To see the other types of publications on this topic, follow the link: Interaction between a pedagogue and a pupil.
Journal articles on the topic 'Interaction between a pedagogue and a pupil'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Interaction between a pedagogue and a pupil.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Yakusheva, Svetlana Dmitrievna. "Artistry as a component of pedagog's creative individuality." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2010): 67–79. http://dx.doi.org/10.51314/2073-2635-2009-4-67-79.
Full textAbstract:
The article raises the issues of a pedagog's creative individuality. It defines the way through which creativity based on the achievements of theatrical peda- gogies influences a personality development in future specialists. The author of the article suggests several definitions of artistry, which models the process of professional self-perfection and self-education in teachers. The article regards the pedagogical artistry as a co-creative interaction between the pupil and the teacher and demonstrates the traits common for professional performance of pedagog's, actors and stage directors. The author describes the basic elements necessary for the creative work of an actor as well as a teacher. The article also discloses the value of humour as a tool of a pedagog's acting skill.
2
Priede, Ligita, and Dagnija Vigule. "INTERACTION BETWEEN PEDAGOGUE AND CHILD TO PROMOTE PLANNING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 577. http://dx.doi.org/10.17770/sie2019vol2.3820.
Full textAbstract:
The goal of the pre-school competence-based education lies in the promotion of all areas of development – physical, social, emotional and cognitive, as well as helping children to acquire core competencies, including the ability to plan own activities. The research aims at theoretical and empirical study of opportunity to promote planning skills within interaction between child and pedagogue.When dealing with both daily and teacher-created problem situations, children are involved in decision-making, are trusted to be co-responsible for the decision made. By working together with an adult, child acquires planning skills, ability to achieve the goal set. To reveal the pedagogical problem of the research in full, it is also important to look at it from the point of view of a preschool teacher. To find out opinion of pre-school pedagogues, surveying was conducted; it was aimed at studying principles of child development and upbringing taken into account in practice when organizing pedagogical process promoting planning skills of pre-schoolers. The experience of pre-school teachers was analysed by frequency and interpretation using descriptive and analytical statistics method (IBM SPSS Statistika-v19.0).
3
Milanaccio, Alfredo. "Teaching Nature, to Learn from Nature." Politics and the Life Sciences 5, no. 1 (1986): 83–91. http://dx.doi.org/10.1017/s0730938400001660.
Full textAbstract:
This article describes some aspects of an Italian didactic-pedagogic experiment about interaction between “town” pupils and natural environments. The project's general philosophy is to try to make pupils aware of our condition as “biocultural beings,” as results of biological, technological, and cultural co-evolution. The presence of extensive natural, cultural, and technological resources at the site where the experiment takes place favors such an awareness.Some examples of teaching techniques designed especially to introduce pupils to the difficult but necessary subject matter of co-evolution are also described. Such teaching techniques have as their main goal to make the pupils themselves able to construct a logical network of questions, rather than in teachers giving them already prepared answers.The as yet unresolved problems, which concern the training of teachers steeped in traditional methods, are also briefly described.
4
Yel'kina, Irina Yu. "Research of influence of communicative qualities of the pedagogue on the relation of students to educational activity." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 155–59. http://dx.doi.org/10.34216/2073-1426-2019-25-4-155-159.
Full textAbstract:
The article touches upon the topic of pedagogic communication. A review of psychological and pedagogic approaches to the definition of communicative qualities necessary for the pedagogue to organise effective interaction with students, as well as for the organisation of personality-developing educational space. The emotional side of the attitude of students to educational activity, consisting in satisfaction with this activity is considered. Mathematical processing of the data showed the presence of a statistically significant relationship between the degree ofmanifestation of communicative qualities of the pedagogue and the level of satisfaction of students with educational activities in the classes of this pedagogue. It is revealed that the most pronounced relationship of satisfaction with educational activities with indicators of pedagogic cooperation and emotional attractiveness of pedagogues. The author emphasises the need to develop the communicative qualities of future pedagogues in the system of higher pedagogic education. The article will be of interest to specialists, pedagogues of higher education.
5
MOHR, BARBARA. "THE HISTORY OF GEOLOGY WALLS IN CENTRAL EUROPE AND THEIR USE AS PEDAGOGIC TOOLS FOR EXPLAINING GEOSCIENCES." Earth Sciences History 38, no. 2 (2019): 371–87. http://dx.doi.org/10.17704/1944-6178-38.2.371.
Full textAbstract:
ABSTRACT During the second half of the nineteenth century, geology was added as a topic taught at schools of higher education in central Europe. As a consequence, teachers had an interest in finding practical methods to make theoretical knowledge more interesting to their pupils. Pedagogic tools included fieldtrips which could be logistically challenging, and the so called ‘geology walls’ and other stone structures, such as ‘geology pyramids’. These solidly built structures erected from various types of rocks, were put together to simulate the complexities of the underground geology from the lowlands to the mountains of certain geographic areas and may be considered to represent precursors of modern geoparks. Many of these ‘geology walls’ built in several central European cities are preserved and may still be used today to explain and discuss geoscientific phenomena. The fruitful interactions between teachers and pupils, and scientists and amateurs, are topics of this paper. Questions of restitution and international relationships are touched on as well.
6
��������, V. Teslenko, ���������, and Yuliya Kornilova. "Museum and Educational Complex as an Effective Means of Iteraction Between the School and the Museum." Standards and Monitoring in Education 2, no. 5 (2014): 43–46. http://dx.doi.org/10.12737/6892.
Full textAbstract:
The article considers one of the ways to create open information and educational space on the basis of interaction of two social environments: school
 and museum.Four models are analyzed on the basis of the following criteria: frequency and duration of interaction and forms of carrying out studies in
 "school and museum"system. For ensuring this interaction authors offer a special museum and educational complex representing the educational form
 that materialize the teacher�s model of training of pupils and allow its implementation in educational process.Conceptual aspects of the offered complex
 are provided and interaction models are presented: incidental, periodic, systematic and system. These models place teacher, pupil and their interaction
 into museum space. The article presents a short characteristic of the allocated models, along with forms of estimating the results of pupil�s interaction
 with museum space.
7
Bär, Karl-Jürgen, Michael Karl Boettger, Steffen Schulz, et al. "The interaction between pupil function and cardiovascular regulation in patients with acute schizophrenia." Clinical Neurophysiology 119, no. 10 (2008): 2209–13. http://dx.doi.org/10.1016/j.clinph.2008.06.012.
Full text
8
Pawłucki, Andrzej. "Olympic Education as an Intergenerational Relation of the Third Degree." Physical Culture and Sport. Studies and Research 46, no. 1 (2009): 99–108. http://dx.doi.org/10.2478/v10141-009-0007-z.
