Journal articles on the topic 'Younger pupil'
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1
BEBBINGTON, JOHN. "Formative fieldwork for the younger pupil." Biological Journal of the Linnean Society 32, no. 1 (September 1987): 59–65. http://dx.doi.org/10.1111/j.1095-8312.1987.tb00411.x.
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Колесникова, А., A. Kolesnikova, И. Бебриш, and I. Bebrish. "Organization of Independent Research Activity of Younger Schoolchildren." Primary Education 6, no. 3 (June 27, 2018): 42–47. http://dx.doi.org/10.12737/article_5b2c9278a8d5a6.85397191.
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In the article the approach to research activity as the form of the organization of training in an elementary school is considered. The research works of primary school pupils are not of interest from the point of view of their importance to science or the economy, they contribute to the intellectual development of children - developing their skills in conducting experiments, experimenting, making hypotheses, analyzing the obtained results, drawing conclusions, increasing motivation for learning information about the world, expand the horizon. Based on the experience the research of the pupil of the third grade of school № 19 from Chernogorsk A.Kolesnikova, the features of pedagogical support and professional guidance of her activities, providing practical support and assistance at all stages of the research arerevealed.
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Романова and V. Romanova. "Dialogue About Dialogue." Primary Education 5, no. 2 (March 31, 2017): 13–19. http://dx.doi.org/10.12737/25104.
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The article considers the problem of dialogical communication of younger schoolchildren. The features of educational dialogue and ways of its formation in primary school are discussed. The terms and means of teaching children dialoging in configurations are described: “teacher – pupil”, “pupil – pupil(s)”, “child – adult”. The examples of tests are given, which are helpful in development of dialogical communication skills in case study and others.
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Паршина and E. Parshina. "Academic and Methodological Complex «Primary School of the XXI Century»: Difficult Made Simple." Primary Education 5, no. 2 (March 31, 2017): 53–56. http://dx.doi.org/10.12737/25117.
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The article considers the long experience of the work on Academic and Methodological Complex “Primary School of the XXI Century”, discusses the influence of authors’ teaching methodic on the development of younger schoolchild. The examples of positive cooperation in the system “teacher – pupil” are given, which support the successful training and development of learning activity of younger schoolchildren.
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Згурская and Tatyana Zgurskaya. "Cognitive Need Content of Younger Schoolchildren." Primary Education 4, no. 2 (April 17, 2016): 21–26. http://dx.doi.org/10.12737/16340.
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The article presents an analysis of the criteria and levels of formation of cognitive needs of younger schoolchildren. The components of cognitive
needs are considered, which include: the perfect representation of younger schoolchildren on the image of the pupil; cognitive value; cognitive
installation; cognitive interests. The ideal representation of younger schoolchildren on the image of the student is considered as incentives and
controls of their cognitive activity. Educational values as awareness of the value of knowledge, manifested in the understanding by the younger
children the importance of teaching for themselves and for the society. Cognitive attitude is defined as the willingness of younger schoolchildren
to educational activity, due to the behavior and the manifestation of their personal qualities (responsibility, hard work, discipline, cognitive
activity, persistence). Cognitive interest is understood as the existence of a positive relation of younger schoolchildren to the doctrine. The author
characterizes the levels of formation of cognitive needs of younger schoolchildren.
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Carminati, Maria Nella, and Pia Knoeferle. "Priming Younger and Older Adults’ Sentence Comprehension: Insights from Dynamic Emotional Facial Expressions and Pupil Size Measures." Open Psychology Journal 9, no. 1 (November 30, 2016): 129–48. http://dx.doi.org/10.2174/1874350101609010129.
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Background: Prior visual-world research has demonstrated that emotional priming of spoken sentence processing is rapidly modulated by age. Older and younger participants saw two photographs of a positive and of a negative event side-by-side and listened to a spoken sentence about one of these events. Older adults’ fixations to the mentioned (positive) event were enhanced when the still photograph of a previously-inspected positive-valence speaker face was (vs. wasn’t) emotionally congruent with the event/sentence. By contrast, the younger adults exhibited such an enhancement with negative stimuli only. Objective: The first aim of the current study was to assess the replicability of these findings with dynamic face stimuli (unfolding from neutral to happy or sad). A second goal was to assess a key prediction made by socio-emotional selectivity theory, viz. that the positivity effect (a preference for positive information) displayed by older adults involves cognitive effort. Method: We conducted an eye-tracking visual-world experiment. Results: Most priming and age effects, including the positivity effects, replicated. However, against our expectations, the positive gaze preference in older adults did not co-vary with a standard measure of cognitive effort - increased pupil dilation. Instead, pupil size was significantly bigger when (both younger and older) adults processed negative than positive stimuli. Conclusion: These findings are in line with previous research on the relationship between positive gaze preferences and pupil dilation. We discuss both theoretical and methodological implications of these results.
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Kosek, Agnieszka, and Agata Wolska. "Budowanie relacji interpersonalnych w klasach I–III w warunkach nauczania zdalnego." Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (17) (2021): 15–28. http://dx.doi.org/10.4467/23537159ppw.21.002.13986.
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Building Interpersonal Relationships in Grades 1–3 in Distance Learning Conditions Interpersonal relations are an integral part of living in society. Interpersonal competences combine activities related to communication, making new friends, solving problems or cooperating with others. Therefore, they are extremely important at every educational stage. However, building proper relations among education participants becomes more difficult when schools around the world switch to distance learning due to the COVID-19 virus pandemic. Relations between teachers and students, as well as among classmates, often undergoes various modifications, frequently deteriorating the quality of mutual contact. Distance education has also changed the role of pupils’ parents. The new situation often required from them to adapt to their child’s schedule in order to support them and help them in learning. This particularly applies to the families with younger children. In order to explain these issues, this article will present the results of research conducted among teachers and parents of pupils from grades 1–3 on the relationship at a pupil–pupil and a student–teacher level. The didactic and educational activities of teachers that are undertaken by them in order to improve contact on both these levels in the face of the new reality will also be discussed. The article will also address the topic of transformations of the abovementioned relations, which took place during and after the transition to compulsory distance learning.
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Selezneva, Yulya, and Victoria Pakhomova. "Influence of interpersonal relationships on acquaintance with digital technologies." E3S Web of Conferences 273 (2021): 11010. http://dx.doi.org/10.1051/e3sconf/202127311010.
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The article analyzes features of a modern family and shows the role of parent-child relations in the formation of the "I" image of a younger pupil; relationship between the peculiarities of parent-child relations and the degree of exposure of primary school children to the computer game reality is revealed. The thesis is substantiated that a certain type of upbringing, peculiarities of interaction with a child in a family provoke an excessive enthusiasm for computer games in children of primary school age, causing destructive changes in the construction of the "I" image of a younger pupil. The image of the "I" of active users of computer games is characterized by the indefiniteness of descriptions of the physical "I", weak reflection of their own emotional experiences and bodily sensations, unrealistic (overestimated) level claims, inadequate self-esteem. Child-parent relations in families where active and inactive users of computer games are brought up differ in the types of parental attitudes: acceptance, authoritarian hypersocialization, infantilization and symbiosis.
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Major, Angela E. "Talking about composing in secondary school music lessons." British Journal of Music Education 24, no. 2 (July 2007): 165–78. http://dx.doi.org/10.1017/s0265051707007437.
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This paper reports an action research study of teacher and pupil talk about composing. Data were collected through video and audio recordings of composition lessons in a secondary school. Qualitative analysis of the data led to the development of a ‘typology of pupil talk about composing’ which distinguishes between six main types: exploration, description, opinion, affective response, evaluation and problem solving. The results of the study suggest that as children engage and empathise affectively and acquire ownership of their work, they appear to be able to talk more confidently about it. As children make sense of their work, they may well be able to understand more than their talk reveals. The role of teachers in nurturing talk about composing work in the classroom is considered in relation to the findings. By designing appropriate composing tasks, they may be able to promote the development of more mature forms of evaluative talk in younger children, and of their critical listening and appraising skills. The development of more mature, ‘higher’ forms of evaluative talk in younger children might be promoted by teachers in designing composing tasks.
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Рыдзе and Oxana Rydze. "Course «Math Around Us»: Development of Independent Behavior of Younger Schoolchild by Means of School Subject." Primary Education 5, no. 2 (March 31, 2017): 45–52. http://dx.doi.org/10.12737/25116.
