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Books on the topic 'The Mediated Learning Experience Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Ann, Lewin-Benham, ed. What learning looks like: Mediated learning in theory and practice, K-6. New York, NY: Teachers College Press, 2012.

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2

Feuerstein, Reuven. Mediated learning experience (MLE): Theoretical, psychological and learning implications. London: Freund, 1991.

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3

Recollection and experience: Plato's theory of learning and its successors. Cambridge: Cambridge University Press, 1995.

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4

Deep learning: How the mind overrides experience. Cambridge: Cambridge University Press, 2011.

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5

Learning from experience: Minority identities, multicultural struggles. Berkeley: University of California Press, 2002.

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6

Lasting lessons: A teacher's guide to reflecting on experience. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 1992.

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7

International, Conference on the Applied Aspects of Mediated Learning Experience and Instrumental Enrichment (1996 Shoresh Israel). The Ontogeny of cognitive modifiability: Applied aspects of mediated learning experience and instrumental enrichment : proceedings of the International Conference. Jerusalem: International Center for the Enhancement of Learning Potential, 1997.

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8

Bowman, Wayne D. Tacit learning, musical experience, and music instruction: the significance of Michael Polanyi's thought for music education. Ann Arbor: University Microfilms Dissertation Information Service, 1987.

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9

Carl, Braun. Looking, listening and learning: Observing and assessing young readers. Winnipeg: Peguis Publishers, 1993.

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10

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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11

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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12

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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13

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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14

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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15

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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18

Alex, Kozulin, Rand Ya'acov, and European Association for Research on Learning and Instruction, eds. Experience of mediated learning: An impact of Feuerstein's theory in education and psychology. Amsterdam: Pergamon, 2000.

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19

Feuerstein, Reuven, Louis H. Falik, and Rafael S. Feuerstein. Changing Minds and Brains_The Legacy of Reuven Feuerstein: Higher Thinking and Cognition Through Mediated Learning. Teachers College Press, 2015.

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20

(Editor), A. Kozulin, and B. Y. Rand (Editor), eds. Experience of Mediated Learning (Advances in Learning and Instruction). Pergamon, 2000.

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21

(Editor), A. Kozulin, and B. Y. Rand (Editor), eds. Experience of Mediated Learning (Advances in Learning and Instruction). Pergamon, 2000.

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22

Mediated Learning Experience with Children: Applications Across Contexts. McGraw-Hill Education (Asia), 2003.

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23

American Productivity & Quality Center. Technology-Mediated Learning: Enhancing the Management Education Experience. Amer Productivity Center, 2000.

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24

Dynamic Assessment Of Efl Grammar The Role Of Mediated Learning Experience In L2 Learning. LAP Lambert Academic Publishing, 2011.

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25

Abeygunawardena, Hema Dias. A substantive theory of effective collaboration withing asynchronous computer mediated groups. $c2002, 2002.

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26

Beninger, Richard J. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0001.

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The Introduction provides a brief overview of the book. The central theme is dopamine-mediated reward-related incentive learning—the acquisition by neutral stimuli of an increased ability to elicit approach and other responses. The brain has multiple memory systems defined as “declarative” and “non-declarative”; incentive learning produces one form of non-declarative memory. Once incentive learning is established it is gradually lost when the rewarding stimulus is no longer available or when dopamine function is reduced. Decreases in dopaminergic neurotransmission may produce inverse incentive learning—the loss by stimuli of their ability to elicit approach and other responses. Dopamine-related diseases including schizophrenia, Parkinson’s, attention deficit hyperactivity disorder, and drug abuse involve altered incentive learning. Incentive and inverse incentive learning may occur by the actions of dopamine, adenosine, and endocannabinoids at dendritic spines of striatal medium spiny neurons that have had recent glutamate input. Activity in dopaminergic neurons in humans appears to affect mental experience.
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27

Recollection and Experience: Plato's Theory of Learning and its Successors. Cambridge University Press, 2007.

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28

Ohlsson, Stellan. Deep Learning: How The Mind Overrides Experience. Cambridge University Press, 2013.

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29

Luckner, John L., and Reldan S. Nadler. Processing the Adventure Experience: Theory and Practice. Kendall/Hunt Publishing Company, 1991.

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30

Gender, Experience, and Knowledge in Adult Learning: Alisoun's Daughters. Taylor & Francis Group, 2015.

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31

Michelson, Elana. Gender, Experience, and Knowledge in Adult Learning: Alisoun's Daughters. Taylor & Francis Group, 2015.