Full textAbstract:
Olympic Education as an Intergenerational Relation of the Third DegreeOlympic education is a more complex social reality than is commonly thought to be the case. Olympic education, understood as a social relation, is expressive when it takes place between the three generations, and when its axiological leader: the Olympic pedagogue, engages all subjects of the Academy.Olympic education must be constructed in such a way as to include both the act and the thought about the sense of the act. It must include the act of participation and the culture of actions through Olympic practice and the cultural awareness of the act. It must account for the cognitive capabilities of the pupil. Olympic students must participate in the adults' thoughts about cultural acts and in cultural acts themselves. Olympic education, like any other kinds of education, should encourage students to participate in the thoughts about cultural acts and cultural acts themselves. Education based exclusively on thoughts is not effective, and education based exclusively on acts is incomplete.It is easier to imagine and provide students with education through sport than with education through the culture of sport. In everyday school practice, sport education is provided only through actions, through learning by doing. This duality of education: through culture and through action, is demonstrated to the Olympic pedagogue by the concept of universal good, which grants every member of the Olympic family access to the truth about himself or herself, access to the knowledge about the meaning of one's destiny. This concept concerns each subject to education in each relationship it experiences. The discursive deficit of the Olympic good in one such relationship destroys education as an intergenerational transfer of self-knowledge.
9
Kantor, Jiří, Libuše Ludíková, Miluše Hutyrová, and Pavel Svoboda. "INTERACTIONS BETWEEN PUPILS WITH SEVERE MULTIPLE DISABILITY AND TEACHERS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 44. http://dx.doi.org/10.17770/sie2014vol3.701.
Full textAbstract:
The paper presents a study (mostly of a quality design) aimed at the teacher-pupil interaction performed at the Institute of Special Education Studies, Palacky University in Olomouc. The data was collected by semi-structured interviews, observation of the educational process and a questionnaire survey. Open, axial and selective coding as well as logic analysis of the responses was used for the data analyses. A synthesis of various data as well as various theoretical backgrounds led to the development of a model for the description of the relationship between the teacher and the pupil with severe mental, physical and communicational disability. The paper includes a description of the categories of this model and their process-based classification into inputs, course and outputs.
10
Creech, Andrea. "Teacher-pupil-parent triads: A typology of interpersonal interaction in the context of learning a musical instrument." Musicae Scientiae 13, no. 2 (2009): 387–413. http://dx.doi.org/10.1177/102986490901300208.
Full textAbstract:
The main objective of this research was to create a typology of teacher-pupil-parent interpersonal interaction in the context of learning a musical instrument. Three hundred and thirty-seven teacher-pupil-parent triads participated in the research, completing a survey measuring “control” and “responsiveness”. Factor analysis revealed a number of underlying interpersonal dimensions. A cluster analysis was carried out, using control and responsiveness factors as predictors of cluster membership. A model of six distinct interaction types was revealed and validated with in-depth interviews with teacher-pupil-parent triads representing each cluster. Clusters 1, 2 and 3 were each conceptualised as a primary dyad plus a third party, while Cluster 4 was represented as two primary dyads connected by one common member. Cluster 5 was characterized by very little communication between any two of the three individuals, while Cluster 6 was characterized by reciprocity amongst all three participants. This model of interaction types provides a framework within which teachers may interpret their own teacher-parent and teacher-pupil experience, potentially empowering teachers to alter their interaction patterns when migration from one cluster type to another is deemed to be appropriate in terms of enhancing learning or teaching outcomes.
11
Flusser, Victor. "An ethical approach to music education." British Journal of Music Education 17, no. 1 (2000): 43–50. http://dx.doi.org/10.1017/s0265051700000139.
Full textAbstract:
Reflecting upon the relationship between people and music, the author is led to adopt a new position on musical education. His ideas are based on the work of the philosopher Hannah Arendt, the pedagogue and paediatrician, Janusz Korczak, and the composer R. Murray Schafer – all of whom focus upon the ‘dialogue’ of education. From Korczak is borrowed the idea of the child as ‘a present-state being’ rather than a ‘future-state being’; from Arendt the concepts of labour, work and action; and from Schafer his ‘Wolf Project’ for a musical community. On the basis of these three influences, the author advocates a ‘new manner of enacting music’ instead of ‘simply enacting new music’, basing pedagogic practice on a psycho-analytical approach to education. The pupil–teacher relationship turns on identification and projection. Teachers must nurture pupils' aesthetic choices and opinions as well as their commitment, so that ethical and aesthetic considerations can be brought together in the same musical act. Only in this way can musical education be worthwhile.
12
Hrvanović, Maja. "COMMUNICATION AND INTERACTION IN ART CLASSES." Journal Human Research in Rehabilitation 4, no. 2 (2014): 19–22. http://dx.doi.org/10.21554/hrr.041403.
Full textAbstract:
Numerous indicators affect communication and interaction in art classes. For every teacher, as pedagogue, his successful educational activity is very important as some indicators influence the two-way exchange of information in art classes. Teaching art is very specific way of teaching process, because it is mostly based on exchange of visual information of artistic type which represents a special form of communication. The specificity of artistic information, way of acting on the viewer and intense emotional charge in the process of communication should be used as visual stimulus. The richness of imagery, stimulation of reality, abstraction and other cognitive processes in art classes experientially and visually improve students’ awareness and should be represented and diversified by origin and multiplied by quantity. The research paper aims to demonstrate the importance of connectivity between judgment of taste and ability to evaluate the quality of the work of art in art and non-art schools. Teaching and education in art classes is being realized precisely inside communicative relations and appropriate socio-emotional climate. In this research, visual communication in art classes is defined over the structure of the inventory that will examine the differences between abilities to evaluate the quality of artistic information and the judgment of taste.
13
Cameron, Paul. "Homosexual Molestation of Children/Sexual Interaction of Teacher and Pupil." Psychological Reports 57, no. 3_suppl (1985): 1227–36. http://dx.doi.org/10.2466/pr0.1985.57.3f.1227.
Full textAbstract:
A review of the literature was conducted in which 19 separate studies were examined for the ratio of heterosexual-to-homosexual molestations of children and the ratio of female-to-male child victims. Using random-probability studies reported by three different sets of investigators, an estimate that about 4% of the general population is bisexual-to-homosexual was employed to generate relative degrees of ‘dangerousness’ of the various sexual orientations. It appears that at least a third of all the reported child molestations involve homosexual acts, while girls account for about two-thirds of children victimized. Those who practice homosexual acts are at leas: 12 times more apt to molest a child sexually, and with suitable corrections for bisexuals (who molest both genders), probably at least 16 times more apt to molest a child. A review of recorded cases of teacher-pupil sexual interaction indicated that of the 30 instances detailed in the literature, 24 (80%) involved homosexual acts. It appears that teachers who practice homosexual acts are between 90 to 100 times more apt to involve themselves sexually with pupils than teachers who confine themselves to heterosexual acts.
