This study utilized a multiple baseline design across two study skills to examine the impact of a self-monitoring checklist and follow-up performance feedback on the generalization of study skills for seven college students with disabilities. All training and follow-up support took place in a remedial college course. The accuracy of study skill use was analyzed to evaluate whether training gains occurred in a college level subject area different than the course in which the skills were taught (...) in the absence of teacher-guided stimuli and verbal prompts. Results provide evidence that relatively simple, classroom-based training and follow-up support markedly increased the accurate use of the notetaking and study guide skills immediately for three of the seven students. However, following a booster session, all but one student’s performance increased following intervention. Results were socially validated by students who indicated they were generally satisfied with the intervention and found it to be useful when studying for the college class. This type of training is critical because low retention rates in college programs are a likely outcome for students with disabilities when study skills are not used. (shrink)

Traibhumikatha hru'traibhumi brah rvn. Fine Arts Dept, Bangkok. B.E. 2526.

The Udanavarga is a grand compendium of Buddhist verse, compiled by a Dharmatrata about whom we know next to nothing. In Sarvastivadin and Mulasarvastivadin circles the Udanavarga was as popular as is the Dhammapada in Theravadin circles, and it circulated widely in South and Central Asia. Here I give an English translation from the Tibetan of the first chapter, ‘Impermanence’.

The article presents five fifteenth- to sixteenth-century Pali inscriptions from Sukhodaya, Thailand. Three of them are engraved in the Khom alphabet on large square stone slabs, with considerable attention to format; they seem to be unique in Thai epigraphy. Two of these carry extracts from the Abhidhamma; the third gives a syllabary followed by the recollection formulas of the Three Gems. The other two epigraphs are written not on stone slabs but are inscribed on small gold leaves; they contain the (...) heart formulas of the books of the Tipi?aka and the qualities of the Buddha, Dhamma, and Sa?gha. The exact find-spots and functions of the slabs and gold leaves are not known. I suggest that they are the products of widespread and enduring Buddhist cultures of inscription, installation, and consecration, as well as of customs of condensation and abbreviation that have have been intrinsic to Thai liturgical and manuscript practices up to the present. (shrink)

Cakkavaladipani. The National Library - Fine Arts Dept, Bangkok B.E. 2523.

Jinamahanidana. The National Library - Fine Arts Dept, Bangkok B.E. 2530. 2 vols: 1 - Pali text, 2 - Thai translation.

Comparing preferences for sport participation between alternative and conventional sports, this article exhibits some differences across sport contexts, as well as across gender and class. However, the main finding is the major similarities of preferences and dominating social groups across the contexts. This indicates that a similar habitus is in play in the alternative context as in the conventional one, and that "real alternatives" are merely to occur inside established frames of sport provision.

The level of student preparedness for university?level study has been widely debated. Effective study skills modules have been linked to supporting students? academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first?year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students? and tutors? views diverge provide insights (...) into the perceptions of academic tasks and associated competencies for higher education and the delivery of study skills in practice for computing students. (shrink)

Although many studies have revealed the importance of study skills for students' first?year performance and college retention, the extent of the impact of study skills preparation on students' academic achievement is less clear. This paper explores the impact of pre?university study skills preparation on students' first?year study experiences, academic achievement and persistence. The setting for this study is a large law school in the Netherlands which attracts students from more than 100 schools for secondary education. (...) The results show that the perceived study skills preparation concerning time management and learning skills does have a positive impact on college students' first?year study behaviour and academic achievement. However, the study also shows that the impact of perceived college preparation is far less important for college retention than other factors such as satisfaction about the chosen degree programme and tutorial attendance. (shrink)

This study examines the assumption that training in professional ethics is a predictor of the meta-moral cognitive ability of engineering students. The main purpose of the study was to check the difference in the meta-moral cognitive abilities between those students who studied a course on professional ethics, as part of the engineering curriculum, and those who did not undertake such a course. Using the survey method, the author conducted a pilot study amongst 243 engineering undergraduates. The meta-moral (...) cognitive awareness inventory developed on the basis of the meta-cognitive awareness inventory prepared by Schraw Gregory and Dennison Rayne Sperling was used to measure the meta-moral cognitive level of the respondents. The results show that there was a substantial difference in the meta-moral cognitive abilities between those students who studied professional ethics, and those who did not. The univariate analysis of variance of the collected data reveals a significant variance. (shrink)

