Reconsidering Informed and Participatory Citizenship in the Current Media Ecosystem

The focus of this chapter is on how changes in the media landscape have forced the reconsideration of the way in which ‘memory’, ‘knowledge’, and ‘informed citizenship’ are understood, defined, and researched. Thus, for example, journalism needs to take account of the phenomenon of so-called news grazing (the active consumption of news by flipping through channels and skipping unwanted material) and that of incidental news exposure (unintended exposure to news when media users go online for non-news functions). Traditional views of informed citizenship (as simply acquiring appropriate facts and information) are challenged by calls to include applied understanding and comprehension of social issues and emotional responses to those issues. The chapter is critical of an excessive reliance on verbal tests of memory and stresses the need to develop visual measures, given that the human brain is better adapted for visual than verbal processing.

Research on the intelligent construction of prefabricated building and personnel training based on BIM5D

With the promotion of BIM Technology, prefabricated building is developed rapidly in China. However, BIM technology has been only partially applied to prefabricated building, and there is still a gap between prefabricated building and intelligent construction. This paper focus on BIM 5D, together with relevant information technologies, all of which will be highly integrated and applied to prefabricated building, with the mission to get related information and enable the rapid flow of information, as well as bringing human perception, memory, knowledge and wisdom into prefabricated building, driving the development of prefabricated buildings to intelligence and leanness. Intelligent construction is an innovated construction model based on the combination of latest information technology and engineering construction. Thus, it is particularly important to train personnel with corresponding knowledge structure, knowledge system and professional ability for intelligent construction. This paper also discusses about how to train personnel on prefabricated building and intelligent construction.

How Does Semantic Knowledge Impact Working Memory Maintenance? Computational and Behavioral Investigations

It is now firmly established that long-term memory knowledge, such as semantic knowledge, supports the temporary maintenance of verbal information in Working Memory (WM). This support from semantic knowledge is well-explained by models assuming that verbal items are directly activated in long-term memory, and that this activation provides the representational basis for WM maintenance. However, the exact mechanisms underlying semantic influence on WM performance remain poorly understood. We manipulated the presence of between-item semantic relatedness in an immediate serial recall task, by mixing triplets composed of semantically related and unrelated items (e.g. leaf – tree – branch – wall – beer – dog; hand – father – truck – cloud – sky – rain). Compared to unrelated items, related items were better recalled, as had been classically observed. Critically, semantic relatedness also impacted WM maintenance in a complex manner, as observed by the presence of proactive benefit effects on subsequent unrelated items, and the absence of retroactive effects. The complexity of these interactions is well-captured by TBRS*-S, a decay-based computational architecture in which the activation occurring in long-term memory is described. The present study suggests that semantic knowledge can be used to free up WM resources that can be reallocated for maintenance purposes, and supports models postulating that long-term memory knowledge constrains WM maintenance processes.

Strengths and Weaknesses of Cognitive Theory

This paper focuses on strengths and weaknesses of the Cognitive Theory. Many theories have been proposed over the years to explain the developmental changes that people undergo over the course of their lives. These theories differ in the conceptions of human nature they adopt and in what they regard to be the basic causes and mechanisms of human motivation and behavior. Piaget's theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment. Cognitive learning theory is best used to guide learning when trying to build usefulness Knowledge structures, and clinical reasoning teaching. The theory suggests that Clinical exercise is crucial to the organization of Memory Knowledge and Recall Facilitation. This means teachers will be expected to be aware of prior clinical experiences of the learner before assessing the learner’s experience Powerful performance.

The Destruction of Orthodox Churches and Religious Buildings in the Modern Folklore Tradition of the Arkhangelsk Region

