280 research outputs found
Jacob Viner’s Reminiscences from the New Deal (February 11, 1953)
No full textThis paper presents and reproduces an unpublished oral history interview given by Jacob Viner in 1953. The interview released by Viner for the Columbia Oral History Project gives us a valuable opportunity to throw light on his advisory activity during the New Deal Era. In our introduction we attempt to make a critical appraisal of Viner's reminiscences and to state the contribution they can provide to our general knowledge of the period. In addition, we also attempt to find out some biographical and interpretative elements useful to understand Viner’s own vision and his contribution to important economic policy processes during the New Deal.
Scholia on Passages of the Old Testament by Mar Jacob, Bishop of Edessa
No full textThis volume contains a collection of scholia, or short notes on select biblical passages, to the Old Testament by one of the most celebrated authors of the Syriac tradition, Jacob of Edessa. The editor offers an annotated English translation together with the Syriac text based on two manuscripts from the famous horde of texts from the Nitrian desert. Passages treated come from Genesis, Exodus, Deuteronomy, 1 Samuel, and 1-2 Kings. The book is a significant source for readers interested in Syriac literature and the history of biblical interpretation generally.The editor offers an annotated English translation together with the Syriac text based on two manuscripts from the famous horde of texts from the Nitrian desert.
A Systematic Literature Review of Virtual Reality for Teaching Individuals with Autism Spectrum Disorder
No full textThis systematic literature review explores the application and efficacy of Virtual Reality (VR) as a tool for teaching and improving skills in individuals with autism spectrum disorder (ASD). Using a comprehensive search of existing literature and research databases such as PubMed, PsycINFO, IEEE Xplore, ERIC, Scopus, and Web of Science, the effectiveness of Virtual Reality in teaching individuals with autism spectrum disorder was examined. As a result, 704 relevant articles were identified. We evaluated the studies and established the validity of the findings. The review included eight studies that met the inclusion criteria. Considering the heterogeneity of ASD and the importance of early intervention, it is imperative to identify effective, innovative therapeutic approaches. This review synthesises studies highlighting the potential of VR in addressing the unique needs of individuals with ASD, including social skills training, emotional and cognitive development, and the management of specific phobias. This review sheds light on how VR simulations offer a safe, controlled environment for practice and learning. This supports the development of necessary skills for social interaction and daily functioning. The findings indicate that VR holds promise in improving social communication and mitigating fears, enhancing cognitive abilities, and addressing sensory sensitivities. With its structured and individualised approach, VR technology emerges as a promising intervention that caters to the diverse requirements of the ASD population. The review calls for further research to optimise VR tools for broader clinical applications, aiming for more inclusive and accessible interventions for individuals with ASD
UTILIZATION OF COMMUNITY BASED REHABILITATION FOR PERSONS’ WITH DISABILITIES (PWD) IN NIGERIA: THE WAY FORWARD
No full textThe paper examines the role and impact of Community Based Rehabilitation (CBR) on Persons’ with Disabilities (PWD). People with disabilities (PWD) include those who have long-term physical, mental, intellectual or sensory impairments resulting from any physical or mental health conditions which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. Meaning, objectives and benefits of CBR were discussed, challenges of effective CBR for PWD. Recommendations were made on how to effectively utilize CBR for the benefits of PWD
A Systematic Literature Review of Social Media Usage among People with Intellectual Disability
No full textMany people are still excluded from participating in the digital world because of their intellectual disabilities. Participation in the digital world is, however, essential to meaningful contributions to society. This systematic literature review examined 13 articles published between 2015 and 2023 about social media usage among persons with intellectual disability. A combination of keywords and terms was used to search PubMed, Scopus, PsycINFO, Cochrane, and Medline databases. According to a thematic analysis of the included studies, the following themes emerged: usage, inclusion, risk and benefit, and training support. Based on these themes, we found that some people with intellectual disability used social media positively for social interactions. This is one of the best things about the Internet. People with intellectual disability need support to engage in social interactions through social media effectively
