6,521 research outputs found

    An investigation of entorhinal spatial representations in self-localisation behaviours

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    Spatial-modulated cells of the medial entorhinal cortex (MEC) and neighbouring cortices are thought to provide the neural substrate for self-localisation behaviours. These cells include grid cells of the MEC which are thought to compute path integration operations to update self-location estimates. In order to read this grid code, downstream cells are thought to reconstruct a positional estimate as a simple rate-coded representation of space. Here, I show the coding scheme of grid cell and putative readout cells recorded from mice performing a virtual reality (VR) linear location task which engaged mice in both beaconing and path integration behaviours. I found grid cells can encode two unique coding schemes on the linear track, namely a position code which reflects periodic grid fields anchored to salient features of the track and a distance code which reflects periodic grid fields without this anchoring. Grid cells were found to switch between these coding schemes within sessions. When grid cells were encoding position, mice performed better at trials that required path integration but not on trials that required beaconing. This result provides the first mechanistic evidence linking grid cell activity to path integration-dependent behaviour. Putative readout cells were found in the form of ramp cells which fire proportionally as a function of location in defined regions of the linear track. This ramping activity was found to be primarily explained by track position rather than other kinematic variables like speed and acceleration. These representations were found to be maintained across both trial types and outcomes indicating they likely result from recall of the track structure. Together, these results support the functional importance of grid and ramp cells for self-localisation behaviours. Future investigations will look into the coherence between these two neural populations, which may together form a complete neural system for coding and decoding self-location in the brain

    Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools

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    This multiple case study investigates how problem-solving competence is integrated into teaching practices in private schools in Lebanon. Its purpose is to compare instructional approaches to problem-solving across three different programs: the American (Common Core State Standards and New Generation Science Standards), French (Socle Commun de Connaissances, de Compétences et de Culture), and Lebanese with a focus on middle school (grades 7, 8, and 9). The project was conducted in nine schools equally distributed among three categories based on the programs they offered: category 1 schools offered the Lebanese program, category 2 the French and Lebanese programs, and category 3 the American and Lebanese programs. Each school was treated as a separate case. Structured observation data were collected using observation logs that focused on lesson objectives and specific cognitive problem-solving processes. The two logs were created based on a document review of the requirements for the three programs. Structured observations were followed by semi-structured interviews that were conducted to explore teachers' beliefs and understandings of problem-solving competence. The comparative analysis of within-category structured observations revealed an instruction ranging from teacher-led practices, particularly in category 1 schools, to more student-centered approaches in categories 2 and 3. The cross-category analysis showed a reliance on cognitive processes primarily promoting exploration, understanding, and demonstrating understanding, with less emphasis on planning and executing, monitoring and reflecting, thus uncovering a weakness in addressing these processes. The findings of the post-observation semi-structured interviews disclosed a range of definitions of problem-solving competence prevalent amongst teachers with clear divergences across the three school categories. This research is unique in that it compares problem-solving teaching approaches across three different programs and explores underlying teachers' beliefs and understandings of problem-solving competence in the Lebanese context. It is hoped that this project will inform curriculum developers about future directions and much-anticipated reforms of the Lebanese program and practitioners about areas that need to be addressed to further improve the teaching of problem-solving competence

    Identity, Power, and Prestige in Switzerland's Multilingual Education

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    Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education

    Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching

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    Encouraging creative thinking is considered as the general function of education (NACCCE, 1999) and one of the aims under the national curriculum of England (DfEE/QCA, 1999). Though creative thinking is a broad term, in science it is seen as finding solutions to problems(D. P. Newton, 2010).Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. Generally teachers provide ready-made questions or problems for children to solve. If children themselves can find scientific problems or questions to solve in the classroom, then learning would be more engaging as it generates interest and motivation. A review of existing literature on creativity in education focusing on its least recognised aspect, problem finding, revealed the potential for children's questions, particularly wonderment questions in encouraging deep thinking. Some studies recognised the scarcity of children's questions especially explanatory questions and questions that leads to investigations in the primary school science classroom. Therefore, the study sets out to explore strategies to stimulate children to raise questions with the potential to become problems to solve in science. The study employed mixed methods using a descriptive questionnaire survey, classroom observations, short interviews, content analysis and controlled interventions with children to collect data. The sample included teachers, student teachers and Key Stage Two primary school children. It used phenomenography to analyse the data and derive useful conclusions thereby following an interpretivist approach. A theory explaining the complex process of question asking which involves the construction and articulation of descriptive and causal mental models of situations emerged from the study. Several factors are suggested which influence and order the process, especially the situation or stimulus, the teaching and learning environment, and the attributes of the child. It takes time to produce questions which could lead to scientific enquiry and it needs teaching skill to provide effective opportunities for children to ask questions, and help them put them into a suitable form

