1,720,968 research outputs found
Sensory-Motor Aspects of Nervous Systems Disorders: Insights from Biosensors and smart technology in the dynamic assessment of disorders, their progression, and treatment outcomes
No full textThis eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Sensory-Motor Aspects of Nervous Systems Disorders: Insights from Biosensors and smart technology in the dynamic assessment of disorders, their progression, and treatment outcomes
No full textThis eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Social and emotional development in nurture groups : the narrative structure of learning through companionship
No full textThis paper provides insight into the intersubjective nature of the nurture group experience for children in the early stages of primary school. The study investigates the psychological processes involved in the socio-emotional development of children in nurture groups and considers how they participate and make meaning through the relationships they build in the groups. A theory of narrative meaning-making guides the understanding of the ways in which children make sense of their nurture group experience and provides a methodological tool to explore this experience. Over one school year, the children’s interconnectedness with others is measured through their levels of involvement and participatory engagement with people and experiences in the nurture group. Patterns of embodied narrative engagement are studied to provide a ‘picture’ of the child’s lived experience, and its development over time
Learning embodied narrative patterns of meaning-making: Nurturing human nature in school / Μαθαίνοντας τα ενσώματα αφηγηματικά πρότυπα δημιουργίας του νοήματος: Καλλιεργώντας την ανθρώπινη φύση στο σχολείο
No full textEducation is participatory and embodied. It requires active participation from both teacher and learner to come together to co-create shared projects of discovery that allow meaning to unfold and develop between them as individuals. This paper advances theory on the intersubjective and embodied nature of meaning-making in teaching as constituted by narrative units. It considers the developmental progression of subjective meaning-making by the child from basic, exploratory movements first evident in the foetus and young infant, to the complex projects of serially organised movements in the young child. When made in intersubjective engagements, these projects develop meaning between individuals, generating cycles of learning within narrative episodes that incorporate affective, energetic, and intentional components. These schemas of engagement retain knowledge of their processes and become units, stories, held in the memory of their creators. After reviewing theory of intentional and participatory sense making, we examine two cases of non-verbal narrative patterns of engagement between teacher and child within Nurture Group practice, a special pedagogy that attunes to the affects and interests of children with ‘social emotional and behavioural difficulties’. Analysis of these cases of Nurture Group practice reveal narrative patterns that establish shared rhythm, affect, and body movement made in joint projects between teacher and child, which, on completion, generated shared joy and learning.
Η εκπαίδευση είναι συμμετοχική και ενσώματη. Απαιτεί ενεργή συμμετοχή τόσο από το δάσκαλο όσο και από το μαθητή προκειμένου και οι δυο να συν-δράμουν στην ανακάλυψη όσων επιτρέπουν το ξεδίπλωμα του νοήματος που παράγεται μεταξύ των δύο συντρόφων ως ατόμων. Η παρούσα εργασία προάγει/ενισχύει τη θεωρία της διυποκειμενικής και ενσώματης κατασκευής νοήματος αποτελούμενης από αφηγηματικές ενότητες. Τοποθετεί την ανάπτυξη της κατασκευής νοήματος από τις υποτυπώδεις κινήσεις διερεύνησης, οι οποίες πρωτο-εμφανίζονται στο έμβρυο και στο νεογνό, ως τις πιο περίπλοκες και σκόπιμες κινήσεις του μικρού παιδιού. Ό,τι λαμβάνει χώρα μέσα έσα στο διυποκειμενικό μοίρασμα, αποκτά νόημα για τους δύο συντρόφους, δημιουργώντας κύκλους μάθησης μέσα σε αφηγηματικά επεισόδια τα οποία εμπεριέχουν στοιχεία συγκίνησης, δράσης και σκοπιμότητας/εμπροθεσιμότητας. Αυτά τα σχήματα αλληλεπίδρασης πλαισιώνουν τη γνώση των διαδικασιών μέσα απο τις οποίες προήλθαν και αποτελούν μονάδες που διατηρούνται στη μνήμη των δημιουργών τους. Μετά απο μια ανασκόπηση της θεωρίας της εμπρόθετης και συμμετοχικής κατασκευής νοήματος, θα μελετήσουμε δυο περιπτώσεις μη-λεκτικών αφηγηματικών προτύπων. έτσι όπως αυτά ξεδιπλώνονται μέσα από την αλληλεπίδραση δασκάλου- παιδιού στα πλαίσια της τεχνικής της Ομάδας Ανατροφής (Νurture Group), μιας ειδικής παιδαγωγικής μεθόδου η οποία εναρμονίζεται με τις συγκινήσεις και τα ενδιαφέροντα των παιδιών που παρουσιάζουν κοινωνικο-συναισθηματικές και συμπεριφορικές δυσκολίες. Η ανάλυση των περιπτώσεων της Ομάδας Ανατροφής αποκαλύπτει τα αφηγηματικά πρότυπα τα οποία εγκαθιδρύουν το μοιρασμένο ρυθμό, τη συγκίνηση και την κίνηση του σώματος και εκδηλώνονται στις από κοινού δράσεις δασκάλου- παιδιού, και που με την ολοκλήρωσή τους προσφέρουν ευχαρίστηση και στους δύο και οδηγούν στη μάθηση
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Variations on the Author
Get PDF“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
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Teaching children with autism spectrum disorder with restricted interests : a review of evidence for best practice
No full textInclusive education requires teachers to adapt to children’s learning styles. Children with autism spectrum disorder bring challenges to classroom teach- ing, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spec- trum disorder with RIs published between 1990 and 2014. We find that posi- tive gains in learning and social skills can be achieved by incorporating children’s RIs into classroom practice: Of 20 published studies that examined 91 children, all reported gains in educational attainment and/or social engagement. Negative consequences were limited to a decrease in task per- formance in one child and a transient increase in perseverative behaviors in two children. The evidence supports the inclusion of RIs into classroom prac- tice. Methods of inclusion of RIs are discussed in light of practical difficulties and ideal outcomes
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