This document discusses early language development in infants and children. It covers prelinguistic communication through babbling, gestures, and pointing that occurs before children start using words. It then examines phonological, lexical, and semantic development as children's vocabularies grow. Some key points discussed include: infants producing prelinguistic vocalizations and gestures between 8-12 months; a noun bias in children's early words across languages; challenges to the noun bias from studies of other languages; and constraints that help children map words to meanings as their vocabularies develop.
The respiratory system has several functions including inhaling oxygen and exhaling carbon dioxide. It is comprised of organs like the nasal cavity, pharynx, larynx, trachea, bronchial tubes, and lungs. The nasal cavity warms and humidifies air before it reaches the lungs. The pharynx is shared by the respiratory and digestive systems. The larynx contains the vocal cords which produce sound. The trachea transports air to the bronchi and lungs. In the lungs, bronchioles divide into alveoli where gas exchange occurs across the respiratory membrane.
Unit 3 _ Developmental Psychology_Clinical Psychology_ Psychology Related to ...Deva Pramod
Unit 3 _ Developmental Psychology_Clinical Psychology_ Psychology Related to Speech and Hearing _BASLP First Year under KUHS_ Bachelor in Audiology and Speech-Language Pathology
The respiratory system consists of an upper respiratory tract and lower respiratory tract. The upper tract includes the nose, nasal cavity, paranasal sinuses, and pharynx. The lower tract includes the larynx, trachea, bronchi, and lungs. The nose warms, moistens, and filters air and contains smell receptors. The lungs contain alveoli where gas exchange occurs between air in alveoli and blood in capillaries. Breathing involves inhalation that draws air into the lungs and exhalation that forces air out.
The respiratory system allows for gas exchange of oxygen and carbon dioxide. It includes the nose, pharynx, larynx, trachea, bronchi, bronchioles and lungs. The upper respiratory tract includes the nose, nasal cavity and sinuses which warm, moisten and filter inhaled air. The lower respiratory tract includes the lungs and airways inside the chest. The lungs contain bronchioles and alveoli where gas exchange occurs. During respiration, oxygen is absorbed into the blood from the alveoli and carbon dioxide is released, in a continuous cycle of breathing in and out.
The document discusses language development in children from infancy through early childhood. It describes the stages of language development including pre-linguistic, holophrase, two-word, telegram, and near-adult grammar stages. Key aspects of language such as semantics, vocabulary, syntax, and speech are also outlined at different ages.
Physical development in early childhoodAdrian Ekky
1) Physical development in early childhood involves growth in body size, brain development, and motor skills. Children typically grow 2-3 inches and gain 5 pounds per year.
2) Brain development is rapid in early childhood, with peaks in synaptic growth and pruning between ages 3-6. Different areas of the brain develop at different rates.
3) Motor development progresses from improving balance and walking to skills like running, jumping, throwing, and catching balls. Fine motor skills also grow, starting from scribbling and progressing to drawing pictures.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
This document discusses early language development in infants and children. It covers prelinguistic communication through babbling, gestures, and pointing that occurs before children start using words. It then examines phonological, lexical, and semantic development as children's vocabularies grow. Some key points discussed include: infants producing prelinguistic vocalizations and gestures between 8-12 months; a noun bias in children's early words across languages; challenges to the noun bias from studies of other languages; and constraints that help children map words to meanings as their vocabularies develop.
The respiratory system has several functions including inhaling oxygen and exhaling carbon dioxide. It is comprised of organs like the nasal cavity, pharynx, larynx, trachea, bronchial tubes, and lungs. The nasal cavity warms and humidifies air before it reaches the lungs. The pharynx is shared by the respiratory and digestive systems. The larynx contains the vocal cords which produce sound. The trachea transports air to the bronchi and lungs. In the lungs, bronchioles divide into alveoli where gas exchange occurs across the respiratory membrane.
Unit 3 _ Developmental Psychology_Clinical Psychology_ Psychology Related to ...Deva Pramod
Unit 3 _ Developmental Psychology_Clinical Psychology_ Psychology Related to Speech and Hearing _BASLP First Year under KUHS_ Bachelor in Audiology and Speech-Language Pathology
The respiratory system consists of an upper respiratory tract and lower respiratory tract. The upper tract includes the nose, nasal cavity, paranasal sinuses, and pharynx. The lower tract includes the larynx, trachea, bronchi, and lungs. The nose warms, moistens, and filters air and contains smell receptors. The lungs contain alveoli where gas exchange occurs between air in alveoli and blood in capillaries. Breathing involves inhalation that draws air into the lungs and exhalation that forces air out.
