Return to School

2014 ◽  
pp. 111-116
Author(s):  
David L Brody
Keyword(s):  
Extracurricular Activities ◽  
Cognitive Activity ◽  
Return To Play ◽  
School Nursing ◽  
Return To School ◽  
Depression And Anxiety ◽  
Medical Providers ◽  
New Material ◽  
Catch Up ◽  
Familiar Material

Consider a graded, stepwise approach to return to school, analogous to the strategy for return to play. This requires coordination with teachers, administrators, school nursing/medical providers, parents, and often classmates. The steps include mental rest, light cognitive activity (e.g., reading familiar material), moderate cognitive activity (e.g., new material in the student’s strongest subject), back to school with accommodations and extra rest, back to school without accommodations, catch up on missed work, then resume extracurricular activities. For complex concussions, reduce barriers to optimal cognitive performance such as sleep disorders, headache, depression, and anxiety. There is no point in trying to return to school when any of these are substantially impairing.

Return to School

2019 ◽  
pp. 159-168
Author(s):  
David L. Brody
Keyword(s):  
Extracurricular Activities ◽  
Cognitive Activity ◽  
Quantitative Measure ◽  
Return To Play ◽  
School Nursing ◽  
Return To School ◽  
Behavior Rating Inventory ◽  
Cognitive Rest ◽  
New Material ◽  
Familiar Material

Consider a graded stepwise approach to return to school, analogous to the strategy for return to play. This requires coordination with teachers, administrators, school nursing/medical providers, parents, and often classmates. The steps include mental rest, light cognitive activity (e.g., reading familiar material), moderate cognitive activity (e.g., new material in the student’s strongest subject), back to school with accommodations and extra rest, back to school without accommodations, catch up on missed work, then resume extracurricular activities. For complex concussions, reduce barriers to optimal cognitive performance, such as sleep disorders, headache, depression, and anxiety. There is no point in trying to return to school when any of these are substantially impairing. Reduced cognitive activity is associated with faster resolution of concussion-related symptoms, but complete cognitive rest is not necessary. Patients do not have to be completely symptom-free to return to school and to light exercise. Consider using a quantitative measure such as the Behavior Rating Inventory of Executive Function (BRIEF).

Students’ Experience in Learning Accounting via Open and Distance Learning (ODL)

2020 ◽  
Vol 7 (1) ◽  
pp. 29-40
Author(s):  
Nur Syafiqah Hussin ◽  
Naqiah Awang ◽  
Farah Husna Mohd Fatzel
Keyword(s):  
Distance Learning ◽  
Traditional Classroom ◽  
Financial Accounting ◽  
Way Of Life ◽  
Internet Connection ◽  
New Material ◽  
The Subject ◽  
Open And Distance Learning ◽  
Catch Up ◽  
Almost All

Covid-19 is an unprecedented crisis that has affected almost all industry players including education. It has transformed our way of life and introduced a new normal to how things are done. As an effort to contain the outbreak of pandemic Covid-19, universities have shifted to online learning. In line with this, Universiti Teknologi MARA (UiTM) has decided to execute open and distance learning (ODL) for the current semester until 31 December 2020. ODL introduces a different learning environment as compared to the traditional classroom that requires students to be self-reliant in learning new things. Hence, the purpose of the study is to explore students’ experiences in the process of knowledge transfer through ODL specifically for accounting subjects. A questionnaire was distributed to students who were taking the subject of Introduction to Financial Accounting and Introduction to Cost Accounting in UiTM Pahang Kampus Raub and a total of 206 responses were received. The study found over half of the students enjoy learning through ODL but only one-third were looking forward to having ODL for the next semester. Poor internet connection is the main reason found in the study that makes ODL not preferred by the students. At the same time, few features were highlighted by the students about ODL such as the advantage of pre-recorded video to catch up the new material and flexibility for them to learn at their own pace.

scholarly journals Adolescents With ADHD Do Not Take Longer to Recover From Concussion