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32

Moya, Paula M. L. Learning from Experience: Minority Identities, Multicultural Struggles. University of California Press, 2002.

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33

1969-, Harris Mark, ed. Ways of knowing: Anthropological approaches to crafting experience and knowledge. New York, N.Y: Berghahn Books., 2007.

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34

Ways of Knowing: New Approaches in the Anthropology of Knowledge and Learning (Methodology and History in Anthropology) (Methodology and History in Anthropology). Berghahn Books, 2007.

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35

Looking, Listening, and Learning: Observing and Assessing Young Readers. Peguis Publishers, Limited, 1994.

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36

Vorderer, Peter, and Christoph Klimmt, eds. The Oxford Handbook of Entertainment Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780190072216.001.0001.

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This handbook provides a strong collection of communication- and psychology-based theories and models on media entertainment, which can be used as a knowledge resource for any academic and applied purpose. Its 41 chapters offer explanations of entertainment that audiences find in any kind of ‘old’ and ‘new’ media, from classic novels to VR video games, from fictional stories to mediated sports. As becomes clear in this handbook, the history of entertainment research teaches us not to forget that even if a field is converging to a seemingly dominant perspective, paradigm, and methodology, there are more views, alternative approaches, and different yet equally illuminative ways of thinking about the field. Young scholars may find here innovative ways to reconcile empirical-theoretical approaches to the experience of entertainment with such alternative views. And there are numerous entertainment-related phenomena in contemporary societies that still fit the „bread and circuses-“ perspective of the initial Frankfurt School thinking. So while the mission of the present handbook is to compile and advance current theories about media entertainment, scholars active or interested in the topic are invited to also consider the historic roots of the field and the great diversity it has featured over the past nearly 100 years. Many lessons can be learned from this history, and future innovations in entertainment theory may just as likely emerge from refining those approaches compiled in the present handbook as from building on neglected, forgotten, or marginalized streams of scholarship.
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37

Connolly, Kevin. Perceptual Learning. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190662899.001.0001.

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Experts from wine tasters to radiologists to bird watchers have all undergone perceptual learning—that is, long-term changes in perception that result from practice or experience. Philosophers have been discussing such cases for centuries, from the fourteenth-century Indian philosopher Vedānta Deśika to the eighteenth-century Scottish philosopher Thomas Reid to a great many contemporary philosophers. This book uses recent evidence from psychology and neuroscience to show that perceptual learning is genuinely perceptual, rather than post-perceptual. It also offers a way for philosophers to distinguish between various different types of it, from changes in how one attends to the learned ability to differentiate two properties or to perceive two properties as unified. The book illustrates how this taxonomy can classify cases in the philosophical literature, and then it rethinks several domains in the philosophy of perception in terms of perceptual learning, including multisensory perception, color perception, and speech perception. As a whole, it offers a new philosophical theory of the function of perceptual learning. Perceptual learning embeds into our quick perceptual systems what would be a slower task were it to be done in a controlled, cognitive manner. A novice wine taster drinking a Cabernet Sauvignon may have to think about its features first and then infer the type of wine it is, while an expert identifies it immediately. Perceptual learning frees up cognitive resources for other tasks, such as thinking about the vineyard or the vintage of the wine. All in all, this book explores the nature, scope, and theoretical implications of perceptual learning.
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38

Anjum, Rani Lill, and Stephen Mumford. Learning from Causal Failure. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198733669.003.0026.

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There is a diminishing return to repeated confirmations, since each new instance adds less to the case for a causal theory. In such a situation, experimental failure, unexpected findings, and negative results can be what make for the bigger theoretical breakthroughs. Such results should contribute to theory development and not, as Popper urged, their outright falsification. The failure can show where a theory is to be improved or refined: it is an opportunity for the growth or new knowledge in response to a discrepancy experience. Such a norm is reflected in the non-monotonic reasoning that is useful in thinking about causation.
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39

Trowler, Paul. Accomplishing Change in Teaching and Learning Regimes. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198851714.001.0001.

