4,531 research outputs found

    Personal Identity as a Hypothesis

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    I propose that the notions of personhood and personal identity are most accurately understood as merely negative hypotheses in the brains of us humans. Understanding the notions of personhood and personal identity in this way will also explain why the disagreements about the nature of personhood and personal identity have been intractable so far in the philosophical literature. And it also predicts that settling these disagreements through the analytic dialectic is unlikely

    Southern Adventist University Undergraduate Catalog 2023-2024

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2023-2024.https://knowledge.e.southern.edu/undergrad_catalog/1123/thumbnail.jp

    Application of Feedback Conversation for the Efficiency of Interpersonal Communication in Teaching in Higher Education

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    Wydział Studiów EdukacyjnychCelem prowadzonych badań była ocena skuteczności zastosowania informacji zwrotnej dla efektywności komunikacji interpersonalnej w nauczaniu w szkolnictwie wyższym. Skonstruowano proces osobistego instruktarzu, który umożliwiał ocenę komunikacji interpersonalnej wykładowcy w trakcie prowadzenia zajęć ze studentami w pięciu wymiarach: organizacji lekcji, klarowności przekazu, kontaktu z grupą docelową (studentami), wzbudzania zainteresowania oraz tworzenia wartości. Aby osiągnąć cel badawczy, przeprowadzono badania jakościowe z zastosowaniem badania w działaniu, które umożliwiło uczestnikom aktywność i zaangażowanie w całym procesie. Wzięło w nim udział dziesięciu wykładowców z Beit Berl Academic College. Narzędziami badawczymi wykorzystanymi były: wywiad częściowo ustrukturyzowany (na początku i na końcu procesu), obserwacja nagrania video z prowadzonych zajęć (trzy lekcje w semestrze), rozmowa z zastosowaniem informacji zwrotnej i refleksji (po każdym filmie). Wyniki badań wskazują na zmianę, jaka zaszła w aspektach poznawczych, emocjonalnych i behawioralnych na każdym z wymiarów komunikacji interpersonalnej. Ponadto ustalenia wskazują, że dla wszystkich wykładowców rozmowy zwrotne były znaczące i przyczyniły się do zmiany ich praktyk dydaktycznych. Wykładowcy doświadczyli rozmów zwrotnych jako pozytywnych doświadczeń instruktażowych, które przyczyniły się do doskonalenie ich nauczania.The objective of this research study is to explore the application of the feedback conversation on the efficiency of interpersonal communication in higher education teaching. For this purpose, a process of personal instruction was constructed that examined the interpersonal communication of the lecturer during the lecture in five dimensions: the organization of the lesson, the clarity of the messages, the contact with the target audience (the students), the creation of interest, and the creation of value. To achieve the objective, a qualitative research was carried out in the method of action research that enabled the participants to be active and involved throughout the entire process. Ten lecturers from the Beit Berl Academic College participated in this research study. The research instruments used in the research study are a semi-structured interview (before the beginning of the process and at the end of the process), films of the lecturer’s lessons (three lessons during the semester), feedback conversation, and reflection (after each film of the lesson). The research findings indicate a change that occurred among all the lecturers in the cognitive, emotional, and behavioral aspects in each one of the dimensions of interpersonal communication during the feedback conversation. In addition, the findings indicate that for all the lecturers the feedback conversations were meaningful and contributed to the change of their teaching practices. The lecturers experienced the feedback conversations as a positive experience, instructional, which contributed to the improvement of their teaching. pracy (max 1400 znaków) The objective of this research study is to explore the application of the feedback conversation on the efficiency of interpersonal communication in higher education teaching. For this purpose, a process of personal instruction was constructed that examined the interpersonal communication of the lecturer during the lecture in five dimensions: the organization of the lesson, the clarity of the messages, the contact with the target audience (the students), the creation of interest, and the creation of value. To achieve the objective, a qualitative research was carried out in the method of action research that enabled the participants to be active and involved throughout the entire process. Ten lecturers from the Beit Berl Academic College participated in this research study. The research instruments used in the research study are a semi-structured interview (before the beginning of the process and at the end of the process), films of the lecturer’s lessons (three lessons during the semester), feedback conversation, and reflection (after each film of the lesson). The research findings indicate a change that occurred among all the lecturers in the cognitive, emotional, and behavioral aspects in each one of the dimensions of interpersonal communication during the feedback conversation. In addition, the findings indicate that for all the lecturers the feedback conversations were meaningful and contributed to the change of their teaching practices. The lecturers experienced the feedback conversations as a positive experience, instructional, which contributed to the improvement of their teaching