14
Lalic-Vucetic, Natasa. "The quality of communication between teacher and pupil and the application of stimulative measures." Zbornik Instituta za pedagoska istrazivanja 40, no. 1 (2008): 122–36. http://dx.doi.org/10.2298/zipi0801122l.
Full textAbstract:
If we accept the view that teaching is one form of social interaction and highly a communication process, then it is possible to argue that different forms and kinds of social influence are established between a teacher and a pupil, and not only the influence of teacher on the pupil, but vice versa as well, the influence of pupil on the teacher. This paper emphasises the importance of social context in motivating the pupil by certain stimulative measures, which is substantiated by the results of the study performed in primary schools in Belgrade. The technique of systematic observation was applied and it comprised monitoring the classes of regular teaching and the frequency of stimulative measures in regular classes. The aim of research was to determine the significance of difference between the quality of communication between teachers and pupils and the frequency of stimulative measures. The quality of communication encompassed the course of verbal communication, expressing of initiative in class on the part of pupils, two kinds of pupils' responses and the possibility of combining those kinds and, finally, the dominant form of class work. The concluding part of the paper lists the basic steps that contribute to the quality of the communication between pupils and teachers.
15
El Messiry, Salwa, and George C. Y. Chiou. "Interaction between Nalbuphine and Alfentanil on Intraocular Pressure and Pupil Size of Conscious Rabbits." Ophthalmic Research 21, no. 2 (1989): 134–40. http://dx.doi.org/10.1159/000266791.
Full text
16
Ketovuori, Heli, Sanna Hirvensalo, Päivi Pihlaja, and Eero Laakkonen. "Pupils’ Experience of Social Participation in Finnish Primary Schools." Nordic Studies in Education 40, no. 4 (2020): 323–42. http://dx.doi.org/10.23865/nse.v40.2600.
Full textAbstract:
Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.
17
Macdonald, Doune. "The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction." Journal of Teaching in Physical Education 9, no. 2 (1990): 152–63. http://dx.doi.org/10.1123/jtpe.9.2.152.
Full textAbstract:
This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.
18
Fischbein, Siv. "Nature-Nurture Interaction in Different Types of School Environments A Longitudinal Study." Acta geneticae medicae et gemellologiae: twin research 36, no. 2 (1987): 155–63. http://dx.doi.org/10.1017/s0001566000004384.
Full textAbstract:
AbstractA model of nature-nurture interaction in school situations emanating from a longitudinal Swedish twin project is presented. This model implies that interactional effects measured by MZ-DZ within-pair comparisons over time are related to the type of behavior studied, as well as teacher and pupil influences at different levels. In a more permissive and stimulating school situation, hereditary factors are hypothesized to be more influential (decisive for behavioral variation) than in a more restrictive and nonstimulating situation. A study of such interactional effects will require longitudinal measurements of pupil behavior as well as teacher and parental influences. To acquire a variation in permissiveness/restrictiveness and stimulation/nonstimulation at the societal level, comparisons are made between twins attending grade 4-6 in compulsory schools in Sweden and twins of the same age attending Israelian Kibbutz schools.
19
Yamagishi-Kimura, Reiko, Megumi Honjo, Takashi Komizo, et al. "Interaction Between Pilocarpine and Ripasudil on Intraocular Pressure, Pupil Diameter, and the Aqueous-Outflow Pathway." Investigative Opthalmology & Visual Science 59, no. 5 (2018): 1844. http://dx.doi.org/10.1167/iovs.18-23900.
Full text
20
Binda, Paola, Maria Pereverzeva, and Scott O. Murray. "Pupil size reflects the focus of feature-based attention." Journal of Neurophysiology 112, no. 12 (2014): 3046–52. http://dx.doi.org/10.1152/jn.00502.2014.
Full textAbstract:
We measured pupil size in adult human subjects while they selectively attended to one of two surfaces, bright and dark, defined by coherently moving dots. The two surfaces were presented at the same location; therefore, subjects could select the cued surface only on the basis of its features. With no luminance change in the stimulus, we find that pupil size was smaller when the bright surface was attended and larger when the dark surface was attended: an effect of feature-based (or surface-based) attention. With the same surfaces at nonoverlapping locations, we find a similar effect of spatial attention. The pupil size modulation cannot be accounted for by differences in eye position and by other variables known to affect pupil size such as task difficulty, accommodation, or the mere anticipation (imagery) of bright/dark stimuli. We conclude that pupil size reflects not just luminance or cognitive state, but the interaction between the two: it reflects which luminance level in the visual scene is relevant for the task at hand.
21
Ahn, So-Yung. "Musical Exchange and Interaction between Eisler and Schoenberg, Evidenced by their Serial Music." Studia Musicologica 59, no. 1-2 (2018): 21–39. http://dx.doi.org/10.1556/6.2018.59.1-2.2.
Full textAbstract:
This study demonstrates that Hanns Eisler's serial music composed in the early 1920s and his cantatas created in the 1930s are interrelated with Arnold Schoenberg's serial music. The specific purpose is to reveal the musical interactions between the two composers, such as how Eisler was influenced by Schoenberg, and how Eisler himself influenced Schoenberg. The former aspect is highlighted by the analysis of Schoenberg's Suite für Klavier (1923) and Eisler's Zweite Sonate für Klavier (1925). The latter is shown while Eisler's Deutsche Symphonie from the 1930s and Schoenberg's A Survivor from Warsaw (1947) are subjected to a comparative analysis. Eisler was not simply a pupil who renounced Schoenberg's teachings, but a “true disciple” who succeeded Schoenberg's serial technique in a manner comparable to that of Webern and Berg and who, in addition, was a musical companion of Schoenberg, influencing Schoenberg's later music.
22
Iskandar, Abdullah, Achmad Basuki, Artiarini Kusuma Nurindiyani, Faris Rasyadi Putra, and Mohamad Safrodin. "Developing Shooter Game Interaction using Eye Movement Glasses." EMITTER International Journal of Engineering Technology 8, no. 1 (2020): 67–85. http://dx.doi.org/10.24003/emitter.v8i1.509.