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This book offers a new perspective on the professional world of higher education. Using social practice theory, it presents a practice sensibility rooted in concepts which illuminate teaching and learning contexts. The book takes the reader through the social processes occurring within higher education institutions which shape contexts and influence the direction of change; for leaders and managers, educational developers, change agents, and academics, this sensibility will help to identify the successful paths to changes for enhancement and the patterns of policy implementation likely to occur as teaching and learning is enhanced. For researchers of higher education, the practice sensibility offers new possibilities for meaningful research into teaching and learning issues. Teaching and learning regimes are a key focus of the book. As a family of practices performed by a workgroup in higher education over extended periods, they comprise a number of ‘moments’—characteristics derived from structural foundations which shape the workgroup’s practices and frameworks of meaning. These moments condition how teaching and learning is fundamentally understood, what its aims are thought to be, what is considered ‘normal’ practice, how individuals see themselves and others, and how power operates within the workgroup. The material context is significant in this, as are the backstories, personal histories, and institutional sagas. This book develops a completely new approach to Trowler’s concept of teaching and learning regimes. Using both his research and that of others in the field, it presents a more nuanced, fully developed, and sophisticated version of the concept which has great traction for empirical research, the management of change, and the enhancement of the student experience and learning outcomes.
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40

Di Paolo, Ezequiel, Thomas Buhrmann, and Xabier Barandiaran. Sensorimotor Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198786849.001.0001.

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This book elaborates a series of contributions to a non–representational theory of action and perception. It is based on current theoretical developments in the enactive approach to life and mind. These enactive ideas are applied and extended to provide a theoretically rich, naturalistic account of sensorimotor meaning and agency. This account supplies non–representational extensions to the sensorimotor approach to perceptual experience based on the notion of the living body as a self–organizing dynamic system in coupling with the environment. The enactive perspective entails the use of world–involving explanations, in which processes external to an agent co–constitute mental phenomena in ways that cannot be reduced to the supply of information for internal processing. These contributions to sensorimotor theories are a dynamical–systems description of different types of sensorimotor regularities or sensorimotor contingencies, a dynamical interpretation of Piaget's theory of equilibration to ground the concept of sensorimotor mastery, and a theory of agency as organized networks of sensorimotor schemes, with its implications for sensorimotor subjectivity. New tools are provided for examining the organization, development, and operation of networks of sensorimotor schemes that compose regional activities and genres of action with their own situated norms. This permits the exploration of new explanations for the phenomenology of agency experience that are favorably contrasted with traditional computational approaches and lead to new empirical predictions. From these proposals, capabilities once beyond the reach of enactive explanations, such as the possibility of virtual actions and the adoption of socially mediated abstract perceptual attitudes, can be addressed.
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41

Bramoullé, Yann, Andrea Galeotti, and Brian W. Rogers, eds. The Oxford Handbook of the Economics of Networks. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199948277.001.0001.

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This handbook represents the frontier of research into the economics of networks: how and why they form, how they influence behavior, how they help govern outcomes in an interactive world, and how they shape collective decision making, opinion formation, and diffusion dynamics. From a methodological perspective, the authors devote attention to theory, field experiments, laboratory experiments, and econometrics. Theoretical work in network formation, games played on networks, repeated games, and the interaction between linking and behavior are synthesized. A number of chapters are devoted to studying social processes mediated by networks. Topics here include opinion formation, diffusion of information and disease, and learning. There are also chapters devoted to financial contagion and systemic risk. Next, the handbook includes a section that discusses communities more generally, with applications including social trust, favor exchange, and social collateral; the importance of communities for migration patterns, and the role that networks and communities play in the labor market. A prominent role of networks, from an economic perspective, is that they mediate trade. Several chapters cover bilateral trade in networks, strategic intermediation, and the role of networks in international trade. The handbook also discusses the role of networks for organizations. One chapter discusses the role of networks for the performance of organizations, while two other chapters discuss managing networks of consumers and pricing in the presence of network-based spillovers. Finally, the handbook covers the Internet as a network, with attention to the issue of net neutrality.
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42

West-Eberhard, Mary Jane. Developmental Plasticity and Evolution. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195122343.001.0001.

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The first comprehensive synthesis on development and evolution: it applies to all aspects of development, at all levels of organization and in all organisms, taking advantage of modern findings on behavior, genetics, endocrinology, molecular biology, evolutionary theory and phylogenetics to show the connections between developmental mechanisms and evolutionary change. This book solves key problems that have impeded a definitive synthesis in the past. It uses new concepts and specific examples to show how to relate environmentally sensitive development to the genetic theory of adaptive evolution and to explain major patterns of change. In this book development includes not only embryology and the ontogeny of morphology, sometimes portrayed inadequately as governed by "regulatory genes," but also behavioral development and physiological adaptation, where plasticity is mediated by genetically complex mechanisms like hormones and learning. The book shows how the universal qualities of phenotypes--modular organization and plasticity--facilitate both integration and change. Here you will learn why it is wrong to describe organisms as genetically programmed; why environmental induction is likely to be more important in evolution than random mutation; and why it is crucial to consider both selection and developmental mechanism in explanations of adaptive evolution. This book satisfies the need for a truly general book on development, plasticity and evolution that applies to living organisms in all of their life stages and environments. Using an immense compendium of examples on many kinds of organisms, from viruses and bacteria to higher plants and animals, it shows how the phenotype is reorganized during evolution to produce novelties, and how alternative phenotypes occupy a pivotal role as a phase of evolution that fosters diversification and speeds change. The arguments of this book call for a new view of the major themes of evolutionary biology, as shown in chapters on gradualism, homology, environmental induction, speciation, radiation, macroevolution, punctuation, and the maintenance of sex. No other treatment of development and evolution since Darwin's offers such a comprehensive and critical discussion of the relevant issues. Developmental Plasticity and Evolution is designed for biologists interested in the development and evolution of behavior, life-history patterns, ecology, physiology, morphology and speciation. It will also appeal to evolutionary paleontologists, anthropologists, psychologists, and teachers of general biology.
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43

