The promise and pitfalls of neuroeducation as a grounding for instructional practice

This narrative inquiry study explored how five educators from a language-based neuroeducation program apply and assess neuroeducation-grounded approaches in the classroom, and investigated their perceptions of the challenges and merits of neuroeducation implementation. It synthesized research from the domains of neuroscience, cognitive psychology, and language theory, and applied Neuro-Semantic Language Learning Theory (NsLLT) as its underpinning. The study found that teachers’ self-efficacy, feelings of isolation coupled with a lack of greater buy-in, and mindset mismatch are barriers to neuroeducation implementation, whereas the ability to meet students’ needs, the established results witnessed by participants, and the opportunity for a paradigm shift are merits. This study adds to the existing body of research on a neuroeducation model predicated on language function

The Promise and Pitfalls of Neuroeducation as a Grounding for Instructional Practices: An Exploration of K-12 Application and Assessment

The purpose of this narrative inquiry study was to explore how educators from a language-based neuroeducation program apply and assess neuroeducation-grounded approaches in the classroom, and to investigate their perceptions of the challenges and merits of neuroeducation implementation. In order to understand the promise and pitfalls of neuroeducation as a grounding for instructional practices, this study sought to share the stories of educators on the frontlines of this nascent endeavor. It synthesized research from the domains of neuroscience, cognitive psychology, and language theory, and applied Neuro-Semantic Language Learning Theory (NLLT) as its underpinning. The research involved five educators, all of whom have taken neuroeducation coursework, begun embedding neuroeducation into their teaching practice to varying degrees, and teach in different capacities. Findings reveal that most participants rely on visual methods and gird their instructional practices with Neuro-Semantic Language Learning Theory, because they believe language mediates learning and cognition. Findings also indicate that the majority of participants utilize informal assessments to gauge the effectiveness of their neuroeducation-grounded approaches. The study finds that teachers’ self-efficacy, feelings of isolation coupled with a lack of greater buy-in, and mindset mismatch are barriers to neuroeducation implementation. As for the merits, the findings highlight the ability to meet students’ needs, the established results witnessed by participants, and the opportunity to effect a paradigm shift. This study further bridges the gap between theory and practice, and adds to the existing body of research on a neuroeducation model predicated on language function

Function of social calls in Brown Long-eared bats Plecotus auritus

Microchiropteran bats produce vocalisations for two purposes: echolocation and communication. Vocalisations used for communication are often referred to as social calls. In this thesis I examined the nature of Brown Long-eared bats Plecotus auritus social calls recorded at roost and foraging sites through a combination of recording and playback experiments. A total of 11,484 social calls were recorded at 20 maternity roosts sites and three types of vocalisations were dentified on the basis of shape, referred to as Type A, B, and C. Although Type A vocalisations shared the same basic pattern, it was a very large group within which there was a lot of variation in acoustic parameters. Principal component analysis and modelbased cluster analysis were used to look for patterns within this group, and this identified six clusters. Maternity colonies surveyed in this study varied in size from as few as nine up to 98 bats, and the number of social calls recorded at the roost sites was highly correlated with the numbers of bats present in the colony. The analysis of seasonal patterns of social call production revealed that the number of social calls recorded at maternity roost sites showed a linear increase from June to September, whereas, the number of bats emerging decreased sharply from August to September. Simulations of P. auritus social calls were used to investigate behavioural responses to calls away from roost sites using the Autobat. P. auritus were clearly much more responsive to simulations of their own species' social calls than to the other stimuli tested. This strongly suggests that the responses to the Autobat represent attempts to interact with the source of the stimulus. Recording with ultrasound and infra-red video was conducted to test the bats’ responses to the different types of synthesised call and whether these responses varied seasonally. A female’s approach response to the stimulus may represent an attempt to repel a perceived intruder from her foraging area. Alternatively, if calls were used to coordinate foraging by advertising the location of resources to other females that share the range, a response may represent an attempt to move towards such resources. Experiments showed that females were significantly more likely to respond to a stimulus produced within their core foraging area, than in the peripheral area, or outside their foraging area. On the other hand, while females regularly shared foraging ranges with other females, there was little evidence of co-ordination of movements between simultaneously radio-tracked dyads. It was concluded that responses to the stimuli probably represent attempts to repel perceived intruders from the foraging area. The thesis concludes with a discussion of some of the advantages and limitations of using play-back of synthesised social calls in the field to investigate vocal communication in bats. Ways in which studies of captive bats of known relatedness could be used to further elucidate the functions of social calls are discussed