Full textAbstract:
A quadriplegic is a paralysis that affects limitations in some physical movements and psychological disorders. They have limited media to interact with computers so a suitable solution is needed in the form of a media that can recognize other body parts movements which in this research uses eye movement. one of the solutions to this problem is to propose alternative technologies to interact and play games. We propose a simple technique by using a camera mounted on the glasses that will take the eye area. This technique will help reduce unnecessary parts of eye detection so that performance increases. The eyes will be processed using basic image processing and then determined the center position of the pupil using the Mean method. This system consists of pupil movements for pointer motion control and blinking of eyes for shooting. The performance test of this method toward the system, which has used 10 people with 7 experiments, shows an accuracy of 84.86 percent, the speed of movement with a duration of 2.22 seconds and the speed of response blinking with a duration of 0.026 seconds. In addition, we can distinguish between intentional blink and unintentional blink in which intentional blink has a duration of 0.30 seconds and unintentional 0.12 seconds. It can be concluded that by using this method and this technique is able to achieve good accuracy and also able to use intentional blink as shoot trigger.
23
Ngidi, David P., and Patrick T. Sibaya. "Black Teachers' Personality Dimensions and Work-Related Stress Factors." South African Journal of Psychology 32, no. 3 (2002): 7–15. http://dx.doi.org/10.1177/008124630203200302.
Full textAbstract:
To determine the relationship between black teachers' personalities and their stress levels on work-related factors, the Eysenck Personality Questionnaire (EPQ) and Occupational Stress Inventory for Teachers (OSIT) were used. Participants included 444 black teachers, 186 of whom were male and 258 were female, from 24 randomly selected schools in the KwaZulu-Natal province. The mean scores obtained on teachers' biographical variables were analyzed by means of a three-way analysis of variance (ANOVA). The results indicate significant regression of personality on the predictor variables such as time pressures, administrative problems and pupil misbehaviour. The extraversion personality dimension shows significant negative correlation with educational changes. A significant positive correlation is found between neuroticism and time pressures, administrative problems and pupil misbehaviour. The results also indicate significant three-way interaction effects for work-related stress factors such as time pressure and pupil misbehaviour. The results are discussed and implications for the psychological adjustment of teachers indicated.
24
Quaglia, Rocco, Francesca Giovanna Maria Gastaldi, Laura Elvira Prino, Tiziana Pasta, and Claudio Longobardi. "The Pupil-Teacher Relationship and Gender Differences in Primary School." Open Psychology Journal 6, no. 1 (2013): 69–75. http://dx.doi.org/10.2174/1874350101306010069.
Full textAbstract:
In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primary school. The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male. The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.
25
Kret, Mariska E., and Carsten K. W. De Dreu. "Pupil-mimicry conditions trust in partners: moderation by oxytocin and group membership." Proceedings of the Royal Society B: Biological Sciences 284, no. 1850 (2017): 20162554. http://dx.doi.org/10.1098/rspb.2016.2554.
Full textAbstract:
Across species, oxytocin, an evolutionarily ancient neuropeptide, facilitates social communication by attuning individuals to conspecifics' social signals, fostering trust and bonding. The eyes have an important signalling function; and humans use their salient and communicative eyes to intentionally and unintentionally send social signals to others, by contracting the muscles around their eyes and pupils. In our earlier research, we observed that interaction partners with dilating pupils are trusted more than partners with constricting pupils. But over and beyond this effect, we found that the pupil sizes of partners synchronize and that when pupils synchronously dilate, trust is further boosted. Critically, this linkage between mimicry and trust was bound to interactions between ingroup members. The current study investigates whether these findings are modulated by oxytocin and sex of participant and partner. Using incentivized trust games with partners from ingroup and outgroup whose pupils dilated, remained static or constricted, this study replicates our earlier findings. It further reveals that (i) male participants withhold trust from partners with constricting pupils and extend trust to partners with dilating pupils, especially when given oxytocin rather than placebo; (ii) female participants trust partners with dilating pupils most, but this effect is blunted under oxytocin; (iii) under oxytocin rather than placebo, pupil dilation mimicry is weaker and pupil constriction mimicry stronger; and (iv) the link between pupil constriction mimicry and distrust observed under placebo disappears under oxytocin. We suggest that pupil-contingent trust is parochial and evolved in social species in and because of group life.
26
Tabandeh, H., J. Mcalister, and G. Thompson. "Effect of Flurbiprofen on Acetylcholine-Induced Pupillary Contraction." European Journal of Ophthalmology 5, no. 3 (1995): 177–80. http://dx.doi.org/10.1177/112067219500500306.
Full textAbstract:
Preoperative treatment with topical nonsteroidal anti-inflammatory agents such as flurbiprofen (Ocufen) is used to maintain pupil dilatation during cataract surgery. Flurbiprofen maintains pupil dilatation by inhibiting release of prostaglandins and other modulators of surgical miosis. Some reports suggest that these agents may reduce the miotic effect of intra-operative acetylcholine (Miochol). It is hard to explain this effect unless there is a pharmacological interaction between the two drugs. This study aimed to investigate the possibility of a direct interference by flurbiprofen with the action of acetylcholine on the pupil sphincter. Iris tissue of seven cadaver eyes were isolated and maintained in an organ bath containing Kreb's solution. Pupil contraction force induced by acetylcholine was measured in the presence and absence of flurbiprofen. Acetylcholine produced a mean pupillary contraction force of 52.4 × 10–3 N. When it was added to the organ bath in the presence of flurbiprofen the mean contraction force was 50.6 × 10–3 N (paired t-test P=0.68). This study does not find any evidence to suggest that flurbiprofen reduces the pupil sphincter contraction that is induced by acetylcholine. It is likely that the apparent reduction in miosis is due to factors other than the mechanism of action of acetylcholine on the sphincter pupillae.
27
Spicer, Catherine, Prashanna Khwaounjoo, and Yusuf Ozgur Cakmak. "Human and Human-Interfaced AI Interactions: Modulation of Human Male Autonomic Nervous System via Pupil Mimicry." Sensors 21, no. 4 (2021): 1028. http://dx.doi.org/10.3390/s21041028.
Full textAbstract:
Pupillary alterations in virtual humans induce neurophysiological responses within an observer. Technological advances have enabled rapid developments in artificial intelligence (AI), from verbal systems, to visual AI interfaces with the ability to express, and respond to emotional states of a user. Visual AI interfaces are able to change their physical parameters, such as pupil diameter. Pupillary changes can alter heart rate, however, effects on heart rate variability (HRV) are unknown. HRV, is an autonomic, non-conscious parameter which monitors sympathetic and parasympathetic nervous system (PNS) activity. N = 34 male participants aged between 19–33 were subjected to a number of conditions such as pupil dilation, constriction and blushing. The present research is the first to investigate the effects of virtual human interactions on human HRV. Outcomes of this study were obtained using eye tracking and HRV measurements. Pupil dilation relative to constriction presented in the female virtual partner induced a significant right pupillary diameter increase (p = 0.041) in human observers. Additionally, female virtual partner pupil constriction relative to dilation induced a significant increase in participants’ PNS HRV response (p = 0.036). These findings indicate the ability of a female virtual interaction partner to modulate parasympathetic autonomic functioning in young healthy male humans. This allows first insights into the effects of interacting with virtual AI interaction partners, on human autonomic functioning, and may aid development of future virtual humans, and their implementation into relevant clinical settings.
