The study aimed to identify E- Learning strategies and their relation to the efficiency of research performance in foreign and Palestinian universities (University of Ottawa, Munster, Suez Canal, Al-Azhar, Islamic, Al-Aqsa). The analytical descriptive approach was used for this purpose, and relying on the questionnaire as a main tool for data collection. The study society is from the senior management, where the number of senior management in the universities in question is 206. The random stratified sample was selected (...) and (SPSS) was used for statistical data analysis. The study found a significant relationship between E- Learning strategies and the efficiency of research performance in universities. It also reached the participation of senior management in the research that develops the university performance in the Palestinian universities. The senior management indicated that they do not care to follow the policies of implementing the development of scientific research. While the senior management in foreign universities indicated that they are interested in following up the policies of implementing the development of scientific research. The study also showed that senior management in Palestinian universities does not care about providing the appropriate budget for E- Learning. The study recommended that the senior management of Palestinian universities should provide an E- Learning budget and encourage employees to continue using E- Learning strategies. The administration in the Palestinian universities should adopt and support outstanding research, and the need to encourage interest in the implementation of policies for the development of scientific research. (shrink)

Globalized workplace is increasingly moving into complex jobs requiring their employees to exhibit complex knowledge and complex skills. Though acquiring such complex skills or knowledge requires longer time, the pace of business puts pressure on organizations to accelerate the time it takes for their employees to become proficient in their jobs. This shift has challenged the conventional training and learning strategies, structure, methods, instructional design and delivery methodologies generally used by training providers and by the organizations. This paper (...) presents the preliminary research findings of a Doctorate research carried out using Grounded theory approach with over 71 in-depth interviews with leading experts in over 40 industries. Preliminary findings suggest that certain e-learning strategies and platforms hold better potential over others to successfully accelerate time-to-proficiency of individuals in leading organizations. This paper provides first look at 10 e-learning strategies and how those could be orchestrated before, during and after a formal training program to develop job-ready learners in shorter time. (shrink)

Coping with a relative with a learning disability could be a stressful experience for family members. The present study is aimed at exploring the coping strategies adopted by families in trying to make meaning of their situation. A qualitative study design using focus group discussions was adopted. Ten FGD sessions were held with family members of persons with a learning disability. Findings revealed patterns of family coping to include problem-focused, emotion-focused, and spiritual/religious-focused. Also, coping responses to a (...) learning disability varied based on the level of information available to families about the condition of their relative. In some cases, interspousal relationship was strained due to stress. It was recommended that families of persons with a learning disability need social support and professional help from social workers to facilitate the adoption of more positive-oriented coping strategies by family members. (shrink)

Cross‐situational word learning (XSWL) tasks present multiple words and candidate referents within a learning trial such that word–referent pairings can be inferred only across trials. Adults encode fine phonological detail when two words and candidate referents are presented in each learning trial (2 × 2 scenario; Escudero, Mulak, & Vlach, ). To test the relationship between XSWL task difficulty and phonological encoding, we examined XSWL of words differing by one vowel or consonant across degrees of within‐learning (...) trial ambiguity (1 × 1 to 4 × 4). Word identification was assessed alongside three distractors. Adults finely encoded words via XSWL: Learning occurred in all conditions, though accuracy decreased across the 1 × 1 to 3 × 3 conditions. Accuracy was highest for the 1 × 1 condition, suggesting fast‐mapping is a stronger learning strategy here. Accuracy was higher for consonant than vowel set targets, and having more distractors from the same set mitigated identification of vowel set targets only, suggesting possible stronger encoding of consonants than vowels. (shrink)

Recent work with infants suggests that plant foraging throughout evolutionary history has shaped the design of the human mind. Infants in Germany and the US avoid touching plants and engage in more social looking toward adults before touching them. This combination of behavioral avoidance and social looking strategies enables safe and rapid social learning about plant properties within the first two years of life. Here, we explore how growing up in a context that requires frequent interaction with plants (...) shapes children’s responses with the participation of communities in rural Fiji. We conducted two interviews with adults and a behavioral study with children. The adult interviews map the plant learning landscape in these communities and provide context for the child study. The child study used a time-to-touch paradigm to examine whether 6- to 48-month-olds in participating communities exhibit avoidance behaviors and social looking patterns that are similar to, or different from, those of German and American infants. Our adult interview results confirmed that knowledge about daily and medicinal uses of plants is widely known throughout the communities, and children are given many opportunities to informally learn about plants. The results of the child behavioral study suggest that young Fijian children, like German and American infants, are reluctant to reach for novel artificial plants and are fastest to interact with familiar household items and shells. In contrast to German and American infants, Fijian children also quickly reached for familiar real plants and did not engage in differential social looking before touching them. These results suggest that cultural contexts flexibly shape the development of plant-relevant cognitive design. (shrink)

