scholarly journals Notions of agency in early literacy classrooms: Assemblages and productive intersections

2019 ◽  
pp. 146879841986648 ◽  
Author(s):  
Karen Daniels
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Classroom Culture ◽  
Three Dimensions ◽  
Power Dynamics ◽  
Individual Subject ◽  
Common Notion ◽  
To Come ◽  
The Individual ◽  
Moving Bodies

Agency and its role in the early literacy classroom has long been a topic for debate. While sociocultural accounts often portray the child as a cultural agent who negotiates their own participation in classroom culture and literacy learning, more recent framings draw attention from the individual subject, instead seeing agency as dispersed across people and materials. In this article, I draw on my experiences of following children as they followed their interests in an early literacy classroom, drawing on the concepts of assemblage and people yet to come, as defined by Deleuze and Guattari and Spinoza’s common notion. I provide one illustrative account of moment-by-moment activity and suggest that in education settings it is useful to see activity as a direct and ongoing interplay of three dimensions: children’s moving bodies; the classroom; and its materials. I propose that children’s ongoing movements create possibilities for ‘doing’ and ‘being’ that flow across and between children. I argue that thinking with assemblages can draw attention to both the potentiality and the power dynamics inherent in the ongoing present and also counter preconceived notions of individual child agency and linear trajectories of literacy development, and the inequalities that these concepts can perpetuate within early education settings.

Integration of Augmented Reality and Virtual Reality in Building Information Modeling

2017 ◽  
pp. 233-261 ◽  
Author(s):  
Sai Rohit Chenchu Boga ◽  
Bhargav Kansagara ◽  
Ramesh Kannan
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Building Information Modeling ◽  
Civil Engineering ◽  
Information Modeling ◽  
Three Dimensions ◽  
Building Information ◽  
Interactive 3D ◽  
To Come ◽  
The Individual

In an educational perspective, unlike other disciplines, hands-on practice is difficult to come by in Civil Engineering. By providing a student with a realistic 3D simulation, we propose a concept that improves the understanding of the individual and eliminate guess-work entirely. Our platform that makes education fun and interactive by eliminating the constraints of a conventional teaching environment by incorporating Virtual Reality (VR) or Augmented Reality (AR) as a tool. AR can help the target audience visualize a model (to scale) in all three dimensions in the palm of their hand. This chapter explores the use of interactive 3D game environments in design visualization in Building Information Modeling (BIM) by adopting various available software packages and APIs. VR will allow the prospective customer to enter and explore a structure before it is constructed. This can be achieved by making use of a powerful game engine, in this case, Unity3D. In this chapter, we will describe ways to pivot Unity's functions towards the benefit of civil engineering.

Integration of Augmented Reality and Virtual Reality in Building Information Modeling

2018 ◽  
pp. 1037-1066 ◽  
Author(s):  
Sai Rohit Chenchu Boga ◽  
Bhargav Kansagara ◽  
Ramesh Kannan
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Building Information Modeling ◽  
Civil Engineering ◽  
Information Modeling ◽  
Three Dimensions ◽  
Building Information ◽  
Interactive 3D ◽  
To Come ◽  
The Individual

In an educational perspective, unlike other disciplines, hands-on practice is difficult to come by in Civil Engineering. By providing a student with a realistic 3D simulation, we propose a concept that improves the understanding of the individual and eliminate guess-work entirely. Our platform that makes education fun and interactive by eliminating the constraints of a conventional teaching environment by incorporating Virtual Reality (VR) or Augmented Reality (AR) as a tool. AR can help the target audience visualize a model (to scale) in all three dimensions in the palm of their hand. This chapter explores the use of interactive 3D game environments in design visualization in Building Information Modeling (BIM) by adopting various available software packages and APIs. VR will allow the prospective customer to enter and explore a structure before it is constructed. This can be achieved by making use of a powerful game engine, in this case, Unity3D. In this chapter, we will describe ways to pivot Unity's functions towards the benefit of civil engineering.