The respiratory system allows for gas exchange of oxygen and carbon dioxide. It includes the nose, pharynx, larynx, trachea, bronchi, bronchioles and lungs. The upper respiratory tract includes the nose, nasal cavity and sinuses which warm, moisten and filter inhaled air. The lower respiratory tract includes the lungs and airways inside the chest. The lungs contain bronchioles and alveoli where gas exchange occurs. During respiration, oxygen is absorbed into the blood from the alveoli and carbon dioxide is released, in a continuous cycle of breathing in and out.
The document discusses language development in children from infancy through early childhood. It describes the stages of language development including pre-linguistic, holophrase, two-word, telegram, and near-adult grammar stages. Key aspects of language such as semantics, vocabulary, syntax, and speech are also outlined at different ages.
Physical development in early childhoodAdrian Ekky
1) Physical development in early childhood involves growth in body size, brain development, and motor skills. Children typically grow 2-3 inches and gain 5 pounds per year.
2) Brain development is rapid in early childhood, with peaks in synaptic growth and pruning between ages 3-6. Different areas of the brain develop at different rates.
3) Motor development progresses from improving balance and walking to skills like running, jumping, throwing, and catching balls. Fine motor skills also grow, starting from scribbling and progressing to drawing pictures.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
(1) The neural crest cells migrate throughout the body and differentiate into many cell types including neurons and glial cells of the nervous system, adrenal medulla cells, pigment cells in the skin, and skeletal and connective tissues of the head.
(2) The mesoderm forms the somites which differentiate depending on their position into structures like vertebrae, ribs, muscles of the rib cage, limbs, back, and dermis of the skin.
(3) The endoderm develops structures of the digestive system like the pancreas, liver, and gall bladder as well as the respiratory system.
The document summarizes the main muscles involved in respiration. It describes the diaphragm as the most important respiratory muscle that separates the chest and abdominal cavities. It also discusses several accessory muscles that assist with respiration, including intercostal muscles between the ribs, scalene muscles in the neck, and sternocleidomastoid muscles in the neck. Finally, it mentions several abdominal muscles - the rectus abdominis, transversus abdominis, internal oblique, and external oblique muscles - that are involved in forced expiration and preventing abdominal contents from blocking the diaphragm.
Adolescence is a period of transition between childhood and adulthood that involves significant physical, cognitive, emotional, and social changes. It starts earlier in girls than boys, usually between ages 8-13, and is marked by the onset of puberty. The many changes that occur can cause both anticipation and anxiety for adolescents and their families. Understanding what to expect at different stages promotes healthy development.
This document discusses cognitive processes and their application. It defines cognition and describes the main cognitive processes as sensation, attention, perception, learning, memory, thinking, decision making, and problem solving. It explains each process in 2-3 sentences and provides examples. The document also discusses how cognitive processes are applied in education, noting that people control their own learning, memory is selective, and attention is essential for learning. It lists several references used in the document.
The respiratory system has upper and lower parts. The upper part includes the nose, pharynx and larynx which warm, filter and conduct air. The lower part includes the trachea, bronchi and lungs. In the lungs, bronchioles branch into alveoli where gas exchange occurs between inhaled air and blood via thin membranes. The respiratory system provides oxygen to tissues and removes carbon dioxide through a process involving pulmonary ventilation, external respiration in the lungs, and internal respiration in tissues.
This document discusses heredity and environment and their roles in personality, intelligence, and behavior. It covers several key points:
1) Heredity involves the transmission of traits from parents to offspring through genes and chromosomes. Traits like physical characteristics and mental abilities are influenced by genes.
2) The environment, both prenatal (mother's health/habits) and external after birth (family, socioeconomics, climate), shapes development and has lasting effects on individuals.
3) Studies of twins suggest traits like temperament are influenced by both heredity and environment, as identical twins share more similarities than fraternal twins. However, neither factor alone can determine behavior, which arises from their interaction
The lungs are a pair of cone-shaped respiratory organs located in the thoracic cavity. Each lung has an apex, base, and borders. The right lung has three lobes separated by two fissures, while the left lung has two lobes separated by one fissure. The root of each lung contains structures like the principal bronchus, pulmonary artery and veins, and nerves that enter and exit the hilum. Bronchopulmonary segments are independent respiratory units supplied by segmental bronchi, arteries, and multiple veins. The lungs receive arterial blood supply and have venous drainage pathways. They are innervated by both parasympathetic and sympathetic nerves.
