Zur Plastizität von sozio-emotionalen Kompetenzen auf Verhaltens- und Gehirnebene: Eine EEG-begleitete Trainingsstudie bei Vorschulkindern mittels des computergestützten Trainingsprogramms Zirkus Empathico

Die Förderung funktionaler sozio-emotionaler Kompetenz in der Vorschulzeit (Altersspanne 3 bis 6 Jahre) ist von entscheidender Bedeutung, um der Entstehung psychischer Störungen vorzubeugen. Bislang gibt es nur wenige Studien, die die Auswirkungen digitaler Trainings auf die sozio-emotionale Entwicklung von Vorschulkindern untersuchen. Ebenso liefert die Forschung umfangreiche Informationen über typisches sozio-emotionales Verhalten bei Vorschulkindern, während weniger darüber bekannt ist, wie das Gehirn diese Funktionen umsetzt. Ziel der Dissertation war es daher, grundlegende und komplexe Aspekte der sozio-emotionalen Kompetenz von Vorschulkindern zu untersuchen, indem ihre Reife und Trainierbarkeit mit Verhaltens- und neuronalen Maßen erfasst wurden. In den Studien 1 und 2 wurden ereigniskorrelierte Potenziale und die Fast Periodic Visual Stimulation Methode eingesetzt, um neuronale Mechanismen der Emotionserkennung zu quantifizieren. Beide Studien ergaben das Vorhandensein grundlegender Mechanismen der Emotionserkennung in dieser Altersgruppe. Darüber hinaus zeigten Vorschulkinder einen Verarbeitungsvorteil von fröhlichen gegenüber ärgerlichen oder neutralen Gesichtern. Studie 3 untersuchte die Trainierbarkeit sozio-emotionaler Kompetenz anhand des digitalen Trainings Zirkus Empathico. Die Zirkus-Empathico-Gruppe zeigte im Vergleich zur Kontrollgruppe einen Anstieg sowohl der grundlegenden als auch der komplexen sozio-emotionalen Kompetenzen. Darüber hinaus ergab sich für die Zirkus-Empathico-Gruppe auf der neuronalen Ebene einen Verarbeitungsvorteil für fröhliche Gesichter. Zusammenfassend zeigt sich ein erheblicher Nutzen neuronaler Marker für das Verständnis von Mechanismen, welchen der Emotionserkennung von Vorschulkindern zugrunde liegen. Die vielversprechende Evidenz für die Wirksamkeit eines digitalen sozio-emotionalen Kompetenztrainings ermöglicht darüber hinaus weitere Überlegungen zur Nachhaltigkeit der Effekte sowie der gesellschaftlichen Bedeutung.Promoting functional socio-emotional competence in the preschool years (age range 3 to 6 years) is crucial to prevent the development of psychological disorders. To date, there are few studies examining the effects of digital training on the socio-emotional development of preschool children. Similarly, research provides extensive information on typical socio-emotional behaviors in preschool children, while less is known about how the brain implements these functions. Therefore, the goal of this dissertation was to examine fundamental and complex aspects of preschoolers' socio-emotional competence by assessing their maturity and trainability with behavioral and neuronal measures. Studies 1 and 2 used event-related potentials and the Fast Periodic Visual Stimulation method to quantify neural mechanisms of emotion recognition. Both studies revealed the presence of basic emotion recognition mechanisms in this age group. In addition, preschoolers showed a processing advantage of happy over angry or neutral faces. Study 3 investigated the trainability of socio-emotional competence using the digital training Zirkus Empathico. The Zirkus Empathico group showed an increase in both basic and complex socio-emotional competencies compared to the control group. In addition, the Zirkus Empathico group showed a processing advantage for happy faces at the neuronal level. In summary, neuronal markers show considerable utility for understanding mechanisms underlying emotion recognition in preschool children. The promising evidence for the efficacy of digital socio-emotional skills training also allows further consideration of the sustainability of the effects as well as the societal significance