28
Ockelford, Adam. "Exploring musical interaction between a teacher and pupil, and her evolving musicality, using a music-theoretical approach." Research Studies in Music Education 28, no. 1 (2007): 51–70. http://dx.doi.org/10.1177/1321103x070280010205.
Full text
29
Curtis, David F., Richard J. Hamilton, Dennis W. Moore, and Stewart Pisecco. "Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand." Australasian Journal of Special Education 38, no. 2 (2014): 128–49. http://dx.doi.org/10.1017/jse.2014.12.
Full textAbstract:
This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.
30
St John, Oliver. "Between question and answer." Translanguaging – researchers and practitioners in dialogue 4, no. 3 (2018): 334–60. http://dx.doi.org/10.1075/ttmc.00017.stj.
Full textAbstract:
Abstract In Sweden, tutoring in the mother tongue is a form of special educational support to enable pupils with non-Swedish language backgrounds to follow Swedish medium instruction and succeed at school. For pupils who risk failing to meet minimal curricular requirements, it is an educational right. This study investigates tutor-mediated interaction with Somali newly arrived pupils and subject teachers in oral examinations at the ninth year and asks how translanguaging may be relevant to speech performances in this multilingual setting. Both tutors and pupils translanguage advantageously to accomplish pedagogical objectives. Translanguaging proves subject to the personal aspirations of speakers, the organization of interaction as well as wider pedagogical goals. Following Bakhtin, discrepancy between tutor translingual interpretation and the other participants’ interpreted utterances is accounted for as the responsive engagement of a second consciousness that supplements other voices creatively. Central aspects of translanguaging are challenged through a dialogic lens. The implications of treating translanguaging in mother tongue tutoring as dialogic action include positioning translanguaging in an interactionist framework, the importance of a discourse of constraint as well as affordance, a dynamic epistemology and the need for teachers and tutors to be aware of the inherent meaning-making processes in translingual interpretation for pupil assessment.
31
Lewis, Roger. "From the Chalk Face." Gifted Education International 17, no. 3 (2003): 275–79. http://dx.doi.org/10.1177/026142940301700309.
Full textAbstract:
The following thoughts are based on 30 years of teaching and observing the interaction between the practice and psychological implications of teaching the able child to develop higher order skills. Pupil and teacher experiences have to be carefully analysed when teaching and learning strategies are employed in order to maximise long term effects and values.
32
Fomichenko, A. S. "The influence of interaction in the «teacher-pupil» system on schoolchildren’s learning and development (based on foreign publications)." Современная зарубежная психология 8, no. 1 (2019): 76–83. http://dx.doi.org/10.17759/jmfp.2019080108.
Full textAbstract:
This article is devoted to the description of the influence of the teacher-pupils’ relationship on schoolchildren’s learning and development. Factual material is presented in favor of the fundamental importance of favorable interpersonal relations between the teacher and pupils. The problem of a negative relationship, its negative impact on academic performance, pupils’ behavior, their attitude to the learning process, peers, teachers and the school as a whole are analyzed in detail. This study demonstrates the relationship between teachers’ mental representations about the relationship in the teacher-pupil system and teacher behavior
33
Людмила Неїжпапа. "CONTENT, FORMS AND METHODS OF THE SOCIAL TEACHER’S ACTIVITIES WITH STUDENTS’ PARENTS." Social work and social education, no. 5 (December 23, 2020): 84–91. http://dx.doi.org/10.31499/2618-0715.5.2020.220776.
Full textAbstract:
The article reveals the content of the social pedagogue activities in a secondary education institution with students’ parents. It is characterized that performing his functions, the social pedagogue of the educational institution must, first of all, take care to protect the students’ rights and interests. Therefore, only in cooperation with the children's parents can achieve results. The content and forms of socio-pedagogical work with parents are determined by a group of such indicators as the type of family and the problems that exist in the family. For the effective work of a social educator with parents, such characteristics of the family as capacity and activity are important. The capacity of parents can be limited, temporarily limited, unlimited. The activity of parents characterizes their focus on increasing and improving their own resources and is divided into actual activity It is noted that one of the effective tools of interaction between school and family environment is the socio-pedagogical activities of the educational institution, as it contributes to the optimal achievement of goals and objectives for social support and protection of the child and his family members in compliance with all criteria. humanity. It is described that the content and forms of socio-pedagogical work with parents should be aimed at supporting the family, providing it with the necessary assistance, activating its members, members of its immediate environment, motivating parents to solve problems, pedagogizing the family environment. In turn, it will contribute to the effective socialization of the child’s personality.
34
Markoglou, Dr Angeliki. "Differentiated Instruction and Pupil Motivation in Language Teaching." European Journal of Education 2, no. 2 (2019): 6. http://dx.doi.org/10.26417/ejed-2019.v2i2-58.
Full textAbstract:
A key feature of effective teaching is the ability of teachers to create a positive learning environment for the active participation of pupils. Teachers who support and seek to cultivate pupils' autonomy, tend to motivate the effective engagement of their pupils in and with the learning process and help strengthen their psychosocial adaptation in school. More specifically, curriculum design that help pupils express their valuesand interests is considered a basic prerequisite for creating internal motivations. At the same time, the cultivation of learning motivations, the encouragement of substantial commitment to learning process, the promotion of autonomous action and the encouragement of interaction between pupils, all are characteristics of differentiated teaching. Differentiation of teaching is considered a basic dimension of effective teaching and is an effective teaching model that responds to learners’ needs through the design of multiple and qualitatively different teaching approaches. Effectiveness of teaching is often improved through differentiated teaching techniques. The purpose of this paper is to identify and discuss differentiated teaching techniques such as: jigsaw, cubing, learning stations, think-tac-toe, raft, think-pair-share and KWL and highlight how they can be effectively applied to the teaching of language in ways that motivate pupils to take an active participation in teaching and learning. The application of above-mentioned techniques to the teaching of language is illustrated with specific example from secondary education.