Language plays an extremely important role for people in terms of engaging in various learning activities. Due to the progress of network technologies, it is an immediate goal for enterprises to take a completely new development direction with the application of network technology. Nevertheless, they encounter many difficulties in carrying out overseas marketing such as localization transformation, jet lag, lack of professional marketers, problems with sellers’ product quality, problems with customers’ credit checks, international payment problems, and logistics and delivery problems. (...) These problems mainly result from a difference in language families. The current study was conducted as an experimental study with the participation of overseas marketers in Hebei province. Milieu teaching was implemented with an experimental group and traditional teaching was maintained in the control group for a 20-week experimental procedure. The research results revealed significantly positive effects of milieu teaching on communication skills, milieu teaching on language learning confidence, and communication skills on language learning confidence. Based on the results, it can be stated that the study is expected to help effectively enhance the communication skills and language learning confidence of overseas marketers to achieve the goals of promoting oral expression and language-use skills. (shrink)

본 연구는 사회⋅정서적 학습 이론(the social and emotional learning, SEL)에 근거를 두고 초등 도덕교육의 목표인 초등학생들의 “바르고 선한 인성(character)”을 어떻게 하면 보다 효과적으로 함양할 것인가? 의 물음에 답하기 위해, 사회⋅정서적 능력 중에서도 특히 사회적 인식(social awareness) 및 대인 관계 기술(relationship skill) 함양에 초점을 두고 탐구하였다. 본 연구가 SEL에 토대를 두고자 하는 이유는 초등학생들의 도덕성 발달이란 도덕적 지식(앎)의 발달만으로 가능하지 않고, 도덕적 지식을 행동으로 옮기는데 있어 중요한 가교의 역할(예를 들면, 자동차가 움직이기 위해 연료가 필수적이듯이 일종의 도덕적 에너지의 역할)을 하고 있는 사회⋅정서적 (...) 능력의 발달이 병행될 때 가능한 바, 그동안 우리나라 도덕교육에서는 이러한 사회⋅정서적 능력 혹은 도덕적 감정의 필요성에 대해 강조하면서도 이를 어떻게 하면 효과적으로 교육할 것인가에 대해 구체적인 실천 방안 마련이 미흡하였기 때문이다. 초등학생들의 사회 인식 및 대인 관계 능력 함양의 모색은 도덕과 수업을 통한 방안과 도덕과 수업 이외의 활동을 통한 방안을 중심으로 구안하였다. (shrink)

Human beings have encountered several innovations in all areas of life and have needed to adapt to them because of the changing and transforming world in the 21st century. The new lifestyle of the 21st century has forced people to acquire more than basic life skills, and the education of the 21st century person has emerged as a critical issue. For this purpose, various educational policies have been developed around the world in order to train people who will be able (...) to keep up with the demands and problems of this age. Institutions have revised the curricula to ensure that 21st century people have sufficient knowledge and skills in media, health, communication, technology, finance, etc. Higher education institutions, in particular, are expected to produce graduates who have acquired 21st century skills and are prepared for professional and social life. The same expectation arises in higher religious education, and the students in higher religious education need to graduate with the 21st century skills both for their personal and professional development and for the generations they will raise in later life. This study aims to identify the level of 21st century skills of students in higher religious education. The research reveals the competence of students in the faculty of theology in the dimensions of knowledge, skills, character and meta-learning. Mixed methods research uses sequential explanatory design. Firstly, quantitative data are collected and the general findings were detailed with qualitative data. The quantitative dimension of the study analyses the level of the 21st century skills of students at a descriptive level. The survey method is preferred in this analysis. The qualittaive data are collected through the interview method, using a semi-structured interview form developed by the researchers. The population of the study consists of the students of the Faculty of Theology and Islamic Sciences in Turkey. The sample population of the study consists of undergraduate students at the Faculty of Theology of Necmettin Erbakan University between the 2022-2023 academic years. Sequential and simultaneous mixed method sampling is used in sample selection. Quantitative data are obtained from 216 students who were randomly sampled from the population. Qualitative data are obtained from a total of 10 students (4 male and 6 female students) graduating from different high schools, representing different age groups and education types by maximum diversity sampling. As a result of the research, it is revealed that students of higher religious education are at a good level in terms of knowledge, character and meta-learning dimensions, and at a very good level in terms of 21st century skills dimension. Participants are moderately competent in the health sub-dimension, and are not moderately or poorly competent in any other dimension and sub-dimensions. It is revealed that students who graduated from Imam Hatip High School have higher finance management skills than the others, there is a differentiation in favour of males in the entrepreneurship sub-dimension, and female students are more successful than male students in terms of adaptation skills to the social system. Therefore, qualitative data are obtained from the participants regarding the differentiation in the sub-dimensions of personal finance, health, social cohesion and entrepreneurship, and the quantitative findings of this differentiation were explained through qualitative data. As a result of the interviews conducted to clarify the reasons for the differentiation in the sub-dimensions, family, upbringing environment, society, individual interest and indifference, past experiences and some theological assumptions are the reasons for these differentiations. It is thought that the research will contribute to the steps towards meeting the expectations of higher religious education in Turkey in terms of product and process. As a result, it is recommended that higher religious education programmes should be arranged in line with the goal of developing the 21st century skills, lecturers should include activities that will develop these skills in all courses, and the content of the programmes at all levels should be arranged in a way to gain these skills. (shrink)