Investigating Undergraduate Students’ Intention to Engage in Artificial Intelligence Learning
No full textThis study examines how contextual factors and influences shape undergraduate students' attitudes and behaviors regarding artificial intelligence (AI) learning. Globally, AI is becoming increasingly important in education, making it imperative to understand the readiness and intentions of students for AI-enhanced learning. One hundred and ninety-two higher education students in Nigeria were surveyed online about their confidence, attitudes, self-efficacy, and age–the relationships between these factors and students' intentions to learn through AI were analysed using structural equation modelling. A significant direct association was found between confidence, attitudes, self-efficacy, and subjective norms and the intention of students to use AI. Mediation analyses demonstrated that attitudes significantly mediate the relationship between subjective norms and intention. Perceived usefulness is therefore of paramount importance. Despite this, age does not play a significant role in modifying these relationships. A review of the study’s quality criteria, including fit indexes and reliability measures, indicated that the model reasonably fit the data. The study provides valuable insights into the factors influencing undergraduate students' intentions to engage in AI learnin
Effectiveness of music therapy on reading skills in pupils with intellectual disability
No full textAbstract: Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents’ socio-economic status was not significant for the participants’ reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability
Losely House, Surrey (Proof)
No full textLithotint by Frederick William Hulme (1816-1884), depicting a lady welcoming two women to her house while a man with a seath and a wheelborrow is cutting grass.
Published in London November 1, 1845 by Chapman & Hall. Artist proof. Originally produced for "The Baronial Halls, and Picturesque Edifices of England", London 1848, author; Samuel Carter Hall.Mr JA van Tilburg bequeathed his "prentenkabinet" of over 10 000 graphic works to the University of PretoriaFrederick William Hulme (22 October 1816 – 14 November 1884) was an English landscape painter and illustrator. Hulme was born in Swinton in Yorkshire, the son of Jesse Hulme and Elizabeth Trewolla. His mother was a porcelain painter and it was from her that he received his first lessons. He first exhibited in 1841 in Birmingham. Hulme is known for his landscape paintings of Surrey and Wales. Hulme died in Kensington, London in 1884.Jacob van Tilburgab201
Impact of virtual learning space in teaching learners with Moderate Intellectual Disability
No full textAbstract: Please refer to full text to view abstract
Parental Age and Gender: How they Influence Knowledge and Perceptions of Inclusive Education for Children with Intellectual Disability
No full textBackground: This study investigated how parental age and gender influence their knowledge and perspectives of inclusive education for their children with intellectual disabilities (ID). This study is essential as it provides valuable insights into how parental factors, such as age and gender, can shape their knowledge, perceptions, and attitudes toward inclusive education, which will likely impact the educational experiences and outcomes for children with intellectual disabilities.
Methods: Employing a cross-sectional research design, the study surveyed 96 parents, consisting of 55 males (57.3%) and 41 females (42.7%). The participants were categorised by age: under 25 (n=20, 20.8%), 25-34 (n=24, 25.0%), 35-44 (n=28, 29.2%), and 45 and above (n=24, 25.0%). Data were collected using a structured questionnaire, demonstrating a reliability coefficient of 0.88 (Cronbach's alpha). The data analysis used Multivariate Analysis of Variance (MANOVA) to assess the main and interaction effects of parental age and gender on their knowledge regarding inclusive education.
Results: Tests of Between-Subject Effects indicated a significant interaction between age and gender, F (3, 88) = 5.67, p < 0.01, revealing that older female parents (M = 4.10) had higher knowledge scores than older male parents (M = 3.60). Estimated marginal means supported these findings, explicitly showing significant differences between parents aged 25-34 and 45 and above (p < 0.05). These differences are evident in pairwise comparisons, particularly in the 35–44-year-old age cohort (M = 3.95).
Conclusion: The results indicate that age and gender influence parental knowledge and perceptions of inclusive education. A targeted intervention considering these factors is crucial to enhancing supportive educational environments for children with ID
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