35
Larson, Merlin D., Farzin Tayefeh, Daniel I. Sessler, Malcolm Daniel, and Mimi Noorani. "Sympathetic Nervous System Does Not Mediate Reflex Pupillary Dilation during Desflurane Anesthesia." Anesthesiology 85, no. 4 (1996): 748–54. http://dx.doi.org/10.1097/00000542-199610000-00009.
Full textAbstract:
Background Pupil size is determined by an interaction between the sympathetic and parasympathetic divisions of the autonomic nervous system. Noxious stimulation dilates the pupil in both unanesthetized and anesthetized humans. In the absence of anesthesia, dilation is primarily mediated by the sympathetic nervous system. In contrast, pupillary dilation in cats given barbiturate or cloralose anesthesia is mediated solely by inhibition of the midbrain parasympathetic nucleus. The mechanism by which noxious stimuli dilate pupils during anesthesia in humans remains unknown. Accordingly, the authors tested the hypothesis that the pupillary dilation in response to noxious stimulation during desflurane anesthesia is primarily a parasympathetic reflex. Methods In six volunteers, the alpha-I adrenergic receptors of the iris musculature were blocked by unilateral administration of topical dapiprazole; six other volunteers were given unilateral topical tropicamide to block the muscarinic receptors in the iris. Desflurane anesthesia was subsequently induced in all volunteers. Sympathetic nervous system activation, with reflex dilation of the pupil, was produced by noxious electrical stimulation during 4% and 8% end-tidal desflurane, and by a rapid 4%-to-8% step-up in the desflurane concentration. Pupil diameter and the change in pupil size induced by a light stimulus (light reflex amplitude) were measured with infrared pupillometry. Results Dapiprazole drops produced a Horner's miosis, but pupils were equally small after induction of anesthesia. Pupillary dilation after noxious stimulation and desflurane step-up was identical in the unblocked and dapiprazole-blocked pupils. After tropicamide administration, the pupil was dilated and the light reflex was completely inhibited. Noxious stimulation nonetheless produced a slight additional dilation. Conclusions During desflurane anesthesia, pupillary dilation in response to noxious stimulation or desflurane step-up is not mediated by the sympathetic nervous system (as it is in unanesthetized persons). Although inhibition of the pupillo-constrictor nucleus may be the cause of this dilation, the mechanism remains unknown.
36
Lau, Marcy K., Candace Hicks, Tobias Kroll, and Steven Zupancic. "Effect of Auditory Task Type on Physiological and Subjective Measures of Listening Effort in Individuals With Normal Hearing." Journal of Speech, Language, and Hearing Research 62, no. 5 (2019): 1549–60. http://dx.doi.org/10.1044/2018_jslhr-h-17-0473.
Full textAbstract:
Purpose Listening effort has traditionally been measured using subjective rating scales and behavioral measures. Recent physiological measures of listening effort have utilized pupil dilation. Using a combination of physiological and subjective measures of listening effort, this study aimed to identify differences in listening effort during 2 auditory tasks: sentence recognition and word recognition. Method Pupil dilation and subjective ratings of listening effort were obtained for auditory tasks utilizing AzBio sentences recognition and Northwestern University Auditory Test No. 6 words recognition, across 3 listening situations: in quiet, at +6 dB signal-to-noise ratio, and at 0 dB signal-to-noise ratio. Task accuracy was recorded for each of the 6 conditions, as well as peak pupil dilation and a subjective rating of listening effort. Results A significant impact of listening situation (quiet vs. noise) and task type (sentence recognition vs. word recognition) on both physiological and subjective measures was found. There was a significant interaction between listening situation and task type, suggesting that contextual cues may only be beneficial when audibility is uncompromised. The current study found no correlation between the physiological and subjective measures, possibly suggesting that these measures analyze different aspects of cognitive effort in a listening task.
37
Rohweder, Niels-Ole, Jan Gertheiss, and Christian Rembe. "Sub-micron pupillometry for optical EEG measurements." tm - Technisches Messen 88, no. 7-8 (2021): 473–80. http://dx.doi.org/10.1515/teme-2021-0030.
Full textAbstract:
Abstract Recent research indicates that a direct correlation exists between brain activity and oscillations of the pupil. A publication by Park and Whang shows measurements of excitations in the frequency range below 1 Hz. A similar correlation for frequencies between 1 Hz and 40 Hz has not yet been clarified. In order to evaluate small oscillations, a pupillometer with a spatial resolution of 1 µm is required, exceeding the specifications of existing systems. In this paper, we present a setup able to measure with such a resolution. We consider noise sources, and identify the quantisation noise due to finite pixel sizes as the fundamental noise source. We present a model to describe the quantisation noise, and show that our algorithm to measure the pupil diameter achieves a sub-pixel resolution of about half a pixel of the image or 12 µm. We further consider the processing gains from transforming the diameter time series into frequency space, and subsequently show that we can achieve a sub-micron resolution when measuring pupil oscillations, surpassing established pupillometry systems. This setup could allow for the development of a functional optical, fully-remote electroencephalograph (EEG). Such a device could be a valuable sensor in many areas of AI-based human-machine-interaction.
38
Einarsson, Charlotta, and Kjell Granström. "Gender-biased Interaction in the Classroom: The influence of gender and age in the relationship between teacher and pupil." Scandinavian Journal of Educational Research 46, no. 2 (2002): 117–27. http://dx.doi.org/10.1080/00313830220142155.
Full text
39
Ming, Ye, Arthur Bradley, Larry N. Thibos, and Zhang Xiaoxiao. "The effect of pupil size on chromostereopsis and chromatic diplopia: Interaction between the Stiles-Crawford effect and chromatic aberrations." Vision Research 32, no. 11 (1992): 2121–28. http://dx.doi.org/10.1016/0042-6989(92)90073-r.
Full text
40
Horáčková, Marie, and Petra Kadlecová. "Exploitation of Video Interaction Guidance in the Development of Professional Competencies of Teachers of Practical and Vocational Subjects." Lifelong Learning 3, no. 3 (2013): 23–44. http://dx.doi.org/10.11118/lifele2013030323.
Full textAbstract:
The paper presents a method of video interaction guidance as a tool for short-term interventions expanding client’s communication competencies and its application in the preparation of teachers of secondary schools. The video interaction guidance is used to develop communication skills of students in bachelor’s degree Specialization in pedagogy in the field of study Teaching practical and vocational subjects. The method was employed by several students of the subject Pedagogical communication, a course aiming at introducing communication between a teacher and a pupil of secondary school. A case study illustrating the progress of cooperation is presented at the end of the paper.
41
D’Ascenzo, Stefania, Luisa Lugli, Giulia Baroni, et al. "Visual versus auditory Simon effect: A behavioural and physiological investigation." Quarterly Journal of Experimental Psychology 71, no. 4 (2018): 917–30. http://dx.doi.org/10.1080/17470218.2017.1307429.