Questions have been raised on what role the knowledge provided by sustainability science actually plays in the transition to sustainability and what role it may play in the future. In this paper we investigate different approaches to sustainability transformation of food systems by analyzing the rationale behind transformative acts-the ground that the direct agents of change act upon- and how the type of rationale is connected to the role of research and how the agents of change are involved. To do (...) this we employ Max Weber’s distinction between instrumental rationality and value-rationality in social action. In particular, we compare two different approaches to the role of research in sustainability transformation: (1) Performance-based approaches that measure performance and set up sustainability indicator targets and benchmarks to motivate the agents in the food system to change; (2) Values-based approaches that aim at communicating and mediating sustainability values to enable coordinated and cooperative action to transform the food system. We identify their respective strengths and weaknesses based on a cross-case analysis of four cases, and propose that the two approaches, like Weber’s two types of rationality, are complementary-because they are based on complementary observer stances—and that an optimal in-between approach therefore cannot be found. However, there are options for reflexive learning by observing one perspective-and its possible blind spots-from the vantage point of the other, so we suggest that new strategies for sustainability transformation can be found based on reflexive rationality as a third and distinct type of rationality. (shrink)

This research focuses on how research ethics committee and integrity board members discuss and decide on solutions to case scenarios that involve a dimension of research ethics or integrity in collaborative settings. The cases involved issues around authorship, conflict of interest, disregard of good scientific practice and ethics review, and research with vulnerable populations (children and neonates). The cases were set in a university, a hospital, or a research institute. In the research, we used a deductive qualitative approach with thematic (...) analysis. Twenty-seven research ethics committee and research integrity board members from 16 European countries and one country outside Europe participated. Participants represented natural and life sciences, social sciences, and humanities. They worked on cases involving ethical/integrity issues in six different constellations. Results show that experts apply key elements of ethical decision making, namely identification of ethical issues, stakeholders, guidelines, solutions, and own positionality, in dealing collaboratively with ethics/ integrity problems, and the nature of the application depends on the complexity of the case. Understanding how individuals knowledgeable in research ethics and integrity, in this case, individuals serving on research ethics committees and integrity boards, approach ethical/ moral issues can help to identify strategies that may be useful in the development of research ethics and integrity training for junior researchers who may benefit from learning professional strategies. (shrink)

Inquiry is an important learning strategy, even for students who cannot or do not perform actual experiments. The authors describe two activities, other than experimentation, that they used in introductory biology learning groups to emphasize inquiry abilities. They also provide recommendations for creating additional inquiry activities.

Review of: Greek for Life: Strategies for Learning, Retaining, and Reviving New Testament Greek, by Benjamin L. Merkle, Robert L. Plummer, Grand Rapids, MI: Baker Academic, 2017, pp. 176, US$21.99.

Behavioral evidence for the COVIS dual‐process model of category learning has been widely reported in over a hundred publications (Ashby & Valentin, ). It is generally accepted that the validity of such evidence depends on the accurate identification of individual participants' categorization strategies, a task that usually falls to Decision Bound analysis (Maddox & Ashby, ). Here, we examine the accuracy of this analysis in a series of model‐recovery simulations. In Simulation 1, over a third of simulated participants (...) using an Explicit (conjunctive) strategy were misidentified as using a Procedural strategy. In Simulation 2, nearly all simulated participants using a Procedural strategy were misidentified as using an Explicit strategy. In Simulation 3, we re‐examined a recently reported COVIS‐supporting dissociation (Smith et al., ) and found that these misidentification errors permit an alternative, single‐process, explanation of the results. Implications for due process in the future evaluation of dual‐process theories, including recommendations for future practice, are discussed. (shrink)

A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using “real-world” contexts in textbooks increases students’ motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context. The current study investigates the effects on learning and transfer of connecting mathematics strategies to specific people. (...) A total of 180 college students were presented with an example of a problem-solving strategy that was either linked with a specific person or presented without a person. Students who saw the example without a person were more likely to correctly transfer the novel strategy to new problems than students who saw the example presented with a person. These findings are the first evidence that using people to present new strategies is harmful for learning and transfer. (shrink)

This book provides ready to use strategies to promote student engagement in online spaces using a variety of tools and strategies to promote student success and retention.

