From Conflict to Coexistence: A shifting discourse in studies of the human‐primate interface

Niðurstöður PISA 2018 verða gerðar opinberar í byrjun desember 2019. Af því tilefni má búast við víðtækri umræðu í samfélaginu um menntamál og um gæði íslenska menntakerfisins. Þessari grein er ætlað að vera innlegg í þá umræðu og þá einkum um æskileg viðbrögð eða aðgerðir til að bæta menntun íslenskra barna og ungmenna. Dregin er saman nýleg þekking um farsælar menntaumbætur og reynt að varpa ljósi á hvaða hagnýtu þýðingu hún kann að hafa fyrir umbótastarf hér á landi. Á grunni þeirrar þekkingar eru sett fram sjö leiðarstef sem gagnlegt er að hafa til hliðsjónar við innleiðingu umbótastarfs, þau eru: Nám og kennsla í brennidepli; aðstæðubundnar aðgerðir; samstarfsmiðuð nálgun og samvirkni; fagleg forysta, þekking og hæfni; menntarannsóknir; fjölskyldur og samfélag; og jöfnuður á öllum stigum kerfisins. Til nánari útskýringar er sett fram eitt dæmi um umbætur sem byggja á þessum leiðarstefjum.

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

Collaborative human-robot task execution approaches require mutual adaptation, allowing both the human and robot partners to take active roles in action selection and role assignment to achieve a single shared goal. Prior works have utilized a leader-follower paradigm in which either agent must follow the actions specified by the other agent. We introduce the User-aware Hierarchical Task Planning (UHTP) framework, a communication-free human-robot collaborative approach for adaptive execution of multi-step tasks that moves beyond the leader-follower paradigm. Specifically, our approach enables the robot to observe the human, perform actions that support the human’s decisions, and actively select actions that maximize the expected efficiency of the collaborative task. In turn, the human chooses actions based on their observation of the task and the robot, without being dictated by a scheduler or the robot. We evaluate UHTP both in simulation and in a human subjects experiment of a collaborative drill assembly task. Our results show that UHTP achieves more efficient task plans and shorter task completion times than non-adaptive baselines across a wide range of human behaviors, that interacting with a UHTP-controlled robot reduces the human’s cognitive workload, and that humans prefer to work with our adaptive robot over a fixed-policy alternative.

Participation has been widely touted as “the answer” to a number of problems facing sustainable development programs. It is not enough, however, to involve rural people as workers and informants in research and planning endeavors defined by outsiders. A truly collaborative approach will depend upon our ability to broaden our definitions of research and participation, to accommodate a wide spectrum of land users and local knowledge, and to expand our repertoire of research methods. This paper presents a critique of facile approaches to participation, outlines a more inclusive framework for who participates on what terms, and reviews a variety of methods that address the complex realities of rural livelihoods and landscapes. The final section of the paper suggests a multi-institutional model that combines the complementary strengths of several types of organizations in participatory field research and planning.

Participation has been widely touted as “the answer” to a number of problems facing agroforestry research programs. It is not enough, however, to involve rural people as workers and informants in research endeavors defined by outsiders. A truly collaborative approach will depend upon our ability to broaden our definitions of research and participation, to accommodate a wide spectrum of land users and local knowledge, and to expand our repertoire of research methods. This paper presents a critique of facile approaches to participation, outlines a more inclusive framework for who participates on what terms, and reviews a variety of methods that address the complex realities of rural life and landscapes. The final section of the paper suggest a multi-institutional model that combines the complementary strengths of several types of organizations in participatory field research.

Collaborative Creative Processes That Challenge Us as "Anomaly", and Affirm Our Indigeneity and Enact Our Sovereignty

[Figure: see text] Quantum mechanics has recently indicated that temporal order is not always fixed, a finding that has far-reaching philosophical and theological implications. The phenomena, termed “indefinite causal order,” shows that events can be in a superposition with regard to their order. In the experimental setting with which this article is concerned, two events, A and B, were shown to be in the ordering relations “A before B” and “B before A” at the same time. This article introduces an ongoing project that seeks to make sense of this result, with a particular focus on the methodology by which this research will be undertaken. Specific research questions, particularly regarding what indefinite causal order might mean for the metaphysics of time and the doctrine of salvation, are introduced. The collaborative approach detailed brings together the disciplinary skills of a working scientist and a working theologian. What is offered is a collaborative methodology for interaction between science and religion that is more than the sum of its parts. Alister McGrath’s idea of multiple rationalities is employed as an epistemological framework within which this research takes place. Within an epistemologically pluralistic model, collaborative efforts are not only encouraged but necessary. Complex reality requires an equally complex, usually interdisciplinary, explanation. I argue that such dialogue is both theologically justified and culturally valuable and indicates the direction in which this research will be taken.