2021 ◽  
Vol 8 ◽  
Author(s):  
Nathan E. Cook ◽  
Grant L. Iverson ◽  
Bruce Maxwell ◽  
Ross Zafonte ◽  
Paul D. Berkner
Keyword(s):  
Recovery Time ◽  
Return To Play ◽  
Return To School ◽  
Prior History ◽  
Return To Sports ◽  
Full Time ◽  
Recovery Times ◽  
Concussion History ◽  
Concussion Recovery ◽  
Medication Status

The objective of this study was to determine whether adolescents with attention-deficit/hyperactivity disorder (ADHD) have prolonged return to school and sports following concussion compared to those without ADHD and whether medication status or concussion history is associated with recovery time. We hypothesized that having ADHD would not be associated with longer recovery time. This prospective observational cohort study, conducted between 2014 and 2019, examined concussion recovery among school sponsored athletics throughout Maine, USA. The sample included 623 adolescents, aged 14–19 years (mean = 16.3, standard deviation = 1.3 years), 43.8% girls, and 90 (14.4%) reported having ADHD. Concussions were identified by certified athletic trainers. We computed days to return to school (full time without accommodations) and days to return to sports (completed return to play protocol) following concussion. Adolescents with ADHD [median days = 7, interquartile range (IQR) = 3–13, range = 0–45] did not take longer than those without ADHD (median days = 7, IQR = 3–13, range = 0–231) to return to school (U = 22,642.0, p = 0.81, r = 0.01; log rank: χ12 = 0.059, p = 0.81). Adolescents with ADHD (median days = 14, IQR = 10–20, range = 2–80) did not take longer than those without ADHD (median days = 15, IQR = 10–21, range = 1–210) to return to sports (U = 20,295.0, p = 0.38, r = 0.04; log rank: χ12 = 0.511, p = 0.48). Medication status and concussion history were not associated with longer recovery times. Adolescents with ADHD did not take longer to functionally recover following concussion. Recovery times did not differ based on whether adolescents with ADHD reported taking medication to treat their ADHD or whether they reported a prior history of concussion.

scholarly journals Game as a Way to Enhance Students’ Cognitive Activity

2018 ◽  
Vol 27 (10) ◽  
pp. 161-167
Author(s):  
E. F. Gladkaya
Keyword(s):  
Group Work ◽  
Cognitive Activity ◽  
Teaching Experience ◽  
Educational Process ◽  
Russian Language ◽  
Mutual Understanding ◽  
Game Situation ◽  
New Material ◽  
The Rich ◽  
Game Forms

The article deals with the description and analysis of the teaching experience of enhanc-ing students’ cognitive activity through intellectual games-competitions (games in pairs, teamwork) in the framework of Humanities “Russian language and speech culture” and “Rhetoric” at technical University. Special attention is paid to the description of the technology of games, pedagogical nuances that must be considered by a teacher to achieve maximum results of educational and gaming activities. On the basis of the described experience, conclusions are drawn about the rich possibilities of using games-competitions in the educational process of higher school. Properly organized game allows to create a favorable for learning emotional background and establish psychological contact between all participants of communication. In the game situation, the emotional and intellectual forces of students are mobilized. The group work develops communication and teamwork skills and the ability to achieve mutual understanding, to get the value of each member of the group. An important advantage of the game forms is that they can be used at all stages of training: from the introduction of new material to the control of acquired knowledge and skills. The emotions experienced during the game by students, increase responsibility for the result, contribute to better learning of educational material, which is confirmed by the control tests.

scholarly journals Relationship Between Epilepsy and Dreaming: Current Knowledge, Hypotheses, and Perspectives

2021 ◽  
Vol 15 ◽  
Author(s):  
Aurélien de la Chapelle ◽  
Birgit Frauscher ◽  
Amandine Valomon ◽  
Perrine Marie Ruby ◽  
Laure Peter-Derex
Keyword(s):  
Cognitive Impairment ◽  
Anxiety Disorders ◽  
Current Knowledge ◽  
Cognitive Activity ◽  
Confounding Factors ◽  
Depression And Anxiety ◽  
Dream Recall ◽  
Generalized Seizures ◽  
Patients With Epilepsy ◽  
The Impact