A personal leadership fable on applying principles of Zen to work and life choices The Shibumi Strategy is a little book about a big breakthrough. It tells the story of a hardworking family man who finds himself in crisis when his company closes. Through his struggle, and guidance from unlikely sources, he learns subtle lessons in the form of "personal zen" principles, coming to understand that it is often the involuntary challenge, the setbacks, that harbor the power to transform. When (...) approached as an opportunity - no easy task-unforeseen trials can sometimes result in an altogether new lease on life. Shows how "personal leadership" can lead to real (and not always easy) breakthroughs Includes key lessons on commitment, preparation, struggle, breakthrough, and transformation Is based on Shibumi, a Japanese word without literal definition the describes the height of personal excellence, elegant performance, and effortless effectiveness For those struggling with personal breakthroughs, The Shubimi Strategy offers a new way to face work and life challenges for balanced solutions. (shrink)

Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and (...) collaborative learning environments, in particular the problem-based learning philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. (shrink)

This study investigated contributions of pre-service teachers’ endogenous and exogenous instrumentalities, their intrinsic and extrinsic motivations, and their use of self-regulation strategies to explain the extent to which they used strategies to purposefully integrate their knowledge across courses. With a total of 254 pre-service teachers’ survey-responses, results of a hierarchical multiple regression analysis indicated that their endogenous instrumentality of their current coursework, their use of metacognitive strategies and their use of deeper cognitive learning strategies contributed (...) to explaining their use of extensive knowledge integration strategies for completing coursework. Our results suggest that to develop pre-service teachers’ teaching expertise, they may need to have a strong understanding that the current course conte... (shrink)

This grounded study investigated the negotiation of authorship by faculty members, graduate student mentors, and their undergraduate protégés in undergraduate research experiences at a private research university in the northeastern United States. Semi-structured interviews using complementary scripts were conducted separately with 42 participants over a 3 year period to probe their knowledge and understanding of responsible authorship and publication practices and learn how faculty and students entered into authorship decision-making intended to lead to the publication of peer-reviewed technical papers. Herein (...) the theoretical model for the negotiation of authorship developed through the analysis of these interviews is reported. The model identifies critical causal and intervening conditions responsible for the coping strategies faculty and students employ, which, in our study, appear to often produce unfortunate consequences for all involved. The undergraduate student researchers and their graduate student mentors interviewed in this study exhibited a limited understanding of authorship and the requirements for authorship in their research groups. The power differential between faculty and students, the students’ limited epistemic development, the busy-ness of the faculty, and the faculty’s failure to prioritize authorship have been identified as key factors inhibiting both undergraduate and graduate students from developing a deeper understanding of responsible authorship and publication practices. Implications for graduate education and undergraduate research are discussed, and strategies for helping all students to develop a deeper understanding of authorship are identified. (shrink)

The emergence of the COVID-19 pandemic resulted in abrupt disruptions in teaching and learning activities in higher education, with students from diverse programs suffering varying levels of anxieties. The physical education field happens to be one of the most affected academic areas due to its experiential content as a medium of instruction. In this study, we investigated the roles of school climate and coping strategies in the relationship between COVID-19 related knowledge and anxiety. Through the census approach, a (...) cross-sectional sample of 760 students was administered a questionnaire in two universities offering Physical Education in Ghana: the University of Education, Winneba, and University of Cape Coast. The outcome of the study found a positive and significant link between COVID-19 knowledge and anxiety. Further, school climate and coping strategies significantly moderated the relationship between students’ COVID-19 knowledge and associated anxiety. The findings have implications for creating a conducive school environment that reduces the risk of COVID-19 infection and through students’ adoption of active coping strategies in an attempt to reduce psychological distress associated with COVID-19 anxiety. (shrink)

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political (...) theory agree that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students. (shrink)

Outlining the characteristics of “wicked” and “super‐wicked” problems, climate change is considered as a global super‐wicked problem that is primarily about the future. Being global‐ and future‐oriented makes climate change something we have to learn to live with but cannot expect to solve. Because the Institute on Religion in an Age of Science (IRAS) is a multidisciplinary society that yokes the natural and social sciences with values, it is in a position to explore strategies for living with climate change—exemplified (...) by the articles in this section. Finally, asking “who/what is in charge,” it is suggested that in a dynamically interrelated and evolving world no one is. It is important to distinguish between good that is already created and the creative interactions that give rise to new good. In order to live with climate change, our primary orientation should be to live with the creativity that has created and continues to create our life on Planet Earth—since we are not able to know what the future holds. (shrink)