    Tourism and heritage in the Chornobyl Exclusion Zone

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    Tourism and Heritage in the Chornobyl Exclusion Zone (CEZ) uses an ethnographic lens to explore the dissonances associated with the commodification of Chornobyl's heritage. The book considers the role of the guides as experience brokers, focusing on the synergy between tourists and guides in the performance of heritage interpretation. Banaszkiewicz proposes to perceive tour guides as important actors in the bottom-up construction of heritage discourse contributing to more inclusive and participatory approach to heritage management. Demonstrating that the CEZ has been going through a dynamic transformation into a mass tourism attraction, the book offers a critical reflection on heritagisation as a meaning-making process in which the resources of the past are interpreted, negotiated, and recognised as a valuable legacy. Applying the concepts of dissonant heritage to describe the heterogeneous character of the CEZ, the book broadens the interpretative scope of dark tourism which takes on a new dimension in the context of the war in Ukraine. Tourism and Heritage in the Chornobyl Exclusion Zone argues that post-disaster sites such as Chornobyl can teach us a great deal about the importance of preserving cultural and natural heritage for future generations. The book will be of interest to academics and students who are engaged in the study of heritage, tourism, memory, disasters and Eastern Europe

    Ab Initio Language Teaching in British Higher Education

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    Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students

    Enhancing primary care psychological therapy for clients with comorbid physical health conditions: A Critical Discourse Analysis investigation into interprofessional identity

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    Background / Aim: Improving Access to Psychological Therapies (IAPT) services are the largest provider in England of primary care psychological therapy for depression and anxiety disorders. Over recent years there has been increased recognition of the importance of therapists and their physical health colleagues (e.g. nurses, physiotherapists or other allied health professionals) integrating care for patients with comorbid long-term health conditions and common psychological disorders. Specialist teams have been creating differentiating Psychological Therapists as Core and Integrated. The aim is to investigate the implications of this shift for Therapists’ professional identity. Method: A Critical Discourse Analysis was conducted based on five focus groups with eighteen professionals from Core IAPT, Integrated IAPT and physical healthcare backgrounds. Key Findings: Discourses related to expertise, responsibility and innovation / creativity emerged from the corpora. The research highlights the niche set of behaviours, skills, values and attitudes under construction by Integrated Therapists and the way in which their role shapes and is shaped by their interactions with their counterparts. Implications: The research makes recommendations for Integrated Therapists’ professional identity including to showcase niche skills and effective collaborative therapy. Future research recommendations are made regarding unheard voices and silenced discourses in professional identity reconstruction. Key Terms: Professional Identity; Integrated Therapy; Cognitive Behaviour Therapy; Long-Term Conditions and Medically Unexplained Symptoms (LTC/MUS

    Disaster Planning Intentions of Tourism Accommodation Managers: Understanding the Influence of Past Disaster Experience and Disaster Management Training

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    Tourism is one of the most vulnerable industries to disasters, and empirical studies on disaster preparedness have been surprisingly sparse. Drawing on the theory of planned behavior, this study sheds light on the unexplored mediating role of strategic decision-makers’ (SDMs) disaster cognition along with their attitude to explicate how and why learning influences disaster planning. Hypotheses were tested using two-phase survey data collected from 301 SDMs of Sri Lankan accommodation establishments. Clarifying previous inconsistent findings regarding the role of learning, this study demonstrated that training and past disaster experience indirectly influenced SDMs’ planning intentions via their disaster cognition and attitude toward disaster planning. In this regard, past experience was found to regulate the relationship of training with both cognition and attitude, implying that disaster training programs may be more influential for encouraging disaster planning intentions of lesser experienced SDMs by stimulating their disaster cognition and attitude

    Towards Mobility Data Science (Vision Paper)

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    Mobility data captures the locations of moving objects such as humans, animals, and cars. With the availability of GPS-equipped mobile devices and other inexpensive location-tracking technologies, mobility data is collected ubiquitously. In recent years, the use of mobility data has demonstrated significant impact in various domains including traffic management, urban planning, and health sciences. In this paper, we present the emerging domain of mobility data science. Towards a unified approach to mobility data science, we envision a pipeline having the following components: mobility data collection, cleaning, analysis, management, and privacy. For each of these components, we explain how mobility data science differs from general data science, we survey the current state of the art and describe open challenges for the research community in the coming years.Comment: Updated arXiv metadata to include two authors that were missing from the metadata. PDF has not been change
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