Full textAbstract:
This study investigated whether the visual and auditory Simon effects could be accounted for by the same mechanism. In a single experiment, we performed a detailed comparison of the visual and the auditory Simon effects arising in behavioural responses and in pupil dilation, a psychophysiological measure considered as a marker of the cognitive effort induced by conflict processing. To address our question, we performed sequential and distributional analyses on both reaction times and pupil dilation. Results confirmed that the mechanisms underlying the visual and auditory Simon effects are functionally equivalent in terms of the interaction between unconditional and conditional response processes. The two modalities, however, differ with respect to the strength of their activation and inhibition. Importantly, pupillary data mirrored the pattern observed in behavioural data for both tasks, adding physiological evidence to the current literature on the processing of visual and auditory information in a conflict task.
42
Camero, Raquel, Verónica Martínez, and Carlos Gallego. "Gaze Following and Pupil Dilation as Early Diagnostic Markers of Autism in Toddlers." Children 8, no. 2 (2021): 113. http://dx.doi.org/10.3390/children8020113.
Full textAbstract:
Background: Children with autism spectrum disorder (ASD) show certain characteristics in visual attention. These may generate differences with non-autistic children in the integration of relevant social information to set the basis of communication. Reliable and objective measurement of these characteristics in a language learning context could contribute to a more accurate early diagnosis of ASD. Gaze following and pupil dilation are being studied as possible reliable measures of visual attention for the early detection of ASD. The eye-tracking methodology allows objective measurement of these biomarkers. The aim of this study is to determine whether measurements of gaze following and pupillary dilation in a linguistic interaction task are potential objective biomarkers for the early diagnosis of ASD. Method: A group of 20 children between 17 and 24 months of age, made up of 10 neurotypical children (NT) and 10 children with an increased likelihood of developing ASD were paired together according to chronological age. A human face on a monitor pronounced pseudowords associated with pseudo-objects. Gaze following and pupil dilation were registered during the task These measurements were captured using eye-tracking methodology. Results: Significant statistical differences were found in the time of gaze fixation on the human face and on the object, as well as in the number of gazes. Children with an increased possibility of developing ASD showed a slightly higher pupil dilation than NT children. However, this difference was not statistically significant. Nevertheless, their pupil dilation was uniform throughout the different periods of the task while NT participants showed greater dilation on hearing the pseudoword. Conclusions: The fixing and the duration of gaze, objectively measured by a Tobii eye-tracking system, could be considered as potential biomarkers for early detection of ASD. Additionally, pupil dilation measurement could reflect differential activation patterns during word processing in possible ASD toddlers and NT toddlers.
43
Mytnyk, Alexandr, Olena Matvienko, Andrii Guraliuk, Nataliia Mykhalchuk, and Ernest Ivashkevych. "THE DEVELOPMENT OF CONSTRUCTIVE INTERACTION SKILL AS A COMPONENT OF SOCIAL SUCCESS OF JUNIOR PUPIL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 387–401. http://dx.doi.org/10.17770/sie2021vol2.6406.
Full textAbstract:
The article proves that in order to achieve success in a person's society, it is important to be not only intellectually developed, but also to be able to work effectively in a team. The analysis of a scientific literature shows that there is a lack of research aimed at the purposeful development of students' ability to interact constructively with others. The purpose of the article is to reveal the theoretical and practical foundations for the development of the ability to constructively interact with others in primary school students. The following methods were used: theoretical analysis of a scientific literature on the problem of research, modeling, in order to describe the technique of constructing tasks for joint activities; empirical methods: diagnostic techniques, psychological and pedagogical experiment; methodology for building teaching as a holistic creative process.The article describes the essence of constructive interaction between the subjects of the educational process, presents the psychological and pedagogical conditions for the development of students of primary school age, the ability to constructively interact with others, namely: the introduction of the course "Logic" in the educational process of primary school in grades from 2 to4, tasks, related to the content of the course "Logic", in the lessons on the disciplines of the humanities and natural-mathematical cycles; the use of interactive teaching methods in the educational process; creation and implementation of tasks for joint educational activities, providing for the "I - inclusion" of everyone in joint work. A system of tasks related to the content of the course "Logic" is presented, examples of tasks of a combined nature are given and the process of working on them is described. The creation of tasks for joint educational activities in large and small groups by means of ICT is described, examples of such tasks are given, the process of working on such tasks is described.With the help of the introduction of certain diagnostic techniques and the organization of experimental research at the all-Ukrainian level, the positive dynamics of the development of students' ability to interact constructively with others and, as a consequence, the effectiveness of the named psychological and pedagogical conditions for the development of the presented skill have been proved.
44
Hubená, Kristýna, Vladimír Süss, and Irena Čechovská. "Diagnostics of Didactic Competencies of Students of Faculty of Physical Education and Sport." Acta Facultatis Educationis Physicae Universitatis Comenianae 59, no. 2 (2019): 214–23. http://dx.doi.org/10.2478/afepuc-2019-0019.
Full textAbstract:
Summary Physical education has been the subject of research for a long time. Research focuses most often on the use of time to get pupils to move actively or on their physical load during a lesson. The evaluation of the didactic interaction of the teaching student - pupil(s) is also an essential area of research. The aim of the paper is to introduce the MADI method and its subsequent use in the evaluation of didactic outputs of teaching students in subjects focused on the didactics of swimming. The method Analysis of Didactic Interaction (ADI) has been modified to assess didactic interactions between the teaching (student) - pupil(s). Modified Analysis of Didactic Interaction (MADI) was created by reducing the number of monitored categories and focusing attention on the activity of the student. The achieved results showed that the most frequent form of behaviour among the students was observation followed by instruction. This influenced both the form of their manifestations, dominated by silence, and the overall manifestation, which was neutral and mostly without material significance. In terms of activities that have been the subject of didactic interaction, students have been taught these activities. The results obtained show that the chosen method seems to be effective for evaluation of didactic output of teaching students. A deeper analysis of student didactic outcomes can contribute to influencing the quality of student didactic competencies. At the same time, it can also serve as a feedback tool on their didactic activities for their faculty teachers.
45
Selezneva, Yulya, and Victoria Pakhomova. "Influence of interpersonal relationships on acquaintance with digital technologies." E3S Web of Conferences 273 (2021): 11010. http://dx.doi.org/10.1051/e3sconf/202127311010.
