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Brain activity comparison in patients with broca's aphasia before and after rehabilitation
Full text linkWith the help of existing electroencephalography (EEG) data, we wished to compare brain activity in patients with Broca's aphasia before and after rehabilitation, and wanted to find out, whether the effect of therapy can be seen from the analysis of brain connectivity, frequency analysis and source localization. The data consists of patients’ EEG recordings while they were solving verbal and visuospatial working memory tasks. We started our research by first preprocessing the data, and continued by doing brain activity's source reconstruction, which is often called source localization. Moreover, we analysed the power spectrum of certain frequency bands – analysed the theta frequency band (4–7 Hz) and gamma frequency band (30–60 Hz). For brain connectivity measures we focused on the ones that calculate functional brain connectivity, so signals that are somehow statistically connected with each other. The goal of this research was to thoroughly analyse brain activity from the EEG data before and after rehabilitation, and see if we can conclude how effective the therapy was for patients with Broca's aphasia based on our results. Most of our calculations for brain connectivity and theta and gamma power showed a significant difference after rehabilitation – we noticed a difference for all combinations of the tasks and frequency bands after rehabilitation, p < 0.05. Based on our results, we conclude that we can infer the effect of rehabilitation from brain activity and connectivity analyses
Critical analysis of the construction of conceptual frameworks in cognitive science
Full text linkThe master's thesis deals with the question of how to place conceptual activity into a naturalistic image of the world which is in the process of being produced by modern natural science. As the framework for my thesis, I take the philosophical system of Wilfrid Sellars and his articulation of the conflict between the manifest and the scientific image of man-in-the-world. I start by focusing on Sellars' defense of scientific realism and the paradox which we encounter when we try to reduce conceptual activity to mere causal descriptions. In the second part I articulate the possibility of resolving the paradox with an understanding of the double-faced nature of intentional phenomena as belonging both to the realm of normativity as well as to the causal realm. Focusing on the normativity of linguistic behavior, I show that using a functional theory of meaning conceptual thinking and self-awareness can be successfully located within a naturalistic ontology of the world. The third part concerns the question of how our conceptual frameworks are constrained by a world that we discover and not merely create. I invoke Sellars' elaboration of prelinguistic representational systems, which I reconceptualize with the help of enactivism and predictive processing. I finish with the idea, that the externalization of our representational capacities into a distributed linguistic system formed at the level of community, is what allows the reformatting of sentience into sapience. From this I derive the elusiveness of providing a final naturalistic description of human conceptual nature in an ideal scientific image
The Wind of Change: Improving Teaching Practice through Partnership: INSHIP 2022 International Conference : 30 August 2022 : book of abstracts
Full text linkThis conference volume contains abstracts of the presentations given at the final conference of the project INSHIP on 30 August 2022 entitled The wind of change:
improving teaching practice through partnership. It contains 7 plenary lectures and PowerPoint presentations by the partners of INSHIP as well as 27 contributions dealing
with different topics and good practices in implementing teaching practice in pre-primary, primary and secondary education. The diversity of the content of the contributions shows that the problem of student teachers' teaching practice is a current issue in all sectors and raises various substantive and systemic questions about the quality of teaching practice in the context of initial teacher education. The added value of the presentations, which is
in line with the title of the conference, lies in the professional dialogue we were able to establish between more than 50 participants at the conference. In the discussion that developed around the different topics, we heard presentations from the practice of preschool, primary, secondary and tertiary teachers and found that some of the issues, especially collaboration, are universal regardless of the level of education
The view of educators on the attitude of kindergarten children to learn English as a foreign language
Full text linkEnglish is a global language, knowledge of which is crucial to academic and professional
success in most disciplines. English is already introduced in kindergarten curriculums, the
purpose of which is primarily to learn the language and to create a positive attitude towards
learning a foreign language. Attitude towards a foreign language is a critical factor in
learning results and as such worth of researching how to positively influence it.
The thesis goals are to research the attitude of kindergarten children towards English, to
examine the influence of children’s attitude on learning results and to point out the key
factors that influence the attitude of children towards English as a foreign language
according to the teachers’ opinions. According to the opinions, we will form the
recommendations for teaching English in kindergarten.