In this paper I remark on Tanesini’s (2021) account of intellectual humility and servility as attitudes, with a focus on how this proposal intersects with the psychology literature on intellectual humility. I begin by discussing the implications this may have for empirical measures of intellectual humility, including concerns that some current measures seem to do a better job of capturing dispositional limitations-owning than virtuous intellectual humility. Additionally, I raise concerns that excluding interpersonal features and a motivation to learn from conceptualizations (...) of intellectual humility risk vicious manifestations of intellectual humility. Finally, I build on Tanesini’s (2021) ameliorative proposal centered on affirming one’s values by offering some specific strategies drawn from several psychology theories. These include Acceptance and Commitment Therapy, Social Learning Theory, and the Social Contact Hypothesis. (shrink)

Statistical properties in the visual environment can be used to improve performance on visual working memory tasks. The current study examined the ability to incidentally learn that a change is more likely to occur to a particular feature dimension and use this information to improve change detection performance for that dimension . Participants completed a change detection task in which one change type was more probable than others. Change probability effects were found for color and shape changes, but not location (...) changes, and intentional strategies did not improve the effect. Furthermore, the change probability effect developed and adapted to new probability information quickly. Finally, in some conditions, an improvement in change detection performance for a probable change led to an impairment in change detection for improbable changes. (shrink)

In three experiments we tested hypotheses derived from the goal specificity literature using a real-world physics task. In the balance-scale paradigm participants predict the state of the apparatus based on a configuration of weights at various distances from the fulcrum. Non-specific goals (NSG) have been shown to encourage hypothesis testing, which facilitates rule discovery, whereas specific goals (SG) do not. We showed that this goal specificity effect depends on task difficulty. The NSG strategy led to rule induction among some participants. (...) Among non-discoverers, SG participants were faster and more accurate on difficult problems than NSG participants. The use of misleading exemplars (scale configurations that obscured the rule governing outcomes) led to fixation on inappropriate hypotheses for NSG but not SG participants. When more diagnostic learning exemplars were used, NSG non-discoverers still performed worse than SG participants on difficult problems. SG participants also outperformed NSG participants on a post-test of difficult problems. These findings qualify the generality of goal specificity effects. (shrink)

Hugely facilitated by the Internet, plagiarism by students threatens educational quality and professional ethics worldwide. Plagiarism reduces learning and is correlated with increased fraud and inefficiency on the job, thus lessening competitiveness and hampering development.In this context, the present research examines 48 licenciatura theses and 102 masters theses from five of Mozambique’s largest universities. Of the 150 theses, 75% contained significant plagiarism (>100 word equivalents) and 39%, very much (>500 word equivalents). Significant plagiarism was detected in both licenciatura and (...) masters theses. By using both Turnitin and Urkund to identify potentially plagiarized passages, professionally verifying whether those passages contain plagiarism, and, if confirmed, counting the words involved, the study presents a new method for classifying the quantity and significance of plagiarism. The use of two text-similarity-recognition programs also improved the rate of detection and, in some theses, significantly increased the classification of the gravity of the plagiarism encountered.Based on a broad review of the literature, the article argues that, to combat wide-scale plagiarism, academic institutions need to cultivate a consensus among faculty and students about the definition and types of plagiarism, the appropriate penalties, and the paramount professional and economic need to nurture professional ethics. However, to achieve even partial success requires significant involvement by administrators, faculty, students and student leaders guided by a holistic strategy using technological, pedagogical, administrative and legal components to prevent and detect plagiarism and then reeducate or discipline students caught plagiarizing. (shrink)

We do not know how much clinical physicians carrying out clinical trials in oncology and haematology struggle with ethical concerns. To our knowledge, no empirical research exists on these questions in a Nordic context. Therefore, this study aims to learn what kinds of ethical challenges physicians in Sweden, Denmark and Finland face when caring for patients in clinical trials; and what strategies, if any, they have developed to deal with them. The main findings were that clinical cancer trials pose (...) ethical challenges related to autonomy issues, unreasonable hope for benefits and the therapeutic misconception. Nevertheless, some physicians expressed that struggling with such challenges was not of great concern. This conveys a culture of hope where health care professionals and patients uphold hope and mutually support belief in clinical trials. This culture being implicit, physicians need opportunities to deliberately reflect over the characteristics that should constitute this culture. (shrink)