The document discusses introducing behavioral sciences and their importance in healthcare. It defines behavioral sciences as the study of human behavior using principles of psychology, sociology, and anthropology in health and disease contexts. Psychology examines the mind's role in health and disease, while sociology and anthropology study the effects of society, culture, and environment. Together with basic sciences, behavioral sciences provide a holistic understanding of patients. The document also outlines the biopsychosocial model of healthcare and desirable doctor attitudes, such as active listening and empathy, when delivering bad news to patients.
An expressive language disorder is a type of language disorder where an individual understands language better than they are able to communicate or express themselves verbally. Children with this disorder may understand instructions or stories but have difficulty describing events, naming objects, or having conversations. Delays can range from mild issues with complex expression to more severe delays seen in early language milestones. Treatment involves speech therapy to improve expressive language skills.
Early childhood development spans from infancy to around ages 5-6. It involves rapid physical, cognitive, and social-emotional growth. Physically, children gain height and weight each year and improve motor skills like jumping, hopping, and balancing. Cognitively, vocabulary increases greatly as does the ability to use language and represent abstract ideas. Socially and emotionally, children develop relationships with peers and start to evaluate themselves.
This document discusses characteristics of middle age between approximately ages 40-65. Physically, people experience a loss of vigor, declining health and increased diseases. Cognitively, fluid intelligence and information processing decline while crystallized intelligence and expertise remain constant. During middle age, people experience an increased focus on religion, meaning of life, and assessing their careers and work. They may make career changes due to globalization, technology advancements or downsizing, and consider early retirement. This allows for more leisure time to enjoy and understand themselves while accounting for physical changes.
This document outlines the key stages of human development from prenatal through adulthood. It describes the stages as: prenatal, infancy (birth to 3 years), childhood (3 to 12 years with early childhood from 3 to 6 years and later childhood from 6 to 12 years), adolescence (12 to 19 years with early adolescence from 12 to 15 years and later adolescence from 15 to 19 years), and adulthood (beyond 19 years). For each stage, it lists developmental characteristics such as physical, motor, emotional, social, intellectual development.
This is a Trident University course (MAE522), Module 1 Case, Theorist of Adult Education: Malcolm S. Knowles. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document provides an overview of adult learning by examining four major areas of research: self-directed learning, critical reflection, experiential learning, and learning to learn. Each area is discussed in terms of its key concepts and researchers. The document also notes emerging trends in cross-cultural adult learning and adults engaging in practical theorizing. Overall, the document analyzes the attempts to develop a unified theory of adult learning and argues more research is still needed to fully understand how learning occurs across different contexts and the lifespan.
EDUC 8005 Module 3 Project: Preparing For Researcheckchela
This is a Walden University course (EDUC 8005-Module 3), EDUC 8005 Module 3 Project: Preparing For Research. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
Position-Paper-Education-for-Sustainability_final-by Tom Mclean.pdfLuz Herrera
This paper examines the origins and evolution of sustainability education (SE) before outlining one expression of contemporary good practice in SE in a school context, including the ways in which schools can assess progress towards sustainability. Commonalities between the IB learner profile and good practice in SE are identified and questions for self-reflection are posed. The paper concludes with the examination of a case study of an IB World School that is embracing a student- led, whole-school approach to sustainability.
24Chapter 5Andragogy in PracticeExpanding The Usefulne.docxlorainedeserre
This document discusses the evolution and criticisms of Knowles' theory of andragogy. It begins by outlining the original 4 assumptions of andragogy and how Knowles later expanded it to 6 core assumptions. It then discusses some of the main criticisms of andragogy, including that it is too focused on the individual and does not consider social or critical goals. However, the document argues that andragogy was never meant to encompass all goals and purposes - it is specifically focused on modeling the adult learning process. It also discusses how Knowles viewed andragogy as flexible assumptions that should be adapted based on situations, not as rigid rules. Finally, it introduces an enhanced model of andragogy that better accounts for goals
ISSUES AND CONCERNS IN THE INTEGRATION OF PEACE EDUCATION IN HIGHER EDUCATION...AJHSSR Journal
ABSTRACT : This study determined the “Issues and Concerns in the Integration of Peace Education in
Higher Education Institutions (HEI‟s) in Basilan. One Hundred Ninety-Three (193) teachers of the six Higher
Education Institutions (HEI‟s) in Basilan were chosen through random sampling. The instrument used in this
study was adopted from the instrument generated by Kaneba (2012) which was also revised and subjected to its
validity and reliability, which was to determine the Issues and Concerns in the Integration of Peace Education in
Higher Education Institutions (HEI‟s) in Basilan, S.Y. 2015-2016, in terms of their profile. In this study, One
Hundred Ninety-Three (193) teachers in the Higher Education Institutions in Basilan. The findings of the study
were: 1. Overall the Issues and Concerns affecting the integration of Peace Education in HEI‟s in Basilan, where
categorized to a Moderate Extent on 1. Teachers‟ Training. 2. Resources (Financial/Materials), and on 3.
