Motivation, Usability, and Credibility of an Intelligent Activity-Based Client-Centred Training System to Improve Functional Performance in Neurological Rehabilitation: An Exploratory Cohort Study

(1) Background: technology-based training systems are increasingly integrated in neurorehabilitation but are rarely combined with a client-centred task-oriented approach. To provide a low-cost client-centred task-oriented system, the intelligent activity-based client-centred task-oriented training (i-ACT) was developed. The objective was to evaluate the usability, credibility and treatment expectancy of i-ACT, and the motivation towards i-ACT use in rehabilitation over time. Additionally, this study will evaluate the upper limb treatment effects after training with i-ACT. (2) Methods: a mixed-method study was performed in four rehabilitation centres. Training with i-ACT was provided during six weeks, three times per week, forty-five minutes per day, additional to conventional care. (3) Results: seventeen persons with central nervous system diseases were included. High scores were seen in the system usability scale (score ≥ 73.8/100), credibility (score ≥ 22.0/27.0)/expectancy (score ≥ 15.8/27.0) questionnaire, and intrinsic motivation inventory (score ≥ 5.2/7.0), except the subscale pressure (score ≤ 2.0/7.0). Results from the interviews corroborate these findings and showed that clients and therapists believe in the i-ACT system as an additional training support system. Upper limb functional ability improved significantly (p < 0.05) over time on the Wolf motor function test. (4) Conclusion: i-ACT is a client-centred task-oriented usable and motivational system which has the potential to enhance upper limb functional training in persons with neurological diseases.

Humanitarian knowledge in the age of digitization: challenges and results

This article is devoted to the challenges faced by humanities education in the age of global digitization. A precondition of the research is the antinomicity of the concepts of humanitarian knowledge and digitalization. The research objective is to confirm the significance of humanitarian knowledge in formation of conceptual thinking as a basic skill of intelligent activity in modern world. The research applied comparative analytical method, on the basis of which the features of formation of conceptual thinking in modern school and university were considered, the significance of humanitarian knowledge was substantiated as a basis of formation of conceptual thinking, as axiological basis of personal and civil education of students, formation of social intellect, patriotism, civil and personal responsibility. The features of the use of visual aids are analyzed as deforming method upon formation of conceptual thinking of modern students in the age of total digitization, as well as the experience of distance learning in humanities under the pandemic conditions. It is concluded that the humanitarian knowledge is the most important resource in formation of conceptual thinking as a basic component of intelligent development, socialization and fostering of civil and personal self-consciousness of students in higher school.

Test Case 1

Do all humans engaged in ‘mathematics’? That is, can mathematics be considered a viable category of intelligent activity that can be applied cross-culturally? That question must be raised because of the evident diversity in the practices and ideas that have some claim to be thought of as relating to that category. This chapter considers the evidence from modern indigenous societies, such as the Wari’, and from ancient ones such as the Greeks and Chinese, to investigate the different notions that have been entertained (sometimes even with a single ‘culture’) and the various practices that have been cultivated and often highly prized, in relation to the key notions of quantity, number, shapes, and forms. It concludes that it is possible, within limits, to compare and contrast such ideas and activities.

Human Evolution

The main events and circumstances of human evolution are considered: classification of hominids, first descriptions, localization, chronology; artifacts characterizing their material and cultural activities; modern reconstruction of lifestyle and resettlement; and modern theories explaining the structural features of hominids and the processes of their occurrence. The manifestations of intelligent activity are discussed, in particular, their dependence from the structure of the body, the size, and complexity of the brain, for which comparisons with various animals are made. Particular attention is paid to unresolved or controversial issues. This material is necessary to assess the possibilities of the self-organization of complex systems theory (second chapter): if it adequately models the characteristics of a human's origin, then it can be used to understand the evolution of human mind and in the subsequent period, up to the current state.

The Analysis of Translation Technique of Children Story : “Lila, the Clumsy Witch”

Regarding to Douglas Robinson, in his famous book entitled Becoming atranslator, 1998; 49, define translation is an intelligent activity involving complex processes of conscious and unconscious learning.In the other book of Peter Newmark's, a textbook of translation, stated that translation is rendering the meaning of a text into another language in the way that the author intended the text. Newmark describe translation techniques into two catagories. First, translation which focuses on the source language and target language. The SL translation techniques consists of four such as word fo word, literal, faithfull and semantic translation. While the techniques which focuses on Target Language (TL). The techniques are adaptation, free translation, idiomatic translation and communicative translation.In this paper, the writer would like to analyze the children text entitled Lila, the clumsy witch or Lila, penyihir yang ceroboh. “ what kind of translation techniques does the writer use in translating the text ? The story is written by Amelia Kurniawati and translated by P. Francis Rhien. The result is that the writer of the book uses more techniques of translation which focuses on Source language using word for word translation 19,3%, Literal translation 61,5% and Free translation 19,3%. This result indicates that the writer of the book focuses on the source language.