A Moment to Come Together: Personal Reflections on Trayvon Martin

2013 ◽  
Vol 5 (1) ◽  
pp. 131-137
Author(s):  
Roxanne Christensen ◽  
LaSonia Barlow ◽  
Demetrius E. Ford
Keyword(s):  
Civil Rights ◽  
Doctoral Students ◽  
Professional Psychology ◽  
Direct Effects ◽  
The Social ◽  
To Come ◽  
Professional Responses ◽  
The Individual ◽  
Personal Reflections ◽  
Unique Individual

Three personal reflections provided by doctoral students of the Michigan School of Professional Psychology (Farmington Hills, Michigan) address identification of individual perspectives on the tragic events surrounding Trayvon Martin’s death. The historical ramifications of a culture-in-context and the way civil rights, racism, and community traumatization play a role in the social construction of criminals are explored. A justice orientation is applied to both the community and the individual via internal reflection about the unique individual and collective roles social justice plays in the outcome of these events. Finally, the personal and professional responses of a practitioner who is also a mother of minority young men brings to light the need to educate against stereotypes, assist a community to heal, and simultaneously manage the direct effects of such events on youth in society. In all three essays, common themes of community and growth are addressed from varying viewpoints. As worlds collided, a historical division has given rise to a present unity geared toward breaking the cycle of violence and trauma. The authors plead that if there is no other service in the name of this tragedy, let it at least contribute to the actualization of a society toward growth and healing.

D. KATSAROV ON THE MAIN PRINCIPLES OF PEDAGOGY

2018 ◽  
Vol 28 (3) ◽  
pp. 815-822
Author(s):  
Reni G. Hristova - Kotseva
Keyword(s):  
Social Control ◽  
20Th Century ◽  
Emotional State ◽  
Social Process ◽  
Physical Development ◽  
Three Dimensions ◽  
Or Education ◽  
Educational Work ◽  
Full Extent ◽  
To Come

Prof. D. Katsarov was a prominent scholar who worked in the field of Psychology and Pedagogy in Bulgaria during the 20th century. In his rich pedagogical heritage, he defined three basic pedagogical principles - love, freedom and experience.D. Katsarov's humanism is expressed in his deep faith in man, in his conviction that every human being possesses good talents and that every child deserves trust. His humanism manifests itself in his love of both the child and the adult, in his deep faith in their powers and capabilities.He declared this love to be the first basic pedagogical principle, without which upbringing, training or education cannot exist to the full extent of their meaning.The pedagogical principle of love is not perceived as a temporary emotional state but as an active attitude both in the child and the teacher. Love is expressed through concern, attention to the needs and interests of the child, and through active attitude to what is necessary to satisfy these needs and interests.The importance of this basic, according to Prof. D. Katsarov, principle can be seen in its three dimensions: the attitude of the child, of the teacher and of the education system.D. Katsarov formulated several kinds of freedom. Physical freedom, according to him, is expressed in freedom of deeds and actions. Any limitation of the freedom of the child inevitably leads to obstructing of their proper physical development "because this freedom enables the child to come into the widest range of contacts with the things that surround them, which is the only opportunity to get to know them comprehensively".According to Prof. D. Katsarov, it is the American philosopher, pedagogist and psychologist John Dewey that provides the most profound analysis of experience as a pedagogical principle, in its broad sense, as the basis of education.The true educational experience, according to the author, is a social process of sharing. Educational work is a source of social control only when it is a common work involving all individuals and those individuals feel somewhat responsible.

Stasis Anxiety

2017 ◽  
Author(s):  
Andrew van der Vlies
Keyword(s):  
South Africa ◽  
Civil War ◽  
Black Writers ◽  
Political Rights ◽  
Ancient Greek ◽  
Individual Subject ◽  
Starting Point ◽  
The Individual ◽  
Past Experiences ◽  
Contemporary Writing

Two recent debut novels, Songeziwe Mahlangu’s Penumbra (2013) and Masande Ntshanga’s The Reactive (2014), reflect the experience of impasse, stasis, and arrested development experienced by many in South Africa. This chapter uses these novels as the starting point for a discussion of writing by young black writers in general, and as representative examples of the treatment of ‘waithood’ in contemporary writing. It considers (spatial and temporal) theorisations of anxiety, discerns recursive investments in past experiences of hope (invoking Jennifer Wenzel’s work to consider the afterlives of anti-colonial prophecy), assesses the usefulness of Giorgio Agamben’s elaboration of the ancient Greek understanding of stasis as civil war, and asks how these works’ elaboration of stasis might be understood in relation to Wendy Brown’s discussion of the eclipsing of the individual subject of political rights by the neoliberal subject whose very life is framed by its potential to be understood as capital.

scholarly journals Physical Activity and Redox Balance in the Elderly: Signal Transduction Mechanisms

