvanized the Freedom Movement and democratized the field of education by organizing 280 Head Start centers that served 21,000 children across the state of Mississippi during the summer of 1965. This article examines the history of Head Start, a federally funded program, whose conceptualization emerged in earlier phases of the Civil Rights Movement in order to provide education, nourishing meals, medical services, and a positive social environment for children about to enter the first grade. While Head Start was implemented in states other than Mississippi, a focus on the development of Head Start in Mississippi is particularly significant because it illuminates the ways in which local people placed equitable educational access and opportunity at the center of the broader Civil Rights Movement and broadens our understanding of how local people used, and in several cases essentially created, federal programs to address deeply contextual issues. Furthermore, by illuminating the significance of Head Start and thus federal programs within the Civil Rights Movement, this article demonstrates how the rise of the New Right in the mid and late 1960s was a reaction to a racialized “Welfare State” and the programs like Head Start associated with it.

AbstractThe years between 1968 and 1971 in Turkey were unprecedented in terms of rising social protests instigated by students, workers, peasants, teachers and white-collar workers. However, these social movements have received very limited scholarly attention, and the existing literature is marred by many flaws. The scarce literature has mainly provided an economic determinist framework for understanding the massive mobilizations of the period, by stressing the worsening economic conditions of the masses. However, these explanations cannot be verified by data. This article tries to provide an alternative, mainly political explanation for the protest cycle of 1968-71, relying on the “political process” model of social movement studies. It suggests that the change in the power balance of organized groups in politics, which was spearheaded by a prolonged elite conflict between the Kemalist bureaucracy and the political elite of the center-right, provided significant opportunities to under-represented groups to organize and raise their voices.

Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

In recent years, labor studies has flourished even as labor unions in the United States have continued their long-term downward trajectory. One strain of this research has situated the labor movement, and its decline, at the center of economic inequality's rise in the United States. Another has explored the labor movement's interconnections with political dynamics in the contemporary United States, including how labor's demise has reshaped the polity and policies. This body of scholarship also offers insights into recent stirrings of labor resurgence, ranging from the teachers’ strikes of 2017 to the Fight for 15 minimum wage initiatives. Yet the field's reliance on official union membership rates as the standard measure of union strength, and on official strike statistics as the standard measure of union activism, prevents it from fully understanding the scope and durability of worker activism in the post-Wagner age.

This article examines the dialectics of Chicago’s neoliberal education policies and the grassroots resistance that parents, teachers, and students have mounted against them. Grounding the analysis in racial capitalism and neoliberal urban restructuring, I discuss interconnections between neoliberal urban policy, racism, and education to clarify what is at stake for communities resisting Chicago’s policies. The paper describes deep and pervasive racial inequities, school closings, privatization, and disenfranchisement driving organized opposition and the labor-community alliance at the center of organized resistance. I argue that neoliberal education policy is racialized state violence, and education is a battleground for racial justice and Black self-determination. I conclude with observations on Chicago’s experience so far that might be useful in other contexts.

In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.

In this article, at a time when we celebrate Paulo Freire’s centenary, we discuss the current moment crossed by profound crises. We problematize this context, especially with regard to the Brazilian educational scenario that experiences pressures for remote education in times of pandemic, looking in Freire’s legacy for clues to understand and seek answers to what we have lived and faced. We articulate Freire’s reference to the experiences lived by the Municipal Reference Center for Youth and Adult Education (Centro Municipal de Referência de Educação de Jovens e Adultos - CREJA), to the teaching work, tensioned by conservative projects, and the movement of lives understood in their potential for approximation and reflection in times of social distancing. We understand that revisiting Paulo Freire and having a dialog with his concepts is urgent and necessary, in the thickening for the densification of our actions and investigations in teacher education.

In this article, at a time when we celebrate Paulo Freire’s centenary, we discuss the current moment crossed by profound crises. We problematize this context, especially with regard to the Brazilian educational scenario that experiences pressures for remote education in times of pandemic, looking in Freire’s legacy for clues to understand and seek answers to what we have lived and faced. We articulate Freire’s reference to the experiences lived by the Municipal Reference Center for Youth and Adult Education (Centro Municipal de Referência de Educação de Jovens e Adultos - CREJA), to the teaching work, tensioned by conservative projects, and the movement of lives understood in their potential for approximation and reflection in times of social distancing. We understand that revisiting Paulo Freire and having a dialog with his concepts is urgent and necessary, in the thickening for the densification of our actions and investigations in teacher education.