Previously, language teaching has been focused on the passive learning of the alphabet. In addition, the research on teaching listening and speaking skills was limited. Listening skill is the key to learning a language, and speaking is the first explicit behavior of language. In order to improve language skills which are emphasized in new curriculum guidelines, student-centered thematic language teaching is considered as valuable. Through this, the concepts of multiple intelligences and curriculum integration were re-emphasized. An experimental design was adopted (...) in the current study. This study was conducted with the participation of 224 students from the Department of Multimedia Design in universities in the south of Taiwan. The research data were collected between September 2021 and December 2021. The implementation process took 16 weeks of thematic language teaching. The research results revealed 1. significant positive effects of thematic language teaching on listening, 2. significant positive effects of thematic language teaching on speaking skill, and 3. significant negative effects of thematic language teaching on learning anxiety. According to the results, it is expected that this study can help multimedia design students improve their listening and speaking skills as well as core language skills. (shrink)

Publication date: 29 September 2016 Source: Author: Aida Cornelia Stoian This study highlights the results of an empirical research, whose purpose was to study the teachers` option of primary and preschool education to use learning situations for training pupils’ skills in relation to seniority in teaching and learning environment and to identify of the level of conceptual representation of the learning situations term in the opinion of teachers in primary and preschool education.We made a questionnaire in order to (...) identify the frequency teachers can organize learning situations and the teachers` conceptual representations of learning situation.The results have confirmed the conclusions to get teachers` adhesion to organize learning situations for pupils’ skills training, to develop teachers’ skills in harmonizing all the methods, means and teaching strategies with the objective and subjective factors determining the interaction between teachers and pupils. (shrink)

본 연구는 초등학생들이 “어떻게 하면 바르고 선한 인성을 함양할 수 있을 것인가”에 대한 인성교육 프로그램을 고안하기 위한 이론적 토대를 제공하고자 한다. 이를 위해 본 연구는 “사회·정서적 학습 이론에 근거한 통합적 접근”에 근거를 두고, 학생의 인격형성에 직간접적 영향을 끼치는 매체인 학교와 가정, 지역공동체(사회)를 통합한 프로그램을 개발하여, 교육기관의 도덕교육과정과 주변환경의 잠재적 교육과정을 최대한 활용할 것이다. 또한, 다양한 사회정서적 능력 중에서도 본 논문은 연구의 중심 주제는 “사회인식(social-awareness) 및 대인관계 기술(relationship skills)”에 관한 부분을 특화하여, 동양윤리의 덕론을 활용하면서 인성교육의 통합적 방안을 제안하는 것이다. 따라서 “사회인식 (...) 및 대인관계 기술 함양”을 위하여 다음과 같이 동양윤리의 덕목들을 활용하였다. 사회적 역할 인식과 수행에서 합리적 태도를 선택하는 능력을 함양하기 위해서는 “이름을 바로잡는다(正名)”의 덕목을 활용하고, 내면의 도덕성 함양을 기초로 타인을 배려하는 능력을 기르기 위하여 “나의 마음을 충실히 하여 남에게까지 미루어 이해한다(忠恕)”를 활용할 수 있다. 또, 타인과의 갈등상황에서 신중한 자기반성을 우선하는 덕목으로는 “자기에게 돌이켜 구한다(反求諸己)”가 있고, 대인관계에서 감정표현을 순화하는 “얼굴빛을 온화하게 하는 것이 어렵다(色難)”는 덕목은 타인의 처지와 성격을 이해하고 그에 맞게 대처하는 방법이다. 대인관계에서 유익하고 긍정적인 성과를 도모하는 대인관계 기술로 “선한 점을 가려내어 그것을 따르고 선하지 않은 점은 고친다(擇其善者而從之, 其不善者而改之)”는 구절을 활용할 수 있다. 지속적인 대인관계에서 정서적 유능성을 발휘하기 위하여 “오래 되어도 상대를 존중한다(久而敬之)”를 활용하고자 하였다. 나아가, 본 논문에서는 정명과 반구저기를 활용하여, 가정과 학교, 지역공동체의 세 영역을 통합한 하나의 방안을 구성해보았다. (shrink)