Статья посвящена анализу устных рассказов о разрушении православных культовых сооружений и уничтожению церковного имущества в повествовательной традиции Архангельской области. В исследовании используется традиционный подход - анализ сюжета и мотивов рассказов. Источниковую базу исследования составили материалы фольклорного архива САФУ. Они относятся к различным районам Архангельской области. Цель статьи заключается в выявлении основных мотивов архангельских рассказов о поругании святынь и их региональных особенностей. Материал неоднороден в жанровом отношении: это как «краткие свидетельства», так и структурно организованные «свидетельские показания». Религиозные рассказы являются частью местной исторической памяти, знание которой свидетельствует о развитой или неразвитой локальной идентичности сообщества. В современной фольклорно-речевой практике существует различное отношение к событиям, связанным с закрытием храмов и гонением на священнослужителей. В советский период была нарушена межпоколенная культурная трансмиссия. Знания и опыт старшего поколения были обесценены, поэтому различные поколения исполнителей демонстрируют различные ценностные ориентиры. В ранний постсоветский период, когда началось церковное возрождение и появилось много неофитов, рассказы о наказании за святотатство и поругание святынь вновь актуализировались. Однако мы приходим к выводу, что в современной фольклорной традиции происходит уничтожение мотива наказания как части фабулы, хотя долгое время рассказы с мотивом Божьей кары за святотатство считались наиболее устойчивой частью этой традиции. This article is devoted to oral narratives about sacrilege (the destruction of buildings and other Orthodox Church property) in the narrative tradition of the Arkhangelsk Region. The research takes a traditional approach, centering on the analysis of plots and narrative motifs. Materials for the study are from the folklore archive of the Northern (Arctic) Federal University and refer to different areas of the Arkhangelsk Region. The article’s aim is to identify the main motifs of these stories and their regional characteristics. The material is heterogeneous in the generic sense: there are both “brief testimonies” and more structurally organized “long testimonies.” Religious stories comprise part of local historical memory, knowledge of which testifies to a community’s sense of identity. In modern folklore and speech practice there are different attitudes to the events associated with the demolition of churches and the persecution of priests. Intergenerational cultural transmission was disrupted during the Soviet period; the knowledge and experience of the older generation was depreciated, so that different generations of informants demonstrate dissimilar value orientations. In the early post-Soviet period, when the church revival began and many new believers emerged, stories about punishment for sacrilege again became relevant. However, the author concludes that in the modern folklore tradition the plot motif of God’s punishment for sacrilege has disappeared, despite the fact that for a long time this motif was considered the most stable part of the narrative.

CULTURALLY CONDITIONED VISUAL COMMUNICATION IN CREATIVE EXPRESSION

The human body and its consciousness interacts with a number of external and internal factors, including, among others, the surrounding environment, experienced emotions, those things seen, things that are possessed and touched, and affection that is experienced, all of which accumulates over time as personal experience. In the aforementioned process memory plays the most significant role and predetermines the extent to which an individual remembers (and perceives) their own experience, and how they identify and are conscious of their own self-esteem, etc. The aim of this research is to record an idea and its transformations by reference to its associations, implementation and interpretations. Thus, transformations require personal experience, memory, knowledge, verbal and nonverbal abilities, as well as psychical phenomena that occur during research through the interaction of the participants. In our research task we presented 5 squares in which fragments of abstract pictures were placed. The participants were asked to freely interpret the fragments and complete the pictures. The results allowed us to conclude that associations and the process(es) of interpretation are inconstant and independent of each other. Associations usually visualise views of our physical environment, whereas intellectual creations are most frequently found in interpretations.

ANALISIS PERILAKU PENGETAHUAN DALAM INGATAN MELALUI JAWABAN PRE-TEST, POST-TEST DAN KUISIONER MONITORING I-II PESERTA PELATIHAN VOKASIONAL RENCANA USAHA DAN MANAJEMEN KEUANGAN KELOMPOK SWADAYA MASYARAKAT (KSM) BINAAN BUSINESS DEVELOPMENT CENTER (BDC) SRIW

The KSM pre-test and post-test vocational training and monitoring questionnaire aimed to determine the extent of KSM's understanding of the material of the Business Plan and Financial Management before and after KSM vocational training. Understanding of training material can be said as knowledge that is responded to by the eyes, the participants' hearing and feelings will then be interpreted and understood in the mind then settles in the memories of participants (J. Paul Peter & Peter C. Jackson, 2009). Knowledge in participants' memories is so dynamic that it can be said to be a behavior, that is knowledge behavior in memory. Knowledge behavior in this memory was examined through the value of the answers to the pre-test, post-test and training participants I and II questionnaires. The number of participants is 70 KSM, but 43 KSMs will be studied and the same people will take part in the pre-test, post-test and monitoring questionnaire I and II. Knowledge behavior in memory is analyzed through the dynamics of the answers to the pre-test to post-test and monitoring I to II. Groups that experience an increase in value are said to be Knowledge Behavior in Memory with Positive Mode and groups that experience impairment are called Negative Modes and groups with stable values are called Consistent Modes. Groups that experience an increase in value are said to be Knowledge Behavior in Memory with Positive Mode and groups that experience impairment are called Negative Modes and groups with stable values are called Consistent Modes. Reward and punishment in the form of periodic and intensive guidance and administration sanctions. Reward and punishment in the form of periodic and intensive guidance and administration sanctions

ANALISIS PERILAKU PENGETAHUAN DALAM INGATAN MELALUI JAWABAN PRE-TEST, POST-TEST DAN KUISIONER MONITORING I-II PESERTA PELATIHAN VOKASIONAL RENCANA USAHA DAN MANAJEMEN KEUANGAN KELOMPOK SWADAYA MASYARAKAT (KSM) BINAAN BUSINESS DEVELOPMENT CENTER (BDC) SRIW