Jamaah Tabligh is a transnational preaching movement that originated in India. The movement was introduced to Indonesia in 1970s and established Masjid Jami’ in Kebon Jeruk Jakarta as its headquarters. The members of Jamaah Tabligh referred to kitab Fadailul ‘A’mal which teaches innovations in Islamic propagations. Some of their preaching traditions included outdoor preaching (khuruj dan khillah) and the method to invite people to do good deeds (Jaulah). They have Amir as their leader and use the mosque as their center of da’wa activities. Using Diffusion of Information and Influence Theory, the article discusses the existence of the Jamaah Tabligh community and the public’s responses toward the community.

This paper examines a New York Korean immigrants’ movement to promote the Korean language in American schools. This movement includes the efforts of Korean community leaders to include the Korean language in the SAT II tests and to promote it to public schools as a foreign language in the New York–New Jersey area. This movement involves lobbying the College Board, school administrators and school board members, and collecting donations from Korean immigrants and the Korean government to cover expenses for the College Board’s creation of the Korean-language test and public schools’ adoption of the Korean language. Korean-language leaders have depended upon many different organizations and groups, such as Korean parents, Korean churches, Korean-language teachers, the Korean Cultural Center, Samsung, and Korean government agencies for the movement. This paper is significant because no previous study has shown a similar example of an immigrant group’s movement to promote its language in American public schools. It also contributes to transnational studies by documenting the emigrant state’s financial and technical support of its emigrants’ effort to promote the language and culture in a settlement country.

Today in the modern world the basic human need for the development of one's own body and keeping it healthy and fit is a topical issue. Health is one of the most important prerequisites for harmonious, full-fledged life and personal self-realization. And it is precisely physical education that is aimed at the formation of a healthy, physically complete personality and the functional improvement of the organism. Dance is an integral part of a human plastic culture. The danceplastic culture education begins with the knowledge and development of the musculoskeletal system of a dancer. First and foremost, students need to learn how to perform basic dance exercises and movements efficiently, anatomically competently and consciously. In our understanding, the contemporary dance technique (post-postmodern) is the technique based on the natural laws of the body functioning with regard to the organization of movement and breathing. Muscles’ release from excessive tension and the activation of the faction level in movement organization, the natural anatomical work of joints and their strengthening, the structure of the body interrelations - all of the abovementioned should precede the technical dance mastery as a high-quality physical training of a student for further mastering of professional disciplines. That is why, in our opinion, a modern student-dancer should be knowledgeable about the body by the following parameters: how human movement is organized, structural peculiarities of the skeletal mobile zones (joints), the understanding what makes the body move in space, what is the center of the body gravity, how the movement of a person from the lower tier to the upper tier in space is organized, what is primary for understanding and training your body and why breathing is acknowledged as the number one item in teaching contemporary dance, what are fasciae and why the experienced dancers-teachers talk so much about them during their classes, how the floor plays the role of a partner and allows you to feel the zones with excessive tension in your body during movement, what BF (Bartenieff Fundamentals) and LMA (Laban Мovement Аnalysis) are and more.

This year, on April 22nd-23rd, the 21st National Scientific Practical Conference “Natural science education in a comprehensive school - 2016” took place. This time the participants of the conference gathered in Jan Sniadecki Gymnasium of Salchininkai. The conference was organized by the scientific methodological centre “Scientia Educologica”, and the most important conference partners were – Jan Sniadecki gymnasium and the „Ecological Education Center“ in Vilnius. On the first day of the conference four plenary reports were presented. Dr. Agnaldo Arroio presented teacher professional development issues in Mozambique. Denis Zhilin from Moscow Polytechnic Museum has presented the issues related to instructivism and constructivism ideology in education. Obviously, some interesting questions of modern natural science and technology education are presented in these reports. In the afternoon the work went on in two sections. In the first section the reports were mostly devoted to pre-school, primary and general natural science education problems. The second section is devoted to the science and technology education perspectives at the secondary and higher school. The work of a conference was fruitful. Participants got acquainted with topical issues and the new ideas in the sphere of natural science and technology education. In the frame of a conference two seminars were organized. During the first seminar participants analysed some possibilities science and mathematics teacher collaboration. The latest results based on the international MaT²SMc project were presented and discussed. The second seminar was devoted to the development of chemical concepts through experiment. So, 22nd national conference is a history already. As always, not everything was successfully recorded, not all interesting questions discussed. 23rd conference is expected to take place in Pakruojis, in April, 2017. Key words: national conference, science education, science and technological education movement.