This article is targeted at analyzing the advantages of using the case study method in the course of Business English at Scientific Research University - Higher School of Economics in Saint Petersburg. Cases offer a lot of opportunities for developing academic skills in reading, writing, listening and making presentations. Students get not only linguistic skills but also non-linguistic competences. Students are taught to work in teams, to analyze the data given in the task, to make decisions. Communicative and managerial (...) skills are obtained as well. Special attention is paid to making team presentations. It is vital to mention that analysis and case solving can be compared to a play where students are actors trying to come up with a solution of a problem using the information given. This approach stimulates students to be more creative, decisive, communicative and goal-oriented. This method helps to achieve better results in developing academic skills while studying Business English. In this article, the importance of Russian companies’ problems analyses is pushed forward. (shrink)

Background/ObjectiveSocial skills are essential in adolescence, both for their relational dimension and for their influence on other areas of adolescent life, so it is essential to include Social skills in the formal education of students.MethodThis paper presents the results of an experimental mixed factorial design pilot study in which an Interpersonal Skills Training Program for Adolescents was applied. The convenience sample consisted of 51 adolescents. An evaluation was carried out before and after the intervention, using the CEDIA and SAS-A (...) questionnaires.ResultsThe mixed factorial ANOVA show significant differences in the overall measures and in most of the subscales of both questionnaires, indicating that PEHIA is effectiveness, at least in the short term.ConclusionsThe results obtained in assertiveness, interpersonal relationships and public speaking suggest that the program is feasible and shows promising results in reducing anxiety. However, a larger scale study should be conducted. (shrink)

Research indicates that academic growth and student behavior are inextricably linked. Schools that systematically address both academic and social/emotional learning (SEL) have shown increased student achievement when compared to schools that do not address both factors ( Elliott, Huai & Roach, 2007 ; Hawken, Vincent & Schumann, 2008 ). Even with this understanding, outcomes for students with emotional and behavioral disabilities (EBD) continue to be of concern ( Bradley, Doolittle & Bartolotta, 2008 ). This study explores the effectiveness of (...) integrating SEL and social studies learning in the self-contained special education classroom for students with EBD using Storypath, an inquiry-based social studies curriculum. We hypothesized that the systematic integration of SEL opportunities into meaningful, well-planned and engaging academic instruction could provide students with an opportunity to authentically learn and practice key social and academic skills. Quantitative findings via an online survey and qualitative findings via interviews and observations indicate that students with EBD can successfully engage in less structured and more cognitively challenging academic activities and use SEL skills effectively in the context of these lessons. (shrink)

With this article we introduce a new article category in the journal, as announced in this issue's editorial--Viewpoints & Discussion. Articles under this category are intended to provide authentic and qualified opinions on topics relevant to the journal. These articles and follow-up discussions will pass through an accelerated, mainly editorial, review process. We invite readers to respond to such articles by sharing their personal thoughts and experiences, as well as to initiate new discussions. We hope these contributions will make the (...) journal a site for lively discussions on research practice. For this first "Viewpoint" we have selected a topic that should be of interest to many readers: What key research competencies will researchers and professionals need to have in the future? To introduce the topic, we look into a recent comparative study on this question that compares the situation in eight research-intensive countries. Reports on the study are available for free download, which can serve as a basis for discussion. In keeping with the idea of "Viewpoints & Discussion," no claim to offering a systematic and scholarly account of the topic is intended; the only aim is to throw a spotlight on a theme of current interest and to suggest a few pertinent conjectures and questions for discussion. (shrink)

This longitudinal case study aimed to investigate the development of emergent literacy skills of a child with hearing loss was carried out in a research and application centre which provides full-t...

