Management of Students Educational and Recognitive Activities in Pre-army Physical Training Classes

Research relevance: students’ effective activity, all tasks performed by them, and the requirements imposed should be under constant and qualified guidance, in this regard, the problem of managing the educational and cognitive activity of students of pre-conscription physical training is relevant. Research objectives: to highlight the leading requirements for the management of student activities. Research materials and methods: scientific and pedagogical theory of objective world reflection, the steady deepening of information about educational and cognitive material (ECM), more effective use of a variety of forms of knowledge transfer, skillful use of an increasing number of special methodological techniques, deepening interaction of the used information sources. Research results: requirements for the management of students’ activities were formulated to achieve regulated interaction of informational and motor aspects of physical control; ensure the correspondence of the transmitted information to the specifics of the proposed exercise; rely on the leading factors of the unity of the informational and motor sides of the exercise; use a directed combination of informational and motor aspects of the exercise. Conclusions: knowledge is a necessary prerequisite for a more meaningful mastering of motor skills and abilities, effective use of existing physical abilities in military-sports and other activities.

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment

Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to these wider benefits of learning. This is particularly the case for girls living in poverty in Pakistan, where about 40% of the poorest girls are out of school compared to 24% of the richest girls not going to school. For those who start school, less than half complete a full cycle of basic education and less than 20% complete secondary schooling. In this chapter, the authors develop evidence for the effectiveness of a remedial learning program—Siyani Sahelian—which aims to support the reintegration of disadvantaged girls into schooling by developing literacy skills in Urdu (among other academic and life skills). The chapter provides evidence of the extent to which the programme supports literacy acquisition in an equitable way, and the main reasons behind the observed trends.