The application of traditional three-axis milling machine center is very popular and the related application technology is also much matured resulting in mechanical components to be machined with good quality. Machine tool has therefore become an inevitable facility in precision manufacturing. Furthermore, the pursuit of higher precision machining has thus demanding five-axis machine tool to be adopted owing to its flexibility and capability in machining more precise mechanical components in shorter time. However, one of the key factors for the popularity in smooth introduction of five-axis machine tool would be based on a very user friendly learning and teaching environment. This is partly because two more rotational axes in a five-axis machine tool could generate very complex toolpath movement that is out of the imagination of a general operator. Furthermore, the price of an industrial five-axis machine tool is not normally affordable by an educational institute; to the worse, the maintenance cost is also very high. There is very high risk for a novice to collide during the learning process and this will generally cause big worry of a teacher. This paper aims for the development of a virtual machining center simulation system with switchable modular components to ease the learning process in getting acquainted with a five-axis machine tool. A five-axis machine tool consists generally of two modules: (1) CNC controller and Operation panel, and (2) machine tool hardware. The developed system will provide the novice with four CNC controller with operation human machine interface (HMI), and three typical types of five-axis machine tool, Head-Head (HH), Head-Table (HT), and Table-Table (TT), are also supported. The developed modularized and switchable machining center simulation system has been successfully developed and is very helpful to both learner and teacher

The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.

So close was the relationship between women and the Irish literary and theatrical renaissance that the severely diminished feminist role in contemporary Irish cultural and theatrical life contrasts all the more revealingly with the early achievements. In this article, which is an expanded version of a paper given at the 1990 conference of the International Federation for Theatre Research at Glasgow University, Steve Wilmer etches in the historical perspective, notably the significance of women's writing to the nationalist as well as the suffragist movement, and outlines the present situation, in which the solid advances being made by women directors and administrators are only slowly being reflected in an increase in women's theatre writing and support for feminist theatre groups, let alone the assumption of real theatrical power. Steve Wilmer teaches in the Samuel Beckett Centre at Trinity College Dublin, and is the author of several plays, including Scenes from Soweto.

AbstractThe anti-religious campaigns of the Soviet Union in the 1930s eradicated Kalmyk Buddhism from the public sphere. Following perestroika the Kalmyks retain a sense of being an essentially Buddhist people. Accordingly, the new Kalmyk government is reviving the religion with the building of temples and the attempted training of Kalmyk monks, yet monasticism is proving too alien for young post-soviets. According to traditional Kalmyk Gelug Buddhism authoritative Buddhist teachers must be monks, so monastic Tibetans from India have been invited to the republic to help revive Buddhism. The subsequent labelling by these monks of 'surviving' Kalmyk Buddhist practices as superstitious, mistaken or corrupt is an initial step in the purification of alternate views, leading to religious reform. This appraisal of historical practices is encouraged by younger Kalmyks who do not find sense in surviving Buddhism but are enthused with the philosophical approach taught by visiting Buddhist teachers at Dharma centres. By discussing this post-Soviet shift in local notions of religious efficacy, I show how the social movements of both reform and revival arise as collusion between contemporary Tibetan and Kalmyk views on the nature of true Buddhism.

Summary. The purpose of the article is to publish and analyze an underground document from the Lapayev Archive "Report on Life at the State Teachers’ Institute in Drohobych" (1949) as a source for the history of everyday life at the Drohobych Teachers’ Institute in particular and in Western Ukraine in general. Research methodology – the principles of science, objectivity, historicism, methods of external and internal criticism of sources. The scientific novelty is that for the first time a hitherto unknown document on everyday life at the Drohobych Teachers’ Institute (1949) is introduced into scientific circulation and its analysis is carried out. Conclusions. Thus, the published document ("Report on Life at the State Teachers’ Institute in Drohobych") is an important source for studying the everyday history not only of the Drohobych Institute (1948–1949), but also of the whole of Western Ukraine. It is stored in the Archives of the Center for the Study of the Liberation Movement (Fund 63, Volume 4, Sheet 1‒4). The author of the document is the propaganda officer of the Drohobych OUN supra-district leadership J. Luzhetsky-"Stone" (who in this document signed one of the pseudonyms "5-TR"). The document itself was prepared on August 9, 1949. Although it includes information reports for 1948 – the first half of 1949. Note that the published documents are an important source for a comprehensive study of everyday life Drohobych Institute (1948–1949) in particular and postwar life residents of the Western Ukraine in general. The vocabulary, author’s and editorial features of the sources are preserved in the publication as much as possible. Own and geographical names are given without changes. Only the most obvious grammatical flaws could be corrected. Each document is accompanied by a legend, which indicates the place of storage of the document (name of the archive, fund number, description, case, sheets).