We have developed a process model that learns in multiple ways while finding faults in a simple control panel device. The model predicts human participants' learning through its own learning. The model's performance was systematically compared to human learning data, including the time course and specific sequence of learned behaviors. These comparisons show that the model accounts very well for measures such as problem‐solving strategy, the relative difficulty of faults, and average fault‐finding time. More important, because the (...) model learns and transfers its learning across problems, it also accounts for the faster problem‐solving times due to learning when examined across participants, across faults, and across the series of 20 trials on an individual participant basis. The model shows how learning while problem solving can lead to more recognition‐based performance, and helps explain how the shape of the learning curve can arise through learning and be modified by differential transfer. Overall, the quality of the correspondence appears to have arisen from procedural, declarative, and episodic learning all taking place within individual problem‐solving episodes. (shrink)

Purpose Medical students receive a varying amount of training in medical ethics and are expected to navigate clinical ethical dilemmas innately. There is little literature on attempts to navigate ethical dilemmas experienced during early clinical experiences and whether current curricula prepare students for these dilemmas. This study explores the different ethical dilemmas experienced by medical students on their third-year clerkships and analyzes the factors, sources, and resolutions proposed by them.Methods From 2016 to 2018, third-year medical students completed a written assignment (...) to describe, analyze, and reflect on a clinical situation in which they experienced an ethical dilemma. They identified specific ethical dilemmas present, potential preventative and aftermath solutions, and reflected on their professional development from their experience. The research team utilized applied thematic analysis to identify themes and patterns in the data. A thematic matrix was utilized to examine similarities and differences across medical students.Results Of the 162 reflections, 144 (88.9%) students indicated an ethical dilemma that included issues related to autonomy and beneficence. Of these, 116 (71.6%) students found the two ethical principles in direct conflict. Students identified three common sources of this conflict: lack of communication; unclear understanding of clinical policies regarding family authority and psychiatric capacity; and medical negligence. Lastly, students suggested different solutions for dealing with and preventing this conflict.Conclusion Our findings suggest that an overwhelming number of students face ethical challenges when confronted with medical situations that raise conflicts between autonomy and beneficence. Their recommended solutions reveal an appeal among students to have tools and strategies in place to ease the need to make difficult decisions. Medical students might be better served by learning about the complexities of ethical decision-making and the likelihood of experiencing moral distress when they feel an inability to implement what they envision as the best solution. (shrink)

Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and (...) collaborative learning environments, in particular the problem-based learning (PBL) philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. (shrink)

School tourism constitutes a source of learning to strengthen the cultural identity of students. The objective was to compare the development of school tourism in the educational institutions San Pedro Chanel and Carlos Augusto Salaverry. The Leiper space approach was used. The exhibition was constituted by 200 high school students and 20 teachers. The results show that there is statistically significant differences regarding the knowledge of the tourist resources of the province of Sullana. It was concluded that educational tourism (...) is a strategy that tries to bring the student closer to knowledge, awareness and assessment of tourist resources. (shrink)

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal (...) and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p <.001), professional development (p ≤.002), and self advocacy (p <.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

In vocational rehabilitation, empowerment is understood as the notion that people should make an active, autonomous choice to find their way back to the labour process. Following this line of reasoning, the concept of empowerment implicitly points to a specific kind of activation strategy, namely labour participation. This activation approach has received criticism for being paternalistic, disciplining and having a one-sided orientation on labour participation. Although we share this theoretical criticism, we want to go beyond it by paying attention to (...) the practical consequences of understanding empowerment as an activation strategy. Inspired by the field of Science and Technology Studies, we will explore the meaning of empowerment and activation in concrete practices of vocational rehabilitation in the Netherlands. Our analysis is based on the narratives of people with a work disability about their lives and the vocational rehabilitation programmes they participated in. We present five illustrative cases that how empowerment is ‘done’ in the practice of vocational rehabilitation and its unintended effects. Our analysis demonstrates that activation strategies seem to be caught in a paradox: instead of including people in society, they have excluding consequences. Vocational rehabilitation professionals can go beyond this paradox by learning from the ways in which empowerment is ‘done’ by clients in vocational rehabilitation programmes. (shrink)

In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel Foucault can be (...) mobilized to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co‐exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy? (shrink)

