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Interpreting Games: Meaning Creation in the Context of Temporality and Interactivity

Abstract

The concept of interpretation applied to texts, videos, pictures, posts and all other types of media is varied. Objects are open to different forms of interpretation and games, as objects of meaning, are no exception. Explicating meaning creation in games will create a better understanding of game functions and their effects. This study explores how games alter the process of meaning creation through investigating their detailed properties and differentiation from other forms of media as objects of interpretation. This study argues that understanding meaning creation in games entails more than an examination of the presentation layer by a deeper analysis that considers interactivity and temporality. It contends that due to the interactive nature of games, the role of player participation is vital because gamers influence the operative mechanics of games and hence their meanings.

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Specific training for improving the skill and speed in junior football players

Abstract

Background. The purpose of the study was to realize the priorities in physical, technical and tactical training for junior football players. Moreover, preparing of the content was intended to optimize the use the most efficient methods and means for increasing the efficiency of speed and skill during the training and games.

Objectives. Data were collected from 18 junior football players, with ages ranging from 14-15 years, members of the ACS Unirea (C) Tritenii de Jos team. The subjects were tested three times during the whole training stage, pre, middle and post-training examinations being performed. The three examinations consisted of 5 tests each: 50-meter sprint, standing long jump, 2000 meter running, maintaining the ball in the air and leading the ball through markers.

Methods. Specific methods for developing the speed used in the study are based on repetitions (specific efforts at maximum or submaximal speed, under usual, relieved, severe conditions), on various efforts and intervals. Skill development methods took into account the complexity of coordinating action movements and the spatial, temporal, and motion force precision. For developing motor skills, the authors used the interval and circuit training.

Results. All the participants attained higher levels of performance, both at the second and third examination, on each of the 5 tests. Data collected were analyzed using the One –Way ANOVA statistical procedure, which compares the results obtained by one single group of subjects. This procedure revealed, at a significant level of confidence, that the mean of the performance enhancement reached 50 percents along the one-year training stage.

Conclusions. The research has shown that, by giving a more significant share of the best methods and means for developing the speed and skill in the physical training of junior footballers, the increase in the performance of these motor skills is significant.

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The Temporal Perspective in Higher Education Learners: Comparisons between Online and Onsite Learning

. Díaz-Morales, J. F. (2006). Estructura factorial y fiabilidad del Inventario de Perspectiva Temporal de Zimbardo. In Psicothema, 18(3), (pp. 565-571). 25. Eren, A. (2009). Exploring the effects of changes in future time perspective and perceived instrumentality on graded performance. In Electronic Journal of Educational Research, 19(7), (pp. 1217-1248). 26. Evans, T.N. (2009). An investigative study of factors that influence the retention rates in online programs at selected state, state-affiliated, and private universities. PhD

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Pedagogy is Coming Back! Some Hopeful Signs for Sustainable General Education and Worldview Education

Abstract

Neo-liberal voices are still very strong in education broadly speaking and have a marginalizing impact on normative pedagogies like religious, worldview, moral and civic education. But there are clear and hopeful signs that pedagogy is coming back. After sketching the current situation and its antecedents, the author addresses the views and ideas here provided by pedagogical spokespersons, teacher-leaders and teachers – most of them working in the domain of religious education or worldview education. How do they perceive the current changes in more normative and pedagogical-laden directions? What precisely has caused these changes? Is the return of pedagogy just a temporal hype or is it a real revitalization? What have been the consequences for them professionally and personally speaking? It is the author’s intention and hope that this article will encourage educators in general and religious and worldview educators in particular with an eye on fostering sustainable pedagogical approaches.

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Approaching the complex spatialities of early childhood education and care systems from the position of the child

Abstract

This paper proposes a way to understand what early care and education systems look like from the vantage point of the child. In other words, it aims to fuse a system perspective and a child perspective of early childhood education and care (ECEC) in a way that acknowledges children as active co-producers of ECEC landscapes. In developing this approach, I emphasize that children’s individual education and care arrangements which combine certain ECEC settings and the family are to be understood as networks of relations. As such, these child, family and ECEC relations create particular spatialities and temporalities which in turn position children very differently within the field of early education and care. To conceptualize how this takes place in children’s everyday activities, I refer to Schatzki’s and Massey’s relational thinking about practices, spaces, time and multiple identities with special emphasis on the spatial relations that are ‘beyond’ certain localities and (re)produced in the ‘events of place’. How this helps to understand the ways in which ECEC systems look from the position of the child will get exemplified in regard to Luxembourg’s complex ‘double split system’ of ECEC and its complex language terrain.

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A vulnerable disclosure: Dangerous negotiations of race and identity in the classroom

, R. C., & Biklen, S. K. (2006). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn & Bacon. Conquergood, D. (1985). Performing as a moral act: Ethical dimensions of the ethnography of performance. Text and Performance Quarterly, 5(2), 1 13. Brady, M. P. (2002). Extinct lands, temporal geographies: Chicana literature and the urgency of space. Durham, NC: Duke University Press. Danticat, E. (2010). Create dangerously: The immigrant artist at work. Princeton, NJ: Princeton

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The embodied classroom - A phenomenological discussion of the body and the room

perception]. London; New York: Routledge.Nationalencyklopedin (1998). Multimedia 2.0 for PC. Höganäs: Bokförlaget Bra Böcker AB. Patočka, J. (1998). Body, community, language, world. Chicago, Ill.: Open Court. Westman, S., & Alerby, E. (2012). Rethinking temporality in education drawing upon the philosophies of Merleau-Ponty and Deleuze: A chiasmic be(com)ing. Childhood & Philosophy, 8 (16), 355-377. Villanen, H., & Alerby, E. (2013). The sense of place - voices from a schoolyard. Education in the North, 20, 26

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Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations

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Exploring the Role of Future Perspective in Predicting Turkish University Students’ Beliefs About Global Climate Change

plant-based foods in Germany. The International Journal of Life Cycle Assessment, 17 (5), 550e564. Messick, D. M., & McClelland, C. L. (1983). Social traps and temporal traps. Personality and Social Psychology Bulletin, 9 (1), 105–110. doi:10.1177/0146167283091015. Milfont, T.L. (2010). The psychological meaning of preservation and utilization attitudes: A study using the natural semantic network technique. Psycology, 1 , 123–136. Milfont, T.L. (2012). The interplay between knowledge, perceived efficacy, and concern about global warming and

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Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

., & Oļehnoviča, E. (2013). Values orientation approach to the educational process: The temporal dimension. Proceedings of the 4th International Conference on New Horizons in Education , Procedia n Social and Behavioural Sciences, 106 , 3285–3290, doi:10.1016/j.sbspro.2013.12.379. Margolis, E. & Laurence, S. (1999). Concepts: Core readings . UK: A Bradford Book, The MIT Press, Cambridge. Millington, M.J., Millington, M., & Marini, I. (2015). Families in rehabilitation counselling: A community-based rehabilitation approach . NY: Springer Publishing Company

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