Biblioterapia: um processo transdisciplinar na educação

Resumo O referido artigo tem como tema a Biblioterapia (OUAKNIN, 1996) enquanto processo Transdisciplinar na Educação. A pesquisa qualitativa se constitui no campo das teorias do conhecimento da Educação, da Terapia familiar na Escola (GROISMAN, 2015), da Biblioterapia (OUAKNIN, 1996) e da Leitura Compartilhada (LOIS, 2010) enquanto formação de leitores, pelo princípio da Inter e transdisciplinaridade (SANTOMÉ,1998, NICOLESCU, 2001, PARODE, 2010). O objetivo da pesquisa é ressaltar a importância da Biblioterapia enquanto processo transdisciplinar na educação, da Terapia de Familia e da Leitura compartilhada, para compreender como transita a indisciplina e o não letramento em espaços escolares, e como esses podem influenciar no desenvolvimento cognitivo e comportamental de uma criança, de um adolescente, que faz parte também, de um complexo Sistema Familiar (MINUCHIN, 2009). A pesquisa se desenvolveu em uma Escola Estadual de Ensino Fundamental e Médio, na cidade de Porto Alegre, sendo que, foi realizado estudo de caso com duas famílias, com três pessoas de cada família (aluno, pai e mãe). A pesquisa utilizou-se dos registros escritos, com entrevistas e genetogramas (BOWEN, 1994). Para análise dos dados e a preservação da identidade dos participantes da pesquisa, os dois casos foram identificados como F1 e F2. A metodologia empregada ressalta a importância do método descritivo na construção de uma Educação Inter e Transdisciplinar, da formação a partir das diversas formas de conhecimento, como a Biblioterapia, a Leitura Compartilhada, sendo que a Terapia de Família nos levou a encontrar, também, nas relações afetivas, respostas para as indagações sobre como reverter à indisciplina e o não letramento. Palavras-chave: Biblioterapia; terapia familiar na escola; educação inter transdisciplinar; leitura compartilhada; formação do leitor. Abstract This article has its theme Bibliotherapy (OUAKNIN, 1996) as a Transdisciplinary process in Education. Qualitative research constitutes the field of knowledge theories of Education, Family Therapy at School (GROISMAN, 2015), Bibliotherapy (OUAKNIN, 1996) and Shared Reading (LOIS, 2010) as reader training, by inter and transdisciplinary perspectives (SANTOMÉ, 1998, NICOLESCU, 2001, PARODE, 2010). The objective of the research is to emphasize the importance of Bibliotherapy as a transdisciplinary process in education, Family Therapy and Shared Reading, in order to understand how indiscipline and non-literacy transits in school spaces, and how these can influence cognitive and behavioral development of a child, a young adolescent who is also part of a complex Family System (MINUCHIN, 2009). In this context, the research was developed in a State Elementary and High School, in the city of Porto Alegre, by a qualitative approach, as a case study with two families. The subjects directly involved in the research are in the number of three people (student, father and mother) by family. The research was also based on written records, with declarations, interviews and genetograms (BOWEN, 1994). For data analysis and preservation of the research participants´ identity, the two cases were identified as F1 and F2. The methodology used emphasizes the importance of the method described in the construction of an Inter and Transdisciplinary Education, of training from different forms of knowledge, such as Bibliotherapy, Shared Reading, and Family Therapy. The training from different forms of knowledge led us to find, also, in the affective relationships, answers to questions about how to revert to indiscipline and non-literacy. Keywords: Bibliotherapy; family therapy at school; inter-transdisciplinary education; shared reading; reader training. Resumen Este artículo tiene como tema la Biblioterapia (OUAKNIN, 1996) como un proceso transdisciplinario en educación. La investigación cualitativa se constituye en el campo de las teorías del conocimiento en Educación, Terapia Familiar en la Escuela (GROISMAN, 2015), Biblioterapia (OUAKNIN, 1996) y Lectura Compartida (LOIS, 2010) mientras se forma a los lectores, basados ​​en el principio de inter y transdisciplinariedad (SANTOMÉ, 1998, NICOLESCU, 2001, PARODE, 2010). El objetivo de la investigación es enfatizar la importancia de la Biblioterapia como un proceso transdisciplinario en la educación, Terapia Familiar y Lectura Compartida, para comprender cómo transitan la indisciplina y la no alfabetización en los espacios escolares, y cómo estos pueden influir en la cognición y el comportamiento de un niño o de un adolescente, que también forma parte de un Sistema Familiar complejo (MINUCHIN, 2009). La investigación se desarrolló en una escuela estatal de enseñanza primaria y secundaria, en la ciudad de Porto Alegre, y se realizó un estudio de caso con dos familias, con tres personas de cada familia (alumno, padre y madre). La investigación utilizó registros escritos, entrevistas y genetogramas (BOWEN, 1994). Para el análisis de datos y la preservación de la identidad de los participantes, los dos casos se identificaron como F1 y F2. La metodología utilizada enfatiza la importancia del método descriptivo en la construcción de una educación inter y transdisciplinar, de formación desde diferentes formas de conocimiento, como la Biblioterapia y la Lectura Compartida. Además, la Terapia Familiar nos llevó a encontrar, en las relaciones afectivas, respuestas a preguntas sobre cómo combatir la indisciplina y el analfabetismo. Palabras clave: Biblioterapia; terapia familiar en la escuela; educación intertransdisciplinaria; lectura compartida; formación de lectores.

The construction of rare disease discourse on YouTube: highlighting a disparity between policy rhetoric and patient practices around public engagement