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The article discusses the problem of development of independent behavior of younger schoolchild as the condition and result of learning activity and the factor of improvement of the effectiveness of math knowledge deepening, increasing of the interest to the intellectual work. The possibilities and features of the use of content and means of school subject “Math” in the process of formation of independent behavior of pupil of primary
school.
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Chamoun, Roukoz B., Claudia S. Robertson, and Shankar P. Gopinath. "Outcome in patients with blunt head trauma and a Glasgow Coma Scale score of 3 at presentation." Journal of Neurosurgery 111, no. 4 (October 2009): 683–87. http://dx.doi.org/10.3171/2009.2.jns08817.
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Object A Glasgow Coma Scale (GCS) score of 3 on presentation in patients with severe traumatic brain injury due to blunt trauma has been recognized as a bad prognostic factor. The reported mortality rate in these patients is very high, even approaching 100% in the presence of fixed and dilated pupils in some series. Consequently, there is often a tendency to treat these patients less aggressively because of the low expectations for a good recovery. In this paper, the authors' purpose is to report their experience in the management of this patient population, analyzing the mortality rate, prognostic factors, and functional outcome of survivors. Methods The authors performed a retrospective review of patients who presented between 1997 and 2007 with blunt head trauma and a GCS score of 3. Demographics, mechanism of injury, examination, blood alcohol level, associated injury, intracranial pressure (ICP), surgical procedures, and outcome were all recorded. Results A total of 189 patients met the inclusion criteria and were included in this study. The overall mortality rate was 49.2%. At the 6-month follow-up, 13.2% of the entire series achieved a good functional outcome (Glasgow Outcome Scale [GOS] score of 1 or 2). The patient population was then divided into 2 groups: Group 1 (patients who survived [96]) and Group 2 (patients who died [93]). Patients in Group 1 were younger (mean 33.3 ± 12.8 vs 40.3 ± 16.97 years; p = 0.002) and had lower ICP on admission (mean 16.3 ± 11.1 vs 25.7 ± 12.7 mm Hg; p < 0.001) than those in Group 2. The difference between the 2 groups regarding sex, mechanism of injury, hypotension on admission, alcohol, surgery, and associated injuries was not statistically significant. The presence of bilateral fixed, dilated pupils was found to be associated with the highest mortality rate (79.7%). Although not statistically significant because of the sample size, pupil status was also a good predictor of the functional outcome at the 6-month follow-up; a good functional outcome (GOS Score 1 or 2) was achieved in 25.5% of patients presenting with bilateral reactive pupils, and 27.6% of patients presenting with a unilateral fixed, dilated pupil, compared with 7.5% for those presenting with bilateral fixed, nondilated pupils, and 1.4% for patients with bilateral fixed, dilated pupils. Conclusions Overall, 50.8% of patients survived their injury and 13.2% achieved a good functional outcome after at 6 months of follow-up (GOS Score 1 or 2). Age, ICP on admission, and pupil status were found to be significant predictive factors of outcome. In particular, pupil size and reactivity appeared to be the most important prognostic factor since the mortality rate was 23.5% in the presence of bilateral reactive pupils and 79.7% in the case of bilateral fixed, dilated pupils. The authors believe that patients having suffered traumatic brain injury and present with a GCS score of 3 should still be treated aggressively initially since a good functional outcome can be obtained in some cases.
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Nachinova, Elena, and Alla Vasilevskaya. "Information devices as a factor causing children’s disorders." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 122–30. http://dx.doi.org/10.24195/2617-6688-2020-2-16.
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The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.
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Kharasch, Evan D., Christine Hoffer, and Dale Whittington. "Influence of Age on the Pharmacokinetics and Pharmacodynamics of Oral Transmucosal Fentanyl Citrate." Anesthesiology 101, no. 3 (September 1, 2004): 738–43. http://dx.doi.org/10.1097/00000542-200409000-00023.
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Background Cancer pain is primarily a problem of older persons. Oral transmucosal fentanyl citrate (OTF) was developed to provide rapid analgesia and is the first drug specifically approved for treating breakthrough cancer pain. Fentanyl in OTF is absorbed across the oral mucosa but a considerable portion is swallowed and absorbed enterally. The effects of age on OTF pharmacokinetics and pharmacodynamics are unknown. This investigation evaluated OTF disposition and clinical effects in older (60-75 yr) compared with younger (18-40 yr) volunteers. Methods Healthy young (26 +/- 6 yr) and older (67 +/- 6 yr) volunteers (n = 12 each) were studied in an Institutional Review Board approved protocol. They received OTF (10 microg/kg). Plasma fentanyl and norfentanyl concentrations were determined by mass spectrometry. Fentanyl effects were measured by dark-adapted pupil diameter and by subjective self-assessments using visual analog scales. Results Plasma fentanyl and norfentanyl concentrations and pharmacokinetic parameters did not differ between younger and older subjects. Maximum pupil diameter change from baseline was significantly less in older (3.1 +/- 0.7 mm) compared with younger (4.5 +/- 1.1 mm) subjects (P < 0.05). OTF-dependent subjective assessments of alertness/sedation, energy level, confusion, clumsiness, anxiety, and nausea did not differ in the older subjects. Discussion The pharmacokinetics of OTF were not altered in older volunteers. In contrast, there was a somewhat diminished response to the miotic effects of fentanyl in older subjects. No change in OTF dosing in the elderly would appear necessary because of altered pharmacokinetics. If the response to OTF in older patients is similar to that in older volunteers and miosis is representative of analgesia and respiratory depression, then changes in OTF dosing with age alone do not appear indicated.
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Ševčuk, Kristina. "Nature therapy as health improving technology in the educational process of primary school." Studia Gdańskie. Wizje i rzeczywistość XIV (June 3, 2018): 93–105. http://dx.doi.org/10.5604/01.3001.0014.2528.
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The article reveals the peculiarities of nature therapy as a health-improving tech-nology in the primary school process. It is about new priorities in modern environ-mental education. In the definitive sense, nature therapy is the positive effect of natural information on the pupil in order to form an active operational and activity position and maintain his or her personal health. The article focuses on the technological aspect of the nature therapy. That is, this phenomenon is considered as a specific pedagogical technology of preservation and correction of health and activation of cognitive activity of pupils of primary classes on the principles of influence of objects of the natural envi-ronment, as a pedagogical “treatment” by means of nature in the educational process of primary school. The attention is focused on the physiological, medical, psychological and pedagogical components of the technology described. The attention is drawn to the fact that the technology of preparing the future teach-er of primary classes for the use of nature therapy in work with younger pupils on the basis of interdisciplinarity and integration, involves the formation of the system of value attitude to nature, knowledge, skills and abilities that enable students to use the means of nature therapy in the training, and subsequently in professional activity.
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Martins, Bruna, Jan Florjanczyk, Nicholas J. Jackson, Margaret Gatz, and Mara Mather. "Age differences in emotion regulation effort: Pupil response distinguishes reappraisal and distraction for older but not younger adults." Psychology and Aging 33, no. 2 (March 2018): 338–49. http://dx.doi.org/10.1037/pag0000227.
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Jelinek, Jan Amos. "THE EFFECTIVENESS OF PEER TUTORING IN THE FIELD OF TEACHING BASIC ASTRONOMICAL CONCEPTS AMONG OLDER PRESCHOOLERS AND YOUNGER PUPILS. A QUANTITATIVE ANALYSIS." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 145–58. http://dx.doi.org/10.5604/01.3001.0013.2214.
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Peer tutoring as an educational method requires an appropriate application. Teachers need to know strengths and weaknesses of it. In the article, the effectiveness of this method in the context of teaching basic astronomical content (N = 28 pairs of children) was analyzed. The analysis took into account the difference in knowledge levels between children in a tutoring pair and social openness. Studies have shown that the most effective were those couples in which the difference in astronomical knowledge was greater, as well as the relationship between children, in which the teacher-child is withdrawn, and the child-pupil is more active.
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Hamilton, Lucas, and Eric Allard. "Older and Younger Adults Reappraise Negative Life Events in Different Ways." Innovation in Aging 4, Supplement_1 (December 1, 2020): 893–94. http://dx.doi.org/10.1093/geroni/igaa057.3294.