This study aimed to explore the influence of the visuospatial active working memory sub-components on early math skills in young children, followed longitudinally along the first two years of primary school. We administered tests investigating visual active working memory (jigsaw puzzle), spatial active working memory (backward Corsi), and math tasks to 43 children at the beginning of first grade (T1), at the end of first grade (T2), and at the end of second grade (T3). Math tasks were select according (...) to the children’s age and their levels of formal education: the “Battery for the evaluation of numerical intelligence from 4 to 6 years of age” (BIN 4–6) at T1 to test early numerical competence and the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11) to test math skills at T2 and T3. Three regression models, in which the predictors were identified through a forward selection based on the use of the Bayesian information criterion (BIC) index, were performed to study the relationship between visual and spatial working memory and math ability at the three points in time. The results show that spatial working memory influences early numerical performance at T1, while early numerical performance is the unique predic-tor of math performance at T2. At the end of the second grade, the regression model reveals a relationship between math performance and both visual and spatial working memory and the attenuation of the importance of domain-specific predictors. The study depicts the dif-ferent implications of visual and spatial working memory predictors over the children’s de-velopment periods and brings additional evidence to the debate on the relationship between visuospatial working memory and math ability in young children. (shrink)

We review the major phenomena of skilled typing and propose a model for the control of the hands and fingers during typing. The model is based upon an Activation‐Trigger‐Schema system in which a hierarchical structure of schemata directs the selection of the letters to be typed and, then, controls the hand and finger movements by a cooperative, relaxation algorithm. The interactions of the patterns of activation and inhibition among the schemata determine the temporal ordering for launching the keystrokes. To account (...) for the phenomena of doubling errors, the model has only “type” schemata—no “token” schemata—with only a weak binding between the special schema that signals a doubling, and its argument. The model exists as a working computer simulation and produces an output display of the hands and fingers moving over the keyboard. It reproduces some of the major phenomena of typing, including the interkeystroke interval times, the pattern of transposition errors found in skilled typists, and doubling errors. Although the model is clearly inadequate or wrong in some of its features and assumptions, it serves as a useful first approximation for the understanding of skilled typing. (shrink)

Using an observational sample of players of a simple online game, we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night's sleep and those whose breaks in practice probably did not contain a night's sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, but (...) it fails to find any additional benefit of sleeping during a break from practice. We discuss reasons why the well-established phenomenon of sleep consolidation might not manifest in an observational study of skill development. We put the spacing effect into the context of the other known influences on skill learning: improvement with practice, and individual differences in initial performance. Analysis of performance data from games allows experimental results to be demonstrated outside of the lab and for experimental phenomenon to be put in the context of the performance of the whole task. (shrink)

With the emergence of the COVID-19 pandemic, virtual simulation games have provided an effective teaching method for online entrepreneurship education. By exploring the mechanisms that influence student engagement and learning outcomes from different perspectives, such as game design, team and individual perspectives, numerous scholars have demonstrated that such a teaching method can effectively improve students’ engagement and learning performance. However, the existing studies are relatively scattered, and there is a scarcity of studies in which the effects of said factors are (...) considered. Based on the learning process 3P model proposed by Biggs, students’ perceived experience of game design, teamwork and self-efficacy were taken as variables in the early learning stage in the present study, and the influence mechanism of virtual simulation game learning experience on students’ engagement and entrepreneurial skill development was explored, so as to close the gap in existing research. In the present study, 177 college students from Chinese universities were surveyed and the data were surveyed using AMOS 23.0 software. Although the empirical results show that students’ “goal and feedback” and “alternative” experience of game design did not have a significant positive impact on students’ engagement, there was a direct and significant effect the development of entrepreneurial skills. Students’ experience of teamwork and general self-efficacy could not only directly and significantly affect the development of entrepreneurial skills, but also indirectly affect the development of entrepreneurial skills through learning engagement. The research results are practically significant for teachers in the selection and development of virtual simulation games, can be effectively applied in teaching process management, and can improve students’ engagement and learning performance. (shrink)

In the past years motor imagery turned out to be also an innovative and effective tool for motor learning and improvement of sports performance. Whereas many studies investigating sports MI focusing on upper or lower limbs involvement, knowledge about involved neural structures during whole-body movements is still limited. In the present study we investigated brain activity of climbers during a kinesthetic motor imagery climbing task with different difficulties by means of functional near infrared spectroscopy. Twenty healthy participants were split (...) into two groups according to their climbing skill level. The aim of the current study is investigating neural correlates of a whole-body sports MI task with an additional focus on skill level dependency. Climbing experts and non-experts imagined bouldering an “easy” and “difficult” route from a first-person perspective while hemodynamic responses were recorded simultaneously. We found significant differences between the two climbing routes, easy and difficult within participants as well as between the two groups of different climbing skill levels. Overall beginners showed increased hemodynamic responses compared to experts in all defined regions of interest supporting the claim of the neural efficiency hypothesis. Even though climbing is a complex, coordinated movement of upper and lower limbs we found a stronger activation focus of the upper limbs, especially of the dominant hand-area, while the foot area seems to be deactivated or inhibited simultaneously. Summarizing, these findings provide novel insights into brain activation during the imagery of a whole-body movement and its relation to climbing expertise. (shrink)

