“Not Pure Harmony,but Less of a Power Struggle”: What Do Teachers and Pedagogues Think About Using Existential Pedagogy?

Existential Pedagogy (EP) derives from existential analysis and logotherapy developed by Viktor Frankl and Alfried Längle in the tradition of existential philosophy and phenomenology. This study investigated how EP influences pedagogues' and teachers' attitudes and teaching. Four focus groups with a total of 12 persons each were conducted in an elementary school that is tailored for students with emotional and behavioral problems. Data were analyzed with the qualitative content analysis. EP helped teachers come into relationship with students, strengthen students' self-esteem, and find meaningful approaches to the learning content. It also facilitated coming into touch with one's emotions and with the children's emotions. The individualized approach does not solely focus on children but highly impacts teachers and pedagogues. Similarities to other pedagogies can be found, but it appears to be specific for EP to have an impact on teachers and pedagogues. Additionally EP encourages an individual and flexible handling of EP.     

Impact of short- compared to long-haul international travel on the sleep and wellbeing of national wheelchair basketball athletes

Currently, very little is known about the impact of short- or long-haul air travel on the sleep and wellbeing of wheelchair basketball athletes. Eleven national wheelchair basketball athletes wore actigraphy monitors prior, during, and after air travel to the United Kingdom. Upon arrival, participants rated their subjective jet-lag, fatigue, and vigor. Individuals traveled to the United Kingdom from different locations in Australia, the United States, and Europe and were categorised according to travel length [LONG (up to 30.2 h) or SHORT (up to 6.5 h)]. Linear mixed models determined effects of travel length on sleep and subjective ratings of jet-lag, fatigue, and vigor. During competition, subjective fatigue and jet-lag were substantially higher (ES = 0.73; ±0.77) and (ES = 0.57; ±0.60), subjective vigor was lower (ES = 1.94; ±0.72), and get-up time was earlier (ES = 0.57; ±0.60) for LONG when compared to SHORT. Travelling greater distances by airplane had a larger effect on subjective ratings of jet-lag, fatigue and vigor, rather than sleep. Irrespective of travel group, sleep and subjective responses were compromised, reflecting the travel requirements, competition-mediated influences, and/or due to a change in environment.     

Does self-perceived sleep reflect sleep estimated via activity monitors in professional rugby league athletes?

This study examined agreement between self-perceived sleep and sleep estimated via activity monitors in professional rugby league athletes. 63 athletes, from three separate teams wore actigraphy monitors for 10.3 ± 3.9 days. During the monitoring period, ratings of perceived sleep quality (on a 1–5 and 1–10 Likert scale), and an estimate of sleep duration were recorded daily. Agreement between sleep estimated via activity monitors and self-perceived sleep was examined using mean bias, Pearson correlation (r) and typical error of the estimate (TEE). 641 nights of sleep were recorded, with a very large, positive correlation observed between sleep duration estimated via activity monitors and subjective sleep duration (r = 0.85), and a TEE of 48 minutes. Mean bias revealed subjective sleep duration overestimated sleep by an average of 19.8 minutes. The relationship between sleep efficiency estimated via activity monitors and self-perceived sleep quality on a 1–5 (r = 0.22) and 1–10 Likert scale (r = 0.28) was limited. The outcomes of this investigation support the use of subjective measures to monitor sleep duration in rugby league athletes when objective means are unavailable. However, practitioners should be aware of the tendency of athletes to overestimate sleep duration.     

“I Could Not Believe That Would Happen”: Challenges and Opportunities in a Critical,Project-Based Clinical Experience

As part of a youth summer program—a partnership between a large Southeastern university and the local school district—middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering.     

Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.     

Implications of Professional Writing Experiences of Academic Veterinary Scientists for Technical Writing Pedagogy

Five academic veterinary scientists were interviewed to learn about their professional writing experiences and relate them to technical writing pedagogy. The interviews probed the genres in which they write, their composing methods, their professional attitudes toward writing, and the sources of training in writing. The data suggest that while writing is an integral part of their research, teaching, and professional advancement and is used in conducting business, the academic scientific curriculum does not specifically address this important element in their careers.     

Redesigning chat forum for critical thinking in a problem-based learning environment

Support is needed to promote problem-based learning (PBL) and to enhance critical thinking skills in discussion-based Internet forums. By advancing the capabilities of chat room and forum software, problem-based discussions for learning can be supported further in online learning environments. In this paper, the authors report on MALESAbrain, an intelligent learning tool. The model is built on the notions of threshold and knowledge weight from the discipline of machine learning. The model encourages learners to judge or critically evaluate the solutions posted by others before exploring further knowledge content. The system then sums up the judgment scores as its knowledge weight to pass the thresholds setup for ranking/arranging the learning issues. This constraint design, therefore, becomes a mechanism for critical thinking in a problem-based learning activity. MALESAbrain as a model helps transform the forum and chat room into rich learning discussion environments.     

Peritonealdialyse (PD)

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