scholarly journals On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals

2021 ◽  
Vol 12 ◽  
Author(s):  
Jelle Jolles ◽  
Dietsje D. Jolles
Keyword(s):  
Personal Growth ◽  
Emotional Processing ◽  
Brain Plasticity ◽  
Cognitive Learning ◽  
Brain Maturation ◽  
Educational Innovations ◽  
Neuropsychological Development ◽  
New Findings ◽  
Core Concepts ◽  
The Many

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person’s biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or “neuroscientific literacy” – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content “that every teacher should know.” These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.

Surfing the Quantum World

2017 ◽  
Author(s):  
Frank S. Levin
Keyword(s):  
Quantum Mechanics ◽  
Quantum Theory ◽  
Musical Instrument ◽  
Popular Science ◽  
Quantum Spin ◽  
Exclusion Principle ◽  
Maximum Height ◽  
Core Concepts ◽  
The Many ◽  
The One

Surfing the Quantum World bridges the gap between in-depth textbooks and typical popular science books on quantum ideas and phenomena. Among its significant features is the description of a host of mind-bending phenomena, such as a quantum object being in two places at once or a certain minus sign being the most consequential in the universe. Much of its first part is historical, starting with the ancient Greeks and their concepts of light, and ending with the creation of quantum mechanics. The second part begins by applying quantum mechanics and its probability nature to a pedagogical system, the one-dimensional box, an analog of which is a musical-instrument string. This is followed by a gentle introduction to the fundamental principles of quantum theory, whose core concepts and symbolic representations are the foundation for most of the subsequent chapters. For instance, it is shown how quantum theory explains the properties of the hydrogen atom and, via quantum spin and Pauli’s Exclusion Principle, how it accounts for the structure of the periodic table. White dwarf and neutron stars are seen to be gigantic quantum objects, while the maximum height of mountains is shown to have a quantum basis. Among the many other topics considered are a variety of interference phenomena, those that display the wave properties of particles like electrons and photons, and even of large molecules. The book concludes with a wide-ranging discussion of interpretational and philosophic issues, introduced in Chapters 14 by entanglement and 15 by Schrödinger’s cat.

Managing Privilege as a Key to Inclusive Leadership

2012 ◽  
pp. 131-148
Author(s):  
Doug Harris ◽  
Kasia Ganko-Rodriguez
Keyword(s):  
Exponential Growth ◽  
Personal Growth ◽  
Employee Performance ◽  
Positive Outcomes ◽  
Inclusive Leadership ◽  
The Core ◽  
Diversity And Inclusion ◽  
The Many

The field of diversity and inclusion has experienced exponential growth over last 30 years. Yet, while these progressions have occurred, many of the core diversity and inclusion concepts have remained fairly stagnant. One critical example is around the concept of privilege. All of us find ourselves privileged in some way, but leaders in particular need to recognize and manage privilege to ensure inclusion in the workplace. Through personal examples and real stories, this chapter highlights the many positive outcomes leaders will experience by effectively managing privilege. These powerful outcomes include areas such as personal growth and effectiveness, more authentic relationships, increased levels of respect, expanded circle of influence, and maximized employee performance. To conclude, the authors look at the stages leaders go through before they are able to effectively manage this expanded view of privilege. These stages can be described as bliss, awareness, overprotection, enlightened, and ultimately managing privilege.

Staying Current

2019 ◽  
pp. 298-304
Author(s):  
Karl E. Misulis ◽  
Mark E. Frisse
Keyword(s):  
Computer Science ◽  
Clinical Medicine ◽  
Organizational Management ◽  
The Body ◽  
Clinical Informatics ◽  
Payment Methods ◽  
Professional Interest ◽  
New Findings ◽  
Rapid Changes ◽  
The Many

Clinical informatics professionals must remain current with rapid changes in technology, expectations, payment methods, organizational management, and regulations. Fundamental principles in medicine, psychology, computer science, informatics, and economics will serve as a vital foundation; the application of these principles through people, organizations, data, processes, and technologies will change with rapidity. Clinical informatics professionals must remain current to understand and implement meaningful next steps as their organizations evolve. This currency can only be obtained through professional engagement with the broader informatics community and through study of new findings and innovations. Like clinical medicine and many other fields, the body of literature in informatics is growing far too rapidly to remain current in every professional interest. To face the challenges ahead, informatics professionals must employ a range of technologies and resources to collaborate and learn across the many applicable disciplines.

Aging, Brain Plasticity, and Integrative Preventive Medicine

2017 ◽  
Author(s):  
Michael M. Merzenich
Keyword(s):  
Personal Growth ◽  
Health Management ◽  
Brain Plasticity ◽  
Older Age ◽  
Change Processes ◽  
Aging Brain ◽  
Brain Health ◽  
Younger Age ◽  
History Of ◽  
Versus Peak

This chapter reviews aging and the brain from an important, alternative, still-underappreciated scientific and medical perspective. It briefly describes the history of brain plasticity-related neuroscience, then describes change processes that shape our brains in ways that ultimately distinguish the typical struggling older versus peak-performing younger brain. It considers how and why processes that contribute to personal growth at a younger age are commonly thrown into reverse at an older age. It reviews the development of new brain science–based tools that appear to throw the “plasticity switch” for brain health back in a corrective and strengthening direction, where change processes again support the growth and the more reliable maintenance of physical and functional brain health. Finally, it summarizes how this translational science shall almost certainly evolve to enable a new, neuroscience-directed medical era of brain health management for our older-age populations.

scholarly journals Week-by-week changes in sleep EEG in healthy full-term newborns

SLEEP ◽  
2019 ◽  
Vol 43 (4) ◽  
Author(s):  
María Corsi-Cabrera ◽  
Lourdes Cubero-Rego ◽  
Josefina Ricardo-Garcell ◽  
Thalia Harmony
Keyword(s):  
Full Term ◽  
Sleep Eeg ◽  
Brain Maturation ◽  
Sleep Stages ◽  
Postnatal Life ◽  
Quiet Sleep ◽  
New Findings ◽  
Higher Power ◽  
Term Newborns ◽  
The Right

Abstract Spectral analysis of neonatal sleep is useful for studying brain maturation; however, most studies have analyzed conventional broad bands described for awake adults, so a distinct approach for EEG analysis may disclose new findings. Study Objectives To extract independent EEG broad bands using principal component analysis (PCA) and describe week-by-week EEG changes in quiet sleep (QS) and active sleep (AS) during the first 5 weeks of postnatal life in healthy, full-term newborns. Methods Polysomnography of spontaneous sleep was recorded in 60 newborns in 5 groups at 41, 42, 43, 44, and 45 weeks (n = 12 each) postconceptional age (POST-C). QS and AS stages were identified. Absolute power (AP) for 1 Hz bins between 1 and 30 Hz was subjected to PCA to extract independent broad bands. Results PCA rendered three independent broad bands distinct from conventional bands. They explained 82.8% of variance: 2–10 Hz, 10–16 Hz, and 17–30 Hz. ANOVAs (group × age × derivations) showed significant higher power at 2–10 Hz with greater age, higher power in QS than AS in all three bands, and significantly higher AP in the left central region, and in the right occipital and temporal areas, in both sleep stages. Conclusion A different method of analyzing sleep EEG generated new information on brain maturation. The Sigma frequencies identified suggest that sleep spindle maturation begins by at least 41 weeks of POST-C age. Interhemispheric asymmetries during sleep suggest earlier development of the central left region and the right occipital and temporal areas.

scholarly journals Reviewing the Role of Cognitive Load, Expertise Level, Motivation, and Unconscious Processing in Working Memory Performance

2015 ◽  
Vol 4 (2) ◽  
pp. 142 ◽  
Author(s):  
Seffetullah Kuldas ◽  
Shahabuddin Hashim ◽  
Hairul Nizam Ismail ◽  
Zainudin Abu Bakar
Keyword(s):  
Working Memory ◽  
Emotional Processing ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Cognitive Learning ◽  
Learning Task ◽  
Cognitive Capacity ◽  
Unconscious Processing ◽  
Expertise Level

<p class="p1">Human cognitive capacity is unavailable for conscious processing of every amount of instructional messages. Aligning an instructional design with learner expertise level would allow better use of available working memory capacity in a cognitive learning task. Motivating students to learn consciously is also an essential determinant of the capacity usage. However, motivational factors are often subject to unconscious rather than conscious emotional processing. This review sets out the need for further studies to elucidate the role of motivation and unconscious processing in the use of cognitive capacity<span class="s1">. </span></p>

scholarly journals Neutrophils in COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Nico Reusch ◽  
Elena De Domenico ◽  
Lorenzo Bonaguro ◽  
Jonas Schulte-Schrepping ◽  
Kevin Baßler ◽  
...  
Keyword(s):  
Inflammatory Diseases ◽  
Developmental Trajectories ◽  
Severe Disease ◽  
Immune Deviation ◽  
Cell Type ◽  
Chronic Inflammatory Diseases ◽  
New Findings ◽  
Homogeneous Cell ◽  
The Many ◽  
Recent Attention