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Abstract Past reappraisal studies have been equivocal regarding age and reappraisal efficacy potentially due to the use of laboratory-generated stimuli. We examined reappraisal in a more self-relevant context: negative autobiographical events. 49 younger adults (YA) and 47 older adults (OA) generated 50 negative memories and provided negativity, positivity, and vividness ratings. One to two weeks later, participants underwent the reappraisal task during which physiological data were collected. Participants implemented one of three instructions for 30 seconds: remember naturally, increase negative reactions, or decrease negative reactions via a “positivizing” tactic. Each instruction was provided for 10 unique memories with negativity, positivity, and vividness ratings collected after each trial. 2 (Age; YA, OA) × 3 (Instruction; Remember, Increase, Decrease) mixed ANOVAs uncovered no differences in negativity or vividness ratings before reappraisal. However, OAs rated all memories more positively than YAs. This age difference persisted after reappraisal; however, OAs rated all memories more negatively and vividly than YAs, although both decreased compared to pre-reappraisal levels. Cardiorespiratory data were tested via 2 × 3 mixed ANOVAs, uncovering only a main effect of age on average heart rate. A multilevel model revealed significant variability in the time-course of pupillary responses. 2 × 3 mixed ANOVAs illustrated that reappraisal brought about faster and more frequent spikes in pupil diameter, particularly for OAs. We conclude that OAs and YAs may achieve reappraisal in different ways. Contrary to strict hedonic orientations, OAs simultaneously maintain higher negativity and positivity than YAs challenging existing propositions regarding age-related prioritization of hedonic goals.
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Dujic, Mirjana, Katarina Misailovic, Milena Kovacevic, and Dragana Babic. "Correction for near vision in pseudophakic patients." Srpski arhiv za celokupno lekarstvo 132, no. 9-10 (2004): 291–93. http://dx.doi.org/10.2298/sarh0410291d.
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Objective of the study was to show the mean values of correction for near vision and to discuss the presbyopic correction in pseudophakic patients. Setting was the Eye department where authors work. Inclusion criteria for 55 patients were native or corrected distant vision of 0.8-1.0 on Snellen's chart; 0,6 on Jagger's chart for near vision; round pupil and good position of the implant. Biometry of the anterior chamber depth with Alcon biophysics during distant and near vision was performed in our study. ?Hi square" test was carried out and it was concluded that patients younger than 59 years (41 eyes) had median correction of +2.0 dsph, while patients older than 60 years (36 eyes) had correction of+3.0 dsph, but it was not statistically significant. There was no statistically significant difference of the correction between pseudophakic (41) and phakic (19) eyes in patients younger than 59 years. The anterior movement of the IOL was 0.18 mm in the younger group and 0.15 mm in the older group. With good IOL movement and new materials which could have changeable refractive power, the problem of pseudophakic correction for near vision might be solved.
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Cardon, Greet M., Lea R. D. Maes, Leen L. Haerens, and Ilse M. M. De Bourdeaudhuij. "Bicycling to School During the Transition From Childhood Into Adolescence: A Six-Year Longitudinal Study." Pediatric Exercise Science 24, no. 3 (August 2012): 369–83. http://dx.doi.org/10.1123/pes.24.3.369.
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Little is known about bicycling to school as children age. At baseline (2002) self-report data from 1070 children were gathered (51.9% boys; mean age: 10 years). The measurements were repeated in 2003 (n = 1039), 2004 (n = 907), 2005 (n = 549) and 2008 (n = 515). The rates of children bicycling to school significantly varied across time points from 46% at the age of ten, 69% at the age of 11, 83% at the age of 12, 70% at the age of 13 toward 78% at the age of 16. Starting from the age of 11, the average duration of time spent bicycling to school significantly increased over time. According to multilevel regression analyses 13.6% of the variance in rates of bicycling to school was situated at the school level, 39.6% at the pupil level and 46.7% at the measurement level. The differences in rates and durations across time points were independent from gender, BMI, SES and having siblings. Pupils engaging in bicycling to school at younger ages had a higher change of engaging in bicycling to school at 16 years old (ORs: 2.69–7.61; ICC bicycling rates: 0.46, ICC bicycling durations: 0.82). This finding emphasizes the need for promoting bicycling to school at young age.
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Shmotev, A. Yu, E. S. Vaseva, and N. V. Buzhinskaya. "Organization of group work at informatics lessons in primary school." Informatics in school, no. 10 (December 18, 2020): 54–59. http://dx.doi.org/10.32517/2221-1993-2020-19-10-54-59.
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The use of group forms of work in organizing the educational process at school has great potential for the formation of motivation to study, the development of reflexive skills, the acquisition of subject knowledge, the formation of communication skills. The novelty of the social situation of education at school for a younger pupil, his age, the specificity of the subject "Informatics" determine a number of features of the use of group forms of education in primary school. Among such features, the authors consider the need to create situations of the need for the use of knowledge in informatics in solving various educational and life tasks, ensuring the competitive nature of group work, dividing group members by roles, creating conditions for gaining experience in reflexive activity.
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Zhanabaуeva, K. K., G. E. Sanay, and A. Zh Yerimova. "DIAGNOSIS OF THE DEVELOPMENT OF CREATIVE TALENT IN PRIMARY SCHOOL STUDENTS." BULLETIN Series of Pedagogical Sciences 71, no. 3 (September 15, 2021): 180–90. http://dx.doi.org/10.51889/2021-3.1728-5496.18.
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The article deals with some issues of the development of creative abilities of younger schoolchildren. It is based on the definition of essence (diagnostics, historical aspects, developmental problems), type (creative, mathematical, artistic, artistic talent, sports, musical, academic, etc. д.). From a number of philosophical analyses we conclude that the natural traits and natural abilities of people were created by a powerful god. The article analyzes the psychological and pedagogical aspects of creative endowment and offers a content analysis of the concepts of endowment and creative endowment in the works of researchers. The functions of system approach, interdisciplinary approach, individual approach, synergetic approach, reflexive approach to methodological significance of development of creative individuality of young pupils are revealed. Depending on the essence of methodological approaches, the article analyses the main methodological principles. These include: the principle of support and aspiration, the principle of subjectivity, the principle of creativity and success. This article analyses the process of diagnosing creative talent. A total of 129 students took part in the diagnostics. Diagnostic work was carried out according to A.I. Savenkov's methods "Map of interests of junior grade" (for parents and children), "Description of a pupil" (for teachers in order to systematize ideas about the development of gifted children), the technique of general assessment of talent (for parents and teachers), "Talent map" (for parents). The results of its statistical analysis are presented.
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Karasheva, Zhanar, Amina Amirova, Larissa Ageyeva, Mariya Jazdykbayeva, and Elmira Uaidullakyzy. "Preparation of future specialists for the formation of educational communication skills for elementary school children." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 467–84. http://dx.doi.org/10.18844/wjet.v13i3.5954.
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Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild’s constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers.
Keywords: communication, skill, ability, skill set, competence, difficulty, contact information, future teachers
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Deviatko, I. F., M. B. Bogdanov, and D. V. Lebedev. "Pupil diameter dynamics as an indicator of the respondent’s cognitive load: Methodological experiment comparing CASI and P&PSI." RUDN Journal of Sociology 21, no. 1 (December 15, 2021): 36–49. http://dx.doi.org/10.22363/2313-2272-2021-21-1-36-49.
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In recent years, the increase in general interest in methods for measuring cognitive load and subjectively perceived mental effort when solving various tasks and in the interpersonal communication was accompanied by an increase in the specific interest of social researchers in the multimodal assessment of the cognitive load of interviewers and respondents based on objective and subjective indicators, including paradata and webcam data, in order to control this loads impact on the quality of survey data. The authors argue that the possibilities of relatively new approaches to measuring cognitive load with neurophysiological methods (such as the use of wearable devices for oculography - eye tracking and pupillometry - which do not disrupt the natural course of respondents and interviewers activity) are still underestimated, although they allow an accurate time linkage of measured parameters dynamics (primarily the size of the pupil) to the question format, mode and phase of survey completion, external influences localized in time, etc. As a rule, quantitative studies of surveys cognitive load and its possible impact on the quality of survey data focus on computer-assisted (CAPI) or paper-based (PAPI) interviewing, while the specificity of the cognitive load in the self-completed computerized (CASI) and paper (PPSI) surveys was not studied. The article presents the results of the methodological experiment based on a modified version of the multimodal approach to the comparative assessment of the cognitive load of interviewers working with paper and computerized questionnaire. We expanded the range of methods for assessing cognitive load by using a wearable oculographic device (eye tracker) to measure the dynamics of pupil size when answering different survey questions. The results of the experiment confirmed the hypothesis about the approximate equivalence of the two modes of survey completion in terms of their cognitive load for younger respondents with a high level of functional computer literacy, and allowed an initial assessment of the technical and metrological capabilities and limitations of the use of pupil dynamics indicators, measured with a wearable oculographic device, to study the respondents cognitive load.
