1,721,010 research outputs found
Creating supportive learning environments
No full textEffective classroom management is necessary to create a supportive learning environment and a supportive learning environment is essential if students' learning experiences are to be meaningful. In this chapter we will examine the key features which constitute a supportive learning environment. We will look at the importance of classroom management with different approaches and strategies to maintaining it such as Kounis's concept of "withitness" and Dreikur's logical consequences. We discuss the Humanist approach to classroom management that advocates the need for developing supportive relationships between the teacher and the students. We will also identify features needed to create a classroom climate conducive to positive learning outcomes as well as consider the role of emotions in learning and how attending to this element supports students' learning
Individual differences in thinking and learning
No full textIn this chapter we will focus on individual differences and how such differences influence thinking and learning. An understanding of the processes of learning and thinking is an essential tool for effective learning in classrooms. We will examine cognitive views of learning which emphasises the importance of thinking processes, as well as metacognition, or knowledge and thought about learning itself. We will also examine the reasons why independent thinking and self-regulated learning are such important aspects in an effective learning environment, as well as giving you some strategies to enhance self-regulation in your students. Additionally, we will examine the concept of intelligence, looking at the psychometric approach, Howard Gardner's multiple intelligences and Sternberg's theory of intelligence. Lastly, we will briefly explore the concepts of giftedness, talent and creativity
Determinants of muscle and bone aging
No full textLoss of bone and muscle with advancing age represent a huge threat to loss of independence in later life. “Osteoporosis represents a major public health problem through its association with fragility fractures, primarily of the hip, spine and distal forearm” (Moselhy et al., 2012). Sarcopenia, the age related loss of muscle mass and function, may add to fracture risk by increasing falls risk. In the context of muscle aging, it is important to remember that it is not just a decline in muscle mass which contributes to the deterioration of muscle function. Other factors underpinning muscle quality come into play, including muscle composition, aerobic capacity and metabolism, fatty infiltration, insulin resistance, fibrosis and neural activation. Genetic, developmental, endocrine and lifestyle factors, such as physical activity, smoking and poor diet have dual effects on both muscle and bone mass in later life and these will be reviewed here. These include poor nutrition, lack of physical activity and cigarette smoking, comorbidities or medication use. Recent work has highlighted a possible role for the early environment. Inflammaging is an exciting emerging research field that is likely to prove relevant to future work, including interventions designed to retard to reverse bone and muscle loss with age
Type 1 and 2 diabetes mellitus: comprehensive fracture risk: relationships in UK Biobank
Full text linkWe aimed to investigate associations between diabetes mellitus and incident fracture, stratified by diabetes type (1 or 2), disease duration and microvascular complications of diabetes. This prospective cohort analysis used data from the UK Biobank, a large population-based cohort of participants recruited 2006-2010 at age 40-69 yr. The exposure was type 1 or type 2 diabetes at baseline, with the outcome of first incident osteoporotic fracture. Poisson regression was used to calculate incidence rate ratios (IRRs) for osteoporotic fracture to investigate prospective relationships between diabetes type 1 or 2 and fracture risk independent of traditional clinical risk factors, estimated bone mineral density by heel ultrasound (eBMD), adiposity, and C-reactive protein. The role of diabetic microvascular complications and associations between diabetes duration and fracture risk were studied. There were 498 949 participants (271 882 women, mean age 56 yr; 227 067 men, 57 yr). In fully adjusted models, type 1 and 2 diabetes were associated with increased fracture risk [type 1; IRR: 2.93 (95%CI:2.37,3.62); type 2: 1.25 (1.14,1.38)], similar by sex. The magnitude of risk associated with type 2 diabetes increased with duration of disease. Increasing number of microvascular complications was associated with greater fracture risk [any vs no complications, IRR 2.03 (1.57,2.62)]. Diabetes is associated with increased risk of fracture (magnitude of effect greater in type 1 than type 2 diabetes). Associations were partly independent of traditional risk factors, adiposity, eBMD and CRP. Type 2 diabetes disease duration and the presence of microvascular complications in both types were dose-dependent risk factors for fracture
Embedding 'philosophy in the classroom' in pre-service teacher education
No full textThe holistic conception of the troika, as described in the first chapter, centres on the relationship between the implicit and explicit teaching of values the nurturing of the specific dimensions of quality teaching and the opportunity to ‘walk the talk’ of the values education program through aspects such as practical citizenship (Lovat, Toomey, Clement, Crotty & Nielsen, 2009). It is proposed in this chapter that the conception can be realized through the embedding of Philosophy in the Classroom within pre-service teaching programs. The troika, a Russian sleigh with three horses, only function well when there is complete synergy and balance between all Classroom is a scaffold for ensuring that all three elements of the troika, namely, quality teaching, values education and service learning in the form of education for citizenship, exist within the classroom to achieve an optimal learning, growth and wellbeing for all students. For this to be more widely accomplished Philosophy in the Classroom and discusses how it constitutes a successful synergy and balance of the troika for effective teaching. It then proposes how it might be embedded into pre-service teacher education
Osteoporosis and fracture risk: a practical guide for neurologists
No full textMany people with neurological disorders are at high risk of osteoporosis and fragility fractures. Such fractures are a leading cause of disability and premature mortality. There are various underlying mechanisms, including reduced bone mineral density from biomechanical factors (eg, reduced muscle strength), inflammation and/or medications such as glucocorticoids, together with an increased risk of falls. Neurologists are well placed to initiate measures to protect bone health. In this review, we address the epidemiological associations between bone health, fracture risk and different neurological disorders and elucidate the potential underlying mechanisms. We set out overarching principles for managing bone health in the context of neurological disorders, together with guidance for specific diseases.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Personal, Social and Moral Development
No full textThis chapter will consider views of self-concept, self-esteem and identity in relation to self development through childhood and adolesence. The importance of social interactions such as teacher-student relationships, student-student relationships and parent-student relationships will also be discussed. Peer relationships are significant in a child's life as they impact on social, moral and emotional development. Through developing positive relationships, young people define their roles and status in relation to others. Interaction with other people provides opportunities to learn social skills and develop sensitivity to what matters to others. Through negative interactions, however, feelings of loneliness, anxiety and the potential for future problems like dropping out of school can occur. Teachers have a role in helping young people develop a positive sense of self and in providing opportunities for positive social, moral and emotional development
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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