Gombrich, Carl, and Michael Hogan. Interdisciplinarity and the Student Voice. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.44.

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“Interdisciplinarity and the Student Voice” seeks a richer understanding of the student experience in encountering interdisciplinarity at the undergraduate level and explores the psychology of interdisciplinary education. The student experience of the interdisciplinary Arts and Sciences BASc degree at University College London is examined, using 13 extended semistructured interviews. Students are asked questions that encourage them to reflect on the interdisciplinary nature of their program and their relationship to interdisciplinary learning. Themes of openness, creativity, bridging, and perspective-taking emerge. In this chapter, connections are made between these themes and the theory and practice of interdisciplinary education as well as the recent study of metacognition. The student voice is seen to substantiate current ideas of the value of interdisciplinary education from a number of perspectives and to suggest further research.
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44

Gibson, James L., and Michael Nelson. Black and Blue. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865214.001.0001.

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It is not hyperbole to proclaim that a crisis of legal legitimacy exists in the relationships between African Americans and the law and legal authorities and institutions that govern them. However, this legitimacy deficit has largely (but not exclusively) been documented through anecdotal evidence and a steady drumbeat of journalistic reports, but not rigorous scientific research. We posit that both experiences and in-group identities are commanding because they influence the ways in which black people process information, and in particular, the ways in which blacks react to the symbols of legal authority (e.g., judges’ robes). Based on two nationally-representative samples, this book ties together four dominant theories of public opinion: Legitimacy Theory, Social Identity Theory, theories of adulthood political socialization and learning through experience, and information processing theories, especially the Theory of Motivated Reasoning and theories of System 1 and System 2 information processing. Our findings reveal a gaping chasm in legal legitimacy between black and white Americans. More importantly, black people themselves differ in their legal legitimacy. Group identities and experiences with legal authorities play a crucial role in shaping whether and how black people extend legitimacy to the legal institutions that so much affect them.
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45

Vo, Linh-Chi, and Mihaela Kelemen. John Dewey (1859–1952). Edited by Jenny Helin, Tor Hernes, Daniel Hjorth, and Robin Holt. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199669356.013.0015.

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Born in Vermont on 20 October 1859, John Dewey was one of the most controversial philosophy professors of his generation. He published more than 700 articles and wrote approximately 40 books in his lifetime, tackling a wide range of subjects such as philosophy, psychology, political science, education, aesthetics, and the arts. Inspired by William James and Charles Sanders Peirce, Dewey developed his own theory of pragmatism which is often referred to as instrumentalism or experimentalism. Dewey’s notion of experience lies at the core of his philosophy. This chapter examines Dewey’s philosophical views, including those on the relationship between man and the environment, continuity and habit, situation, knowledge, and enquiry. It also discusses the relevance of his pragmatism to organization studies, including organizational learning.
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46

Ruck Keene, Hermione, and Lucy Green. Amateur and Professional Music Making at Dartington International Summer School. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.16.

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Music summer schools in the United Kingdom offer a holiday context for “serious leisure” for amateurs, and high-level tuition for aspiring professionals. The majority exist in distinct spaces for either the vocational or avocational musician; Dartington International Summer School is anomalous in that it is attended by amateur, aspiring professional and professional musicians. Theories of leisure as symbol, play, and the other, and Bahktin’s theory of the “carnivalesque” are used in this chapter as lenses to view participant experience. Mantie’s concept of the learner-participant dichotomy sheds light on the clashes and complementarity arising from the differing intentions of the participants. The chapter discusses how the leisure-learning context of the summer school impacts on participants’ musical identity, and can serve both to challenge and reinforce hierarchical status relationships between vocational and avocational musicians.
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47

Rauch, Sheila A. M., and Israel Liberzon. Mechanisms of Action in Psychotherapy. Edited by Israel Liberzon and Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0019.