Diálogos com a arte. Revista de arte, cultura e educação, nº 6

The journal " Diálogos com a Arte. Revista de Arte, Cultura e Educação " is an indexed annual journal of international circulation, published since 2010, and edited by the School of Education of the Polytechnic Institute of Viana do Castelo (ESE-IPVC) in collaboration with the Center for Research in Child Studies of the University of Minho (CIEC-UM). The journal offers students, teachers and researchers in the arts the possibility of reflecting on both national and international theories and practices about art, culture and education The editorial board defines cooperation as a form of cultural activism that necessitates acting on problems and sharing actions and experiences. Cooperation is successfully accomplished when all the participants’ objectives are shared and the results are beneficial for everyone. This requires constant dialogue and ensuring relations in educational programs, projects, community interventions, artistic and cultural training, and teacher education.A revista “Diálogos com a Arte. Revista de Arte, Cultura e Educação” é uma revista anual indexada, de circulação internacional, publicada desde 2010, e editada pela Escola Superior de Educação do Instituto Politécnico de Viana do Castelo (ESSE-IPVC) em colaboração com o Centro de Investigação em Estudos da Criança da Universidade do Minho (CIEC-UM). A revista oferece a alunos, professores e investigadores no campo das artes a possibilidade de reflexão sobre teorias e práticas artísticas, culturais e educacionais nos âmbitos nacional e internacional. A equipa editorial define a cooperação como uma forma de activismo cultural que precisa de acção sobre os problemas e de partilha de experiências. A cooperação é alcançada com sucesso quando todos os objectivos dos participantes são partilhados e os resultados são benéficos para todos. Isto exige uma diálogo constante e a garantia do estabelecimento de relações entre programas educacionais, projectos, intervenções comunitárias, formação artística e cultural e formação de professores

MATERIALIZING MAKERSPACES: QUEERLY COMPOSING SPACE, TIME, AND (WHAT) MATTERS

This dissertation project explores makerspaces as non-traditional composing networks where makers work with (and against) unconventional digital and physical materials such as vinyl, cut paper, plastic filament, insects, Xacto blades, pipe cleaners, reclaimed wicker baskets, DNA, Python code, memes, and Raspberry Pi’s. Choosing materiality over multimodality as the best frame for understanding the material-discursive composing practices of makers, I build a queer- and feminist-inflected new materialist research methodology that orients attention toward embodiment, affect, and the production of difference in composing networks. Using playful, game-based data collection protocols, in conjunction with more traditional data sources, as well as three-dimensional analysis models crafted from foam board, yarn, safety pins, and paper, I document and analyze the material and affective dimensions of composing to build case studies around two diverse maker networks. The first case details participants’ making and composing experiences as part of a connectivist MOOC designed to increase STEM/STEAM literacies for underserved youth and youth educators. The second explores high school students’ experiences in “pop-up� makerspaces that are oriented toward 3D fabrication and prototyping; circuitry, robotics, and computer coding; and upcycling discarded objects and everyday waste for new audiences, purposes, and contexts. Both case studies address the following research questions: Who and what gets to make? Who and what gets made? What drives composition (as process and product) in the network? These questions are essential for understandings issues of representation, access, and equity in contemporary maker networks. The findings of this dissertation materialize “making� as more than a boot-strapping rhetoric that sponsors middle class white male literacies. They underscore the collective values, stances, and practices that are necessary for composing networks to become networkings which are capable of materializing a diversity of bodies and objects. This project turns Writing Studies toward a more material, embodied, and affective understanding of composing, and points to the need to rethink normative composition pedagogies that work to foreclose diversity, creativity, and experimentation. I conclude this project by articulating a queer material rhetoric I call composing sideways: this rhetoric makes space for lateral thinking, feeling, and composing practices which focus on composing the here and the now, and resisting vertical transfer as the most important pedagogical outcome for a writing classroom

A Soulful Egg Can Break a Rock: A Case Study of a South Korean Social Movement Leader\u27s Rhetoric

This dissertation introduces and analyzes Ven. Hyemoon’s rhetoric emanating from his leadership of the civic group, the Committee for the Return of Korean Cultural Property in South Korea. On the surface, he seems focused on retrieving cultural artifacts, pillaged by the Japanese colonial invasion. His work, upon deeper analysis, emerges to be about regaining a Korean cultural and national identity that is historically grounded, civically engaged and morally reflective. This study is informed by multiple theories (i.e., framing, narrative, social semiotics, critical geography, rhetoric, and social movement) to examine aspects of a phenomenon in depth – involving nationalism, social movement, rhetoric, repatriation, colonialism, and cultural resources – that work together to dissect or dismantle the complex construction of meanings and processes of specific social movement rhetoric. The central focus is on the examination of Hyemoon’s discursive construction of what it means to be authentic Koreans within the context of South Korea situated within a post-colonial, post-cold war, and post-democratizing movement as well as within global capitalism. The primary focus is on how historical, cultural, and moral landscapes mediated by Korean cultural artifacts are constructed and represented to the public in Hyemoon’s rhetoric and performance. In particular, the ways in which Korean collective-identity landscapes are depicted by relating cultural artifacts to specific places in history is considered. Moreover, the study examines discursive and performative practices and strategies that Hyemoon has adopted and developed to construct and represent his message by using linguistic, visual, and other material signs and symbols. Each chapter explores Hyemoon’s discourse by adopting different theories and focusing on specific events. The study concludes that Hyemoon’s discourse and performance appeals to the Korean public, engaging this audience in associating particular cultural assets with experiential, historic, and social collective memory. Most importantly, he reframes the meaning of cultural artifacts while also searching for cultural assets in terms of morality and civic agency. By offering a new interpretive framework, this work also finds that Hyemoon’s activism is effective in specific historic, political contexts of South Korea, in particular during the extension of the previous democratization social movement that had become quiescent