In order to achieve the goals, we conducted interviews between two kindergarten teachers
and two kindergarten assistant teachers that are participating at English language course that
kindergartens offer as an additional activity. The key findings are that children have a
positive attitude towards learning a foreign language, which they learn fast. External teachers
mainly influence children’s positive attitudes and academic success because children form a
special relationship with them. Another positive factor is, according to teachers’ opinions,
children’s previous knowledge from home environment because their parents play to them
English cartoons and songs. Success in further learning and positive attitude towards the
English language depend on the continuity of language learning, children’s talent and
interest in the language
Use of mobile devices for reading e-materials among students of the University of Ljubljana
Full text linkIn the dissertation we investigated the use of mobile devices for reading e-materials (e-books, e-articles) for study purposes among students at the University of Ljubljana and the factors influencing the use and non-use. The research provided a deeper insight into the behavior of students at the University of Ljubljana in using mobile devices for study purposes, especially for reading e-materials (e-books, e-articles), which has not been explored before. Knowing how they search for information on mobile devices, their attitude towards using mobile devices for reading e-materials and the factors influencing their use / non-use can be a starting point for planning mobile services in university libraries. The survey on the use of mobile devices for reading e-materials was conducted among students from different faculties of the University of Ljubljana. Actual usage of some online services was analyzed using system logs for different time intervals. As the analysis of transaction logs showed that access from mobile devices to websites for study purposes is low, we used an online survey to investigate students' information behavior when using mobile devices for study purposes and to read e-materials. Through the survey, data were obtained on the characteristics, opinions, beliefs and attitudes of the students of the University of Ljubljana regarding the use of mobile devices for reading e-materials, as well as data on the current state of library services for mobile devices in UL libraries. Since we assumed that the attitude and purpose of using mobile devices for reading e-materials for students is also influenced by the perception of mobile devices, we also investigated this in the context of Technology Acceptance Model (TAM). Using TAM, we examined how these factors influence students' attitudes and intentions to use mobile devices to read e-materials.Through a qualitative study using the method of standardized interview and structured observation, we sought to explore the reasons behind students' actual information seeking behavior when using mobile devices. Due to the nature of qualitative research, it was conducted on a small sample of students from different faculties of the University of Ljubljana. The results showed that UL students already use mobile devices for study purposes, most often a smartphone. Most of them use it for communication and searching for information. In a qualitative study, UL students indicated that they use a PC for more challenging study tasks and use mobile devices for this purpose only when a PC is not available. A confounding factor for UL students when using mobile devices for study purposes, in addition to the small screen/keyboard and poorer page visibility, is the lack of ability to highlight text. In addition to technical problems, low information literacy in using electronic databases and low familiarity with library services offered for mobile devices (electronic databases) are barriers to reading e-texts for study. UL libraries mostly already have mobile services in place, but they are currently under-promoted. One of the ways to promote is through training, but the choice of the form of training requires attention, as conducting workshops, for example, requires that the librarians have both technological and technical knowledge. Providing services for mobile devices therefore requires professional training for librarians, which requires additional resources and staff readiness for additional activities in the library. This brings new challenges to UL libraries, as they will have to take into account that their users also read in electronic formats
Editorial
Full text linkThis issue of CEPSj introduces papers that are not a part of a specific focus
but fall into the category of Varia. The content of the papers differs, and they
comprise topics from the inclusion of differentiation in literacy lessons, college
attendance among low-income students, stress among primary school teachers,
quality pedagogical practice in early childhood education institutions relating
to children at risk of social exclusion, leadership in the organisational culture
of preschool institutions and organisational culture in public universities. The
second part of this CEPSj Varia issue deals with the influence of Covid-19 on
education in different countries
Fine art interpretation as a means of social critique and awareness raising
Full text linkWith its first public appearance, Pablo Picasso's Les Demoiselles d'Avignon caused a public uproar. Despite its avantagarde nature, the public reacted quite negativelly to the painting at first. Not because of what was painted, but how it was painted. People were not used to seeing something like that and so the painting was recieved as far from beautiful. From this point, the art basis splits into two directions.
The first directon being the corelation between art and society. In the case of Les Demoiselles d'Avignon, it was society that reacted to art, however in other cases, it is art that reacts to society as well. In this thesis, the connection between art and society is expanded on and shown through examples.
