Rural children’s work and school education in the context of rapid economic growth in South Korea

This paper explores how children’s work, in its broadest sense, and the related values and attitudes concerning childhood, have evolved in the context of rapid economic growth in South Korea. It discusses how ideas about children’s main activities, and their status and relationships within the family, have changed and how children’s roles and responsibilities are seen by members of different generations. It interrogates the changing ideas of work in contemporary children’s lives and presents data from a relatively under-researched part of the world

Increasing the Capacity of Primary Care Through Enabling Technology.

Primary care is the foundation of effective and high-quality health care. The role of primary care clinicians has expanded to encompass coordination of care across multiple providers and management of more patients with complex conditions. Enabling technology has the potential to expand the capacity for primary care clinicians to provide integrated, accessible care that channels expertise to the patient and brings specialty consultations into the primary care clinic. Furthermore, technology offers opportunities to engage patients in advancing their health through improved communication and enhanced self-management of chronic conditions. This paper describes enabling technologies in four domains (the body, the home, the community, and the primary care clinic) that can support the critical role primary care clinicians play in the health care system. It also identifies challenges to incorporating these technologies into primary care clinics, care processes, and workflow

Student attitudes toward individuals with disabilities: Inclusive versus traditional classrooms in elementary school

In recent years, many schools have begun to include students with disabilities in general education classrooms. Studies on inclusion, have shown several positive effects for students with and without disabilities. This study examines the self-reported attitudes of 185 elementary school students in inclusive and traditional classrooms, as measured by the Scale of Children\u27s Attitudes Toward Exceptionalities (SCATE). Self-reported attitudes and experiences of general education teachers were also assessed using a survey developed by the researcher. Although statistically significant relationships were found on the SCATE, these were not logical or conclusive. Results of the teacher surveys indicate that teachers of inclusive classes more strongly support the district philosophy for including students with disabilities than teachers of traditional classes. The results of this study do not support the hypothesis that students in inclusive classrooms have more positive attitudes toward peers with disabilities than students in traditional classrooms. Implications for these results and possibilities for future research are discussed

The effects of thalamic, frontal cortical and hippocampal formation lesions on a delayed nonmatching to sample task

Two areas of the brain have been implicated in global amnesia: the medial temporal lobe and the midline diencephalon (Squire and Zola-Morgan; Victor, Adams, and Collins, 1989). A third area of the brain, the prefrontal cortex, has more recently been included as a memory related area (Fuster, 1989). The purpose of the study reported here was to further examine the neurological basis of the delayed nonmatching to sample place cue task (DNMTS-PC) deficit by comparing lesions in each of the three major areas attributed to memory processes. Patterns of impairments on the DNMTS-PC were further understood by manipulating retention and inter-trial intervals and by extensive pretreatment training. The effects of radio frequency lesions of the L-IML were compared to lesions in the MW and the dentate nucleus of the hippocampal formation (HP). DNMTS was measured with three retention intervals within session (0.4, 1.6, 6.4 s). Inter-trial interval was varied between sessions (0.8, 3.2, 12.8 s). L-IML, MW, and HP groups were significantly impaired on the initial 1008 trials. HP animals recovered their performance within the first 432 trials of post-surgical training. Following recovery of performance HP animals were not significantly impaired for the duration of post-surgical training. L-IML and MW animals continued to be impaired across different inter-trial interval manipulations. L-IML lesions result in substantial impairment on the DNMTS-PC task. MW lesions also produced substantial impairment on the DNMTS-PC task. Although the effects of the L-IML lesion on the DNMTS-PC task can be accounted for by the MW lesion, when compared across studies MW lesions produced more selective impairments on working memory tasks than did L-IML lesions

Reconstructing the Present Through Kinesthetic History: An Investigation into Modes of Preserving, Transmitting, and Restaging Contemporary Dance