The influence of movement skill on action representations and identification of agency was investigated. Point-light displays were created of highly skilled gestures of thirteen orchestral conductors in visual, auditory, and audiovisual versions and compared to two control conditions . In subsequent experimental sessions, participants indicated whether displays presented them or other conductors, whether the soundtrack contained their or others’ musical interpretations, and rated the quality and emotional content of the gestures. Self-recognition was more accurate in conditions presenting highly skilled conducting (...) movements as compared to other displays. Participants judged the quality of their own movements to be better than those of others, independently of whether or not they recognized movement agency. Emotional content was perceived accurately across conditions both for own and others’ actions. These results point to the influence of dynamical characteristics of motor skill, rather than merely type of movement or emotional content, on action representations and self-other identification. (shrink)

In this paper I take up John Searle's account of ?Background capacities? to render intelligible the presupposed and hidden aspects of the background conditions that enable the performance of skilled movement. The paper begins with a review of Searle's initial account of Background capacities and how this picture can be applied to account for skilled movement in sport. Then an objection to this picture is addressed, claiming that Searle's initial picture might ?overrepresentationalise? background conditions. Moreover, this objection prompts how Searle (...) has modified his initial picture of background conditions in accordance with his more recent ?connection principle?. Searle's recent account of background conditions is then elaborated and discussed in the second half of the paper. The discussion emphasises three distinct levels of analysis in Searle's framework necessary to a full understanding of his background conditions: (i) the neurophysiological level; (ii) the descriptive higher-order practical skill level; and (iii) the logical level of integration. It is argued that Searle's logical framework is found plausible, but that more work is needed to better understand the background conditions of skilled movement in terms of neurophysiological capacities and practical skills from both scientific and philosophical perspectives. (shrink)

Source: Author: Elham Ghaderi Doust This study aims to provide an introductory of the codification of the objectives and components of teaching writing within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The method is a qualitative analysis of the contents. The data includes the Persian Language curriculum in Iranian upper secondary schools and American core curriculum for Language Arts collected through library study and note taking from Iran and foreign documents. (...) In the present research, objectives and components of teaching writing within the curriculums in countries cited are analyzed and perused based on Autonomous and Ideological approaches to literacy; suggesting that objectives and components of American curriculum for teaching writing are formularized and influenced by Ideological approach, whereas Iranian writing curriculum possess properties of Autonomous Approachand characteristics concerned with Ideological approach are marginal in Iran. After discussing features of curriculums in America, impressed by the Ideological approach to literacy, we proceed to bring forward the advantages and drawbacks of objectives and components of Iranian curriculum for teaching writing and some suggestions to improve are mentioned ]]>. (shrink)

ObjectiveThe main purpose of this study was to explore the association between early fundamental motor skills and executive function in preschool children.MethodsA total of 394 young children were evaluated. The FMS and EF were evaluated using the Test of Gross Motor Development-2 and the NIH Toolbox Cognition Battery, respectively.ResultsTotal FMS score was moderately and positively correlated with total EF score and was a significant predictor of total EF score. Specifically, locomotor skills were significant predictors of inhibition control, working memory, (...) and cognitive flexibility, while object control skills were only significant predictors of inhibition control.ConclusionFMS were significantly and positively correlated with EF and were significant predictors of EF. Early childhood policymakers, preschool teachers, and researchers should take these connections seriously and implement appropriate complex motor intervention programs in future teaching to stimulate the development of both motor and higher-order cognitive skills in preschool children. (shrink)

