Temporal dynamics of travelling theta wave activity in infants responding to visual looming

A fundamental property of most animals is the ability to see whether an object is approaching on a direct collision course and, if so, when it will collide. Using high-density electroencephalography in 5- to 11-month-old infants and a looming stimulus approaching under three different accelerations, we investigated how the young human nervous system extracts and processes information for impending collision. Here we show that infants' looming related brain activity is characterized by theta oscillations. Source analyses reveal clear localised activity in the visual cortex. Analysing the temporal dynamics of the source waveform, we provide evidence that the temporal structure of different looming stimuli is sustained during processing in the more mature infant brain, providing infants with increasingly veridical time-to-collision information about looming danger as they grow older and become mobile

The Ambiguity of “Weeping” in William Blake’s Poetry

There is a pattern to Blake\u27s ambiguity. The complexity and intricacy of the images in the earlier manuscripts demand careful reading of all of Blake\u27s works before interpretation. There are many examples, as this study attempted to show, of deliberate and effective ambiguity in the images of weeping

Some Factors Involved in Academic Success

The present study is an attempt to evaluate such factors as reading rate and comprehension, mental alertness, study habits, visual efficiency and certain associated factors as they relate to academic success. Zero order correlations arc presented with further analysis by multiple correlations techniques. The order of importance of variables studied are presented

A comparison of silent reading and listening through written recall and multiple choice type tests; grades 6 and 7.

Thesis (Ed.M.)--Boston Universit

Global Conflicts Shattered World Peace: John Dewey’s Influence on Peace Educators and Practitioners

The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey’s ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace education as seen through the lens of present-day practitioners. Through these historical milestones, Dewey’s philosophical support for peace education wavered when he faced the perpetual dilemma of what to do when the values of peace are in direct conflict with justice, decency, humanity, understanding, and cooperation. Yet, aspects of his ideas on how to teach peace—focused on building democratic communities—can still be seen in classrooms today

Critical Literacies and Feminist Ethics: Mapping a Pedagogical Reform in the Preparation of Educators

Those of us in university programs of education face the daunting task of preparing new and practicing teachers and school leaders with the necessary knowledge, competencies and attitudes to teach with success in the face of ever increasingly complex schooling environments

Reducing smoking in adolescents: cost-effectiveness results from the cluster randomized ASSIST (A Stop Smoking In Schools Trial)

Introduction: School-based smoking prevention programmes can be effective, but evidence on cost-effectiveness is lacking. We conducted a cost-effectiveness analysis of a school-based “peer-led” intervention.<p></p> Methods: We evaluated the ASSIST (A Stop Smoking In Schools Trial) programme in a cluster randomized controlled trial. The ASSIST programme trained students to act as peer supporters during informal interactions to encourage their peers not to smoke. Fifty-nine secondary schools in England and Wales were randomized to receive the ASSIST programme or usual smoking education. Ten thousand seven hundred and thirty students aged 12–13 years attended participating schools. Previous work has demonstrated that the ASSIST programme achieved a 2.1% (95% CI = 0%–4.2%) reduction in smoking prevalence. We evaluated the public sector cost, prevalence of weekly smoking, and cost per additional student not smoking at 24 months.<p></p> Results: The ASSIST programme cost of £32 (95% CI = £29.70–£33.80) per student. The incremental cost per student not smoking at 2 years was £1,500 (95% CI = £669–£9,947). Students in intervention schools were less likely to believe that they would be a smoker at age 16 years (odds ratio [OR] = 0.80; 95% CI = 0.66–0.96).<p></p> Conclusions: A peer-led intervention reduced smoking among adolescents at a modest cost. The intervention is cost-effective under realistic assumptions regarding the extent to which reductions in adolescent smoking lead to lower smoking prevalence and/or earlier smoking cessation in adulthood. The annual cost of extending the intervention to Year 8 students in all U.K. schools would be in the region of £38 million and could result in 20,400 fewer adolescent smokers.<p></p&gt

John Dewey: His Role in Public Scholarship to Educate for Peace

As 2016 is the centennial of Dewey\u27s most famous work, Democracy and Education (1916), it is important to consider Dewey\u27s role in public scholarship to educate for peace. Critical to an in-depth understanding of Dewey is recognition that the early twentieth century marked a transformational period in his views about war and peace. This paper addressed Dewey’s less known political and social ideas during the rise of the “modern” American peace movement. In addition, Dewey’s views of the role of education in a globalizing world are discussed. The research presented directly reflects global conflicts following World War I, while highlighting the disparity between war and peace

Global Conflicts Shattered World Peace: John Dewey\u27s Influence on Peace Educators and Practitioners

The need to build an awareness of peace and of peace education is often a message that is difficult to share with the larger society. John Dewey, an acclaimed American philosopher and intellectual, used his public platform to espouse his ideas on democracy and peace as a resolution to global discord during the years preceding and during World Wars I and II. Although Dewey did shift his perspective as global conflicts shattered his hope for world peace, he persevered in his missive of democracy and tolerance, especially through his writing and lectures. Dewey strongly believed that democratic societies are best suited to preserve peace and societal harmony. His reasoning was premised on his own understanding of democracy as a way of life, not as a political process. This paper examines Dewey’s ideas on peace education and his influence during the interwar years as well as during World War II. It also discusses how his ideas have been applied to contemporary approaches to peace education as seen through the lens of present-day practitioners. Through these historical milestones, Dewey’s philosophical support for peace education wavered when he faced the perpetual dilemma of what to do when the values of peace are in direct conflict with justice, decency, humanity, understanding, and cooperation. Yet, aspects of his ideas on how to teach peace—focused on building democratic communities—can still be seen in classrooms today