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Hämmerer, Dorothea, Alexandra Hopkins, Matthew J. Betts, Anne Maaß, Ray J. Dolan, and Emrah Düzel. "Emotional arousal and recognition memory are differentially reflected in pupil diameter responses during emotional memory for negative events in younger and older adults." Neurobiology of Aging 58 (October 2017): 129–39. http://dx.doi.org/10.1016/j.neurobiolaging.2017.06.021.
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Iizuka, Tatsuya, Takushi Kawamorita, Tomoya Handa, and Hitoshi Ishikawa. "Refractive and visual function changes in twilight conditions." PLOS ONE 17, no. 4 (April 15, 2022): e0267149. http://dx.doi.org/10.1371/journal.pone.0267149.
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Purpose We investigated the effect of luminance on refraction and visual function under twilight conditions. Methods Twenty young adults (mean age 20.5 ± 0.5 years) without ocular diseases and 20 eyes were included in the study. Subjective and objective spherical equivalent power (SE), logMAR, pupil diameter, ocular aberration, and ocular axial length were evaluated. Measurements were conducted in a light room with high luminance (300 cd/m2) targets (photopic), in a dark room with low luminance (10 cd/m2) targets (twilight), and a dark room after 15 min of adaptation to low luminance (10 cd/m2) targets (after adaptation: AA). Differences between the three conditions were analyzed using the Friedman test and Scheffe’s multiple comparisons. Results The results of logMAR were -0.20 ± 0.07, -0.08 ± 0.08, and -0.11 ± 0.08 in photopic, twilight, and AA, respectively, with significant differences between photopic and twilight (p < 0.001) and between photopic and AA (p < 0.001). Then subjective SE were -3.58 ± 2.04 D, -3.75 ± 2.08 D, and -3.74 ± 2.04 D in photopic, twilight, and AA, respectively, with significant differences between photopic and twilight (p = 0.007) and photopic and AA (p = 0.023). However, none of the other objective SEs produced a significant difference (p = 0.63). The pupil diameter and ocular aberration changed significantly in all conditions (p < 0.001). Conclusions Subjective myopic refraction increased and visual resolution decreased in younger subjects. However, this change in refraction is less than one level (±0.25 D) in clinical optometry, so fully corrected eyeglasses are important when assuming refraction in twilight, and there is no need for additional correction.
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Prasad, R. Siva. "Under the Tutelage of M. N. Srinivas: Homage of the Last Pupil." Journal of the Anthropological Survey of India 69, no. 2 (December 2020): 241–54. http://dx.doi.org/10.1177/2277436x20971870.
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My close and direct association with Srinivas (MNS) as his last student began in 1976 that lasted till I joined the University of Hyderabad in June 1991 as a faculty in the Department of Anthropology. After joining the University of Hyderabad, I physically got distanced. I also learnt that he was a bit annoyed with me as I was moving out of Bangalore and he never wanted me to leave Bangalore. I was also not very happy to get distanced from him physically. Professor Srinivas and Mrs Srinivas always treated me as a family member and almost like a son. However, my condition was such that I had to get out of the Institute of Social and Economic Change (ISEC) to get into a secure academic job, as I was on a tenurial project position at ISEC. Also, I was not growing any younger. V. S. Parthasarathy (hereafter VSP), a close associate of MNS, told him about my plight but still, the hurt feeling remained. I feel that I have always been unlucky in this regard. These things apart, I have immensely gained academically under his tutelage. If I count my meetings and interactions for my PhD thesis, they are only a few and far between. However, during my frequent interactions with him (every Saturday morning, I used to visit him from 1987 till I left Bangalore in 1991 June, and I tried to make a catalogue of the books in his library), I have learnt about many scholars of all hues, the discipline of anthropology and sociology, academic politics, and much more. Each meeting with him was a rich experience of learning. That is why, it is difficult for me as to where and how to begin to write about my journey under MNS’ tutelage. There were also some misgivings created by circumstances (maybe also by some persons) which also had impacted the relationship with MNS sometime in the middle. Because of perseverance, they all got dissolved and the relationship was always in a buoyance state. In other words, there were times of trials and tribulations in this journey, but patience and perseverance always paid in managing my relationship with MNS. He used to enquire about my problems and always tried to comfort me. This I have always tried to do with my students as it helps them to overcome any psychological trauma that they face. Anyway, I will not discuss in this write-up non-academic or personal matters. Let me make this write-up a little structured. I would like to divide this into five parts of timeline events that happened during my association with him and how each one taught me many things, including also as to how to face problems in career and life.
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Hämmerer, Dorothea, Martina F. Callaghan, Alexandra Hopkins, Julian Kosciessa, Matthew Betts, Arturo Cardenas-Blanco, Martin Kanowski, et al. "Locus coeruleus integrity in old age is selectively related to memories linked with salient negative events." Proceedings of the National Academy of Sciences 115, no. 9 (February 12, 2018): 2228–33. http://dx.doi.org/10.1073/pnas.1712268115.
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The locus coeruleus (LC) is the principal origin of noradrenaline in the brain. LC integrity varies considerably across healthy older individuals, and is suggested to contribute to altered cognitive functions in aging. Here we test this hypothesis using an incidental memory task that is known to be susceptible to noradrenergic modulation. We used MRI neuromelanin (NM) imaging to assess LC structural integrity and pupillometry as a putative index of LC activation in both younger and older adults. We show that older adults with reduced structural LC integrity show poorer subsequent memory. This effect is more pronounced for emotionally negative events, in accord with a greater role for noradrenergic modulation in encoding salient or aversive events. In addition, we found that salient stimuli led to greater pupil diameters, consistent with increased LC activation during the encoding of such events. Our study presents novel evidence that a decrement in noradrenergic modulation impacts on specific components of cognition in healthy older adults. The findings provide a strong motivation for further investigation of the effects of altered LC integrity in pathological aging.
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Cardoso, Felippe da S. L., Sixto González-Víllora, José Guilherme, and Israel Teoldo. "Young Soccer Players With Higher Tactical Knowledge Display Lower Cognitive Effort." Perceptual and Motor Skills 126, no. 3 (February 11, 2019): 499–514. http://dx.doi.org/10.1177/0031512519826437.
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The present study aimed to investigate whether the form and amount of declarative tactical knowledge (DTK) and procedural tactical knowledge (PTK) influence cognitive effort during soccer performance among young players. We assessed 36 male players from a Brazilian first-division soccer club; participants averaged 14.89 ( SD = 1.42) years of age. We evaluated DTK from video simulation tests and PTK through the System of Tactical Assessment in Soccer. We assessed cognitive effort by measures of pupil diameter using Mobile Eye Tracking-XG while players viewed soccer video scenes and made game-related play decisions. After the assessment of tactical knowledge, we categorized the sample according to players’ tactical knowledge into participants with higher and lower PTK and higher and lower DTK. Subsequently, we examined the both PTK and DTK groups on cognitive effort. Our results suggest that tactical knowledge influences cognitive effort in that players with higher PTK and DTK displayed less cognitive effort during soccer performance tasks. In conclusion, we observed that PTK and DTK influenced the cognitive effort younger soccer players expended while viewing soccer scenes and making soccer performance decisions.
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Herder, Anke. "Schrijvend-Leren En Tekstanalyse." Kijk op schrijven in T1 en T2 72 (January 1, 2004): 9–22. http://dx.doi.org/10.1075/ttwia.72.02her.
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In the context of recent studies on writing to learn, concept maps are constructed in an attempt to make knowledge structures and conceptual change explicit. These graphic representations are based on the concepts and semantic relations in a student's text. However, a concept map does not give insight into the rhetorical text structure and other rhetorical features, nor does it show the way concepts are located and connected in this structure. Since the dialectic between content knowledge and rhetorical knowledge is essential in the process of 'knowledge transforming', and consequently conceptual change, an analysis tool that integrates both analysis of rhetorical text structure and of semantic structures in text is needed. In a pilot study of a forthcoming research project about writing to learn in the content areas in primary education, an instrument was designed for integrated text analysis and graphic representation. The analysis and representations were demonstrated with data collected from ll-to-12 year old students, who wrote an explanatory text for younger students about a climate issue. Revision was triggered by asking the student whether he expected a younger pupil to understand the written explanation. An analysis and graphic representations of two texts written by two different students focused on location and use of concepts, expansions of meaning of these concepts, and connections between concepts through coherence relations, all embedded in the rhetorical text structure. It was concluded that the analysis tool proposed here makes it possible to compare students' knowledge structures and accordingly can provide insight into conceptual changes, relative to writing.