The first few years of driving is a critical period when driving skills develop and the driving style is established. While the actual driving skills improve during the first few years of driving, a novice driver’s view of himself/herself as a safe and/or skilful driver also develops rapidly. The aim of this study was to investigate self-evaluated driver safety and perceptual-motor skills among different age groups of young drivers, along with the relationships between self-evaluated skills and driving behaviour. The (...) sample consisted of a stratified random sample of 18–25-year-old drivers from the Finnish driving licence register. The questionnaires, which included the Driver Skill Inventory, Driver Behaviour Questionnaire and background information, were completed and returned by a total of 1,058 participants. While female drivers assessed their safety skills to be higher than their perceptual-motor skills, the opposite was true for males. In both sexes, perceptual-motor skills increased, and safety skills decreased with experience. Perceptual-motor skills correlated negatively with safety skills, lapses and errors, but positively with aggressive and ordinary violations. Safety skills correlated negatively with all DBQ variables. Safety orientation seems to be most clearly reflected in deliberate aberrant driving behaviours. Sex differences were observed in the development of behaviours and skills, perceptual-motor skills only increased with age among males, while safety skills decreased through experience among both men and women. Results showed that driving experience was strongly related to both driving style and the drivers’ view of their skills, highlighting the importance of the first few years of driving. (shrink)

오늘날 퍼실리테이션 활동과 퍼실리테이터의 양성과 관련된 논의나 연구는 대부분 퍼실리테이션의 실무적 과정 및 다양한 기법에 관한 교육방법과 실습과정에 관한 논의로 일관한다. 이에 반해 퍼실리테이션을 수행하는 퍼실리테이터의 지적 소양을 함양하거나 역량을 강화하기 위한 학문적･이론적 논의와 교육은 부족하다. 따라서 이 연구는 퍼실리테이터의 양성과 역량 강화를 위해 고차적 사고능력인 ‘비판적 사고’에 관해 논의하고 교육해야 한다고 주장한다. 이 주장을 뒷받침하기 위해 퍼실리테이터의 역량을 검토하고 어떤 역량이 비판적 사고와 연관되는지를 논의한다.BR 퍼실리테이터의 역량은 분야와 목적에 따라 매우 다양하게 제안되지만, 핵심 역량이라는 의미에서 몇 가지로 단순화한다면 ‘(감성적) (...) 공감능력, (지성적) 사고능력, (합리적) 소통능력, (윤리적) 책임능력’으로 요약할 수 있다. 이런 역량들은 고차적 사고능력을 함양해야만 잘 발휘될 수 있는 역량들이다. 그래서 고차적 사고능력에 관한 해명과 그 일환으로 비판적 사고 개념에 대해 살펴보는데, 비판적 사고에 대한 다양한 개념적 규정들, 비판적 사고의 범위, 비판적 사고의 기술과 성향들을 차례로 검토한다. 특히, 비판적 사고라고 하면 흔히 인간 정신의 지성적･이성적 측면의 냉정하고 논리적인 추론의 의미만 부각되면서 비판적 사고의 기능에만 초점을 맞추는 경우가 많은데, 비판적 사고의 성향적 측면은 비판적 사고자의 정서적 측면에 대한 접근의 중요성을 일깨운다. 결론적으로 비판적 사고의 기술과 성향을 세부적으로 살펴봄으로써 비판적 사고가 퍼실리테이터를 양성하고 퍼실리 테이터의 역량을 강화하는 데 매우 효과적일 수 있음을 주장할 수 있다. (shrink)

PurposeGross motor skills and inhibitory control which are both development in preschool stage is significant for preschooler to healthy growth. However, the evidence of relationship between them in preschoolers are still insufficient, most of studies only focus on youth. Thus, the aim of this research is to examine the association between GMS and IC in preschool children.MethodsThis cross-sectional study used baseline data from a previous intervention study of preschoolers conducted in 2018. GMS were assessed by using the Test (...) for Gross Motor Development in preschoolers, which includes two subtests of locomotor and object control skills. Total GMS is calculated from the sum of these two subtests. The Fish Flanker task was used to evaluate both accuracy and reaction time of IC. Multivariate linear regression models were established to analyze the relationships between GMS and IC.ResultsA total of 123 preschool-age children were included in the final analysis. After adjusting for confounders, GMS, locomotor, and object control skills were all negatively related with reaction time of IC.ConclusionThere was a significant negative correlation between gross motor skills and the reaction time of inhibitory control in preschool children. Further research is needed to verify this finding in prospective and experimental studies. (shrink)