Methods of dance preservation have evolved alongside conceptual themes that have framed dance’s historical narrative. The tradition of written dance notation developed in accordance with notions that prioritized logocentricity, and placed historical legitimacy on tangible artifacts and irrefutable archives; whereas the technical revolution of the late twentieth century saw dance preservation practices shift to embrace film and video documentation because they provided more accessible, and more convenient records. Since the 1970s video recordings have generally been considered to provide authentic visual representations of dance works, and the tradition of score writing has begun to wane. However, scholarly criticism has unveiled both philosophical and practical challenges posed by these two modes of documentation, thus illuminating a gap between theories of embodiment and the practice of dance preservation. In alignment with contemporary discourse, which legitimizes the body as a site of generating and storing knowledge, this dissertation suggests ‘kinesthetic history’ as a valid mode of dance preservation. Operating as a counterpart to oral history, and borrowing theoretical concepts from contemporary historiography, existential phenomenology and ethnography, the term ‘kinesthetic history’ suggests a mode of corporeal inscription and transmission that relies on the reciprocal interaction of bodies in space. The use of ‘kinesthetic history’ as a methodological approach to the preservation, translation, and reconstruction of movement material reflects the elements of fluidity, plurality and subjectivity that are often characteristic of contemporary choreographic practices. This theory is interrogated through a case study, which explores the ways in which both a written and digitized score, video recordings, and the ‘kinesthetic history’ of an original cast member operated as modes of transmission in a 2013 restaging of William Forsythe’s One Flat Thing, reproduced (2000) at The Juilliard School. Conclusions drawn from the case study challenge the traditional notions of reconstruction and restaging and suggest ‘regeneration’ as an alternative term to describe the process of preserving and transmitting contemporary dance works

Project Think: Transforming history into new knowledge

Project THINK was designed as a classroom project that combined the use of instructional multimedia technology, linked to the California History/Social Science standards, which engaged gifted middle school students in the design of these standards-based video materials

Building Intercultural Capacity in School Teams to Support Refugee Students

In a period of globalization and forced migration, refugee numbers are increasing exponentially, and unprepared school systems embrace students as families settle in unfamiliar territory. This Organizational Improvement Plan (OIP) explores the experiences of a school team at Calluna Elementary School (CES, a pseudonym) in Southern Ontario, where staff strive to build their collective intercultural capacity in order to best serve an influx of newcomers who have survived war and significant loss. The Problem of Practice (PoP) involves addressing staff struggles with trauma-informed pedagogy, early literacy instruction, and maintaining an asset-focused perspective, through a refugee critical race theory lens. To inspire radical change in the current organization, and to flex with the rapidly changing demographics of the school community, the principal adopts both a transformative and adaptive leadership approach. While the organization evolves and oppressive programs and practices are identified and addressed, a change plan and communication plan are applied. Implementing formal professional learning sessions for staff through a 4C framework will be instrumental in developing culturally sustaining practices which adequately provide essential supports for refugee students. Training for the school team which focuses on developing intercultural competence will improve the ability of the system to address the unique challenges encountered. This morally imperative work is applicable to school contexts around the world where refugees are accepted and barriers are faced when supporting effective settlement for newcomers

Benefits of Exercise in Severe Mental Illness

BENEFITS OF EXERCISE FOR SEVERE MENTAL ILLNESS Heather Young Faculty Sponsor: Dr. Barbra Harris, RN, PhD. & Dr. Kim Amer, RN, PhD. Background: Several studies have provided evidence to support the benefits of exercise in offering protection from depression and as an intervention in the treatment of mental illness. Exercise in mental illness is not only beneficial to the mental health of the patients, studies have also shown that patients with a mental illness are at a significantly higher risk of physical health concerns and complications and exercise can help decrease many of those complications. Objective: The purpose of this literature review is to synthesize the research on exercise in severe mental illness by answering the following research questions: What are the health outcomes of integrating an exercise program with patients diagnosed with severe mental illness? What are the essential components or barriers of an effective exercise program for patients diagnosed with a severe mental illness? Methods: The databases utilized were PubMed, the Cumulative Index of Nursing and Allied Health (CINAHL) Complete, PsycINFO, and ProQuest Nursing & Allied Health Source. Many terms were used in a combination of searches, including: Exercise, Benefits, Severe Mental Illness, and Physical Activity. An extensive search of several combinations of these key terms was performed, and sufficient literature was found. Results: After examining the literature, the following themes were found to be relevant: positive benefits mentally and physically, a therapeutic relationship between the patient and staff plays a major role in the positive outcomes, and different types of exercise used to improve mental and physical health in SMI. Conclusion: The findings suggest that exercise used along with pharmacotherapy has many mental, emotional, and physical benefits. Further research is needed to explore the relationship between exercise in mental illness to clarify its effects on mental outcomes and the correlation between exercise and physical improvements