Full textAbstract:
The article analyzes features of a modern family and shows the role of parent-child relations in the formation of the "I" image of a younger pupil; relationship between the peculiarities of parent-child relations and the degree of exposure of primary school children to the computer game reality is revealed. The thesis is substantiated that a certain type of upbringing, peculiarities of interaction with a child in a family provoke an excessive enthusiasm for computer games in children of primary school age, causing destructive changes in the construction of the "I" image of a younger pupil. The image of the "I" of active users of computer games is characterized by the indefiniteness of descriptions of the physical "I", weak reflection of their own emotional experiences and bodily sensations, unrealistic (overestimated) level claims, inadequate self-esteem. Child-parent relations in families where active and inactive users of computer games are brought up differ in the types of parental attitudes: acceptance, authoritarian hypersocialization, infantilization and symbiosis.
46
Pētersone, Ginta. "Music Perception in Rhythmik Lessons." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 487. http://dx.doi.org/10.17770/sie2013vol1.582.
Full textAbstract:
The teaching of rhythmics was first introduced by the Swiss pedagogue Émile Jaques-Dalcroze, as he revealed the phenomenon of mutual interaction between music and movement, thus facilitating the musical, intellectual and physical growth of students. Music is one of the basic components in the choice of means of rhythmics. The perception of music is complex and it can be viewed both from the associative and the analytical aspect. The process of music perception in rhythmics is implemented with the help of movement. By assuming that movement is the basis of all live expression, musical rhythm becomes the movement synchronizer, thus acting on the sensomotoric, cognitive and emotional level. In the rhythmics lessons at the Emils Darzins Secondary Music School for grades 1-4 the process of music perception takes place both in an associative creative and an analytical way, thus ensuring an in-depth strengthening of skills and abilities acquired through music theory lessons and implementing rhythmics through lively and jovial action. The objective is to investigate the process of perception of rhythmic music classroom: music and movement interaction. Research methods: teaching observation, content analysis, test. Research base: Emils Darzins Music School 3rd and 4th grade students - total of 17. The study involved students names have been changed.
47
Wang, Kainan, David Alaluf, and André Preumont. "Thermal Balance and Active Damping of a Piezoelectric Deformable Mirror for Adaptive Optics." Actuators 8, no. 4 (2019): 75. http://dx.doi.org/10.3390/act8040075.
Full textAbstract:
Piezoelectric unimorph deformable mirrors offer a cheap solution to adaptive optics, with mass production capability. However, standard solutions have significant drawbacks: (i) the static shape is sensitive to the temperature, and (ii) the low structural damping limits the control bandwidth, because of the interaction between the shape control and the vibration modes of the mirror. This paper discusses how these two problems may be alleviated by using a mirror covered with an array of actuators working in d31 mode on the back side and a ring of transducers (actuators and sensors) on the front side, outside the pupil of the mirror.
48
Choffat, Caroline, Cecile Delhumeau, Nicolas Fournier, and Patrick Schoettker. "Effect of Pre-Hospital Intubation in Patients with Severe Traumatic Brain Injury on Outcome: A Prospective Cohort Study." Journal of Clinical Medicine 8, no. 4 (2019): 470. http://dx.doi.org/10.3390/jcm8040470.
Full textAbstract:
Secondary injuries are associated with bad outcomes in the case of severe traumatic brain injury (sTBI). Patients with a Glasgow Coma Scale (GCS) < 9 should undergo pre-hospital intubation (PHI). There is controversy about whether PHI is beneficial. The aim of this study was to estimate the effect of PHI in patients after sTBI. A multicenter, prospective cohort study was performed in Switzerland, including 832 adults with sTBI. Outcomes were death and impaired consciousness at 14 days. Associations between risk factors and outcomes were assessed with univariate and multivariate Cox models for survival, and univariate and multivariate regression models for impaired consciousness. Potential risk factors were age, GCS on scene, pupil reaction, Injury Severity Score (ISS), PHI, oxygen administration, and type of admission to trauma center. Age, GCS on scene < 9, abnormal pupil reaction and ISS ≥ 25 were associated with mortality. GCS < 9 and ISS ≥ 25 were correlated with impaired consciousness. PHI was overall not associated with short-term mortality and consciousness. However, there was a significative interaction with PHI and major trauma. PHI improves outcome from patients with sTBI and an ISS ≥ 25.
49
Vynarchyk, Mariya. "Electronic language Portfolio in bilingual education as the latest method of presenting a pupils' foreign language activities." International Scientific Journal of Universities and Leadership, no. 10 (December 20, 2020): 113–19. http://dx.doi.org/10.31874/2520-6702-2020-10-2-113-119.
Full textAbstract:
The scientific article explores the problem of using the electronic language Portfolio in bilingual education as the latest method of presenting a pupils' foreign language activities. Its importance at the present stage of education development is substantiated. The role of the electronic platform in the educational bilingual process is analyzed, as with the development of the latest digital technologies there have also been changes in its organization. It is established that the electronic Portfolio is used in bilingual education as the latest method of storage and presentation of the works carried out by the pupils. It presents feedback, recommendations of teachers regarding foreign language activities of the student. It is a kind of platform for discussions, as the Portfolio can serve in the educational environment to connect the pupil and the teacher, to present the achievements and successes of the pupil in foreign language activities. It is established that in the context of bilingual education, the European language Portfolio offers clear, systematic descriptors of pupils' knowledge and skills in mastering foreign languages, and is also used to assess student achievement. This motivates them to work better, allows them to identify gaps in their learning. In the context of bilingual education, the Portfolio can be used to compare and evaluate the level of foreign language skills of the pupils, which allows the teacher to adjust their intervention in the bilingual educational process. It is stated that in today's conditions the electronic language Portfolio is especially effectively used in bilingual education, as it provides interaction between peers, serves as a means of communication between the pupil and the teacher, the teacher and the parents. The use of electronic language Portfolio in bilingual education promotes the integration of positive experience of foreign language activities, encourages pupils to implement its practical aspects, establishes the foundation for professional development.
50
Cameron, Paul. "Do Homosexual Teachers Account for about Half of News Stories of Molestations of Pupils? A Boston Globe Replication." Psychological Reports 90, no. 1 (2002): 173–74. http://dx.doi.org/10.2466/pr0.2002.90.1.173.
Full textAbstract:
Homosexual interaction was involved in 11 (48%) of 23 and 10 (45%) of 22, that is, about half of two nationwide databases of newspaper stories about teachers' sexual involvement with pupils reported by Cameron and Cameron in 1998. Whether this relationship holds at a local level was examined by searching all indexed ‘sex crimes’ in the Boston Globe from 1991 through 1998 for local stories about sex between pupil and teacher. Of the 21 teachers in 20 stories, 11 (52%) interacted homosexually with pupils. Thus it appears that nationally and locally, as reported in newspapers, about half of the molestations by teachers are homosexual.