The interactions between epilepsy and sleep are numerous and the impact of epilepsy on cognition is well documented. Epilepsy is therefore likely to influence dreaming as one sleep-related cognitive activity. The frequency of dream recall is indeed decreased in patients with epilepsy, especially in those with primary generalized seizures. The content of dreams is also disturbed in epilepsy patients, being more negative and with more familiar settings. While several confounding factors (anti-seizure medications, depression and anxiety disorders, cognitive impairment) may partly account for these changes, some observations suggest an effect of seizures themselves on dreams. Indeed, the incorporation of seizure symptoms in dream content has been described, concomitant or not with a focal epileptic discharge during sleep, suggesting that epilepsy might directly or indirectly interfere with dreaming. These observations, together with current knowledge on dream neurophysiology and the links between epilepsy and sleep, suggest that epilepsy may impact not only wake- but also sleep-related cognition.

scholarly journals Concussion Assessment and Return to Sport for a High School, Legally Blind, Female Swimmer

2019 ◽  
Vol 34 (5) ◽  
pp. 776-776
Author(s):  
A Custer ◽  
J Tatman ◽  
J Lee
Keyword(s):  
Visually Impaired ◽  
Glaucoma Patient ◽  
Cognitive Activity ◽  
Balance Training ◽  
Return To Sport ◽  
Interdisciplinary Approach ◽  
Return To Play ◽  
Symptom Scale ◽  
Dry Land ◽  
Sport Concussion

Abstract Purpose Limited research exists on treatment of sport concussion in visually impaired individuals. Adaptation to athlete’s needs is vital for individualized sport specific return to play (RTP). Methods Fifteen year-old, visually impaired, female, swimmer presented to an interdisciplinary Sport Concussion Program for protracted recovery with complaints of disequilibrium, headaches, cognitive fatigue, and exacerbation of premorbid resting nystagmus after being kicked in the head during practice. Patient is legally blind due to Peter’s Anomaly and right retinal detachment, with history of migraine, carsickness, and glaucoma. Patient completed two visits with clinical sports neuropsychologist and three vestibular therapy (VT) appointments, assessed via Post-Concussion Symptom Scale (PCSS), Montreal Cognitive Assessment (MoCA-BLIND), Modified Balance Error Scoring System (mBESS), Dizziness Handicap Inventory (DHI), Activities-Specific Balance Confidence scale (ABC), Buffalo Concussion Treadmill Test (BCTT), and Children's Memory Scales (CMS). Differential Diagnosis: Concussion, Post-Concussion Syndrome, Post-Traumatic Headache, Vestibular Dysfunction. Results Initial consult revealed PCSS of 35 and normal MoCA-BLIND (18/22). Patient’s mBESS improved from 7 to 3 errors with VT, DHI mildly elevated (36%), ABC moderately elevated (43%). VT consisted of: neuromuscular re-education, balance training, positional changes, cognitive activity, sport specific RTP progressions (dry land modifications, transitions into water, communication to team athletic trainer). BCTT passed on third VT visit. Patient cleared for RTP with PCSS at 7 and (CMS) Stories, Word Lists, Numbers, and Sequences subtests within expectations (average to high average ranges). Conclusion This case study illustrates an interdisciplinary approach to concussion treatment with modification of established tools and proposal of sport specific RTP guidelines for visually impaired athletes.

Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss

2020 ◽  
Author(s):  
Michelle Kaffenberger
Keyword(s):  
School Closure ◽  
Mitigation Strategies ◽  
Return To School ◽  
Long Term Effects ◽  
Education Systems ◽  
School Closures ◽  
Long Run ◽  
Short Run ◽  
Catch Up

The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.