The second direction focuses more on society rather than art. Les Demoiselles d'Avignon were not seen as beautiful. From this, it is possible to draw a direct line to todays time, where there are many qualities, that are not deemes as beautiful either. These qualities are rarely showcased publicly and discussing them is even less frequent. Body image, religion, sexual identity, race, dissability, all of those are qualities that, on a broader scale, under certain conditions (read: are not a privileged white male) experience marginalisation, discrimination, scorn and expulsion from society. These groups of people are discussed in this thesis and later on connected back to art, reestablishing the connection between society and art.
For the purpose of indepth understanding and connecting the chosen themes with the art basis, this thesis uses the method of art interpretaion as a means of experiential understanding of the painting. With a thorough, art theory based analysis, it represents the foundation on which the actual interpretation, with the social themes woven into it, stands. In this way, I increase my understanding of the painting, as well as connecting all before mentioned aspects and joining them into a cohesive synthesis
Connections between physiological and experiential correlates of computational task solving
Full text linkIn this thesis, we used a neurophenomenological approach to study the phenomenon of solving computational problems. We designed a study where we monitored the participants physiological responses and subjective experience in parallel, while the participants were solving computational tasks. To gather a description of the experience, we used the technique of micro-phenomenological interview, and physiological responses were obtained by measuring skin conductance. Physiological responses and experiential characteristics were analyzed separately and attempted to be typologized. We also examined possible connections between physiological and experiential data. We found that there is a connection between attitude towards solving computational problems and the emotional state of the participant. Additionally, we found that the visual display of time negatively affects experiential data, physiological data and performance. The results of our study could bring new insights to the diversity of physiological and experiential characteristics of solving computational problems
Breztežnost in kaj ima s tem Newton
Full text linkBreztežnost oziroma brez-težnost je pojav, ko
telesom manjka teža ali pa občutenje teže. Občutenje
breztežnosti je nasprotje občutenja težnosti
Experiences and opinions of mathematics and physics teachers regarding cross-curricular integration
Full text linkCross-curricular integration is the integration of different contents and objectives of individual subjects. Selected topics must be discussed comprehensively and presented from as many different aspects as possible, so they can be understood by all. That is not an easy thing to do, so teachers must be properly qualified for implementing cross-curricular teaching and, above all, willing to teach that way.
Cross-curricular integration can be carried out in many ways, but the most important thing is that theory and practice are intertwined. Through cross-curricular integration students are to gain new knowledge from different areas. It is the teacher's role to guide the students and motivate them to work. Through cross-curricular integration the students learn about and meet new learning objectives on their own. Research shows that teachers do not often implement cross-curricular integration; the main reasons are said to be a lack of literature and of knowledge.
The theoretical section gives a historical overview of cross-curricular integration and its definition. It mentions its main characteristics, describes the role of the teacher and the student in cross-curricular teaching, and defines the teacher's professional development through the implementation of cross-curricular integration. Then, it mentions and describes the models and strategies of cross-curricular integration, as well as its advantages and barriers. Lastly, I reviewed the Mathematics and Physics curricula and defined potential links between the two subjects, as the theoretical section focused on the cross-curricular integration between Mathematics and Physics with other subjects.
Qualitative research was conducted in the empirical section to get a better insight into the experiences and opinions of Mathematics and Physics teachers regarding cross-curricular integration. Four aspects were placed at the forefront: the frequency of implementation; the teachers' experiences; their opinions; and the topics teachers consider the most appropriate for integration.
Through the research I attempted to determine the experiences and opinions of Mathematics and Physics teachers regarding cross-curricular integration. By conducting interviews, I involved 10 Mathematics and Physics teachers in the survey. It has been determined that teachers do not carry out cross-curricular integration often
and that they would like to do so more often. Most of them mentioned lack of time as the reason for that. When they do carry out cross-curricular integration, they do so mainly to show the students how the subject can be applied in everyday life, so the students can get the most out of this teaching method. They usually rely on those who teach the same subject or at least a similar one. Teachers have positive experiences with cross-curricular integration. They believe that teachers have much to gain through cross-curricular integration and the students even more so. The students and teachers alike gain new knowledge and skills, and improve cooperation among fellow teachers or classmates. The teachers also encounter barriers, most often a lack of interest among fellow teachers in collaborating, and a shortage of time. Regardless, most teachers feel that the advantage of cross-curricular integration lies in motivating the students and increasing their interest in working and learning. At the end, the teachers enumerated quite a few useful cross-curricular links which they find sensible and which they implement; each of them also described at least one example of good practice