ObjectiveThe objective of this study was to explore Swedish managers’ and HR-officers’ experiences and perceptions of skills training including a development and implementation of an alcohol policy.MethodsSemi-structured interviews were conducted with Swedish managers and HR-officers from nine different organizations whom had received skills training and an organizational policy implementation. The interviews were analyzed using thematic analyses.ResultsIn total, nine themes were identified as: The prevalence of alcohol problems: a wake-up call; a reminder to intervene immediately; an altered view of the (...) responsibility of the employer; initiating conversations about alcohol: a useful toolbox; an imprecise, yet positive, memory; increased awareness of issues related to alcohol culture; I have not heard a word about a new alcohol policy; the alcohol policy: a mere piece of paper; and alcohol problem prevention: hardly a low-hanging fruit. Participants’ experiences of the skills training were positive overall.ConclusionVarious aspects of the skills training were appreciated by managers and HR-officers, including insight of prevalence statistics and employer responsibilities. Participants emphasized the value of repeated skills training occasions for retaining knowledge. Future research may investigate further in what way skills training may affect managers’ willingness to engage in workplace alcohol prevention. Since the implementation of any policy had gone unnoticed to participants, a reason for which could be related to the notion of the existing policy as “good enough” in its current condition, implementation and organizational issues, or a reluctance to address alcohol-related matters unless necessary; future research may focus on investigating in what manner alcohol policies are in fact utilized within organizations. (shrink)

This study investigated potential risk factors (coping, perfectionism and self-regulation) for substantial injuries in contemporary dance students using a prospective cohort design, as high-quality studies focusing on mental risk factors for dance injuries are lacking. Student characteristics (age, sex, BMI, educational program and history of injury) and psychological constructs (coping, perfectionism and self-regulation) were assessed using the Performing artist and Athlete Health Monitor (PAHM), a web-based system. Substantial injuries were measured with the Oslo Sports Trauma Research Center (OSTRC) Questionnaire (...) on Health Problems and recorded on a monthly basis as part of the PAHM system. Univariate and multivariate logistic regression analyses were conducted to test the associations between potential risk factors (i.e. student characteristics and psychological constructs) and substantial injuries. 99 students were included in the analyses. During the academic year 2016-2017, 48 students (48.5%) reported at least one substantial injury. Of all factors included, coping skills (OR: 0.91; 95% CI: 0.84–0.98), age (OR: 0.67; 95% CI: 0.46–0.98) and BMI (OR: 1.38; 95% CI: 1.05–1.80) were identified as significant risk factors in the multivariate analysis. The model explained 24% of the variance in the substantial injury group. Further prospective research into mental risk factors for dance injuries with larger samples sizes is needed to develop preventive strategies. Yet, dance schools could consider including coping skills training as part of injury prevention programs and, perhaps, providing special attention to younger dancers and those with a higher BMI through transitional programs to assist them in managing the stress they experience throughout their (academic) career. (shrink)

Teaching the art of profession-related communication to students of non-linguistic study fields allows instructors to explain their students how to keep up the conversation using facts, data, concepts etc. specific to the area of their future profession. It activates the acquisition processes as well as increases students' motivation to study. The formation of oral monologue speaking skills in students of non-linguistic study fields is one of the tasks within the course of Foreign ( English) Language for Specific (...) Purposes.This process is associated with certain difficulties, which can inhibit learning and demotivated students to study. Among strategies and techniques aiding learning that can be used to improve performance and study outcomes during the course and can be implemented for the enhancement of speaking on occupation-related topics, the mind mapping technique is of specific relevance. It can serve as an interesting and useful tool serving to enhance quality of oral speaking skills in students majoring in Psychology as the representatives of non-linguistic study fields. The article analyses the carried out research concerning the facilitating impact of mind mapping on the oral speech performance of Psychology students. The study hypothesis implies that the use of the mind-mapping technique in the process of preparing for and presenting the talk in the study sessions enhances students' oral monologue speech performance. In order to check the hypothesis, we have conducted the experiment in Bohdan Khmelnytsky National University of Cherkasy at the Department of Psychology. The study involved 46 first-year students, including 34 female and 12 male participants. The respondents were randomly assigned to the experimental mind-mapping group of 23 students ( including 6 males) and the control group of 23 students ( including 6 males as well). The students in the experimental group were involved into the experiment using the mind-mapping technique during their study, and the students in the control group continued their study in the usual way. The hypothesis was confirmed. The mind map use stimulates activity of both brain hemispheres, thus making it easier for students to memorize thematic vocabulary, follow the logical sequence of the talk when speaking. The research findings have shown the effectiveness of implementing the mind-mapping technique into the university course teaching English for Specific Purposes to develop, advance and master students' professional communicative competence. Consistent use of mind maps will also promote the educational process efficiency and have positive effects on the general formation of competitive skilled specialists. (shrink)