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Sibarova, Maria Antonovna, and Klavdiya Ivanovna Sultanbaeva. "Correction of Dysgraphy of Primary School Children with General Speech Underdevelopment." Development of education 5, no. 1 (March 24, 2022): 41–45. http://dx.doi.org/10.31483/r-101005.
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This article is devoted to the disclosure of the content of the correctional work of a speech therapist in violation of written speech with children with general underdevelopment of speech. The purpose of the article is to show the effectiveness of speech therapy work aimed at correcting dysgraphia of children with speech disorders. The increase of the growth of children with speech impairment in recent years indicates the relevance of this problem and the need to provide corrective assistance from teachers and a speech therapist. Untimely detection and correction of dysgraphy associated with speech underdevelopment prevent the full assimilation of the curriculum and the comprehensive development of the pupil. Research method. The author presents research data obtained using the diagnostic technique of O.B. Inshakova, which allows specialists to identify a violation of the written speech of younger schoolchildren and the degree of its severity. The methods of work of the teacher are also proposed, which increase the effectiveness of the correctional work of written speech in children of primary school age with speech disorders. Research results. The control experiment showed that the number of dysgraphic errors in children of primary school age with general underdevelopment of speech decreased by 35%. Conclusions. The results of the study of the written speech of younger schoolchildren indicate the need for the use of corrective work by a speech therapist, which should be focused on the development of phonemic hearing, sound pronunciation, sound analysis and word synthesis skills, it is also necessary to expand and enrich the child's vocabulary.
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Kopchuk-Kashetska, Mariа. "Theoretical Substantiation of Specifics of Formation of Ukrainian National Moral and Ethical Values of the Person at a Young School Age." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 171–76. http://dx.doi.org/10.15330/jpnu.7.1.171-176.
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The article provides a theoretical substantiation of the specificity of formation of Ukrainian national moral and ethical values of younger students’ personality. The comparative analysis of existing points of view on the nature of moral and ethical values and their functional significance in the formation of personality is carried out. The content of national moral and ethical values as a historical property of the people, which determine its mentality and national character, is revealed. Ukrainian national moral and ethical values are as imperative entities, developed and formed, which exist throughout the life of the Ukrainian people, they have an intransitive character, moral requirements, regulate the regulatory function and use the necessary knowledge regarding their free species and personality. Ukrainian ethnology has shown that it is possible to preserve Ukrainian national moral and ethical factors by growing up in childbirth, defining enrichment and updating the most up-to-date elementary education. The younger school age becomes more sensitive in the development of moral and ethical and the qualities that determine the patterns, moral behavior is formed. The goals and content of the process of formation of moral and ethical values of junior students by means of the sciences are specified through adequate tasks, which reflect the main directions of educational influence on the personality of the student. In the formation of the system of moral and ethical values in the younger students pedagogical efforts and actions of the primary school teacher should be directed to the development of moral and ethical needs and motives of behavior, formation of ethical knowledge and education of ethical feelings, development of appropriate skills, habits, as well as strengthening of will qualities. In formation of moral and ethical values of people do not matter indirect educational actions, but the attitude of the pupil to them, transformation of external influences into the internal moral and psychological sphere of personality, internal perception of external influences, including educational ones.
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Dickerson, Anne, and Juliette Leonardo. "Comparing Young and Old Adults’ Night Hazard Detection With Driving Simulation and on Road." Innovation in Aging 5, Supplement_1 (December 1, 2021): 264. http://dx.doi.org/10.1093/geroni/igab046.1020.
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Abstract While there is validity of using driving simulation as a proxy for on-road performance, few studies have examined hazard detection at night. Night driving is a self-restricting practice with little evidence demonstrating the need with healthy older adults. This study’s objective was to analyze night driving using eye-tracking technology examining differences between on-road/simulated drives and older/younger adults. A 2 (old, young) x 2 (simulator, on-road) repeated-measures design measured three roadway “hazards” of pedestrains looking at their cell phone while posed to cross the roadway. Pupil glances were recorded using outcome measures of total fixation duration, number of fixations, and time-to-first fixation for the pedestrains on-road and on a specifically designed scenario matching the on-road route. Thirty-three healthy, community-living drivers age 65+ years (N=16) and drivers age 20-40 years (N=17) completed both drives. Using non-parametric statistics, results demonstrated that night hazard detection was similar across driving conditions except for time-to-first fixation, which was faster on-road for both age groups (p<.001). At some hazard locations, there were significant differences between the two age groups, with older adults taking longer to initially see hazards. Results suggest, older adults detected hazards similarly to younger adults, especially during on-road performance, suggesting avoidance of night driving may not be necessary. Results also support using driving simulation as a proxy for on-road with night driving needing to be incorporated. Additionally, eye-tracking has the potential for research in hazard detection with emphasis on the time-to-first fixation outcomes when considering driving analysis.
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Балина and T. Balina. "Artistic and Creative Activity As the Basis of Artistic and Creative Technology of Spiritual Education." Socio-Humanitarian Research and Technology 5, no. 1 (February 17, 2016): 78–81. http://dx.doi.org/10.12737/18428.
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The article touches upon the problem of spiritual upbringing
of the younger generation on the basis of art, and using art and
creative technologies as a means of education. The concept of
"creative activity" in the context of the concepts "creativity" and
"creative activity" is considered. The specificity of art-creative
technologies in social work as a means of influence and interaction
with students, as a way of organizing and functioning of the content
of educational activities is determined. The author shows the pedagogical
nature of art-creative technologies in the system of interrelated
actions of the teacher and the pupil. The nature of artcreative
technologies in the field of art education is given. The
concept of "pedagogical technology", contributing to the initiation
and direction of cognitive activity, and encourage artistic and creative
expression nurture is considered. The article gives the analysis
of possibilities of artistic and creative technology as a pedagogical
means of spiritual education.
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Cho, Yenling, Xue Chen, Lisha Huang, Xue Yang, and Yuhua Wang. "Potential for Standardization of Refractive Measures for Manifest Refraction Before and After Using Mydriatic Eyedrops in Children." Nanoscience and Nanotechnology Letters 12, no. 4 (April 1, 2020): 563–69. http://dx.doi.org/10.1166/nnl.2020.3140.
Full textAbstract:
This study aimed to standardize the refractive measures using manifest refraction (MR) before and after using mydriatic eyedrops, and to explore the potential impact of age on the MR differences before mydriatic eyedrops (MRM), after rapid pupil dilation (MRRPD), and after slow pupil dilation (MRSPD). Three hundred sixty-two participants, aged 3–18 years were recruited from January 1, 2018, to September 30, 2018, using cluster sampling. MRM, MRRPD, and MRSPD were applied for measuring sphere and cylinder in the left and right eyes. At the initial inspection stage there were no significant differences between the MRM and MRRPD groups for sphere and cylinder values in the left and right eyes (P > 0 05). A significant difference was found for the sphere value in the left (P < 0 001) and right eyes (P < 0 001) among the MRM, MRRPD, and MRSPD groups, whereas there was no significant difference in cylinder value in the left (P = 0 691) and right eyes (P = 0 172) among groups at the review stage. The sphere value in the left and right eyes was significantly different among the MRM, MRRPD, and MRSPD groups for children aged 3–6 years, and there was a significant difference among groups for the sphere value in the right eye for children aged 7–11 years. There were no significant differences between the MRM and MRRPD groups in terms of sphere or cylinder values in the left and right eyes of children aged 12–18 years. The study findings indicate the results of sphere and cylinder measurements in the left and right eyes are consistent for MRM and MRRPD during the initial inspection stage, without any effect of the age of the children. However, the results of sphere measurements in the left and right eye were significantly different between the MRM, MRRPD, and MRSPD groups, especially for younger children.
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Vedder, Paul, and Hetty Kook. "Verschillen Tussen Antilliaanse en Arubaanse Leerlingen." Leerderskenmerken 37 (January 1, 1990): 92–102. http://dx.doi.org/10.1075/ttwia.37.10ved.
