Foundation For Future Learning Research Articles

KASYAPA SAMHITA: ONLY REVERED TEXT ON KAUMARBHRITYA

Literature is both the foundation of human knowledge and the record of huma n experience. Every field of study produces its own literature that serves as the foundation for future learning. Ayurveda the Indian traditional system of medicine have huge amount of literature but some important texts are either missing or incompletely available. The partially available ancient Ayurvedic texts are on the verge of extinction due to lack of protection or maintenance or improper interpretations and uses. Kashyapa samhita is one of these partially or incompletely available texts. This text i s mainly devoted to the Kaumarbhritya branch of Ashtanga Ayurveda and is only available detailed and revered text for this very specialty. Its incline towards Kaumarbhritya, contributions and significance is discussed in detail with scientific perspective.

Resolving controversies in neurosurgery through randomized controlled trials

More and more, the clinical practice of neurosurgery is molded by the results of randomized controlled trials (RCTs).[1] This trend is largely driven by the intense desire of neurosurgeons to understand the impacts of our clinical practices and the application of sophisticated statistical designs toward this end. The growing emphasis on high quality data as the basis of clinical decision making over clinical anecdotes or retrospective series is also demanded by our patient advocacy groups, government, and reimbursement agencies.[2] Accordingly, the number of RCTs that examined the efficacy of various neurosurgical practices has increased dramatically over the past decade.[3] Thoughtful interpretation of the published RCTs result is now an integral part of the neurosurgical practice and an essential responsibility of any modern neurosurgeon. Only through awareness and careful scrutiny of the available and emerging RCTs data can we contribute meaningfully to the evolution of neurosurgical practices and participate in the ongoing conversation of healthcare reform.[4,5] The purpose of the series of articles published under the title “resolving controversies in neurosurgery through randomized controlled trials” is to provide a foundation for discourse directed toward these ends. These articles are intended to provide concise summaries of the available RCTs data pertaining to fundamental questions in the clinical practice of neurosurgery. Each article will select a pertinent topic and begin with a concise description of the issue in question, followed by succinct summaries of the available RCTs data. We will invite commentary from experts in the pertinent fields. Finally, we will solicit input from our readers and publish selective responses from our readership in subsequent issues. We hope that this collection of articles will be of value to the field of Neurosurgery. For the residents, these articles may serve as a foundation for future learning and lend an appreciation of the spectrum of views in our field. The articles may also be of value to early stage neurosurgeons preparing for the oral board examination, by providing a collection of concise synopses of the landmark RCTs studies pertinent to neurosurgical practice. Finally, the articles should be of value to active clinical practitioners by providing summaries of the current RCT literature and a forum for their discussion. We would also like to use these articles as a forum for surveying the views of the SNI readers. As such, each article will be accompanied by a single questionnaire to assess whether the RCTs data strongly, weakly, or fail to support changes in surgical practice. The first hundred responses will be recorded, and the results of these surveys will be reported in future issues. Along with this questionnaire, the reader will have an opportunity to voice his/her thoughts on the subject matter. Select inputs may also be published. The questionnaire and solicitation for opinion can be found at: http://neurosurgery.ucsd.edu/survey/ The inaugural article for this series addresses the clinical value of extended resection in glioblastoma patients. We hope that the SNI readership enjoy this article and look forward to reader comments on the subject matter.

Identification of non-specific tactical tasks in invasion games

Background and significance: The notion of transferability (i.e. sampling) has been put forward as one of four core pedagogical principles for games teaching. The sampling principle was based on the premise that it may be possible to show the existence of tactical similarities between apparently dissimilar games, leading to a much better overall understanding of games. However, research has yet to empirically identify tactical problems that are non-specific. This means that they are not specific to any one game, and commonly occur across all invasion games (i.e. soccer, team handball, field hockey) which involve different techniques or skills. Thus, the non-specific framework suggests that unlike motor competencies, it may be possible to train tactical transfer independently of particular movement techniques. A deeper understanding of which kinds of non-specific tactical tasks exist in invasion games would aid teachers and coaches in structuring invasion game units/lessons according to tactical content while offering a variety of games experiences to young children and may further provide a setting in which to assess game performance. While the concept of tactical transfer has been empirically tested in two studies in net/wall game contexts there has been little empirical evaluation of tactical transfer in invasion games, especially for young children (i.e. under 8 years). Purposes: The purpose of this exploratory study was to empirically identify non-specific tactical tasks in invasion games. Design and procedure: In a cross-sectional design 95 children (29 girls, 66 boys; Mage = 6.5 years; SD = .95) participated in various ‘Game Test Situtations’ (n = 7) with different motor executors (n = 3; hands, feet and with an implement). The seven Game Test Situations were situated tactical tasks focused on solving a particular tactical problem. These were: (1) attacking the goal, (2) taking ball near goal, (3) playing together, (4) identification of gaps, (5) feinting, (6) achieving an advantage, and (7) supporting and orienting. Video recordings of Game Test Situations were reviewed by experts and a performance score attributed to each participant for each of the seven GTS with each of the three motor executors (n = 21). These data were placed into the internal structure of an Analysis of Moment Structures (AMOS) model for subsequent factorial validation. Results: Results showed the existence of six non-specific tactical tasks as achieving an advantage and supporting and orientating were found to be the same tactical task. Discussion: Six tactical core tasks were factorially validated. This has pedagogical implications for teaching and coaching in invasion games. Firstly, ‘getting the game right’ allowed the children to exploit the structure of the game in order to use it to make appropriate decisions during their participation in the tactical tasks no matter of the motor executor used. Secondly, deliberate play experiences such as the child's participation in the six tactical tasks at a non-conscious and embodied level may provide an important foundation for future learning. Thirdly, the six tactical tasks may be used by teachers and coaches as a way of assessing game performance. Conclusion: Non-specific tactical tasks such as the six validated in this study offer teachers and coaches a way of taking advantage of the tactical similarities between invasion games which involve different techniques and skills.

A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning

We respond to Hwang and Kim and Yeo’s critiques of the conceptual continuity framework in science education. First, we address the criticism that their analysis fails to recognize the situated perspective of learning by denying the dichotomy of the formal and informal knowledge as a starting point in the learning process. Second, we address the critique that students’ descriptions fail to meet the “gold standard” of science education—alignment with an authoritative source and generalizability—by highlighting some student-expert congruence that could serve as the foundation for future learning. Third, we address the critique that a conceptual continuity framework could lead to less rigorous science education goals by arguing that the ultimate goals do not change, but rather that if the pathways that lead to the goals’ achievement could recognize existing lexical continuities’ science teaching may become more efficient. In sum, we argue that a conceptual continuities framework provides an asset, not deficit lexical perspective from which science teacher educators and science educators can begin to address and build complete science understandings.

Cruzando El Puente: Building Bridges to Funds of Knowledge

What can be learned fromthe Puente experience about identifying and incor porating local funds of knowledge of Latino communities into precollege preparation? This article focuses on how Puente teachers and students can enhance their practice and mutual learning through ethnographic fieldwork in the students’home community. Through investigating the many local funds of knowledge that can be utilized to validate students’ identities as knowledgeable individuals who can use such knowledge as a foundation for future learning, both teachers and students can engage in a critical pedagogy predicated on resources and not deficits.