Background: Policy rhetoric around the 6,000-8,000 rare diseases affecting 300 million people worldwide often focuses on public engagement. Meanwhile, medical authorities tend either to treat patients with rare diseases as pre-categorised data sources, proffer to them notions of technological self-care as empowerment, or recruit them as advocacy allies. Conversely, people living with rare diseases often mobilise and engage with one another in self-organised communities via social media to share discussion, information, and resources. How rare disease discourse forms on specific social media platforms, the role of different actors (including medical authorities and algorithms), and its relation to public engagement policy are poorly understood. Methods: This paper examines data on YouTube video watching/sharing (gathered from YouTube’s API via DMI’s ‘Data Tools for YouTube’) through social network analysis (read through a controversy analysis lens). Results: The paper identifies eight patterns – each revolving around different levels of: focus on rare disease content; engagement between content and viewers, i.e. through likes, dislikes, and surrounding particular videos; permeability of videos between categories; and repetition in viewers watching the same video. Across six of the patterns, the paper finds a rare disease issue-network forming, where discourse is constructed through three distinct communication strategies, each garnering a different form of engagement. Conclusions: Overall, the paper highlights a disconnect between how rare disease discourse is enacted on YouTube and policy promises of public engagement, with potential spaces for dialogue often closed off by medical authorities. To close, the paper provides recommendations for how policymakers might engage with and facilitate more inclusive forms of social media interaction between specific rare disease related communities and clinicians to develop more meaningful forms of knowledge exchange.

Mapping practices and spatiality in IR knowledge production: from detachment to emancipation

This article conceptualises the variety of approaches taken by International Relations (IR) scholars around the world to dominant forms of knowledge production in IR. In doing so, it advances Global IR debates along two axes: on practices and on spatiality. We argue that binary conceptions are unhelpful and that engagement with knowledge production practices is best captured by a landscape of complexity, requiring a deeper interrogation of positionality, globality and context. Using 26 qualitative interviews with IR academics at institutions in East Asia, South Asia, the Middle East, Eurasia and Africa, we construct a typology comprising seven modes of engagement that capture the conflicted relationships to dominant forms and practices of knowledge production in IR. The typology is intended to highlight the variation, complexity and contextual particularities in global IR knowledge production practices and to enable an interrogation of spatial hierarchies that unsettle conventional geopolitical West/non-West fault-lines.

Through the screens: interaction for learning in virtual environments

The digital technologies mediation, supose particular forms of knowledge construction which claim deep explorations, especially the interaction between actants and their ways of learning on virtual platforms. This article presents the results of an investigation situated at the crossroads between Education, Communication and Visual Design, carried out from a qualitative analysis of interpretive position. Starting from a case study based on virtual ethnography, the research is based on in-depth interviews, from which successively organized data were obtained from the emerging categories of the research itself (uses, skills, preferences and relationships). The conclusions suggest the need for a system of its own for on line education –that exceeds comparisons–, in which the assemblages disclosed here were considered and particular resources proposed that promote the participants learning.

The sensory imperative

With this essay, we identify and resist a sensory imperative in management and organizational research and beyond. We define the sensory imperative as an uncritical embrace of the idea that the senses offer a unique and attractive methodological and political position for studying managerial and organizational life and for challenging dominant forms of knowledge production. By falling in with this imperative, the turn to the senses in management and organization studies risks losing sight of its own mediations. We propose three ways of regaining sight of these mediations, which, we argue, come together as an analytical sensorisation – a study of, rather than with, the senses.

Rethinking Historical Approaches for Science Education in the Anthropocene

In this chapter, we intend to bring the urgency of our times, pointed out by discussions about the Anthropocene, to research in history, philosophy, and sociology of science in science teaching. After considering the own historicity of the Anthropocene concept, we seek, through a short historical case on botany, to build new lenses to look at Western modern science, locating other stories and other perspectives that can be told about its emergence and establishment. With this new focus, we discuss how this knowledge was shaped by the triad of colonialism, capitalism, and patriarchy, and that for this reason, we must perceive modern science through a critical lens in dialog with other forms of knowledge. This dialogue can help to build solutions for the present moment and to dissolve some of the impasses regarding the conversations around the Anthropocene. Thus, we argue that enhancing the political-historical dimension of Western modern science in science education is a fundamental task in building futures that produce different and potentially less (self)destructive multispecies relationships.

Educating towards the prudent entrepreneurial self – an educational journey including agency and social awareness to handle the unknown

PurposeThis paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.Design/methodology/approachBuilding on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.FindingsThe paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.Research limitations/implicationsThis paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.Practical implicationsTo educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.Originality/valueThis study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.