Individual adaptability as a predictor of job performance

In the new global economy, organizations frequently have to adjust to meet challenging demands of customers, competitors, or regulatory agencies. These adjustments at the organizational level often cascade down to employees, and they may face changes in their job responsibilities and how work is performed. I-ADAPT theory suggests that individual adaptability (IA) is an individual difference variable that includes both personality and cognitive aspects and has both trait- and state-like properties. As a result, IA may be an acceptable alternative for traditional, stable selection tests for operating within unstable environments. The present paper examined the relationship of individual adaptability, cognitive ability, and personality (conscientiousness) to task performance, citizenship performance, and counterproductive work behaviors. The relationship between an individual\u27s motivational state and IA was also examined. The study was conducted in the form of online surveys, with data being gathered from 313 employees across the United States. As hypothesized, IA was a significant predictor of all three types of performance, and IA was related to state of mind. IA was also a parsimonious predictor of citizenship performance, as stated in the hypotheses. Conscientiousness was found to be related to state of mind. IA was also hypothesized to demonstrate less differential prediction than cognitive ability, but this hypothesis was not supported. Limitations and future research directions are discussed, and practical uses for adaptability tests in the workplace are suggested

WwwPrivacygov: A constitutional and legislative review

One of the most controversial and evolving rights recognized within recent years has been the right to privacy. During the twentieth century, the Supreme Court and the United States Congress recognized the existence of this right, although in limited aspects. In the twenty-first century, Americans\u27 privacy rights have clashed with the evolution and the use of the Internet. Complications between a person\u27s privacy and the information needed for national security interests arose. The following study examines the question of where the privacy of an individual in this new era ends and where government intrusion begins. Through a qualitative analysis, constitutional and legislative aspects will be brought forth to challenge the idea that self-regulation is feasible within the growing cyber nation. Final analysis will bring forward new policy proposals to counter current problems in this virtual world

Encountering sex education and imagining positive sex: A discursive exploration of young people’s accounts

This study sought to explore how young people constructed their experience of sex and relationship education in the school setting, and their expectations of sexual relations. A Foucauldian-informed discourse analytic approach was adopted to examine how discourses of sex and sexuality as deployed by young people are informed by material and social structures, social relations and institutionalised practices, particularly sex education as delivered in schools, and how this impacted on possible ‘ways of being’ open to young people. Of particular interest was how gender and power were implicated in the way young people constitute their sexual subjectivities, knowledge and practices. A functional and transformative discourse related to sex was most dominant in the young peoples’ talk, with young people constructed as enterprising subjects able to ‘use’ sex to achieve social success. Young people talked their sexual subjectivities into being within a social sphere that constructed sex as having real implications for their lived experience, but which was divorced from their embodied experience. The findings of the research are discussed in relation to implications for clinical practice and future research. One of the most pertinent implications is the call by young people for a more complex understanding of their sexual and gender identity. Exploration of the wider issues pertaining to, along with the implications of, a range of sexual behaviours must be articulated and reflected upon in sex education lessons. Acknowledging the social, psychological, and emotional complexities of sexuality and sexual experience, as well as the physical, will enable young people to embody sexual subjectivities that genuinely reflect their complex lived experience, and provide space to recognise their strengths and resources in navigating sexual experience