Developing music abilities in young children / 1071

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The A, B, Cs of physical activity, play and motor learning

A substantial amount of international research has documented children’s need for explorative, experiential and challenging physical play. Through versatile and all-round varieties of play forms and play environments children will develop basic movement skills and learn how to master their body in different and challenging situations. Children’s play is motivated through curiosity and fantasy of exploring the environment and this allows them to master their own bodies and learn to move in a variety of different ways. This symposium will consider how the abilities of: agility, balance and coordination (‘the A,B,Cs’) are stimulated and developed through different and open-ended affordances of play within four different European countries. The purpose of this is to share how the same early movement abilities (A,B,Cs), are developed according to context, culture and environment. The four countries have been chosen as their natural or adapted environments are varied, but they are all used to enhance and help the children to explore, engage in movement that develop their A,B,Cs. Different kind of A,B,C’s will be demonstrated: Finland through focusing on the use of snow and ice. Belgium through focusing on the use of water and aquatic activities, using the specific CEReKi approach. Norway through focusing on the use of the woods and forest environments and England through the use of beach, sand and indoor environments. The use of tools and equipment to help support the children’s development will be examined as well as the role of the teacher to help aid the early movement skills within each different natural or adapted environment. Photography and illustrations will demonstrate how the A,B,C’s are developed differently within each country. Paper one - Finnish perspective The purpose of this presentation is to concretize affordances of Finnish nature during winter – ice and snow. Ice is fascinating slippery surface. It challenge children’s balance and agility constantly, when they are moving or playing on the ice. Children need to activate all their neuro-muscular systems to coordinate their body limbs to keep their balance. Controlling their bodies in different postures while standing or moving helps motivate their play. Therefore, moving on the ice can be seen as playing with own body and trying to keep the balance. Beautiful white snow is free mattress for children: children are attracted to jump, run, throw, dive, cave, lay, roll, spin and use their creativity and desire to make whatever they imagine to try. These physical activities are excellent stimulation for the movement. Moving in the snow slows down children’s movements and they need to use more strength than without snow. Nordic children are lucky to have attractive winter affordances, ice and snow to tempt them physically active play. Challenging surfaces and materials demand concentration, which is prerequisite for development of physical abilities and motor coordination. The seasonal variation with changing affordances may be one reason causing good motor competence of Nordic children. Paper two - Belgium's perspective The aquatic environment is generally for children a source of pleasure and fulfilment. However, water presents physical characteristics for which the humans are not fundamentally constituted. The ability to move in the water is governed by different rules that the child must appropriates in a progressive way. For example the child has to move from the vertical position to the horizontal position in water. Propulsion uses more the upper limbs than the lower limbs. Water resistance changes the speed of segmental movements and breath must be controlled. The aquatic environment should be discovered in a suitable, progressive and fun way. This is what is proposed with the CEReKi original water familiarization method developed in Belgium. The purpose of this presentation is to illustrate how an original arrangement can stimulate the agility, balance and coordination (ABC’s) of the child in the water through active play. Specially adapted equipment is introduced into the pool to provide a stimulating environment, allowing children to evolve according to their desire and level. This presentation will show how a synthetic fibre net, bars, floats, a metal cage or slides can be used to develop children's aquatic ABC’s in an adapted and affording environment. Paper three - Norwegian perspective Children learn movements and gain bodily experiences by exploring different environments. Through bodily experiences, children explore details and quality of movements such as balance, coordination, speed, agility, force and endurance Children develop perceptual-motor skills through natural spontaneous interaction with the environment. The materiality of the environment affords challenges and experiences that promote motor learning and the children respond by exploring, discovering and face the challenges by mastering perceptual motor skills in context with the environment. This presentation will demonstrate how children’s physical play is stimulated and developed through different and open-ended affordances of play “How to encourage explorative and problem-solving play” “How do landscapes promote motor learning and mastering of bodily competence?” Approaches: * Children’s play and learning through experience will be demonstrated through a video of a natural play space * Open-ended affordances of landscapes will be presented Literature and case studies showing the contextual environment- child relationship in learning fundamental motor skills will be discussed. Multifunctional and challenging environments seem to have promotive effect on children’s physical and explorative play and should therefore be encouraged as a pedagogical approach in motor learning. Paper four - English perspective. Nowhere within the UK is further than 70 miles (113 kilometres) from the coast, and England is made up of 2728 miles (4,422 km) of coastline. The coastline has a variety of natural textures from flat sandy dunes to steep white cliffs such as those found at Dover. The beach and coastline offers English children an almost Jurassic exploration, as it is the place that is full of beauty, history and fossils, with many schools having weekly or daily ‘beach school’ in which the children, learn, explore and play on the beach environment. The photographs and illustrations provided in the paper will show how the abilities of agility, balance and coordination are developed through a variety of ways using the sand and beach environments. For example the fine and coarse sand are ideal for sensory touch development with children from very young age. Both the actual outdoor environments of the beach and rock pools as well as sand pits, sand boxes and water boxes within indoor settings are used to develop physical curiosity, through hiding objects that the children have to use fine motor skills to dig out, to use pincers to help develop their grasping, reaching and coordination skills

Real-time analogue gauge transcription on mobile phone

The objective of this paper is to automatically read any circular single pointer analogue gauge in real-time on mobile phone. We make the following contributions: (i) we show how to efficiently and accurately read gauges on mobile phones using a convolutional neural network (CNN) system which accepts both a high and low resolution gauge image; (ii) we introduce a large synthetic image dataset (far superior in size to prior works) with ground truth gauge readings, pointer layout and scale face homographies that is suitable for training a CNN for real world application; (iii) we also release a new real world analogue gauge dataset (larger meter variation than any previous) with annotation suitable for testing three different types of tasks and finally (iv) we beat state of the art performance for gauge reading on this dataset and an existing public dataset in multiple metrics by large margins, notably with pointer angle error less than 1 degree. Our method is fast and lightweight and runs up to 25fps on mobile devices

Cruel to be Kind: Factors Underlying Altruistic Efforts to Worsen Another Person's Mood

When aiming to improve another person’s long-term well-being, people may choose to induce that person to experience a negative emotion in the short term. We labelled this form of agent–target interpersonal emotion regulation altruistic affect worsening and hypothesized that it may happen when three conditions are met: (1) The agents experience empathic concern for the target of the affect-worsening process; (2) the negative emotion to be induced helps the target achieve a goal (anger for confrontation or fear for avoidance); and (3) there is no benefit for the agent. This hypothesis was tested by manipulating perspective taking instructions and the goal to be achieved whilst participants (N = 140) played a computer video game with different goals. Participants following other-oriented perspective taking instructions decided to induce more anger or fear in a supposed fellow participant working to achieve a confrontational or avoidance goal, respectively

Maths vs (meta)modelling: Are we reinventing the wheel?

In the past, specification of languages and data structures has traditionally been formally achieved using mathematical notations. This is very precise and unambiguous, however it does not map easily to modern programming languages and many engineers are put off by mathematical notation. Recent developments in graphical specification of structures, drawing from Object-Oriented programming languages, has lead to the development of Class Diagrams as a well-used means to define data structures. We show in this paper that there are strong parallels between the two techniques, but that also there are some surprising differences

Family Life Education in the High Schools of Utah

A descriptive study was made of the administrative provisions, teaching qualifications and characteristics, subjects and topics being taught, and resources used in teaching family life education in the high schools of Utah. Some family life education was being taught in 98 per cent of the high schools. Of these schools, 82 per cent were teaching it as a unit in a regular class varying widely from Home and Family Living to Livestock Management. viii Home Economics classes came closest to teaching family life education as it was defined in this study; however, these classes were made up almost entirely of girl students. The training received by most family life teachers was not explicitly in family life education, resulting in a segmentalized exposure regarding the whole of family life education. Only 30.7 per cent of the family life teachers were using a family life textbook

Intelligent Entity Behavior Within Synthetic Environments

This paper describes some elements in the development of realistic performance and behavior in the synthetic entities (players) which support Modeling and Simulation (M&S) applications, particularly military training. Modern human-in-the-loop (virtual) training systems incorporate sophisticated synthetic environments, which provide: 1. The operational environment, including, for example, terrain databases; 2. Physical entity parameters which define performance in engineered systems, such as aircraft aerodynamics; 3. Platform/system characteristics such as acoustic, IR and radar signatures; 4. Behavioral entity parameters which define interactive performance, including knowledge/reasoning about terrain, tactics; and, 5. Doctrine, which combines knowledge and tactics into behavior rule sets. The resolution and fidelity of these model/database elements can vary substantially, but as synthetic environments are designed to be compose able, attributes may easily be added (e.g., adding a new radar to an aircraft) or enhanced (e.g. Amending or replacing missile seeker head/ Electronic Counter Measures (ECM) models to improve the realism of their interaction). To a human in the loop with synthetic entities, their observed veridicality is assessed via engagement responses (e.g. effect of countermeasures upon a closing missile), as seen on systems displays, and visual (image) behavior. The realism of visual models in a simulation (level of detail as well as motion fidelity) remains a challenge in realistic articulation of elements such as vehicle antennae and turrets, or, with human figures; posture, joint articulation, response to uneven ground. Currently the adequacy of visual representation is more dependant upon the quality and resolution of the physical models driving those entities than graphics processing power per Se. Synthetic entities in M&S applications traditionally have represented engineered systems (e.g. aircraft) with human-in-the-loop performance characteristics (e.g. visual acuity) included in the system behavioral specification. As well, performance affecting human parameters such as experience level, fatigue and stress are coming into wider use (via AI approaches) to incorporate more uncertainty as to response type as well as performance (e.g. Where an opposing entity might go and what it might do, as well as how well it might perform)

Fermi Surface Nesting and the Origin of the Charge Density Wave in NbSe2_2

We use highly accurate density functional calculations to study the band structure and Fermi surfaces of NbSe2. We calculate the real part of the non-interacting susceptibility, Re chi_0(q), which is the relevant quantity for a charge density wave (CDW) instability and the imaginary part, Im chi_0(q), which directly shows Fermi surface (FS) nesting. We show that there are very weak peaks in Re chi_0(q) near the CDW wave vector, but that no such peaks are visible in Im chi_0(q), definitively eliminating FS nesting as a factor in CDW formation. Because the peak in Re chi_0(q) is broad and shallow, it is unlikely to be the direct cause of the CDW instability. We briefly address the possibility that electron-electron interactions (local field effects) produce additional structure in the total (renormalized) susceptibility, and we discuss the role of electron-ion matrix elements.Comment: Replacement of Table II values, minor changes to tex

Dose, exposure time, and resolution in Serial X-ray Crystallography

The resolution of X-ray diffraction microscopy is limited by the maximum dose that can be delivered prior to sample damage. In the proposed Serial Crystallography method, the damage problem is addressed by distributing the total dose over many identical hydrated macromolecules running continuously in a single-file train across a continuous X-ray beam, and resolution is then limited only by the available molecular and X-ray fluxes and molecular alignment. Orientation of the diffracting molecules is achieved by laser alignment. We evaluate the incident X-ray fluence (energy/area) required to obtain a given resolution from (1) an analytical model, giving the count rate at the maximum scattering angle for a model protein, (2) explicit simulation of diffraction patterns for a GroEL-GroES protein complex, and (3) the frequency cut off of the transfer function following iterative solution of the phase problem, and reconstruction of an electron density map in the projection approximation. These calculations include counting shot noise and multiple starts of the phasing algorithm. The results indicate counting time and the number of proteins needed within the beam at any instant for a given resolution and X-ray flux. We confirm an inverse fourth power dependence of exposure time on resolution, with important implications for all coherent X-ray imaging. We find that multiple single-file protein beams will be needed for sub-nanometer resolution on current third generation synchrotrons, but not on fourth generation designs, where reconstruction of secondary protein structure at a resolution of 0.7 nm should be possible with short exposures.Comment: 19 pages, 7 figures, 1 tabl