Between 1953 and 1961 Myles Horton's Highlander Folk School developed the Citizenship Education Program (CEP) beginning in the Sea Islands of South Carolina. Within the program from 1957 onwards Septima Clark and Bernice Robinson developed Citizenship Schools centered on literacy classes. By slowly developing local leaders, like Esau Jenkins, the CEP evolved as an educational framework for social mobilization, which was later used by the Civil Rights Movement as a whole. In the summer of 1961, since the Folk School faced closure by Tennessee state authorities, Highlander transferred the CEP to the Southern Christian Leadership Conference (SCLC). Between 1961 and 1970, hundreds of civil rights activists from across the South attended the SCLC's Citizenship School teacher training courses at the Dorchester Center near Savannah in south-east Georgia. Moreover, in the mid-1960s the Southwide Voter Education Project enabled civil rights activists from across the region to study the political organization that the CEP had spawned in Charleston county as a model for their own community work. Given its widespread influence, the CEP's work was a vital aspect of the Civil Rights Movement itself and constituted Highlander's chief contribution to it.

Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although . This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed.

In this paper, we propose an intelligent lecturer tracking and capturing (ILTC) system to automatically record course videos. Real-time and stable lecturer localization is realized by combining face detection with infrared (IR) thermal sensors, preventing detection failure caused by abrupt and rapid movements in face detection and solving the non-real-time sensing problem for IR thermal sensors. Further, the camera is panned automatically by a servo motor controlled with a microcontroller to keep the lecturer in the center of the screen. Experiments were conducted in a classroom and a laboratory. Experimental results demonstrated that the accuracy of the proposed system is much higher than that of the system without IR thermal sensors. The survey of 32 teachers from two universities showed that the proposed system is a more practical utility and meets the demand of increasing online courses.

Charles Parker's BBC Radio Ballads of the late 1950s and early 1960s, acknowledged by Derek Paget in NTQ 12 (November 1987) as a formative influence on the emergence of what he called ‘Verbatim Theatre’, have been given a new lease of life following their recent release by Topic Records; but his theatrical experiments in multi-media documentary, which he envisaged as a model for ‘engendering direct creativity in the common people’, remain largely unknown. The most ambitious of these – The Maker and the Tool, staged as part of the Centre 42 festivals of 1961–62 – is exemplary of the impulse to recreate a popular culture which preoccupied many of those involved in the Centre 42 venture. David Watt, who teaches Drama at the University of Newcastle, New South Wales, began researching these experiments with work on a case study of Banner Theatre of Actuality, the company Parker co-founded in 1973, for Workers' Playtime: Theatre and the Labour Movement since 1970, co-authored with Alan Filewod. This led to further research in the Charles Parker Archive at Birmingham Central Library, and the author is grateful to the Charles Parker Archive Trust and the staff of the Birmingham City Archives (particularly Fiona Tait) for the opportunity to explore its holdings and draw on them for this article.

Abstract This article examines the ‘global life’ of a teacher school that Russian imperial officials opened in 1876 to Russify the tsarist empire’s Turkic-speaking Muslim subjects in the Volga-Ural region. Interventions and transformations at the local, imperial and transregional scales over the next several decades altered the context in which this imperial institution the Kazan Tatar Teacher School operated. The school’s effectiveness in achieving its pedagogical goals turned into a political problem for the tsarist center as a result. A Berlin-born German Turkologist in Russian government service designed the school’s curriculum to offer European-inspired secular knowledge. He called it ‘Russian knowledge’ and introduced it to his superiors as a gateway to Russification. He also incorporated Islamic studies and some Muslim daily practices into the school programme to avoid a backlash from the local Muslim population. Over time, a small but vocal cohort of progressivist Muslims took advantage of this programme to acquire conversance in the language and culture of the empire’s evolving cosmopolitan public. As Eurocentric transregional movements from socialism to nationalism permeated that culture, however, the Kazan Tatar Teacher School served as an incubator for politicization among Russia’s Muslims to the ire of the tsarist regime’s centrist advocates and agents.

