Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics

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Playful Materialities

Game culture and material culture have always been closely linked. Analog forms of rule-based play (ludus) would hardly be conceivable without dice, cards, and game boards. In the act of free play (paidia), children as well as adults transform simple objects into multifaceted toys in an almost magical way. Even digital play is suffused with material culture: Games are not only mediated by technical interfaces, which we access via hardware and tangible peripherals. They are also subject to material hybridization, paratextual framing, and processes of de-, and re-materialization

Playful Materialities: The Stuff That Games Are Made Of

Game culture and material culture have always been closely linked. Analog forms of rule-based play (ludus) would hardly be conceivable without dice, cards, and game boards. In the act of free play (paidia), children as well as adults transform simple objects into multifaceted toys in an almost magical way. Even digital play is suffused with material culture: Games are not only mediated by technical interfaces, which we access via hardware and tangible peripherals. They are also subject to material hybridization, paratextual framing, and processes of de-, and re-materialization

Playful Materialities

Game culture and material culture have always been closely linked. Analog forms of rule-based play (ludus) would hardly be conceivable without dice, cards, and game boards. In the act of free play (paidia), children as well as adults transform simple objects into multifaceted toys in an almost magical way. Even digital play is suffused with material culture: Games are not only mediated by technical interfaces, which we access via hardware and tangible peripherals. They are also subject to material hybridization, paratextual framing, and processes of de-, and re-materialization

Current Developments in Services for People with Intellectual Disabilities

[Taken from Executive Summary] This literature review is the culmination of the Saskatchewan Community Living Division jurisdictional study which began in the autumn of 2003. Following a brief survey of developments in providing services to people with intellectual disabilities (hitherto the People) for creating the questionnaire for this study, information was gleaned from the provinces and territories on their services. The CLD Jurisdictional Project was completed in the spring of 2005. Subsequently, a thorough search and examination of pertinent resources for serving this People and for policy development was conducted. From over 800 documents about 350 were selected for this literature review. The material is recorded in the following chapters: Public Consultation and Policy Development; Social Philosophy: the philosophical influence on contemporary social issues; Definition of disabilities; Needs assessment systems; Human Rights; Advocacy; Community services & Deinstitutionalization; Issues and Influences; Citizenship; Inclusion; Self-determination; Person-centered planning; Supports; Respite; Individualized funding; Canadian governmental initiatives; Provincial Services

Drama, creativity and thinking skills: the lost art of 'whole group drama'

My primary aim in this research has been to present a case for the impact of a 'Drama as Process' whole group improvisation model on creativity and thinking skills and to assess how it may be more successful in raising achievement in those areas than 'performance' and 'convention' styles of drama. The thesis identifies the elements of teaching and learning styles which may develop creativity and thinking skills most effectively and examines other key learning areas developed in the 'drama improvisation process' and, how these are best approached. Whole group drama is a form of narrative story exploration carried out for the benefit of the participants, and is not concerned with performance for an audience beyond the immediate group of actor-spectators. The thesis presents a theoretical argument, and examines practice in detail to test out the validity of the whole group model and to provide concrete examples of it in practice. This thesis constitutes an argument illuminated by empirical evidence drawn from practice including: observation of classes; teaching of classes; experiments in improvisation and thinking skills, where the number of changes of direction in thinking required by participants, within a given time were recorded; observation, transcribing and analysing of videoed Drama lessons; interviews of individuals and classes; completion of pro-forma questionnaires by pupils, ex-pupils and staff Creativity and thinking skills are central to the methodology of whole group improvisation, and operate throughout the process. Through observation and discussion with students, it became clear that operating in the improvisation model they could work at their own level, developing their creativity and thinking skills in the manner most appropriate to the individual and as their levels of confidence grew. The contextualisation of their knowledge and understanding in the drama was seen to enable them to use their ideas in a relevant and experiential manner, without the hindrance of feeling they were 'showing/performing' or that they needed to plan or rehearse presentation, developing their flexibility and ability to react imaginatively and creatively to situations and questions

Doctor of Philosophy

dissertationThis dissertation is presented in a three-article format. Article 1, "The impact of disability on body esteem: A review of the literature," is a review that examines the existing literature regarding body esteem in individuals with various disabilities. The purpose of the article was to highlight principal findings and identify areas that require further research. Article 2 is entitled, "Qualitative research contributions to military post combat transition and reintegration: A review of the literature." The purpose of this review was to examine the existing qualitative literature regarding military postcombat transition and reintegration. Four categories were identified, which included (1) psychosocial adjustment and coping; (2) physical disability adjustment; (3) protective factors; and (4) transition challenges. Several themes were also distinguished within each category. Article 3, "A qualitative study of military veterans' resilience and body esteem following combat-related limb amputation," included semistructured interviews with six former service members who had sustained a military combat-related limb amputation, and their spouses. Semistructured interviews provided an opportunity to explore the resilience and body esteem of each amputee, as well as the views of the respective spouses. The Metatheory of Resilience and Resiliency was utilized to guide content analysis of the interviews. Open, axial, and selective coding were used to analyze the data

Visual perception in relation to levels of meaning for children: An exploratory study.

This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment

Introducing body movement/relaxation awareness in an urban elementary school : a case study in school improvement.

This case study investigated the planning, implementation, and assessment of a staff development project designed to reduce stress and provide a support base for improved learning by introducing Movement/Relaxation skills to an urban elementary school. Focus of the research was directed towards meeting the needs of differently-abled children in the low income African American community. It examined possible body/mind strategies for making the curriculum more accessible to the active learning style of African American children. The program also took into consideration concerns of the adult learners among the professionals. It acknowledged school improvement as an ongoing process that must appeal to the efficacy of teachers who may commit to change when they feel what they are doing will make a difference. During workshops and coaching sessions, an action team of volunteer educators explored aspects of nonverbal communication in space, ways of bringing Movement/Relaxation into the curriculum and techniques for developing body depth, or inner space, and relaxation. The action team generated a group dynamic that enabled the participants to: (1) share experiences; (2) clarify understandings; (3) encourage each other in the classroom practice of body/mind activities; (4) gain an awareness of nonverbal communication and how to improve teacher/student relationships; (5) realize the value of relaxation as basic to concentration, attention and learning; (6) excite the interest of other faculty members; and (7) foster a more nurturing school climate. Endorsement of the study by central administration strengthened the commitment of school personnel who contributed towards its implementation. Cooperation by the principal, math and reading coordinators, as well as the responsibility demonstrated by school aides were essential to the progress of this research. The time spent working together served to bond the participants and those who lent supportive assistance to their efforts

Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England: a life history approach

Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy