scholarly journals Challenges to Learners in Interpreting Self as Other, Post COVID-19

Challenges ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 31
Author(s):  
Carol Nash
Keyword(s):  
The Body ◽  
Self Directed Learning ◽  
Social Distancing ◽  
Directed Learning ◽  
Teachers And Parents ◽  
Ingroup Outgroup ◽  
Interpersonal Space ◽  
At Home

The COVID-19 pandemic has prompted continuing constraints on the ability of students to interact with teachers and peers. Regarding this imposed segregation, what has not been considered is the effect of learners seeing self as other. With respect to augmentations of their body in interpersonal space by, (1) extending the body through witnessing themselves regularly in videoconferencing learning sessions, (2) isolating the body as a result of spending time apart from peers, social distancing at home, and (3) protecting the body through required mask-wearing where learners now consider who they represent in a mask, there are three important ways in which learners have felt unable to recognize themselves as they did pre-COVID-19. This migration from self to other, involving ingroup/outgroup distinctions, will be investigated from a number of perspectives—both sociological and psychological. Why the turning of self into other is problematic to the psyche will be discussed, as will the possible consequences for this ongoing lack of learner recognition long term, including focus on the new norms or embracing self-directed learning. Based on this analysis, the type of mentorship by teachers and parents that may be appropriate for helping learners contend with these changes will be recommended.

Huey P. Newton

2021 ◽  
Keyword(s):  
Police Officers ◽  
The United States ◽  
Legal Rights ◽  
Political Discussion ◽  
Self Directed Learning ◽  
Campus Organizations ◽  
Directed Learning ◽  
The Great Migration ◽  
The 1960S

Huey Percy Newton (b. 1942–d. 1989) is a singular figure in African American history. Born in Monroe, Louisiana to Armelia Johnson and Walter Newton, he joined the Great Migration as a child when his family relocated to Oakland, California. He graduated from Oakland Technical High School in 1959, but forever claimed that school failed him, notably in the fact that he graduated without learning to read. Alongside self-directed learning, he then studied at Merritt College in Oakland, one of the city’s hotbeds of political discussion and activism. After joining, and becoming disillusioned by, a sequence of campus organizations, in October 1966 he formed the Black Panther Party (BPP) with his friend and fellow student Bobby Seale, who credits Newton as the principal architect of the BPP’s political philosophy and the driving force behind its early activism. The BPP initially focused on protesting police brutality in Oakland, most importantly through a sequence of patrols of police officers, which involved armed Panthers observing police activities in Oakland, informing local citizens of their legal rights during any arrest procedure and ensuring that the police conducted their duties lawfully and respectfully; and the May 1967 protest at the California State Capitol, one of the central events of the 1960s (although Newton was absent from the latter due to probation restrictions). On 28 October 1967 he was charged with the murder of Oakland police officer John Frey. The subsequent trial transformed the BPP and Newton into international phenomena. Despite a fervent “Free Huey” campaign and a bravura defense from his attorney, Newton was convicted of voluntary manslaughter. He served two years in prison, being released after his appeal revealed that the presiding judge of his original trial twice incorrectly instructed the jury and allowed disputed evidence to be presented to the jury. Two further retrials led to deadlocked juries. Returning in August 1970 to a transformed BPP, Newton struggled to cope with the fame and expectations placed upon him. Just as important was an extensive FBI campaign of disinformation, surveillance, infiltration, and occasional violence. Newton’s long-term use of cocaine did little to help. In 1974 he fled the United States for Cuba, fearing prosecution for the murder of a teenager, Kathleen Smith. He returned in 1977 to face the charges, which were eventually dropped. Following the collapse of the BPP amid accusations of financial impropriety, Newton essentially disappeared from public life. He was shot and killed in West Oakland by Tyrone Robinson, a local gang member, following an altercation over a drug deal.