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Therapy at its core is based on learning, and learning at its core is biological. Experience that is not in some way encoded in the brain and/or body is lost. This chapter provides a discussion of mechanisms of therapy research in PTSD in which the goal is to understand how PTSD therapy works. First, the chapter reviews what a mechanism is and how therapeutic mechanisms are examined. It then discusses the importance of therapeutic mechanisms research within the broader realm of mental health research. It focuses on prolonged exposure (PE) therapy for PTSD as an example of application of mechanisms research methodology and begins with the presentation of a theoretical model that builds on previous theory and mechanisms research to date. While much of this model is theoretical, the goal is to show how mechanisms research may apply to clinical practice to improve precision, efficiency, and efficacy.
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48

Başoğlu, Metin, ed. Torture and Its Definition In International Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199374625.001.0001.

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This book presents an interdisciplinary approach to the definition of torture by a group of prominent scholars of behavioral sciences, international law, human rights, and public health with internationally recognized expertise and authority in their field. It brings together behavioral science and international law perspectives on torture in an effort to promote a sound theory- and empirical evidence-based legal understanding of torture. The book consists of four parts. The behavioral science perspective in Part I includes a learning theory formulation of torture, which points to “helplessness under the control of others” as a defining element of torture. This formulation entails a contextual/cumulative approach in assessment of “pain or suffering” induced by ill-treatments and a “risk-based” approach in assessment of individual cases to avoid the problem of circularity in a case-by-case approach. Also reviewed are the definitional implications of this formulation for ill-treatments in different contexts, such as domestic violence and adverse conditions of penal confinement. Part II consists of four chapters that present international law perspectives on the definition of torture and highlight the increasingly broader coverage of ill-treatments in contexts beyond official custody. Part III consists of chapters that provide an account of the US experience with torture in the aftermath of 9/11 and discuss definitional issues around “enhanced interrogation techniques.” Part IV consists of a concluding chapter (by the editor) that addresses the comments by international law scholars on the behavioral science perspective on torture and reviews the points of agreement and disagreement between behavioral science and international law perspectives.
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49

Haas, Elisabeth. Mentoringprozesse in der Lehrer:innenausbildung. Gelingensbedingungen für Schulpraktika. Verlag Julius Klinkhardt, 2021. http://dx.doi.org/10.35468/5907.

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School mentoring in Austria is structurally anchored in the curricula of the new teacher trai-ning with the establishment/implementation of pedagogical-practical studies. Partner schools of universities of teacher education and universities offer students space for learning experience through practice and opportunity to complete the curricular parts of school in social environ-ment of schools. Mentors accompany and support the professionalization process and enter into a mutual learning and developmental relationship against the background of curricular re-quirement structures as well as subjective interpretative patterns. Transformational mentoring with a categorical breakdown to guide self-reflection is presented and discussed as a possible form of mentoring.In the research approach, interviews with mentors and students were conducted and evaluated with Grounded Theory. The central result of the study is that those involved in the dyadic rela-tionship want to build up or want to enter into a profession-specific learning and development process with the aim of furthering their own effectiveness and professionalism. Emanating from these studies, (training ) models for mentoring programs were constructed.
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50

Costa, Maria Adélia da. Formação de Professores para Educação Profissional: normatizações, metodologias e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-160-8.

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The teacher training in Professional and Technologic Education (PTE) has been done by streamlined, fragmented and discontinuous government programmes. Notwithstanding, law No. 13415/2017 has established notorious knowledge, which the trend is to consolidate the precarious policies of teacher training for PTE. In this paper, I have the purpose of discussing the norms for teaching method considering the recurrent and historical gap in the effective policies of the obligation of training for the degree level or pedagogy complementation for the practice of the teacher profession. Moreover, my experience in the training and development of teachers of PTE substantiated the debate about teaching and learning methodologies and provided testimonies which might be appreciated for interested in deepening their knowledge in this subject. After the discussion about norms aspects, we will board to the education and its nuances station. The first stop is in the applied neurosciences station, where the passengers can do a fast visit to cognitive aspects important for understanding how young people learning. The driver whistles announcing the departure and soon he arrives in the station of active methodologies of learning (AML). Although it is not the end, might the passengers give up to continue the trip because in this station the tour is prolonged and interesting, thus take more time and dedication of tourists. The guide announces that the guided tour starts by theoretical concepts of AML and will finish by testimonies which collaborate for the interaction of the theory and practice.
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