Formal methods and digital systems validation for airborne systems

This report has been prepared to supplement a forthcoming chapter on formal methods in the FAA Digital Systems Validation Handbook. Its purpose is as follows: to outline the technical basis for formal methods in computer science; to explain the use of formal methods in the specification and verification of software and hardware requirements, designs, and implementations; to identify the benefits, weaknesses, and difficulties in applying these methods to digital systems used on board aircraft; and to suggest factors for consideration when formal methods are offered in support of certification. These latter factors assume the context for software development and assurance described in RTCA document DO-178B, 'Software Considerations in Airborne Systems and Equipment Certification,' Dec. 1992

Exploring teachers’ perceptions of positive and negative attitudes toward teachers and the teaching profession

According to the OECD (2014), only one-third of U.S. teachers reported that teaching was “valued” or “highly valued” by U.S. society. Still others have argued that teachers’ perceptions of negative attitudes may be exaggerated (Hargreaves et al., 2007). However, given widespread teacher turnover, along with decreasing enrollments in teacher preparation programs, examining teachers’ perceptions of attitudes toward their occupation likely would provide useful insight into these and related problems facing American schools. Guiding questions for this study addressed teachers’ perceptions of attitudes, contexts in which attitudes were perceived, teachers’ interpretations or responses to perceived attitudes, and differences in perceived attitudes between bioecological (Bronfenbrenner, 1999) and sociocultural contexts. Qualitative methodologies that drew on principles and procedures from grounded theory (Glaser & Strauss, 1967) were used. In all, 18 public school teachers (nine who taught in Massachusetts and nine who taught in Texas) were interviewed about attitudes they perceived in their interactions with various groups of individuals (e.g., friends, students, administrators), and attitudes embedded in more distal contexts (e.g., media, policy, culture). Based on analyses of these interviews, I found that teachers reported perceiving four types of positive (i.e., appreciative, respectful, trusting/supportive, occupational) and negative (i.e., adversarial, demeaning, unprofessional, stereotypes) attitudes toward teaching. These attitudes were perceived in interactions across eight bioecological contexts that ranged from the interpersonal (e.g., adversarial attitudes in interactions with students’ parents; positive occupational attitudes in interactions with friends and family) to the societal (e.g., stereotypes of teachers in the media, demeaning attitudes imbedded in U.S. culture). I also found that teachers perceived different attitudes despite having similar experiences. For example, a number of teachers described experiences in which non-teachers expressed that they “could never be a teacher.” A number of participants interpreted such statements as respectful, yet others perceived them as demeaning or expressed ambivalence about the attitudes perceived in such statements. Finally, I identified bioecological and sociocultural differences between teachers that appeared to correspond with variation in perceptions of attitudes toward teaching. These findings have implications for improving school climate and for supporting preservice teachers, as they reflect on their expectations of themselves as future teachers

Morphology, Plasticity, and Transformation between Philosophy and Biology

In biology, interest in form was the prerogative of developmental biology, while it was practically neglected by evolutionary biology. This situation has changed a lot in recent decades and has led to a reinterpretation of the concept of evolution and evolutionism focusing more on the problem of form and morphology. In Italy, especially Alessandro Minelli, one of the editors of this issue, has dedicated his studies to the need to communicate form to structure, to reconnect morphology and evolution. This theme is a highly relevant one for philosophy, inasmuch as the question of form and morphology, since the days of Goethe and Bergson, has always been considered as the starting point for a philosophy of the living being endowed with its own categories that cannot be reduced to those of physics

1990-1991 Louisiana Tech University Catalog

The Louisiana Tech University Catalog includes announcements and course descriptions for courses offered at Louisiana Tech University for the academic year of 1990-1991.https://digitalcommons.latech.edu/university-catalogs/1024/thumbnail.jp