Conducted among parents of young ice hockey players, this field experiment tested if making salient increasingly popular social norms that promote sportspersonship, learning, and having fun in sports, increases parents’ own self-determined endorsement of these behaviors and values, improves their psychological well-being, and impacts on their children’s on-ice behaviors. Hockey parents were randomly assigned to the experimental condition vs. control condition. Parents’ motivations for encouraging their child to learn and to have fun in hockey were then assessed. Score sheets (...) for the games that followed the study provided access to their children’s on-ice behaviors, as indicators of sportspersonship. Parents in the experimental condition reported higher self-determination for encouraging their child to learn and have fun in hockey compared to parents in the control condition. Furthermore, children of parents in the experimental condition had more assists. A mediation model revealed that the dynamic norms manipulation increased parents’ self-determined motivation for encouraging their child to learn and to have fun in hockey, which in turn, predicted higher psychological well-being. Together, these results provide support for the contention that highlighting increasingly popular social norms that promote sportspersonship, learning, and fun in sports, represents a promising strategy for creating positive social change in this life context. (shrink)

Symbolic arithmetic is fundamental to science, technology and economics, but its acquisition by children typically requires years of effort, instruction and drill1,2. When adults perform mental arithmetic, they activate nonsymbolic, approximate number representations3,4, and their performance suffers if this nonsymbolic system is impaired5. Nonsymbolic number representations also allow adults, children, and even infants to add or subtract pairs of dot arrays and to compare the resulting sum or difference to a third array, provided that only approximate accuracy is required6–10. Here (...) we report that young children, who have mastered verbal counting and are on the threshold of arithmetic instruction, can build on their nonsymbolic number system to perform symbolic addition and subtraction11–15. Children across a broad socio-economic spectrum solved symbolic problems involving approximate addition or subtraction of large numbers, both in a laboratory test and in a school setting. Aspects of symbolic arithmetic therefore lie within the reach of children who have learned no algorithms for manipulating numerical symbols. Our findings help to delimit the sources of children’s difficulties learning symbolic arithmetic, and they suggest ways to enhance children’s engagement with formal mathematics. We presented children with approximate symbolic arithmetic problems in a format that parallels previous tests of non-symbolic arithmetic in preschool children8,9. In the first experiment, five- to six-year-old children were given problems such as ‘‘If you had twenty-four stickers and I gave you twenty-seven more, would you have more or less than thirty-five stickers?’’. Children performed well above chance (65.0%, t1952.77, P 5 0.012) without resorting to guessing or comparison strategies that could serve as alternatives to arithmetic. Children who have been taught no symbolic arithmetic therefore have some ability to perform symbolic addition problems. The children’s performance nevertheless fell short of performance on non-symbolic arithmetic tasks using equivalent addition problems with numbers presented as arrays of dots and with the addition operation conveyed by successive motions of the dots into a box (71.3% correct, F1,345 4.26, P 5 0.047)8.. (shrink)

This article examines the role of medical doctors, AI designers, and other stakeholders in making applied AI and machine learning ethically acceptable on the general premises of shared decision-making in medicine. Recent policy documents such as the EU strategy on trustworthy AI and the research literature have often suggested that AI could be made ethically acceptable by increased collaboration between developers and other stakeholders. The article articulates and examines four central alternative models of how AI can be designed and (...) applied in patient care, which we call the ordinary evidence model, the ethical design model, the collaborative model, and the public deliberation model. We argue that the collaborative model is the most promising for covering most AI technology, while the public deliberation model is called for when the technology is recognized as fundamentally transforming the conditions for ethical shared decision-making. (shrink)

