Academic literature on the topic 'Feeling of knowing'

This work aims to present one of the most original and complex characters of the 20th century, the writer James Joyce (1882-1941). The study consists of a careful research and psychological investigation of the Irish writer�s thought through the analysis of one of his best-known works, Dubliners. In particular, the last story of Joyce�s extensive work, The Dead, will be examined. In the course of the work, particular emphasis will be placed on the themes and concepts present and recurring in Joyce�s works and in Dubliners. This study aims to show how James Joyce carefully portrays certain themes belonging to contemporary man and recurring within his stories and how through the combination of narrative techniques such as epiphany, the flow of thought and the use of different linguistic registers, he succeeds in delving into humanity characterised by fragility and weaknesses. Within this work, particular emphasis will be placed on the characters depicted by Joyce and how they represent the expression of his creativity, thanks also to his ability to masterfully bring out their emotions, feelings and inner conflicts. In the course of the analysis, it will be highlighted how the concept of paralysis presented by Joyce is one of the central themes of The Dead. The paralysis represented by Joyce is a paralysis in which the city of Dublin and its inhabitants are immersed. A moral paralysis, the difficulty of changing, of coming out of a structured reality that will lead the Irish writer to move away from the city and escape.

This paper discusses a practical methodology, developed for a second-year architectural elective project, that aims to make tangible the qualities of architectural atmospheres. It argues for an embodied practice of making sculptural artefacts. It proposes that these can articulate and make apparent atmospheric qualities. To be able to imagine or recognise atmosphere is a crucial skill for architects since atmosphere determines how people respond to space. The methodology is designed, through iterative cycles of making and critical reflection, to make students increasingly aware of atmosphere and develop their ability to create and articulate certain feeling tones within spaces. This artistic praxis relies upon a nonlinear, bodily knowing that seeks to challenge the dominance of ocularcentric practice in the discipline of architecture.

Social Anxiety has been a large problem overall with many kids as well as me. However, we have made a proposed solution to the feeling of not knowing how to express yourself. Tens of millions of children go to school staying quiet, most because they are scared to talk or do not know what to say. With resources arising, this issue should have been fixed a long time ago. However, the truth is, that those who are scared to talk to others, are also scared to receive help. Most would rather sit behind screens and talk on social media, a group of platforms that make socialization completely inconsequential and useless [8]. This does not allow for the people to reach out for help. Standing behind the normalization of the screen, which allows for lying and manipulation. It is a safer world out there in person than on social media, which is why I created Social Sphere. This game will make the experience of talking feel real, without severe consequence, or anything that can scare them back off.

The aim of this paper is to provide a better insight into the presence of surveillance cameras can cause a feeling of distrust towards the institutions that install them. Some people may feel as if they are constantly being watched or not trusted. Knowing that cameras are monitoring them, people can become more aware of their behavior and more careful in public spaces. This can lead to changes in behavior, such as refraining from inappropriate or illegal behavior. People who know they are being recorded by surveillance cameras may become more aware of their appearance and behavior in public, which can lead to greater self-awareness and behavioral changes. However, the presence of surveillance cameras can cause an individual to feel uncomfortable especially if he feels that his privacy is threatened or if he feels constantly being watched. So, is it the impact of surveillance cameras on an individual's consciousness can be complex and diverse, including both positive and negative aspects, and it differs from person to person and from situation to situation. In the paper were used available sources of professional literature and secondary research.

Abstract An upper limb robotic training simulator was developed to replicate the haptic feeling of lead-pipe rigidity of the biceps. Rigidity is the increased muscle tone observed during passive movement of a joint. To validate the realism of our training simulator, a clinical validation study was conducted with 11 experienced clinicians. Testing involved two parts: Blinded Assessment followed by Disclosed Assessment. There were 12 randomized trials (4 levels of rigidity with 3 repetitions each) in the Blind Assessment. The participants were asked to rate the rigidity level using the Unified Parkinson’s Disease Rating Scale (UPDRS) in each trial without knowing the selected UPDRS level. During the Disclosed Assessment, participants were informed about the selected level and were asked to closely evaluate the fidelity of each UPDRS level. Participants completed a post-test evaluation questionnaire to rate the simulator’s accuracy in replicating rigidity and its potential as a medical education tool for healthcare students. Results from the first six participants indicated that the simulated muscle resistance magnitude was too high compared to their clinical experience. Therefore, the resistance magnitude was reduced for all 4 UPDRS levels. The second set of five participants reported that the training simulator closely replicated the UPDRS levels of rigidity compared to their clinical experience.

Aim/Purpose. The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y in their first year at elementary school, and teaching students of Gen Alpha from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created a space for students to practice emotional training, organize and manage behavior, regulate emotions and behavior, reduce feelings of anger, and arouse a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental wellbeing of Gen Y teachers. To this end, support communities of teachers should be created by form and discipline of study. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization, and management to arouse a feeling of optimism and reduce anger. Teachers must teach with love, sensitivity, affectivity, and empathy to develop students’ emotional, social, and cognitive abilities. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students and prevented gaining authority with other teachers and with students.

The on-site inspection resulted in the documentation of one historic-age property—the Pinnacle Overlook Developed Area. The property is located at the terminus of Pinnacle View Road (formerly known as Skyland Road) and consists of a parking area, an overlook observation platform, a network of trails, and an interpretive shelter and comfort station. At the request of the Park’s cultural resources staff, the property was documented as a historic district. The Pinnacle Overlook Developed Area is recommended eligible for listing in the NRHP under Criterion A for its association with the recreational development of Cumberland Gap National Historical Park during the Mission 66 era. It is also recommended eligible under Criterion C as a good representative example of the design precepts and construction techniques established by the National Park Service for public-use areas constructed as part of its Mission 66 program. North Wind recommends that the Pinnacle Overlook Developed Area Historic District generally retains its integrity of location, design, setting, workmanship, feeling, and association. While the seven resources that comprise, the district are all recommended to contribute to its overall eligibility, only one—the Interpretive Shelter and Comfort Station—is recommended as individually eligible for listing in the NRHP under Criterion A for its association with the development of interpretive programming at Cumberland Gap National Historical Park as part of its Mission 66 initiative.

Understanding health-seeking behaviors and their drivers is key for governments to manage health policies. There is a growing literature on the role of cognitive biases and heuristics in health and care-seeking behaviors, but little is known of how they might be influenced during a context of heightened anxiety and uncertainty. This study analyzes the relationship between four behavioral predictors the internal locus of control, impatience, optimism bias, and aspirations and healthcare decisions among low-income women in El Salvador. We find positive associations between internal locus of control and preventive health behaviors during the COVID-19 pandemic (use of masks, distance, hand washing, and COVID-19 vaccination) and in general (prenatal checkups, iron-rich diets for children and hypertension tests). Measures of impatience negatively correlate with COVID-19 prevention behaviors and mothers micronutrient treatment adherence for children, and optimism bias and educational aspirations with healthcare-seeking behaviors during the COVID-19 pandemic. Some associations were more robust during the pandemic, suggesting that feelings of uncertainty and stress could enhance behavioral drivers influence on health-related behaviors, a novel and relevant finding in the literature relevant for the design of policy responses for future shocks.

Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).

A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.