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Most immigrant children in the Netherlands are second or third generation immigrants. For children from Antillian or Aruban parents (the Netherlands Antilles and Aruba are former Dutch colonies in the Caribbean) this is quite different. Many of these children of pre-school or primary school age are first generation children. This article reports a study on effects of immigration on school achievement, motivation and abstract problem solving skills of 56 Antillian and Aruban immigrant children in the age range of ten to thirteen. These children were compared with a group of 121 Dutch pupils and with a group of schoolchildren living in Curaçao, the largest island of the Netherlands Antilles. The number of children from the latter group varied per test. It was hypothesized that immigration would have a disturbing effect on the relationschip between scores on a variety of measures. The normal picture in schools is that good pupuls generally achieve well on a range of performance tests, whereas the less capable pupils do less well on these tests. This is what we call a homogeneous learning profile. Disturbance manifests itself in a break-down of this homogeneity. What results are heterogeneous learning profiles: a pupil may achieve well on a particular measure, but this does not tell us anything about achievements on other measures. Homogeneous learning profiles are what teachers often expect. In the Netherlands there is a form of special education especially for children with strongly heterogeneous learning profiles. Both in the group of Dutch children and in the group of Curaçaon children the corelations between measures were rather strong and in the expected direction. These children had, as we expected, homogeneous learning profiles. In the group of Curaçaon and Aruban immigrant children we distinguished pupils by their age of arrival in the Netherlands: up to six years old and from six years old. This latter group (43 pupils) clearly had less homogeneous learning profiles. It did not make a difference whether the scores on the vocabulary test or the scores on the spelling test were taken as a reference point. Actually we had expected differences between these two reference points, assuming that vocabulary development in Dutch is more strongly affected by non-school circumstances than spelling. Non-school circumstances may greatly vary between immigrant children, depending on how their families cope with the new living situation. The learning profiles of the children with a younger age of arrival resembled more closely the profiles of native Dutch and native Curaçaon children, suggesting that the disturbance of learning profiles is a temporary matter. Possible explanations for the findings and practical implications are discussed.
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Allan, Sharon, Bilge Uzun, and Cecilia A. Essau. "Impact of a transdiagnostic prevention protocol for targeting adolescent anxiety and depression." Psychologica 63, no. 2 (December 28, 2020): 53–68. http://dx.doi.org/10.14195/1647-8606_63-2_3.
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The present study examined the benefit of a transdiagnostic prevention program, Super Skills for Life (SSL), among adolescents with internalizing and/or externalizing problems in two types of school settings (mainstream school and pupil referral unit) using a randomized waitlist-controlled trial (RCT). The main aims were to examine the effects of the SSL-A in reducing internalizing and externalizing problems in adolescents, and to identify the moderating role of gender, age, and school type on the intervention outcome. The RCT involved 112 adolescents aged 11 to 14 years old, randomly allocated to either an SSL intervention group or a waitlist-control group (WLC). Adolescents in the intervention group participated immediately in the SSL-A, whereas adolescents in the WLC group received the intervention after the intervention group completed the 6 months follow-up assessment. Results showed that internalizing and externalizing problems were significantly reduced from pre-test to follow-up assessments. Gender, age and school setting moderated the intervention outcome. Specifically, males, younger adolescents and adolescents from mainstream schools showed a significant reduction over time on both internalizing and externalizing problems.
This study provides evidence for the benefits of a transdiagnostic prevention program for internalizing and externalizing problems in two types of school settings.
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Marchant, Emily, Lucy Griffiths, Tom Crick, Richard Fry, Joe Hollinghurst, Michaela James, Laura Cowley, et al. "COVID-19 mitigation measures in primary schools and association with infection and school staff wellbeing: An observational survey linked with routine data in Wales, UK." PLOS ONE 17, no. 2 (February 28, 2022): e0264023. http://dx.doi.org/10.1371/journal.pone.0264023.
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Introduction School-based COVID-19 mitigation strategies have greatly impacted the primary school day (children aged 3–11) including: wearing face coverings, two metre distancing, no mixing of children, and no breakfast clubs or extra-curricular activities. This study examines these mitigation measures and association with COVID-19 infection, respiratory infection, and school staff wellbeing between October to December 2020 in Wales, UK. Methods A school staff survey captured self-reported COVID-19 mitigation measures in the school, participant anxiety and depression, and open-text responses regarding experiences of teaching and implementing measures. These survey responses were linked to national-scale COVID-19 test results data to examine association of measures in the school and the likelihood of a positive (staff or pupil) COVID-19 case in the school (clustered by school, adjusted for school size and free school meals using logistic regression). Linkage was conducted through the SAIL (Secure Anonymised Information Linkage) Databank. Results Responses were obtained from 353 participants from 59 primary schools within 15 of 22 local authorities. Having more direct non-household contacts was associated with a higher likelihood of COVID-19 positive case in the school (1–5 contacts compared to none, OR 2.89 (1.01, 8.31)) and a trend to more self-reported cold symptoms. Staff face covering was not associated with a lower odds of school COVID-19 cases (mask vs. no covering OR 2.82 (1.11, 7.14)) and was associated with higher self-reported cold symptoms. School staff reported the impacts of wearing face coverings on teaching, including having to stand closer to pupils and raise their voices to be heard. 67.1% were not able to implement two metre social distancing from pupils. We did not find evidence that maintaining a two metre distance was associated with lower rates of COVID-19 in the school. Conclusions Implementing, adhering to and evaluating COVID-19 mitigation guidelines is challenging in primary school settings. Our findings suggest that reducing non-household direct contacts lowers infection rates. There was no evidence that face coverings, two metre social distancing or stopping children mixing was associated with lower odds of COVID-19 or cold infection rates in the school. Primary school staff found teaching challenging during COVID-19 restrictions, especially for younger learners and those with additional learning needs.
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Repnik, Robert, and Milan Ambrožič. "Practical School Experiments with the Centre of Mass of Bodies." Center for Educational Policy Studies Journal 8, no. 1 (March 26, 2018): 97. http://dx.doi.org/10.26529/cepsj.311.
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The concept of the centre of mass of a rigid body as a virtual point where the weight force acts is not easy to understand without a number of supporting school experiments. In school practice, however, experiments onthis topic are often limited to a few of the simplest cases in which a simple flat body, such as a triangle or rectangle, is hung in two or mostly three directions to show where the corresponding plumb lines intersect. Typically, simple wooden bodies are used, on which the plumb lines are already drawn through the centre of mass. However, such experiments can be boring for students and are probably insufficient to illuminate all aspects of the topic. Furthermore, if the experiments are only demonstrated by the teacher rather than being performed in groups, the opportunity to train students’ skills and develop nature-science competences is missed. We therefore prepared and performed a series of group experiments in logical sequence for students of the 8th and 9th grades of primary school, so that their full active participation was invoked. The experience with such an experiment setup with very simple equipment, together with the open discussion of results, increased pupil motivation for physics and perhaps also improved understanding of some physics problems regarding the centre of mass, even for younger students.
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Oxford, Lance E., and John McClay. "Complications of Acute Sinusitis in Children." Otolaryngology–Head and Neck Surgery 133, no. 1 (July 2005): 32–37. http://dx.doi.org/10.1016/j.otohns.2005.03.020.
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OBJECTIVE: To review the demographic, microbiologic, and outcome data for children with complications of acute sinusitis. STUDY DESIGN AND SETTING: Retrospective review of children admitted with complications of acute sinusitis from January 1995 to July 2002 to a tertiary care children's hospital. RESULTS: One hundred four patients were reviewed with the following complications: orbital cellullitis (51), orbital abscesses (44), epidural empyemas (7), subdural empyemas (6), intracerebral abscesses (2), meningitis (2), cavernous sinus thrombosis (1), and Pott's puffy tumors (3). Sixty-six percent were males ( P < 0.001), and 64.4% presented from November to March ( P < 0.001). Patients with isolated orbital complications were younger than patients with intracranial complications (mean, 6.5 versus 12.3 years), had a shorter stay (mean, 4.2 versus 16.6 days), and had shorter duration of symptoms (mean, 5.4 versus 14.3 days; all P < 0.0001). Complete resolution was documented for 54/55 patients with restricted ocular motility, 7/8 with visual loss, 3/3 patients with a nonreactive pupil, 7/7 with neurological deficits, and 2/4 with seizures. The most common organism isolated was Streptococcus milleri (11/36 patients with surgical cultures). No mortalities occurred, and persistent morbidity occurred in 4 patients (3.8%). CONCLUSIONS: Despite significant deficits on presentation, permanent morbidity was low. Streptococcus milleri is a common pathogen with complications of sinusitis in children.
