Exploring participant perspectives of community aphasia group participation: from “I know where I belong now” to “Some people didn’t really fit in”

Aphasiology ◽  
2017 ◽  
Vol 32 (2) ◽  
pp. 139-163 ◽  
Author(s):  
Lucette Lanyon ◽  
Linda Worrall ◽  
Miranda Rose
Keyword(s):  
Group Participation ◽  
Participant Perspectives

The Higher Order Learning Domain of the Adult Learner

2010 ◽  
pp. 69-83
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Adult Learners ◽  
Adult Learner ◽  
Higher Order ◽  
Instructional Process ◽  
Group Participation ◽  
Active Involvement ◽  
Lesson Delivery ◽  
Higher Order Learning ◽  
And Performance ◽  
Participant Perspectives

Teaching the adult learner has dramatically changed over the years mostly in response to research and investigations that have come to define the term “andragogy.” Although he was not the first to use the term, Malcolm Knowles popularized the term andragogy that first appeared in the writing of Alexander Kapp. Since then, many citations have compared and contrasted andragogy with pedagogy in an attempt to distinguish what makes the teaching of adults different than teaching children. Much of the research focuses on several crucial assumptions about the characteristics of adult learners. Adults are considered autonomous and self-directed learners. Active involvement by adult learners in the instructional process calls for them to serve as their own principal facilitators for learning. Instructors are advised to solicit participant perspectives about the topics presented and the strategies to be employed in teaching concepts; assessments that will ultimately evaluate their progress and performance and the responsibility for learning that will dictate the conduct of lesson delivery. Group participation and leadership are keys to successful learning.

The criterion in counseling; a group participation scale.

1952 ◽  
Vol 47 (2, Suppl) ◽  
pp. 415-419 ◽  
Author(s):  
Harold B. Pepinsky ◽  
Laurence Siegel ◽  
Ellis L. Vanatta
Keyword(s):  
Group Participation

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

Neighboring group participation in hypobromous acid addition to 19-substituted 5α-cholest-1-enes and in acid cleavage of their epoxy analogs

1982 ◽  
Vol 47 (11) ◽  
pp. 3062-3076 ◽  
Author(s):  
Václav Černý ◽  
Pavel Kočovský
Keyword(s):  
Neighboring Group ◽  
Group Participation ◽  
Acid Addition ◽  
Acid Cleavage ◽  
Hypobromous Acid ◽  
Neighboring Group Participation

Reactions of the title compounds (bearing an OH, OCH3 or OCOCH3 group at C(19)) involve 5(O)n, 7(O)π,n-participation by the 19-substituent or attack by an external nucleophile. The 6(O)π,n-participation does not occur. The behavior of 1,2-unsaturated (or epoxidated) compounds has been compared with the earlier described 2,3-unsaturated or epoxidated analogs. The 1,2-type is genarally less prone to participation. The reasons for this behavior are discussed.

Mechanism of acid cleavage of some steroid epoxides. Competition between neighboring group participation and external nucleophile attack

1982 ◽  
Vol 47 (1) ◽  
pp. 124-129 ◽  
Author(s):  
Pavel Kočovský ◽  
František Tureček ◽  
Václav Černý
Keyword(s):  
Perchloric Acid ◽  
Cyclic Ether ◽  
Oxirane Ring ◽  
Neighboring Group ◽  
Group Participation ◽  
Acid Cleavage ◽  
Neighboring Group Participation

The mechanism of perchloric acid cleavage of epoxides I and II was established on the basis of experiments using H2 18O. The 2α,3α-epoxide I gave two products: the cyclic ether V (60%) arising by 5(O)n participation of the 19-acetoxyl and the diol VI (40%). The latter compound is formed by two mechanisms: 1) By direct cleavage of the oxirane ring with H2 18O as external nucleophile and 2) by 7(O)π,n participation via the ion III. Under the same conditions the 5α,6α-epoxide II yielded two diols: The diequatorial diol VIII (96%) arising by 6(O)π,n participation and the diaxial diol IX which is again formed by both direct cleavage of the oxirane ring with H2 18O and by 7(O)π,n participation via the intermediate ion X. The competition of several mechanisms is discussed.

Domains of Socialization

2019 ◽  
pp. 72-90
Author(s):  
Joan E. Grusec
Keyword(s):  
Young Adults ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Group Participation ◽  
Guided Learning ◽  
Positive Action ◽  
Affect And Cognition ◽  
And Control ◽  
Value Learning ◽  
Over Time

This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.

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