Strong evidence has been accumulated since the beginning of the COVID-19 pandemic that neutrophils play an important role in the pathophysiology, particularly in those with severe disease courses. While originally considered to be a rather homogeneous cell type, recent attention to neutrophils has uncovered their fascinating transcriptional and functional diversity as well as their developmental trajectories. These new findings are important to better understand the many facets of neutrophil involvement not only in COVID-19 but also many other acute or chronic inflammatory diseases, both communicable and non-communicable. Here, we highlight the observed immune deviation of neutrophils in COVID-19 and summarize several promising therapeutic attempts to precisely target neutrophils and their reactivity in patients with COVID-19.

scholarly journals BUILDING CRITICAL THINKING SKILLS THROUGH LITERARY TEXTS IN EFL CLASSES

2021 ◽  
pp. 13-23
Author(s):  
Viktoriia Osidak ◽  
Nataliia Nesterenko
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Cognitive Processes ◽  
Personal Growth ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Literary Text ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Practical Implementation

Background: The chapter argues that building critical thinking skills and enhancing students’ cognitive processes has become a primary goal of teaching in secondary schools. It is generally agreed that the relationship between learning and reading literature has always been very close. Also, literature is widely recognised as an effective, motivating and enjoyable facilitator for work on critical thinking skills through challenging students’ cognitive processes by means of comparing and contrasting of and differentiating between the specific events of the plot, analysing main characters, interpreting the meaning created by the author’s choice of words etc. For these reasons this chapter investigates the efficacy of literary texts in building critical thinking skills in secondary schools. Purpose: The main focus of the chapter was on designing effective and feasible critical thinking model of teaching instruction that incorporates literary text in EFL classroom to stimulate students’ cognitive processes. Results: Many methods have been suggested to teaching reading literary texts. For the purpose of this study the authors adopted personal growth model developed by Lindsay Clanfield. The model draws heavily on learners’ involvement in reading with the aim of explaining the implied message of the literary text through employing crucial critical thinking skills such as problem solving, decision making, interpretation, logical reasoning, and metacognition. The critical thinking model consists of the three stages defined as “challenge – comprehension – reflection”. Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes. For example, to complete activities of the ‘challenge’ stage students rely heavily on their knowledge; cognitive levels of comprehension, application and synthesis are essential at the ‘comprehension’ stage; finally, at the ‘reflection’ stage students are involved in evaluation ideas of moral and social aspects discussed in the text and appraising of their acquired experience. Drawing on this conclusion, the article presents a practical implementation of the model with the focus on cognitive processes and development of critical thinking skills in teaching English through literary texts. Discussion: In further research, it is necessary to experimentally verify the effectiveness of the critical thinking model in building critical thinking skills through literary texts in EFL classes.

scholarly journals Understanding the Many Factors that Affect the Success of Organizational Work Teams

2016 ◽  
Vol 1 (3) ◽  
pp. 01 ◽  
Author(s):  
Robert J. Trent
Keyword(s):  
Team Performance ◽  
Quantitative Research ◽  
Work Teams ◽  
Value Added ◽  
Policy Implications ◽  
Structured Interviews ◽  
Team Members ◽  
New Findings ◽  
Organizational Work ◽  
The Many

<p>After years of experience and research, one might conclude that organizations are confident in their ability to optimize the use of teams.  In reality, we do not have to look far to find instances where team performance falls disappointingly short.  This article examines the reasons for the success or failure of three organizational work teams.  Using information gained from structured interviews involving team members, team leaders, and managers, a set of value-added findings are reached that explain why a particular team was or was not successful. </p><p> This paper also presents original quantitative research that examined a variety of factors that affect work team success.  It presents insights into a set of important factors that can affect team performance, particularly new findings regarding team size as well as the kind of organizational team model employed.  The article concludes with a set of recommendationsand policy implications derived from the research.  </p>

Revitalizing Professionalism in Teachers

2021 ◽  
pp. 113-122
Author(s):  
Biswajit Behera
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Education Programme ◽  
Professional Preparation ◽  
Three Dimensions ◽  
Professional Status ◽  
Wide Range ◽  
Situational Learning

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

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