The KSM pre-test and post-test vocational training and monitoring questionnaire aimed to determine the extent of KSM's understanding of the material of the Business Plan and Financial Management before and after KSM vocational training. Understanding of training material can be said as knowledge that is responded to by the eyes, the participants' hearing and feelings will then be interpreted and understood in the mind then settles in the memories of participants (J. Paul Peter & Peter C. Jackson, 2009). Knowledge in participants' memories is so dynamic that it can be said to be a behavior, that is knowledge behavior in memory. Knowledge behavior in this memory was examined through the value of the answers to the pre-test, post-test and training participants I and II questionnaires. The number of participants is 70 KSM, but 43 KSMs will be studied and the same people will take part in the pre-test, post-test and monitoring questionnaire I and II. Knowledge behavior in memory is analyzed through the dynamics of the answers to the pre-test to post-test and monitoring I to II. Groups that experience an increase in value are said to be Knowledge Behavior in Memory with Positive Mode and groups that experience impairment are called Negative Modes and groups with stable values are called Consistent Modes. Groups that experience an increase in value are said to be Knowledge Behavior in Memory with Positive Mode and groups that experience impairment are called Negative Modes and groups with stable values are called Consistent Modes. Reward and punishment in the form of periodic and intensive guidance and administration sanctions. Reward and punishment in the form of periodic and intensive guidance and administration sanctions

Alfabetizadoras da EJA: entre Memórias, Saberes e Viveres (1940-1960)

Este trabalho apresenta parte da pesquisa História, Memória e Vivências: A EJA no Norte de Minas Gerais 1940-1960, investigando a historiografia local, reconstituindo a história e memória dos saberes e práticas de professoras. Procurou-se compreender como procediam na alfabetização dos adultos, considerando as dificuldades daquela realidade para o saber sobre sua profissão. Situado no campo da Educação de Jovens e Adultos, focado na história oral temática. Os resultados da pesquisa apontam o modo como as trajetórias dessas educadoras foram construídas, marcadas pela coibição política e pedagógica em uma época em que o sertão do Norte de Minas Gerais era considerado uma região de “resistência habitual ao analfabetismo”. A presente pesquisa conduziu à percepção de que as professoras alfabetizadoras não somente criaram alternativas de trabalho ou mesmo aprenderam com suas próprias experiências, mas, se inscreveram em uma tradição, resgatando laços com a EJA, como tributárias, continuadoras e recriadoras de uma tradição.Palavras-Chave: História. Memória. Saberes e Práticas. EJA no Norte de Minas Gerais. ResumenEste artículo presenta parte de la investigación Historia, Memoria y Experiencias: la educación de adultos en el Norte de Minas Gerais 1940-1960, la investigación de la historia local, que describe la historia y Memoria de conocimientos y prácticas de los profesores. Se buscó entender cómo sucedió la alfabetización de adultos, teniendo en cuenta las dificultades de aquella realidad para el saber acerca de tu profesion. Situado en el campo de la educación de jóvenes y adultos, se centró en la historia del tema oral. Los resultados de la investigación muestran cómo las trayectorias de estos educadores fueron construidas, marcadas por la moderación política y pedagógica en un momento en el que el la región "sertão" del Norte de Minas Gerais era considerada una región de "resistencia habitual a el analfabetismo. Esta investigación dio lugar a la percepción de que los maestros alfabetizadores no sólo crearon alternativas de trabajo o incluso aprendieron de su propias experiencias, pero se inscribieron en una tradición, restaurando los lazos con la EJA, como contribuidoras de impuestos, continuadoras y recriadoras de una tradición.Palabras clave: Historia. Memoria. Conocimientos y prácticas. EJA en el norte de Minas Gerais. Abstract This work presents part of the History research, Memory and Experiences: The “EJA” in the North of Minas Gerais 1940-1960, investigating local historiography, retracing the history and memory of the knowledge and practices of teachers. It sought to understand how they preceded in the adult literacy, considering the difficulty of that reality to the knowledge about their profession. Situated in the Field of Youth and Adult Education, focused on thematic oral history. The research results point to the way such educator’s trajectories were built, marked by the policy and teaching restraint in a time when the “Sertão” of northern Minas Gerais was considered a region of "habitual illiteracy resistance". The present research led to the perception that literacy teachers not only created working alternatives or even learned from their own experiences, but enrolled in a tradition, restoring ties with the “EJA”, as tributaries, continuers and recreatives of a tradition.Keywords: History. Memory. Knowledge and practices. “EJA” in the North of Minas Gerais.