Methodologies for Integration of Peace Education and on 4. Attitudes of Learners. As divulged in the findings
that significant difference does not exist in the level of issues and concerns in the integration of Peace Education
in Higher Education Institution (HEI‟s) in terms of teachers‟ training, attitudes of learners, resource and
methodology for integration of Peace Education. The findings disclosed that the significant difference does not
exist in the level of issues and concerns in the integration of Peace Education in Higher Education Institution
(HEI‟s) in terms of teachers‟ training, resources and methodology for integration of Peace Education. As
revealed in the findings that the significant difference does not exist in the level of issues and concerns in the
integration of Peace Education in Higher Education Institution (HEI‟s) in terms of teachers‟ training, attitudes of
learners, resources and methodology for integration of Peace Education when data is analyzed based on the
years of taught. The implication of this study was directed towards the formulation and generation of an
Effective and Efficient Integration of Peace Education in all programs, subjects or courses in the Higher
Education Institutions in the country
Adult Education and Adult Learning Theory Discussion.pdfbkbk37
The document discusses two articles on adult education and adult learning theory. It begins with an overview of three foundational theories: andragogy, self-directed learning, and transformative learning. It then discusses how later research shifted to considering the social context of adult learning. The most recent work looks at holistic approaches considering emotions, body, and spirit. It also discusses growing attention to non-Western perspectives on adult learning.
(1) The neural crest cells migrate throughout the body and differentiate into many cell types including neurons and glial cells of the nervous system, adrenal medulla cells, pigment cells in the skin, and skeletal and connective tissues of the head.
(2) The mesoderm forms the somites which differentiate depending on their position into structures like vertebrae, ribs, muscles of the rib cage, limbs, back, and dermis of the skin.
(3) The endoderm develops structures of the digestive system like the pancreas, liver, and gall bladder as well as the respiratory system.
The document summarizes the main muscles involved in respiration. It describes the diaphragm as the most important respiratory muscle that separates the chest and abdominal cavities. It also discusses several accessory muscles that assist with respiration, including intercostal muscles between the ribs, scalene muscles in the neck, and sternocleidomastoid muscles in the neck. Finally, it mentions several abdominal muscles - the rectus abdominis, transversus abdominis, internal oblique, and external oblique muscles - that are involved in forced expiration and preventing abdominal contents from blocking the diaphragm.
Adolescence is a period of transition between childhood and adulthood that involves significant physical, cognitive, emotional, and social changes. It starts earlier in girls than boys, usually between ages 8-13, and is marked by the onset of puberty. The many changes that occur can cause both anticipation and anxiety for adolescents and their families. Understanding what to expect at different stages promotes healthy development.
This document discusses cognitive processes and their application. It defines cognition and describes the main cognitive processes as sensation, attention, perception, learning, memory, thinking, decision making, and problem solving. It explains each process in 2-3 sentences and provides examples. The document also discusses how cognitive processes are applied in education, noting that people control their own learning, memory is selective, and attention is essential for learning. It lists several references used in the document.
The respiratory system has upper and lower parts. The upper part includes the nose, pharynx and larynx which warm, filter and conduct air. The lower part includes the trachea, bronchi and lungs. In the lungs, bronchioles branch into alveoli where gas exchange occurs between inhaled air and blood via thin membranes. The respiratory system provides oxygen to tissues and removes carbon dioxide through a process involving pulmonary ventilation, external respiration in the lungs, and internal respiration in tissues.
This document discusses heredity and environment and their roles in personality, intelligence, and behavior. It covers several key points:
1) Heredity involves the transmission of traits from parents to offspring through genes and chromosomes. Traits like physical characteristics and mental abilities are influenced by genes.
2) The environment, both prenatal (mother's health/habits) and external after birth (family, socioeconomics, climate), shapes development and has lasting effects on individuals.
3) Studies of twins suggest traits like temperament are influenced by both heredity and environment, as identical twins share more similarities than fraternal twins. However, neither factor alone can determine behavior, which arises from their interaction
The lungs are a pair of cone-shaped respiratory organs located in the thoracic cavity. Each lung has an apex, base, and borders. The right lung has three lobes separated by two fissures, while the left lung has two lobes separated by one fissure. The root of each lung contains structures like the principal bronchus, pulmonary artery and veins, and nerves that enter and exit the hilum. Bronchopulmonary segments are independent respiratory units supplied by segmental bronchi, arteries, and multiple veins. The lungs receive arterial blood supply and have venous drainage pathways. They are innervated by both parasympathetic and sympathetic nerves.