What I would add, and what Reichert seems unable to see, is that the facts of the text do not identify themselves. He faults Roskill for failing to see that coherence is not a function of the text but of "principles we bring to the text"; yet he himself does not see that the text, insofar as one can point to it, is produced by those same principles. Indeed, Reichert is continually doing the very thing for which he criticizes Roskill, (...) attributing to the text qualities and features that are the product of interpretive strategies. Thus, for example, he cites the instance of "the interpreter . . . noticing something in the text that makes his former reading seem implausible" as evidence that the text is at some level independent of interpretation; but noticeability is a function of what it is possible to notice given a particular set of assumptions: a reader innocent of the principles of typology would be incapable of "noticing" a typological pattern, whereas for a reader like Madsen, the pattern will seem to announce itself; and a reader who "notices" something he didn't "notice" before is a reader who is proceeding within a different set of interpretive assumptions. That which is noticeable, in short, can never be the means of confirming or constraining interpretations because it is always a product of one. The same argument dissolves the distinction, invoked by Reichert, between extratextual and textual evidence; it is not that such a distinction is never in force but that what counts as internal and external evidence will vary according to the interpretive principles one espouses. Just what is and what is not extratextual is a matter of continual debate, and when the debate has been concluded, it is not because the matter has been settled by the facts but because one set of interpretive principles has won the right to say what the facts are. Stanley E. Fish is the author of, among other works, Is There a Text in This Class: The Sources of Interpretative Authority. His contributions to Critical Inquiry include "Facts and Fictions: A Reply to Ralph Rader" , "Interpreting the Variorum" , "Interpreting 'Interpreting the Variorum'" , "Normal Circumstances, Literal Language, Direct Speech Acts, the Ordinary, the Everyday, the Obvious, What Goes without Saying, and Other Special Cases" , and "A Reply to John Reichert; or, How to Stop Worrying and Learn to Love Interpretation". (shrink)

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration (...) of digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In (...) addition, combining processes of provided notes and passive review results in incremental, additive performance via certain ethical sensemaking strategies and EDM quality. (shrink)

This article presents a process account of some typicality effects and related similarity-dependent accuracy and response time phenomena that arise in the context of supervised concept acquisition. We describe Symbolic Concept Acquisition (SCA), a computational system that acquires and activates category prediction rules. In contrast to gradient representations, SCA performs by probing for prediction rules in a series of discrete steps. For learning new rules, it acquires general rules but then incrementally learns more specific ones. In describing SCA, we (...) emphasize its functionality in terms of accuracy and efficiency and motivate its design within the set of symbolic mechanisms and memory structures defined by the Soar architecture (Laird, Newell & Rosenbloom, 1987). For replicating human behavior, we first show how SCA exhibits some typicality effects in the course of learning responding faster and more accurately to more typical test examples. Then, using data from human experiments, we evaluate SCA's qualitative predictions on accuracy and response time on individual dataset instances. We show how SCA's predictions correlate with human data across three experimental conditions concerning the effect of instruction on learning strategy. (shrink)

The situational context within which an activity takes place, as well as the personality characteristics of individuals shape the types of strategies people choose in order to regulate their emotions, especially when confronted with challenging or undesirable situations. Taking self-regulation as the framework to study emotions in relation to learning and performing chamber music canon repertoire, this quasi-experimental and intra-individual study focused on the self-rated emotional states of a professional classical cellist during long-term sustained practice across 100-weeks. This (...) helped to develop greater awareness of different emotions and how they vary over artistic events. Data analysis included traditional psychometric measurements to test the internal consistency of the time series data as well as the relationship between variables. The study mapped the cellist’s flexible regulation of 17 different positive and negative emotions empirically linked to learning and achievement while practicing within the social context of performing music publicly at a high level. Findings arising from the study help with understandings of how to support musicians to maximize their artistic potential by reducing emotion dysregulation and strengthening the types of adaptive methods that enable them to manage their own emotions. (shrink)

The emerging field of synthetic biology, the designing and construction of biological parts, devices and systems for useful purposes, may simultaneously resolve some issues and raise others. In order to develop applications robustly and in the public interest, it is important to organize reflexive strategies of assessment and engagement in early stages of development. Against this backdrop, initiatives related to the concept of Responsible Research and Innovation have also appeared. This paper describes such an initiative: the construction of future (...) scenarios to explore the plausibility and desirability of potential synthetic biology innovations. We guided teams of synthetic biology students who participated in the large international Genetically Engineered Machines competition, in constructing scenarios aimed at exploring the plausibility and desirability of potential synthetic biology innovations. In this paper we aim to examine to what extent, and how, constructing such future scenarios contributes to RRI. In order to do so, we conducted observations and interviews to understand what kind of learning and reflection was promoted by constructing the scenarios in terms of four dimensions, which are discussed prominently in the literature on RRI: anticipation, inclusion, reflexivity and responsiveness. While we focus on how constructing future scenarios can contribute to strengthening RRI at a project level, we also consider how far our experiment may foster RRI in the iGEM competition in general, and perhaps even inspire constructive collaboration between ‘social scientists’ and ‘natural scientists’ in the context of larger scientific research programmes. (shrink)