    30th European Congress on Obesity (ECO 2023)

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    This is the abstract book of 30th European Congress on Obesity (ECO 2023

    Examining the Effect of a School-based Creativity Program on Divergent Thinking and Academic Achievement in Middle School Students

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    This study aimed to investigate the potential transfer effects of domain-specific creativity training on domain-general divergent thinking indices of divergent thinking and investigate the potential effects of the school-based creativity program on the development of creativity in a middle school in the southeast region of the United States. The school-based creativity program is an initiative that uses literacy standards to position students as content creators, connecting directly to student interests. The creativity program includes capstone projects, such as songwriting, theater, dance, video game development, inventions, marketing, and design. In the 2020–2021 school year, 55.17% of the program’s capstone projects were music-related (2019–2020: 63%). I assessed online 75 sixth-, seventh-, and eighth-grade students. Of the seventh and eighth graders, one half of the students were partially in the school-based creativity program and the second half were not involved in the program. All sixth graders were enrolled in the program and considered one group, which I labeled as Full Creativity-Sixth Grade. Four types of data were collected and analyzed for this study: the Runco Creativity Assessment Battery, Georgia Milestones Achievement Scores (GMAS), music-based capstone projects, and interviews with the administrator and program coordinator from the creativity program. Quantitative results revealed that grade level did affect divergent thinking, with lower grades scoring less. However, the participants in the Full Creativity program had virtually no transfer effects, which was expected based on the extensive training literature. These results may have been influenced by the way divergent thinking was measured and the testing schedule, in which testing fatigue may have influenced the posttest results. To measure academic achievement, participants were divided into two groups based on their GMAS test scores for English/Language Arts (ELA) and Math (Low Achieving and High Achieving). There were no significant interactions between divergent thinking pre-and posttest scores and GMAS test scores in ELA or Math. After completing a content analysis of the students’ music capstone projects, two overarching themes were present: musical creativity and emotional expression. This dissertation describes the creativity program in detail and discusses how it relates to music education. Contributions, limitations, implications, and directions for future research address the effect of school-based creativity programs on divergent thinking and academic achievement

    On optimization of heterogeneous materials for enhanced resistance to bulk fracture

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    We propose a novel approach to optimize the design of heterogeneous materials, with the goal of enhancing their effective fracture toughness under mode-I loading. The method employs a Gaussian processes-based Bayesian optimization framework to determine the optimal shapes and locations of stiff elliptical inclusions within a periodic microstructure in two dimensions. To model crack propagation, the phase-field fracture method with an efficient interior-point monolithic solver and adaptive mesh refinement, is used. To account for the high sensitivity of fracture properties to initial crack location with respect to heterogeneities, we consider multiple cases of initial crack and optimize the material for the worst-case scenario. We also impose a minimum clearance constraint between the inclusions to ensure design feasibility. Numerical experiments demonstrate that the method significantly improves the fracture toughness of the material compared to the homogeneous case

    Designing adaptivity in educational games to improve learning

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    The study of pedagogy has shown that students have different ways of learning and processing information. Students in a classroom learn best when being taught by a teacher who is able to adapt and/or change the pedagogical model being used, to better suit said students and/or the subject being taught. When considering other teaching mediums such as computer-assisted learning systems or educational video games, research also identified the benefits of adapting educational features to better teach players. However, effective methods for adaptation in educational video games are less well researched.This study addresses four points regarding adaptivity within educational games. Firstly, a framework for making any game adaptive was extracted from the literature. Secondly, an algorithm capable of monitoring, modelling and executing adaptations was developed and explained using the framework. Thirdly, the algorithm's effect on learning gains in players was evaluated using a customised version of Minecraft as the educational game and topics from critical thinking as the educational content. Lastly, a methodology explaining the process of utilising the algorithm with any educational game and the evaluation of said methodology were detailed

    Southern Adventist University Undergraduate Catalog 2022-2023

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2022-2023.https://knowledge.e.southern.edu/undergrad_catalog/1121/thumbnail.jp

    Exhibiting the Past

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    With respect to public issues, history matters. With the worldwide interest for historical issues related with gender, religion, race, nation, and identity, public history is becoming the strongest branch of academic history. This volume brings together the contributions from historians of education about their engagement with public history, ranging from musealisation and alternative ways of exhibiting to new ways of storytelling
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