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Jovanovic, Milos, and Ivan Stefanovic. "Spontaneous dislocation of a transparent lens to the anterior chamber: A case report." Srpski arhiv za celokupno lekarstvo 138, no. 7-8 (2010): 486–88. http://dx.doi.org/10.2298/sarh1008486j.
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Introduction. The causes leading to dislocation of the natural lenses are different involving injuries, hereditary diseases and spontaneous dislocation. Spontaneous dislocation of a transparent natural lens is extremely rare, especially dislocation of the anterior eye chamber. We report a case of spontaneous dislocation of the transparent natural lens to the anterior eye chamber in a patient who had no history of eye injuries. Case Outline. The patient was a 17-year old boy. Lens dislocation was spontaneous, and the patient presented for ophthalmological consultation due to a sudden vision impairment of the left eye. Biomicroscopic examination verified that the transparent lens was in the anterior chamber, and it was spherophakia of lesser diameter; there were no signs of increased intraocular pressure, as typically expected in lens dislocation to the anterior chamber. The patient was operated on in general anaesthesia. Surgery involved intracapsular extraction of the dislocated lens through a corneoscleral incision. Conclusion. This case report shows that a spontaneous dislocation of the natural lens may occur in younger people. The dislocated spherophakic lens to the anterior eye chamber did not contribute to the rise of the intraocular pressure and development of acute glaucoma. The acute glaucoma resulted from the pilocarpine narrowing of the pupil due to pupillary block. The intracapsular instrumental extraction of the dislocated transparent lens from the anterior chamber was successfully completed through a corneoscleral incision.
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Kuznetsova, Ya A. "CAUSES OF YOUNGER PUPILS' ANXIETY." Psychological-Pedagogical Journal GAUDEAMUS 18, no. 3 (2019): 91–93. http://dx.doi.org/10.20310/1810-231x-2019-18-3(41)-91-93.
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Schulting, TO. "Cornelis Ketel en zijn familie: een revisie." Oud Holland - Quarterly for Dutch Art History 108, no. 4 (1994): 171–207. http://dx.doi.org/10.1163/187501794x00242.
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AbstractIn 1964 this journal published an article by J. Schouten with a family tree of the Ketel family of Gouda; most of the archive records consulted by the author for that purpose were already public. His principal theme, however, was the hypothesis of a third painter in the family by the name of Cornelis Ketel. The first Cornelis, who died in 1567, was the now forgotten uncle and teacher of the second, the well-known painter Cornelis Ketel who died in Amsterdam in 1616; the third Cornelis was the first one's son and thus a cousin of the second. Fresh archive research has yielded a corrected and more extensive family trcc of the Ketel family (fig. 1). Another result of this investigation is the untenability of Schouten's hypothesis: a third Cornelis did exist, but died at an early age before 1582, and there are no indications that he was an artist. Consequently, all Gouda archive records post-dating 1582 or thereabouts refer to the Cornclis Ketel who lived in Amsterdam at that time. Although he did live in Gouda for a few years after 1590/91, it was not in a 'Gasthuis' (almshouse), a misunderstanding caused by an incorrcctly transcribed archive record (fig. 6). A number of paintings which an 'old' tradition - much younger, incidentally, than Schouten would have us believe - ascribes to the second Ketel, and which because of their inferior quality arc attributed by Schouten to the third Cornelis, can therefore not be the work of the latter (figs. 7, 8, 9). Nor are they by the well-known Ketel. The addition of 'de Jonge' (the Younger) to the Amsterdam Ketel's name occurs sporadically in a few Gouda records. This suffix was not meant, as Schouten presumed, to distinguish him from his cousin, who in any case was younger than the Amsterdam Ketel, but to distinguish him as a painter from his elder uncle and teacher. Until work by this teacher is discovered, there is no point in dubbing the pupil 'the Younger'. Ketel did not suffer from gout; his brushless painting is a facet of his artistic versatility. As a matter of fact he did paint a number of works with the brush after 1600. A brother of the third Cornelis, the engineer Jacob whom Van Mander mentions in his biography of Ketel, is apparently identical with the painter Jacques Que(s)tel who lived successively in Orleans, Milan and Paris (fig. 2). He probably did not take up painting until after 1602. In 1608 he made decorations for Queen Maria de Medici's ceremonial entrance into Chartres. No work by him has come to light thus far, but a number of engravings after a portrait he painted in 1609 have survived (figs. 3 and 4). Appendix i traces how a legacy of another uncle of Ketel was distributed and passed on to his descendants. Appendix 2 lists a number of archive records pertaining to Jacob Ketel/Jacques Questel.
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Marievych, Nataliia, Bohdan Nesterovych, Tamara Turchyn, Tetiana Kryvosheya, Olha Shyshova, and Viktoriia Nadon. "Management of the Play Activity of Primary Schoolchildren. A Critical Look at Ukrainian Trends from the Point of View of International Experience." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (March 24, 2022): 328–48. http://dx.doi.org/10.18662/rrem/14.1sup1/554.
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The article discusses the opposite views of the role of the teacher in the management of the play activity of primary schoolchildren in the Ukrainian context. A review of modern international educational trends for the development of a framework model of play and musical and play training of schoolchildren is carried out, taking into account modern educational and social conditions, destructive and accumulated relevant views of domestic methodologists are highlighted. It has been proven that the modern style of group management is characterized not so much by the leader's leadership and team qualities as by his involvement in the general dynamics of the group. In the case of managing the musical and play activities of lower schools, this requires a fundamental reorientation of the teacher. Moreover, separate management will not be effective within the classroom, including if it falls out of the general weigh with the pupil outside of school. We recognize that within the framework of the theoretical model for the effectiveness of the management of musical and play activities, the future teacher must adhere to the appropriate stages, develop an organizational and methodological matrix of the game, take into account the pedagogical conditions for the use of musical games in educational work with younger students. The international significance of the article lies in the possibility of using international experience, which is adapted to the changing conditions of post-totalitarian countries, which requires testing authoritarian approaches to the management of education in primary schools.
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Buchta, Roman, Wojciech Cichosz, and Anna Zellma. "Religious Education in Poland during the COVID-19 Pandemic from the Perspective of Religion Teachers of the Silesian Voivodeship." Religions 12, no. 8 (August 17, 2021): 650. http://dx.doi.org/10.3390/rel12080650.
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The COVID-19 pandemic has influenced all spheres of life. It has an impact on the education of children and youth. The authors’ research focused on religious education during the pandemic by the Roman Catholic Church in Poland in the Śląskie Voivodeship. The criterion for choosing the environment was dictated by demographic conditions. The Śląskie Voivodeship has the highest population density per square kilometer, which contributed to the largest number of virus infections. The principal purpose of the research was to gather religion teachers’ opinions concerning organization and implementation of the remote teaching of religion in the Silesian Voivodeship (Województwo Śląskie). So far, there has been no research conducted in the field of the abovementioned issues in the area chosen by the authors. The authors’ research, carried out from June to August 2020, covered 700 people, which accounts for 18.7% of the religious education teachers working in the Śląskie Voivodeship. The results of the authors’ own research allowed formulating a conclusion that the COVID-19 pandemic contributed to the development of modern information and communication competencies of all participants of religious education. Entities involved in this type of education recognized and used multiple opportunities offered by information and communication technologies, which can be seen in the respondents’ declarations describing various forms of their didactic and educational on-line work. The COVID-19 pandemic has motivated parents to become more involved in the religious education of younger school-age children. The surveyed religion teachers declared that, thanks to the activity and the help of their parents, the children systematically participated in religion lessons and carried out orders and educational tasks without major problems. Thus, indirectly, parents of children of a younger school age were covered by religious education and were subject to pedagogy. Nevertheless, as teachers have pointed out, the virtual world makes it impossible to form authentic interpersonal relationships. The research confirmed the thesis, according to which religious education carried out in distance learning limits the complete implementation of its objectives, since an upbringing in faith calls for community that necessitates direct contact between the pupil and the teacher.
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Podufalov, Anatolii. "Мethodical ways of junior schoolchildren’ mental work culture education." Health and Safety Pedagogy 5, no. 1 (2020): 59–64. http://dx.doi.org/10.31649/2524-1079-2020-5-1-059-064.