What and how to teach religious moderation at the undergraduate level still concerns academics. This study aims to explore the perceptions of lecturers and students about the objectives, content, and strategies used in learning religious moderation. This study uses a multiple-case exploratory design with a qualitative approach. Data were collected through interviews with eight lecturers and 15 students from public and Islamic universities in Indonesia. Data analysis in this study used conventional content analysis methods with an inductive coding (...) process. The first two authors analysed data, and their agreement was calculated using Cohen’s kappa of 0.90. As a result, participants said that the ultimate goal of learning moderation in religion is to teach students about aligning views on religion and non-religion. The content that needs to be taught early and as a firm root of religious moderation is the internal harmony of religious communities. Finally, the development of campus culture can be an alternative model to internalise the values of religious moderation. Contribution: Overall, this research helps us to understand what kind of religious moderation learning we want to introduce in Indonesian universities. (shrink)

Social networks play a significant role in learning and thus in farmers’ adoption of new agricultural technologies. This study examined the effects of social network factors on information acquisition and adoption of new seed varieties among groundnut farmers in Uganda and Kenya. The data were generated through face-to-face interviews from a random sample of 461 farmers, 232 in Uganda and 229 in Kenya. To assess these effects two alternative econometric models were used: a seemingly unrelated bivariate probit model and (...) a recursive bivariate probit model. The statistical evaluation of the SUBP shows that information acquisition and adoption decisions are interrelated while tests for the RBP do not support this latter model. Therefore, the analysis is based on the results obtained from the SUBP. These results reveal that social network factors, particularly weak ties with external support, partially influence information acquisition, but do not influence adoption. In Uganda, external support, gender, farm size, and geographic location have an impact on information acquisition. In Kenya, external support and geographic location also have an impact on information acquisition. With regard to adoption, gender, household size, and geographic location play the most important roles for Ugandan farmers, while in Kenya information from external sources, education, and farm size affect adoption choice. The study provides insight on the importance of external weak ties in groundnut farming, and a need to understand regional differences along gender lines while developing agricultural strategies. This study further illustrates the importance of farmer participation in applied technology research and the impact of social interactions among farmers and external agents. (shrink)

Past research found performance differences between monolingual and bilingual children in the domain of executive functions. Furthermore, recent studies have reported advantages in processing efficiency or mental effort in bilingual adults and children. These studies mostly focused on the investigation of “cold” EF tasks. Studies including measures of “hot” EF, i.e., tasks operating in an emotionally significant setting, are limited and hence results are inconclusive. In the present study, we extend previous research by investigating performance in a task of the (...) “hot” EF domain by both behavioral data and mental effort via pupillary changes during task performance. Seventy-three monolingual and bilingual school children solved the Iowa Gambling Task in two different conditions. In the standard task, characterized by constant gains and occasional losses, children did not learn to improve their decision-making behavior. In a reversed task version, characterized by constant losses and occasional gains, both monolinguals and bilinguals learned to improve their decision-making behavior over the course of the task. In both versions of the task, children switched choices more often after losses than after gains. Bilinguals switched their choices less often than monolinguals in the reversed task, indicating a slightly more mature decision-making strategy. Mental effort did not differ between monolinguals and bilinguals. Conclusions of these findings for the bilingual advantage assumption will be discussed. (shrink)

The serotonin transporter plays an important role in regulating serotonergic transmission via removal of serotonin from synaptic clefts. Alterations in 5-HTT expression and subsequent 5-HT transmission have been found to be associated with changes in behaviour, such as fearfulness or activity, in humans and other vertebrates. In humans, alterations in 5-HTT expression have been suggested to be able to lead to better learning performance, with more fearful persons being better at learning. Similar effects of the variation in the (...) 5-HTT on fearfulness have been found in chickens, and in this study, we investigated effects on learning. Therefore, we tested 52 adult laying hens, differing in their functional 5-HTT genotype in an operant learning paradigm in three different phases and in a tonic immobility test for fearfulness. We found that the 5-HTT polymorphism affects the initial learning performance of laying hens, with homogeneous wild-type hens being the slowest learners, and the most fearful birds. W/W hens, showed significantly more choices to solve the initial learning task and had the highest latencies in a tonic immobility test, indicating the highest fearfulness. Our results provide interesting first insights into the role of 5-HTT in chickens and its sensitive interaction with the environment. We further suggest that the 5-HTT gene can be an interesting target gene for future breeding strategies as well as for further experimental studies. (shrink)