The document discusses introducing behavioral sciences and their importance in healthcare. It defines behavioral sciences as the study of human behavior using principles of psychology, sociology, and anthropology in health and disease contexts. Psychology examines the mind's role in health and disease, while sociology and anthropology study the effects of society, culture, and environment. Together with basic sciences, behavioral sciences provide a holistic understanding of patients. The document also outlines the biopsychosocial model of healthcare and desirable doctor attitudes, such as active listening and empathy, when delivering bad news to patients.
An expressive language disorder is a type of language disorder where an individual understands language better than they are able to communicate or express themselves verbally. Children with this disorder may understand instructions or stories but have difficulty describing events, naming objects, or having conversations. Delays can range from mild issues with complex expression to more severe delays seen in early language milestones. Treatment involves speech therapy to improve expressive language skills.
Early childhood development spans from infancy to around ages 5-6. It involves rapid physical, cognitive, and social-emotional growth. Physically, children gain height and weight each year and improve motor skills like jumping, hopping, and balancing. Cognitively, vocabulary increases greatly as does the ability to use language and represent abstract ideas. Socially and emotionally, children develop relationships with peers and start to evaluate themselves.
This document discusses characteristics of middle age between approximately ages 40-65. Physically, people experience a loss of vigor, declining health and increased diseases. Cognitively, fluid intelligence and information processing decline while crystallized intelligence and expertise remain constant. During middle age, people experience an increased focus on religion, meaning of life, and assessing their careers and work. They may make career changes due to globalization, technology advancements or downsizing, and consider early retirement. This allows for more leisure time to enjoy and understand themselves while accounting for physical changes.
This document outlines the key stages of human development from prenatal through adulthood. It describes the stages as: prenatal, infancy (birth to 3 years), childhood (3 to 12 years with early childhood from 3 to 6 years and later childhood from 6 to 12 years), adolescence (12 to 19 years with early adolescence from 12 to 15 years and later adolescence from 15 to 19 years), and adulthood (beyond 19 years). For each stage, it lists developmental characteristics such as physical, motor, emotional, social, intellectual development.
This is a Trident University course (MAE522), Module 1 Case, Theorist of Adult Education: Malcolm S. Knowles. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document provides an overview of adult learning by examining four major areas of research: self-directed learning, critical reflection, experiential learning, and learning to learn. Each area is discussed in terms of its key concepts and researchers. The document also notes emerging trends in cross-cultural adult learning and adults engaging in practical theorizing. Overall, the document analyzes the attempts to develop a unified theory of adult learning and argues more research is still needed to fully understand how learning occurs across different contexts and the lifespan.
EDUC 8005 Module 3 Project: Preparing For Researcheckchela
This is a Walden University course (EDUC 8005-Module 3), EDUC 8005 Module 3 Project: Preparing For Research. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
Position-Paper-Education-for-Sustainability_final-by Tom Mclean.pdfLuz Herrera
This paper examines the origins and evolution of sustainability education (SE) before outlining one expression of contemporary good practice in SE in a school context, including the ways in which schools can assess progress towards sustainability. Commonalities between the IB learner profile and good practice in SE are identified and questions for self-reflection are posed. The paper concludes with the examination of a case study of an IB World School that is embracing a student- led, whole-school approach to sustainability.
24Chapter 5Andragogy in PracticeExpanding The Usefulne.docxlorainedeserre
This document discusses the evolution and criticisms of Knowles' theory of andragogy. It begins by outlining the original 4 assumptions of andragogy and how Knowles later expanded it to 6 core assumptions. It then discusses some of the main criticisms of andragogy, including that it is too focused on the individual and does not consider social or critical goals. However, the document argues that andragogy was never meant to encompass all goals and purposes - it is specifically focused on modeling the adult learning process. It also discusses how Knowles viewed andragogy as flexible assumptions that should be adapted based on situations, not as rigid rules. Finally, it introduces an enhanced model of andragogy that better accounts for goals
ISSUES AND CONCERNS IN THE INTEGRATION OF PEACE EDUCATION IN HIGHER EDUCATION...AJHSSR Journal
ABSTRACT : This study determined the “Issues and Concerns in the Integration of Peace Education in
Higher Education Institutions (HEI‟s) in Basilan. One Hundred Ninety-Three (193) teachers of the six Higher
Education Institutions (HEI‟s) in Basilan were chosen through random sampling. The instrument used in this
study was adopted from the instrument generated by Kaneba (2012) which was also revised and subjected to its
validity and reliability, which was to determine the Issues and Concerns in the Integration of Peace Education in
Higher Education Institutions (HEI‟s) in Basilan, S.Y. 2015-2016, in terms of their profile. In this study, One
Hundred Ninety-Three (193) teachers in the Higher Education Institutions in Basilan. The findings of the study
were: 1. Overall the Issues and Concerns affecting the integration of Peace Education in HEI‟s in Basilan, where
categorized to a Moderate Extent on 1. Teachers‟ Training. 2. Resources (Financial/Materials), and on 3.