The paper offers an overview of the achievements of S. Smal-Stotskyi’s students in Shevchenko studies, which continued, to a greater or lesser extent, to explore and popularize the works of T. Shevchenko in the cultural space of Bukovyna and Pokuttia. The main accent is made on the Kitsman-Kolomyia center, where the early 20th century graduates of the Chernivtsi University lived and worked, O. Tsisyk, D. Nykolyshyn, M. Ravliuk, M. Kharzhevskyi, O. Kovbuz, B. Levytskyi being among them. They continued to develop the traditions originating from the seminar on Shevchenko studies conducted by S. Smal-Stotskyi. Modern scholars recognize that in the second half of the 19th and early 20th centuries the Chernivtsi University was the leading educational institution in terms of contribution to Shevchenko studies. Students picked up the instructions of the professor S. Smal-Stotskyi and not only showed interest in the works by T. Shevchenko but also expressed their views in public, actively engaging in activities of the national movement that took place outside the university. The work within the circles continued profound reading of the Kobzar’s works, initiated at the university. The Circle of Kobzar Studies was one of them; it united university graduates who became teachers of Kitsman high school – Mykola Ravliuk, Omelian Tsisyk, Pavlo Diakiv, Oleksa Kovbuz, etc. The members of the circle continued collecting and analyzing the scholarly and critical material that might help in making comprehensive analysis of Shevchenko’s works. Such activity formed a good basis for teaching and inspiring students to explore Shevchenko’s legacy that was fundamental for shaping the national outlook and national consciousness of contemporary Ukrainians. However, the regular research of the works by T. Shevchenko also played an important role in the Kitsman-Kolomyia center. This direction was represented mainly by the works of D. Nykolyshyn and O. Tsisyk.

Paweł Cylulko, Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku [Typhlo music therapy interventions that facilitate motor development of visually impaired children]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 153-30. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.09 The article discusses the possibilities of using music therapy to facilitate motor development of children with visual impairments. Cognitive functioning of children without vision implies certain psychophysiological, emotional and social problems, including substantial delay in motor development in comparison to non-impaired peers. Thanks to the integration of music with various forms of movement and the sonic and musical interaction between a music therapist and a child, it is possible to reduce the child’s psychomotor delay, and improve their orientation and locomotion in small and large spaces. The author, musician, teacher and music therapist, shares his observations and experiences gained during almost thirty years of workwith children at the Maria Grzegorzewska Lower Silesian Special Educational Centre No. 13 for the Blind and the Visually Impaired in Wrocław.

The build-up and development of the Okinawan struggle for reversion to Japanese administration does not figure prominently in the English-language literature on the American occupation of Okinawa, nor does it occupy a central place in Japanese analyses of this subject. Rather there is a tendency to view Okinawa as a subset of US-Japanese postwar relations, and to explain reversion as a process carried through by senior American and Japanese officials, largely governed by high-level diplomatic and military-strategic considerations. There is often only passing mention of the rising tensions within Okinawa itself and, perhaps more importantly, the increasing effectiveness through the 1960s of the indigenous reversion movement centred on the Okinawa Teachers' Association (Okinawa kyōshokuinkai). For example, John Welfield's trenchant account of the ‘three years of tortuous negotiations’ that culminated in November 1969 in an American pledge to return the islands hardly mentions conflicts within Okinawa itself, remarking only that ‘the swing to the left’ in 1968 foreshadowed major problems for the US if Okinawan demands for reversion were not met.

Brain-machine interfaces (BMIs) decode cortical neural spikes of paralyzed patients to control external devices for the purpose of movement restoration. Neuroplasticity induced by conducting a relatively complex task within multistep, is helpful to performance improvements of BMI system. Reinforcement learning (RL) allows the BMI system to interact with the environment to learn the task adaptively without a teacher signal, which is more appropriate to the case for paralyzed patients. In this work, we proposed to apply Q(λ)-learning to multistep goal-directed tasks using users neural activity. Neural data were recorded from M1 of a monkey manipulating a joystick in a center-out task. Compared with a supervised learning approach, significant BMI control was achieved with correct directional decoding in 84.2% and 81% of the trials from naïve states. The results demonstrate that the BMI system was able to complete a task by interacting with the environment, indicating that RL-based methods have the potential to develop more natural BMI systems.

It is unarguable that R. D. Laing was the best-known and, certainly outside mainstream psychiatry, the most influential psychiatrist of his time. His ideas have continued to exercise an astonishing appeal to writers, film directors, sociologists and philosophers. He epitomised for many the so-called anti-psychiatry movement and its portrayal of psychiatrists as agents of social control, psychiatric institutions as centres of degradation and psychiatric treatment as a process of invalidation. His rolling Glaswegian rhetoric summoned forth once again the compelling romantic concept of the psychotically ill as bearers of a potent insight into the fallibility, the malevolence and the violence at the heart of the human condition. He was, as his old teacher, and fellow-psychiatrist and Scot, Morris Carstairs, observed in a review in the Times Literary Supplement in 1976, “a guru of our time”. Now that he is no longer with us, how will time remember him?