2021 ◽  
Vol 11 (5) ◽  
pp. 2228
Author(s):  
Daniela Galli ◽  
Cecilia Carubbi ◽  
Elena Masselli ◽  
Mauro Vaccarezza ◽  
Valentina Presta ◽  
...  
Keyword(s):  
Physical Activity ◽  
Molecular Mechanisms ◽  
Vascular Tissue ◽  
The Elderly ◽  
Redox Balance ◽  
Antioxidant Systems ◽  
Targeted Prevention ◽  
Individual Subject ◽  
Aged People ◽  
The Individual

Reactive Oxygen Species (ROS) are molecules naturally produced by cells. If their levels are too high, the cellular antioxidant machinery intervenes to bring back their quantity to physiological conditions. Since aging often induces malfunctioning in this machinery, ROS are considered an effective cause of age-associated diseases. Exercise stimulates ROS production on one side, and the antioxidant systems on the other side. The effects of exercise on oxidative stress markers have been shown in blood, vascular tissue, brain, cardiac and skeletal muscle, both in young and aged people. However, the intensity and volume of exercise and the individual subject characteristics are important to envisage future strategies to adequately personalize the balance of the oxidant/antioxidant environment. Here, we reviewed the literature that deals with the effects of physical activity on redox balance in young and aged people, with insights into the molecular mechanisms involved. Although many molecular pathways are involved, we are still far from a comprehensive view of the mechanisms that stand behind the effects of physical activity during aging. Although we believe that future precision medicine will be able to transform exercise administration from wellness to targeted prevention, as yet we admit that the topic is still in its infancy.

Philosophy for Millions and Millions of Philosophers

2021 ◽  
Vol 32 (4) ◽  
pp. 91
Author(s):  
Alexander Rubtsov
Keyword(s):  
Carl Schmitt ◽  
The Political ◽  
Individual Subject ◽  
Intellectual Activity ◽  
Closed Type ◽  
Ideological Struggle ◽  
Binary Oppositions ◽  
The Individual ◽  
The Relationship ◽  
Internal Speech

In the article, the relationship between the highest professional specialization of philosophy and its involvement in the realities of everyday life consciousness, collective and individual, are considered. Karl Jaspers defines philosophy precisely through the natural need and ability of human being as such, from the piercing questions of children to the revelations of anomalous geniuses. Great philosophers only concentrate this sleeping ability in a person to see the world directly and every time anew. Rightly considered the most closed type of intellectual activity, philosophy at the same time provides examples of live communication and direct appeal to people and society.  The fact that each of us is the bearer of philosophical ideas (whether we are aware of it or not) leads to the problem of ideology. By analogy with the constitution of the political by Carl Schmitt through the opposition "friend — enemy", ideology is constituted by the opposition of "faith — knowledge" in a single continuum between the poles of "almost religion" and "almost philosophy". If ideology asserts the non-obvious as obvious, then the mission of philosophy is a systematic criticism of the obvious.  This conflict manifests itself both in society and in the consciousness of an individual.  The classic understanding of ideology as a purely external manipulation (“consciousness for the Other”) is challenged by the presence in the consciousness of the individual subject of “internal dialogue” and “internal speech” with the effects of ideological work and ideological struggle with oneself (the individual as a micromodel of society and the state).  Postmodern all the more accentuates the non-professional dimension of philosophy by rejecting the schemes of progress and hierarchy, the logic of binary oppositions, including high and low, center and marginal, specialized and amateur.  The ability to reflect is the most important feature of a sovereign personality in its resistance to the "penetrating" ideology and new mythology, degrading to intellectual barbarism and political savagery.

Transforming people practices by re-structuring job engagement practices for generation z: An empirical study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deepika Pandita ◽  
Amresh Kumar
Keyword(s):  
Organizational Support ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Three Dimensions ◽  
Equation Modeling ◽  
Job Engagement ◽  
Content Type ◽  
Perceived Supervisor Support ◽  
Engagement Strategies ◽  
The Individual