Methodologies for Integration of Peace Education and on 4. Attitudes of Learners. As divulged in the findings
that significant difference does not exist in the level of issues and concerns in the integration of Peace Education
in Higher Education Institution (HEI‟s) in terms of teachers‟ training, attitudes of learners, resource and
methodology for integration of Peace Education. The findings disclosed that the significant difference does not
exist in the level of issues and concerns in the integration of Peace Education in Higher Education Institution
(HEI‟s) in terms of teachers‟ training, resources and methodology for integration of Peace Education. As
revealed in the findings that the significant difference does not exist in the level of issues and concerns in the
integration of Peace Education in Higher Education Institution (HEI‟s) in terms of teachers‟ training, attitudes of
learners, resources and methodology for integration of Peace Education when data is analyzed based on the
years of taught. The implication of this study was directed towards the formulation and generation of an
Effective and Efficient Integration of Peace Education in all programs, subjects or courses in the Higher
Education Institutions in the country
Adult Education and Adult Learning Theory Discussion.pdfbkbk37
The document discusses two articles on adult education and adult learning theory. It begins with an overview of three foundational theories: andragogy, self-directed learning, and transformative learning. It then discusses how later research shifted to considering the social context of adult learning. The most recent work looks at holistic approaches considering emotions, body, and spirit. It also discusses growing attention to non-Western perspectives on adult learning.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Faculty Advising In A Learner by Maura ReynoldsJoshua Barron
This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other.
Carl Bereiter is a professor emeritus at the University of Toronto who co-founded the Institute for Knowledge Innovation & Technology. He developed CSILE, the first networked system for collaborative learning, and later Knowledge Forum. Knowledge building environments aim to treat students as members of a knowledge building community rather than just learners. They emphasize knowledge advancement for the community rather than individual achievement and focus on improving ideas rather than acquiring knowledge. Discourse is collaborative problem solving rather than argumentation, and emergent understandings are valued over authoritative knowledge.
The document discusses how young adults' environmental learning experiences can influence their pro-environmental actions. It explores the intersections between young adults' environmental knowledge and sustainability actions through 18 interviews. Key findings include:
1) Young adults described environmental protection in terms of sustainability, conservation, reducing ecological footprints, and preserving resources for future generations.
2) Their definitions showed understanding of concepts like sustainability and emphasized controlling human impacts on the environment.
3) Experiences and learning influenced young adults' views of environmental issues and motivated pro-environmental decisions in their lives.
1. This paper explores the intersection between young adults' environmental experiences and their pro-environmental actions.
2. The author argues that environmental learning should lead young adults to adopt more sustainable practices and take broader interest in environmental issues.
3. Knowledge of environmental issues, responsibility, action strategies, and empowerment are important for transforming learning into action according to some researchers. The paper will explore how young adults' environmental knowledge relates to their pro-environmental behaviors.
Critical Thinking for Global Peace: A key for Sustainable Developmentijtsrd
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Chapter 2
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1. Critical Thinkingand the Adult Learner Presentation Conducted By: Dr. Vera Lee Byrd Thursday, January 14, 2010
2. A Brief Overviewof Adult Education In the early 1980s, Darkenwald and Merriam distinguished adult education from traditional modes of learning. The perspective that was presented by Darkenwald and Merriam (1982) gave us a broader view of education (lifelong learning) and put “adult learning” within a social context.
3. Lifelong Learning Education is a process, some might even contend, a lifelong process, that is never ending (Darkenwald and Merriam, 1982, pp. 2-3). Within a broad social context, one could argue that the greatest impact on modern society has been the economy, social forces since the end of WWII, and technological advances.
4. What is Adult Education? Adult education is defined as “a process whereby persons whose major social roles are characteristic of adult status undertake systematic and sustained learning activities for the purpose of bringing about changes in knowledge, attitudes, values, and skills” (Darkenwald and Merriam, 1982. p. 9).
5. Historical Overviewof Adult Learning In a classic study, Edward L. Thorndike concluded that “one’s learning ability increases to age 25 and declines thereafter only very gradually” (Darkenwald and Merriam, 1982, p. 25). At the time (in 1928), this was a profound finding because Thorndike’s study found that “adults could learn as well or better than children” (p. 25).