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The article reveals the description experience of practical work for junior schoolchildren educating culture of mental work. The cornerstone of any educational concept is the idea of intellectual development of the pupil who finds ways to solve it in different methods, technologies, didactic and educational models. Traditionally, the intellectual development of the student is considered to be the prerogative of didactics. Meanwhile, without mental education it is impossible to form a proper level of intelligence of a child, because didactics equips the individual with applied tools for learning about the world, and successful use of knowledge, skills, abilities and competencies in everyday life is impossible without emotional experience, reflection on personal achievements and development. That helps in organizing, regulating human activities in the world. Modern pedagogical science has an integrated approach in defining the concept of learning ability - it combines the personal characteristics of the student with the semantic and procedural basis of learning and is interpreted as a regulatory universal learning action, mastery of which ensures success in cognitive activity at all stages and levels of education. In a wider context, universal learning activities are considered to be as the ability of the individual to self-development and self-improvement through conscious and active assimilation of social experience. In this sense, they can be correlated with the concept of "culture of mental work", which means a quality that is manifested not only in education but also in other activities – such as playing and working. The purpose of forming a culture of mental work is to develop the child's readiness to implement various activities in society and the biological environment and the formation of a holistic picture of the world, which is constantly recognized and enriched with new intellectual and emotional aspects of meaning. Methodical aspects of mental work culture formation of the younger schoolchildren discover forms of the organization of educational activity of pupils; selection of exercises and tasks that help the child to understand the purpose of each intellectual operation, to comprehend it and integrate it into a holistic system of operations and to master the algorithm of action; development by schoolchildren of own algorithms of educational actions. Such exercises include reflexive tasks, solving puzzles, composing short texts with explanations, establishing analogies, composing riddles and crossword puzzles, problem tasks
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Van der Heijden, Béatrice I. J. M., Tinka C. V. Van Vuuren, Dorien T. A. M. Kooij, and Annet H. de Lange. "Tailoring professional development for teachers in primary education." Journal of Managerial Psychology 30, no. 1 (February 9, 2015): 22–37. http://dx.doi.org/10.1108/jmp-07-2014-0211.
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Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach – Hierarchical regression analyses have been used, illustrated by means of quotes – gathered through open questions in the survey – to support the quantitative findings. Findings – A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones. Research limitations/implications – The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications – The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications – Improvement in teachers’ engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff. Originality/value – This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.
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Myaleshko, Svetlana, and Svetlana Biruk. "PSYCHO-PEDAGOGICAL FOUNDATIONS OF THE SUCCESSFUL PERFORMANCE OF THE YOUNG ARTIST." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 134–42. http://dx.doi.org/10.33989/2226-4051.2016.14.171602.
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The article deals with the creation of psycho-pedagogical preconditions contributing to successful performance of the young artist on the stage. The author analyzes various aspects of the problem: extraversion and introversion of future artists, their temperament and features of character, the ability to overcome stressful situations. Each of these features, according to the author, requires an individualteacher’s approach to the training of his pupil to go on stage. Choosing the right approach to the development of stage exposure at a young age forms the personality of artist and determines his future concerts. Thus, in every sphere of human activity that is carried out in the presence of the public, there are certain psychological difficulties. One of the main activities of the musician is to perform a concert on stage. It characterizes public appearances of musicians as actors’ performances, speakers, athletes, etc. belong to stressful situations. The main stressors for them are the audience, the realization that their every action is monitored and evaluated by people.Thus, it becomes clear that: the future artists should try different variants of preparation for public speaking on their own experience and practice, to deprive what is best combined with its individual characteristics and properties. Psychological knowledge is necessary for every person at every stage of his life ‒ for professional growth, a deeper understanding of themselves and their potential, understanding of others and for the education of the younger generation. This problem is not limited by the existing research. The priorities of the study are: analysis of the influence of frequent appearances on public on the formation of a young artist; the impact of student support by parents and teachers.
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Inna, Kocha, Mykola Halaidiuk, Alla Heta, Vasyll Sharodi, Olha Kravchenko, and Olga Dudash. "A HEALTHY LIFESTYLE OF YOUNGER SCHOOLCHILDREN: RETROSPECTIVE ANALYSIS." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 8–15. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).01.
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Such aspects as an over-use of modern information technologies, low physical activity of younger schoolchildren, destruction of their axiological knowledge and age-related functional changes in their body systems have negatively affected their health. Consequently, the problem of promoting a healthy lifestyle among primary school pupils as one of the key competencies specified in the State Standard for Primary Education remains rather relevant. This research aims to reveal the content, forms and methods of promoting a healthy lifestyle among primary school pupils in the second half of the 20th century - the early 21st century based on comprehensive retrospective analysis and identify the main areas of applying certain constructive experience in today’s education. Besides, it presents the results obtained from a comprehensive study of promoting a healthy lifestyle among primary school pupils (the second half of the 20th century - the early 21st century) based on an analysis of scientific literature, archival sources, as well as relevant theory and practice. It specifies such basic concepts as “health”, “healthy lifestyle”, “promoting a healthy lifestyle” and “promoting a healthy lifestyle among primary school pupils”. Also, it identifies those factors (socio-economic, educational, health- and hygiene-related, socio-cultural) that have influenced the promotion of a healthy lifestyle among younger children in the period under study. It justifies the author’s periodization of promoting a healthy lifestyle among primary school pupils from the 1950s to the early 21st century (2017), which consists of the following three stages: Stage 1 (1950-1969) - the preparatory stage; Stage 2 (1970-1990) - the transformational stage; Stage 3 (1991-2017) - the updating stage. The research also suggests the ways of using ideas of the historical and pedagogical experience in promoting a healthy lifestyle among primary school pupils in the context of today’s reforms in education.
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Wertli, Jason, Andreas Schötzau, S. Trauzettel-Klosinski, and Anja Palmowski-Wolfe. "Feasibility of Eye Movement Recordings with the SMI Tracking Bar in 10- to 11-Year-Old Children Performing a Reading Task." Klinische Monatsblätter für Augenheilkunde 237, no. 04 (April 2020): 510–16. http://dx.doi.org/10.1055/a-1101-9204.
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Abstract Introduction Eye movements during reading can be impaired in amblyopia, developmental dyslexia, reduced visual acuity, or visual field defects. To detect pathology, normative values are important for comparison. In healthy children, there is sparse data on eye movements during reading. Therefore, the aim of this study was to, in a first step, explore the feasibility of applying the SMI RED eye tracker bar to record eye movements in 10- and 11-year-old children while reading a text. Materials and Methods Thirty-three (19 aged 10 years, 14 aged 11 years) normally sighted children attending a primary school in Switzerland participated in our study. Visual acuity, the Lang test, and the cover test were performed as a screening for ophthalmologic pathology that might influence the results. Eye movements were recorded with the SMI RED eye tracker bar while the child read aloud two texts from the International Reading Speed Test (IReST), presented on a laptop. Both texts were in German with an equal level of difficulty and were presented in a randomized order. Reading speed (words/minute), number of saccades, number of fixations, and reading errors (mistakes in the reading) were evaluated. Results Screening did not reveal pathology other than refractive errors and children had full corrected visual acuity. Eye movements could be obtained in all but six children where the reflection of the glasses worn prevented a good pupil recording with the tracker. Younger children performed more saccades per word with a mean of 1.41 (SD 0.39) at 10 years of age versus 1.10 (SD 0.21) at 11 years of age. The number of fixations per word was also higher in younger children (mean: 1.63 [SD 0.37]) than in 11-year-old children (mean: 1.32 [SD 0.33]). Ten-year-old children seem to analyze a text in smaller units than 11-year-olds. Thus, 10-year-old children took more time to complete the reading task than the 11-year-olds (mean: 88.8 s [SD 24.1] versus 84.4 s [SD 15.1]). In addition, 10-year-old children made more reading errors compared to 11-year-olds (mean: 4.47 [SD 2.95] versus 2.28 [SD 1.72]). Conclusion It is feasible to record eye movements in children aged 10 – 11, albeit this is more difficult when glasses are worn. As parameters change with age, further data is needed for a representative evaluation regarding eye movements during reading in children of different age groups. The information gained may offer help in recognizing reading difficulties and monitoring of treatment effects.
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Parfilova, S. L., N. M. Pavlushenko, V. H. Butenko, and O. V. Shapovalova. "Formation cognitive motivation and age peculiarities younger pupils." Science and Education a New Dimension VIII(227), no. 91 (May 25, 2020): 37–40. http://dx.doi.org/10.31174/send-pp2020-227viii91-08.
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