Purpose This paper aims to develop the readers’ understanding of the transforming role of job engagement (JOB) drivers, specifically for Gen Z in information technology (IT) Companies across India. It measures the association of JOB and perceived organizational support (POS), perceived supervisor support (PSS) and co-worker relationship (COP) with a very special reference to Gen Z. Design/methodology/approach A total of 302 survey-based responses were collected. To test the conceptualized model of JOB, structural equation modeling was used. Confirmatory factor analysis was conducted using the AMOS platform toward determining the reliability and validity of the individual constructs and the overall model. Findings All three dimensions, namely, POS, PSS and COP, are positively related to JOB. Out of the three, the most contributing extent in engaging Gen Z is PSS. Research limitations/implications A conceptual framework of Gen Z engagement drivers could help human resource (HR) researchers fine-tune Gen Z employees’ retention strategy. The paper shows that it is not about pandering to them but about eliminating blocks so that Gen Z can deliver the future business. Practical implications The outcomes may aid establishments and policymakers in advancing and improving HRs policies in engaging Gen Z, who have started entering the organizations. Originality/value JOB practices can add to the determinations of the HRs processes in the IT start-ups organizations in dealing with Gen Z. This research reconnoiters the drivers of engagement strategies directly impacting JOB Gen Z.

Coaching skills for recovery a decade of providing coaching skills for recovery training at a healthcare NHS foundation trust

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Helen Kathryn Cyrus
Keyword(s):  
Work Practice ◽  
Clinical Approach ◽  
Personal Recovery ◽  
Content Type ◽  
Coaching Skills ◽  
The Difference ◽  
To Come ◽  
The Individual ◽  
The Impact ◽  
The Brain

Purpose Overview of coaching for recovery. The paper aims to show an overview of work that was carried out over 11 years with groups of mental health and physical staff. As the facilitator who had run this course for the duration in Nottingham, this was an excellent opportunity to be at the forefront of a brand new project. Design/methodology/approach The introduction of the skills are taught over two consecutive days followed by a further day a month later. The idea of coaching is to be enabled to find the answers in themselves by the use of powerful questions and using the technique of the grow model, combined with practice enables the brain to come up with its own answers. Using rapport and enabling effective communication to deliver the outcome. Findings Evidence from staff/clients and the purpose of the paper shows that when you step back it allows the individual patients/staff to allow the brain to process to create to come up with their solutions, which then helps them to buy into the process and creates ownership. Research limitations/implications The evidence suggests that the approach that was there prior to the course was very much a clinical approach to working with clients and treating the person, administering medication and not focussing on the inner person or personal recovery. The staff review has shown that in the clinical context change is happening from the inside out. Practical implications “Helps change culture”; “change of work practice”; “it changed staff focus – not so prescriptive”; “powerful questions let clients come to their own conclusions”; “coaching gives the ability to find half full. Helps to offer reassurance and to find one spark of hope”. Social implications This has shown that the approach is now person-centred/holistic. This has been the “difference that has made the difference”. When this paper looks at the issues from a different angle in this case a coaching approach, applying technique, knowledge and powerful questions the results have changed. The same clients, same staff and same problems but with the use of a different approach, there is the evidence of a different outcome, which speaks for itself. The coaching method is more facilitative, therefore it illicit’s a different response, and therefore, result. Originality/value The results/evidence starts with the individual attending and their commitment to the process over the two-day course. Then going away for the four weeks/six for managers and a commitment again to practice. Returning to share the impact if any with the group. This, in turn, helps to inspire and gain motivation from the feedback to go back to work invigorated to keep going.

Time Estimation Performance Before, during and after Physical Activity

1988 ◽  
Vol 32 (15) ◽  
pp. 985-989 ◽  
Author(s):  
T. Mihaly ◽  
P.A. Hancock ◽  
M. Vercruyssen ◽  
M. Rahimi
Keyword(s):  
Interval Estimation ◽  
Time Estimation ◽  
Cycle Ergometer ◽  
Estimation Accuracy ◽  
Physical Work ◽  
Time Interval ◽  
Individual Subject ◽  
Knowledge Of Results ◽  
The Individual ◽  
Experimental Findings

An experiment is reported which evaluated performance on a 10-sec time interval estimation task before, during and after physical work on cycle ergometer at intensities of 30 and 60% VO2max, as scaled to the individual subject. Results from the eleven subjects tested indicate a significant increase in variability of estimates during exercise compared to non-exercise phases. Such a trend was also seen in the mean of estimates, where subjects significantly underestimated the target interval (10 seconds) during exercise. Subjects also performed more accurately with information feedback than without knowledge of results, but they were still not able to overcome the effects of exercise. As suggested by the experimental findings, decreased estimation accuracy and increased variability can be expected during physical work and is part of a body of evidence which indicates that exercise and its severity has a substantive impact on perceptual and cognitive performance.

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