6. Influential Developments In the late 1940s and in the 1950s, Kurt Lewin’s body of work focused on group dynamics and change theory (Darkenwald and Merriam, 1982, p. 25). At that time, “group discussion was widely advocated as the preferred method of adult education” (pp. 25-26).
7. Influential Developments(continued) Given that adult education is seen primarily as an eclectic field of study, many of the influential developments came out of economics, education, psychology and sociology. In other words, many behavioral psychologists and social scientists had a great impact on the development of adult education, research on adult learners, and adult education settings.
8. Influential Developments(continued) Some of these behavioral psychologists, humanists, and social scientists include Abraham Maslow (human motivation, self-actualization), Carl Rogers (“the fully functioning person”), Carl Weinberg (“five principles of adult learning”), John Dewey (“learning by doing”), Robert Havighurst (“early adulthood, middle age, and late maturity), and Erik Erikson (“stages of adulthood”), just to name a few (Darkenwald and Merriam, 1982, pp. 79-99).
9. Influential Developments(continued) In the 1950s, Bernice Neugarten and Robert Havighurst did pioneering work on adult psychosocial development (Darkenwald and Merriam, 1982, p. 26). Adult Education in Transition was a groundbreaking study by Burton Clark whose “analysis of the causes and effects of institutional marginality is still of value in understanding administrative roles and organizational processes” (p. 26).
10. Influential Developments(continued) In the 1960s and the 1970s, studies on adult development and learning increased substantially (Darkenwald and Merriam, 1982, p. 26). In the mid-1960s, there was a landmark publication titled,Volunteers for Learning, which was the first comprehensive analysis of participation in adult education.
11. Influential Developments(continued) Through the 1970s, 1980s, the 1990s, and beyond, the work of social scientists continues “to make important contributions to our understanding of adult education” (Darkenwald and Merriam, 1982, p. 2) adult learners, with one such study being published in 2001 that looked at adult participation from 1994 through 1998 for those adults who were between the ages of 16 and age 65.
12. Demographic Changes The influential developments in adult education came to us, in part, because of demographic changes in America (Cross, 1981, p. 3). “The United States is becoming a nation of adults” (p. 3) In this nation of adults, a “learning society” (p. 1) has been created.
13. Lifespan Development As Cross (1981) contends, a learning society is made up of adults and their lifespan development. Within this lifespan development, educators must understand adults as learners. This understanding of adult learning takes adult education from what is known in education as ‘pedagogy’ to ‘andragogy’ (Darkenwald and Merriam, 1982, p. 76).
14. ‘Andragogy’ Malcolm Knowles proposed the term ‘andragogy’ to be distinguished from ‘pedagogy’ so that adult learning could not be confused with the instruction of children (Darkenwald and Merriam, 1982, p. 76). “Andragogy is grounded on four assumptions that pinpoint some of the salient features of adulthood” (p. 76).
15. “Four Assumptionsof Adulthood” Assumption #1 –“As a person matures his or her self-concept moves from one of a dependent personality toward one of a self-directing human being” (Darkenwald and Merriam, 1982, p. 76). Assumption #2 – Adults accumulate “a growing reservoir of experience, a rich resource for learning” (p. 76).
16. “Four Assumptions of Adulthood” (continued) “For an adult, personal experiences establish self-identity and so are highly valued” (Darkenwald and Merriam, 1982, p. 76). Assumption #3 –“The readiness of an adult to learn is closely related to the developmental tasks of his or her social role” (p. 76); and
17. “Four Assumptions of Adulthood” (continued) Assumption #4 –“There is a change in time perspective as individuals mature, from one future-application of knowledge to immediacy of application; thus an adult is more problem-centered than subject-centered in learning” (Darkenwald and Merriam, 1982, p. 76).
18. A Model for Workingwith Adult Learners The four assumptions of adulthood, as well as many other assumptions, and the theoretical framework drawn together by behavioral psychologists, humanists, and social scientists, allows educators to develop a model for working with adult learners (Cranton, 1992, p. 19).
19. A Model for Working withAdult Learners (continued) Cranton (1992, pp. 19-20) concludes that “the learner and the educator work together within a learning environment which is itself within a social context” . Within this social context, one is presented with three things: the learning environment, the educator, and the learner [the adult learner].
20. The Adult Learnerand Adult Educators According to Cranton, “the learner and the educator, each with their own set of experiences, characteristics, values, and beliefs, work together in a learning process which includes change as a part of the process, with an outcome of changed thinking, values, behaviors, and actions. All of this takes place within a learning environment and within a social context” (1992, p. 20).