e-Den goes down under

2017 ◽  
Vol 8 (1) ◽  
pp. 34-35
Author(s):  
Paul Brunton
Keyword(s):  
Undergraduate Education ◽  
Dental Education ◽  
Daily Basis ◽  
Dental School ◽  
Top Down ◽  
Self Directed Learning ◽  
Bottom Up ◽  
Directed Learning ◽  
The Way

Change is a constant in our profession, and we are familiar with this on a daily basis, as we constantly change how we practise. But consider how the way we learn and the very structure of our profession has changed in recent years. If I think back, I attended a traditional dental school and had, in my view, an excellent undergraduate education. Compare that top-down approach to the approach today, with its self-directed learning and student-led clinics – to give a couple of examples of a bottom-up model of providing effective dental education. The net result of this, in my view, is that today’s graduates are a little different in many respects, both when they graduate and in their long-term career ambitions.

scholarly journals A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning

2013 ◽  
pp. 142-153 ◽  
Keyword(s):  
Language Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Design Project ◽  
Directed Learning

Welcome to this new SiSAL column, which will examine a long-term project conducted at one institution in depth over several issues. The focus of this column will be the curriculum design project currently being undertaken at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. In my role as Academic Coordinator of the SALC from 2011-2013, I was in charge of leading this project in its initial stages, before I moved institution. As editor, it is from this perspective, as someone familiar but no longer directly involved in the project, that I hope to collate and introduce a number of columns from the learning advisors and teachers who are conducting the research and designing the new self-directed learning curriculum. In this first installment, a revision of an earlier article which first appeared in the IATEFL Learner Autonomy SIG newsletter, Independence, (Thornton, 2012) I present the background to the project, the framework used to guide it and the results of the first stage, the environment analysis.

scholarly journals The Reality of Home-Based Learning

2020 ◽  
Vol 5 (S2) ◽  
pp. 86-92
Author(s):  
Misty Cook
Keyword(s):  
Self Directed Learning ◽  
Home Based ◽  
Directed Learning ◽  
Teachers And Parents

Home-based Learning (HBL) can promote self-directed learning. However, teachers and parents must nurture and equip children with the necessary skills to be independent, self-directed learners. This article explores the challenges that students, parents, and teachers face in HBL, and examines the types of support children, parents, and teachers need to enhance the effectiveness of HBL.

scholarly journals LIFELONG LEARNING: A SKILL NEEDED TODAY FOR THE ENGINEERS OF THE FUTURE

2017 ◽  
Author(s):  
Sadegh Babaii Kochekseraii ◽  
Libby Osgood
Keyword(s):  
Lifelong Learning ◽  
Classroom Environment ◽  
Learning Goals ◽  
Professional Skill ◽  
Self Directed Learning ◽  
Smart Learning ◽  
Directed Learning ◽  
Elective Course ◽  
Short And Long Term

This paper will focus on our efforts to introduce the lifelong learning graduate attribute into the classroom environment required by CEAB for engineering accreditation. ENGN334: Intro to Mechatronics is a third year focus area elective course in the new engineering degree at UPEI. It gave the opportunity to develop a syllabus in which the students were encouraged to proactively participate in developing their own weekly learning goals based on the proposed list of topics. From their weekly submissions and subsequent reflections, we tried to answer if the students were setting realistic goals, assessed against SMART learning goals, and how the balance of the short and long term goals changed over the semester. It is therefore the objective of this paper to examine how effective it could be to promote realistic goal setting through professional skill development (PSD) intervention and proactive self-directed learning.

scholarly journals Tracking the Evolution of the Knowledge Base on Problem-based Learning: A Bibliometric Review, 1972-2019

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Philip Hallinger
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Research Front ◽  
Self Directed Learning ◽  
The Past ◽  
Current Review ◽  
Bibliometric Review ◽  
Directed Learning