STEM TRAINING THROUGH A VISUAL ENVIRONMENT FOR TYNKER PROGRAMMING IN EXTRACURRICULAR FORM OF TRAINING /FIRST HIGH SCHOOL STAGE/

2021 ◽  
Vol 12 (2) ◽  
pp. 500-508
Author(s):  
Petya Zheleva ◽  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Problem Solving ◽  
Extracurricular Activities ◽  
Learning Process ◽  
Self Regulation ◽  
Cognitive Activity ◽  
Visual Environment ◽  
Psychological Profile ◽  
Practical Application

Extracurricular activities create opportunities for upgrading the knowledge, skills and competencies, for the practical application of what has been learned, as well as for building and improving the young person’s personality and psychological profile. They „promote learning and cognitive activity, improve the characteristics associated with the dimension of emotional intelligence, develop thinking and stimulate self-regulation of personality. An opportunity to achieve integrated knowledge is created, with an emphasis on problem solving (s). The learning process is optimized, the development of the professional, personal competence and emotional intelligence of the student is catalyzed.

Cognitive activity specifics in the context of educational discourse

2021 ◽  
pp. 73-79
Author(s):  
Alyona A. Rubas ◽  
Atirkul Ye. Agmanova
Keyword(s):  
Cognitive Activity ◽  
Educational Material ◽  
Educational Institutions ◽  
Language Training ◽  
Educational Discourse ◽  
Individual Perception ◽  
New Knowledge ◽  
New Material ◽  
Text Information ◽  
Different Levels

We consider the issue of modeling the cognitive activity of an individual in the context of educational discourse. In the context of educational discourse, the presentation of new material is carried out through educational texts, the acquired knowledge is checked and consolidated, which becomes particularly relevant in the context of new requirements for language training in educational institutions of different levels. The relevance of the study is due to the need to study different aspects of the functioning of the educational discourse in the context of the tasks of the updated content of Kazakhstan's secondary education. The educational text as a product of the author's written speech activity is the main form of knowledge transfer to schoolchildren. The most important characteristic of the educational text is expressed in the presence of educational, cultural, educational, and developmental components in it. The main purpose of the educational text is to store information, and in the process of its transmission – to influence the consciousness of students, motivating them to work with the educational material, the development of their creative qualities. An important fact is that the volume and nature of pre-text information vary among people, and therefore the study of individual perception of educational discourse in the process of mastering new knowledge should be based on modeling the cognitive activity of the student, taking into account their apperceptive base. In this paper, the specifics of the cognitive activity of students in the context of educational discourse are considered on the example of real educational texts.

Concussion in Children

2019 ◽  
pp. 184-190
Author(s):  
David L. Brody
Keyword(s):  
Cognitive Performance ◽  
Daily Life ◽  
Return To School ◽  
Depression And Anxiety ◽  
School Sports ◽  
Middle Way ◽  
Age Appropriate ◽  
High Glycemic Index ◽  
Atypical Presentations ◽  
Balance Problems

Rules for children under 12 years of age with concussion: (1) Take the history twice: Once from the child and once from the parents or guardians. Young children can reliably report headache, nausea, balance problems, problems concentrating, and irritability. Other concerns, as well as preinjury problems, should be assessed from the parents or guardians. (2) Use age-appropriate language and simplified assessments of severity. Consider using the Child SCAT5. (3) Carefully assess for secondary-gain factors. A child may over-report or under-report symptoms to please the parents or guardians. (4) With regard to return to school, sports, and daily life, help the parents or guardians find the “middle way”: Not too protective and not too lax. Most children do not need to be “cocooned” or totally isolated from all stimuli. (5) In complex concussion, assess for attention deficit and atypical presentations of migraine, depression, and anxiety. (6) Consider treatment with glucose (e.g., 100 to 200 calories of a high glycemic index snack or drink 20 minutes prior to school or rehabilitation-related activity) to improve cognitive performance and reduce pain. This seems to be specific to children and does not appear to be effective in adults. Consider using the Child SCAT5.

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