21. The Learning Environment As educators assist in developing adult learners, the learning environment is comprised of many settings. One of those settings is in college and the classroom, even though it is recognized that adult learning can occur in formal and informal settings, higher education is among the most common through the form of college teaching (Brookfield, 1990, p. 20).
22. Developing Critical Thinking Brookfield (1992, p. 20) proposed “the development of critical thinking (cited in Brookfield, 1987a) as the underlying rationale for college teaching, providing both its method and its organizing vision.” Brookfield gave three reasons for making this argument:
23. Developing Critical Thinking (continued) Reason #1 –“Critical thinking is one of the intellectual functions most characteristic of adult life” (Mezirow and Associates, 1990). “Since college students are on the verge of, or fully immersed in, adult life, critical thinking seems an entirely appropriate leitmotif [a dominant and recurring theme] for their education” (Brookfield, 1992, p. 20).
24. Developing Critical Thinking (continued) Reason #2 –“Critical thinking is necessary for personal survival. It is a lived reality pressing in on us in the shifting contexts of the personal, occupational, and political changes we experience. As we try to make sense of our intimate relationships, we are emotionally disabled if we cannot interpret our actions…in a critical manner” (Brookfield, 1992, pp. 20-21).
25. Developing Critical Thinking (continued) Reason #3 –“Critical thinking is a political necessity in a democratic society [therefore] an entirely appropriate aim of college teaching is to encourage students to develop a healthy attitude of critical scrutiny towards the actions and justifications of elected and unelected political leaders” (Brookfield, 1992, p. 21; cited in Brookfield, 1990a).
26. Developing Critical Thinking (continued) “For these three reasons the development of critical thinking is an overarching aim of college teaching [and adult education] that crosses curricular contexts, educational settings, and the disciplinary identities with which teachers ally themselves” (Myers, 1986; cited in Brookfield, 1992, p. 21).
27. Developing Critical Thinking (continued) “Critical thinking is not a separate subject taught in a compartmentalized way. Instead, developing critical thinking is a process underlying all educational activities. Helping learners acquire a critically alert cast of mind—one that is skeptical of claims to final truths or ultimate solutions to problems” (Brookfield, 1992, p. 21).
28. Developing Critical Thinking (continued) Developing critical thinking “…is open to alternatives, and acknowledges the contextuality of knowledge—is the quintessential educational process. It is as appropriate an aim for teachers of natural science and mathematics as it is for specialists in the humanities or social sciences” (Brookfield, 1992, pp. 21-22).
29. Critical Thinking and Practical Approaches in Adult Education Stephen Brookfield (2006) has provided a detailed application of his approach to developing critical thinkers. These supplementary materials are copyrighted and cannot be used, without the expressed written permission of Brookfield. They clearly demonstrate a step-by-step application of developing critical thinking in adult education.
30. Critical Thinkingand the Adult Learner In closing, it is my belief, that our ability to develop critical thinkers, to challenge their thinking in general, while providing supportive services within our learning environments, will enable adults to pursue adult education. Within this pursuit of education, our delivery of services in a variety of formats will help develop critical thinking in adult learners that will thrive in a complex, technological and multicultural, society.
31. References Brookfield, S. (1990). The skillful teacher: On technique, trust, and responsiveness in the classroom. Adult and Continuing Education. The Jossey-Bass Higher Education Series. San Francisco, CA.
32. References Brookfield, S.D. (2006). Developing Critical Thinkers. Supplementary Materials. An on-line paper developed from the text, Brookfield, S.D. (1987). Developing Critical Thinkers: Challenging Adults Alternative Ways of Thinking and Acting. San Francisco: Jossey-Bass.
33. References Cranton, P. (1992). Working with adult learners. Wall & Emerson, Inc. Middletown, Ohio.
34. References Cross, P. (1981). Adults as learners: Increasing participation and facilitating learning.
35. References Darkenwald, G. and Merriam, S. (1982). Adult education: Foundations of practice. Harper & Row, Publishers, Inc. New York, NY.
36. References Tuijnman, A. and Boudard, E. (2001). International Adult Literacy Survey. Adult Education Participation in America: International Perspectives. ADULT EDUCATION AND LITERACY MONOGRAPH SERIES. The U.S. component was funded primarily by the United States Department of Education, National Center for Education Statistics.
37. References The Canadian part was funded primarily by Human Resources Development Canada, Applied Research Branch and National Literacy Secretariat. Publication of this monograph was supported by the U.S. Department of Education, Office of Vocational and Adult Education, and Statistics Canada, Social and Institutional Statistics.