The current review employed bibliometric review methods to analyze 14,130 Scopus-indexed documents on problem-based learning published from 1972 through the end of 2019. The goals of the review were to describe the landscape and analyze the evolution of topical foci of interdisciplinary research on PBL over the past five decades. The review identified the accumulation of a substantial interdisciplinary corpus of research on PBL that is significantly larger than the literature on other approaches to active learning. The growth trajectory of the literature on PBL started out “low and flat” during the 1970s and 1980s but steadily gained momentum in subsequent decades, with 58% of the PBL literature published between 2010 and 2019. PBL has achieved an impressive scope of global research over the past 45 years, with a significant number of studies published from emerging regions of the world, especially during the past decade. While a long-term body of research has accumulated on the learning outcomes of PBL, the research front has begun to shift towards the study of self-directed learning, student satisfaction, self-efficacy, critical thinking, and cooperation. Research and practice challenges identified in the review focus on establishing the scope of use and efficacy of PBL across different cultural contexts and more systematically summarizing and synthesizing the use of PBL outside of the health professions.

scholarly journals Teacher and student roles in multimedia language learning

2020 ◽  
Vol 20 ◽  
pp. 67-85
Author(s):  
Thomas W. Ihde
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Computer Applications ◽  
The Body ◽  
Self Directed Learning ◽  
Irish Language ◽  
Use Of Technology ◽  
Language Classes ◽  
Traditional Language ◽  
Directed Learning

This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences

Promoting self-directed learning in a learning organization: tools and practices

2016 ◽  
Vol 40 (7) ◽  
pp. 470-489 ◽  
Author(s):  
Sowath Rana ◽  
Alexandre Ardichvili ◽  
Daiane Polesello
Keyword(s):  
Learning Organization ◽  
Design Methodology ◽  
Shared Vision ◽  
The Body ◽  
Continuous Learning ◽  
Work Practices ◽  
Extensive Review ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning

Purpose The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization. Design/methodology/approach Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as well as the body of research that examines the connections between the two constructs. Findings This paper identifies the following set of practices as integral to promoting SDL in a learning organization: building and communicating a shared vision to employees at all levels; fostering collaboration, interaction and teamwork; empowering employees through participatory work practices; encouraging and providing opportunities for continuous learning; and using relevant technologies in the workplace. Originality/value This paper addresses the paucity of research that investigates the connections between SDL and the learning organization and that specifically examines important practices vis-à-vis the two concepts.

scholarly journals Effect of Students’ Self-Directed Learning to Self-Care in Organs of Human Body Lesson on Daily Life

2019 ◽  
Vol 3 (2) ◽  
pp. 387
Author(s):  
Reni Marlina ◽  
Dian Miranda ◽  
Marmawi Marmawi ◽  
Andri Maulidi
Keyword(s):  
Learning Strategies ◽  
Human Body ◽  
Quantitative Research ◽  
Daily Life ◽  
Self Care ◽  
The Body ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Quantitative Research Methods ◽  
Directed Learning

This study aims to describe the effects of self-directed learning skills on self-care for organs of the body among five-year-old children in the kindergartens of Kubu Raya District, West Kalimantan. The methods used in this study were qualitative and quantitative research methods. The results of this study showed that the respondents were able to diagnose learning needs with good criteria, had not been able to formulate learning objectives independently, were able to identify learning resources with good criteria, were able to choose and apply appropriate learning strategies, and were happy to evaluate their learning outcomes with the very good criteria. In the aspect of self-care for organs, the students had knowledge about the organs and understood how to maintain with good criteria. The students had used their time to care for organs, had not been able to describe the functions of organs, and were able to analyze knowledge about personal health with very good criteria. The results of the analysis indicates that self-directed learning affected self-care for organs of the body. It is recommended for teachers and parents to teach the human body recognition not only having an accessory but more emphasis on practice in daily life

EUROPAEM EMF Guideline 2016 for the prevention, diagnosis and treatment of EMF-related health problems and illnesses

2016 ◽  
Vol 31 (3) ◽  
Author(s):  
Igor Belyaev ◽  
Amy Dean ◽  
Horst Eger ◽  
Gerhard Hubmann ◽  
Reinhold Jandrisovits ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Magnetic Fields ◽  
Adverse Effects ◽  
Low Frequency ◽  
Health Problems ◽  
The Body ◽  
Individual Susceptibility ◽  
Electrical Wiring ◽  
At Home

AbstractChronic diseases and illnesses associated with non-specific symptoms are on the rise. In addition to chronic stress in social and work environments, physical and chemical exposures at home, at work, and during leisure activities are causal or contributing environmental stressors that deserve attention by the general practitioner as well as by all other members of the health care community. It seems necessary now to take “new exposures” like electromagnetic fields (EMF) into account. Physicians are increasingly confronted with health problems from unidentified causes. Studies, empirical observations, and patient reports clearly indicate interactions between EMF exposure and health problems. Individual susceptibility and environmental factors are frequently neglected. New wireless technologies and applications have been introduced without any certainty about their health effects, raising new challenges for medicine and society. For instance, the issue of so-called non-thermal effects and potential long-term effects of low-dose exposure were scarcely investigated prior to the introduction of these technologies. Common electromagnetic field or EMF sources: Radio-frequency radiation (RF) (3 MHz to 300 GHz) is emitted from radio and TV broadcast antennas, Wi-Fi access points, routers, and clients (e.g. smartphones, tablets), cordless and mobile phones including their base stations, and Bluetooth devices. Extremely low frequency electric (ELF EF) and magnetic fields (ELF MF) (3 Hz to 3 kHz) are emitted from electrical wiring, lamps, and appliances. Very low frequency electric (VLF EF) and magnetic fields (VLF MF) (3 kHz to 3 MHz) are emitted, due to harmonic voltage and current distortions, from electrical wiring, lamps (e.g. compact fluorescent lamps), and electronic devices. On the one hand, there is strong evidence that long-term exposure to certain EMFs is a risk factor for diseases such as certain cancers, Alzheimer’s disease, and male infertility. On the other hand, the emerging electromagnetic hypersensitivity (EHS) is more and more recognized by health authorities, disability administrators and case workers, politicians, as well as courts of law. We recommend treating EHS clinically as part of the group of chronic multisystem illnesses (CMI), but still recognizing that the underlying cause remains the environment. In the beginning, EHS symptoms occur only occasionally, but over time they may increase in frequency and severity. Common EHS symptoms include headaches, concentration difficulties, sleep problems, depression, a lack of energy, fatigue, and flu-like symptoms. A comprehensive medical history, which should include all symptoms and their occurrences in spatial and temporal terms and in the context of EMF exposures, is the key to making the diagnosis. The EMF exposure is usually assessed by EMF measurements at home and at work. Certain types of EMF exposure can be assessed by asking about common EMF sources. It is very important to take the individual susceptibility into account. The primary method of treatment should mainly focus on the prevention or reduction of EMF exposure, that is, reducing or eliminating all sources of high EMF exposure at home and at the workplace. The reduction of EMF exposure should also be extended to public spaces such as schools, hospitals, public transport, and libraries to enable persons with EHS an unhindered use (accessibility measure). If a detrimental EMF exposure is reduced sufficiently, the body has a chance to recover and EHS symptoms will be reduced or even disappear. Many examples have shown that such measures can prove effective. To increase the effectiveness of the treatment, the broad range of other environmental factors that contribute to the total body burden should also be addressed. Anything that supports homeostasis will increase a person’s resilience against disease and thus against the adverse effects of EMF exposure. There is increasing evidence that EMF exposure has a major impact on the oxidative and nitrosative regulation capacity in affected individuals. This concept also may explain why the level of susceptibility to EMF can change and why the range of symptoms reported in the context of EMF exposures is so large. Based on our current understanding, a treatment approach that minimizes the adverse effects of peroxynitrite – as has been increasingly used in the treatment of multisystem illnesses – works best. This EMF Guideline gives an overview of the current knowledge regarding EMF-related health risks and provides recommendations for the diagnosis, treatment and accessibility measures of EHS to improve and restore individual health outcomes as well as for the development of strategies for prevention.

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