Ongoing Learning Research Articles

CONTINUAL LEARNING—THE KEY TO COMPETITIVE SUCCESS

AbstractThe author, a business school professor, former attorney, and Chief Executive Officer/CEO, writes that “the best leaders are lifelong learners, cultivating their personal gardens and drawing valuable lessons from each season’s experience.” He references such organizational thinkers as Richard Cyert, James G. March, Chris Argyris, Donald Schön, and Peter Senge, and notes the Darwinian aspect of learning within organizations. He also quotes an additional theorist/author, Margaret Wheatley: “You cannot change a living thing from the outside. You can only disturb it, so it changes itself.” He notes the importance of keeping a learning journal, referencing both his own long‐time example, and that of Dr. Ash Tewari, “one of the pioneers of robotic surgery.” He also notes the importance of questions, and writes about their different usages based both on his experience as an attorney, and as an executive. There is “a science to asking questions that are likely to generate real insights.” A major part of the article is about strategic learning, which involves four steps that move in a cycle. In his words, they are Learn, Focus, Align, and Execute. He further explains: “Then you loop back to the Learn step, thus creating a cycle of ongoing learning and adaptation.”

AMCP Partnership Forum: Patient input and payer decision-making.

There has been growing consensus for the health care community to become more patient centered by considering patient needs, preferences, and values in decision-making. To advance partnership between payers and patient representatives to gather patient input and incorporate their perspective on the broad range of managed care pharmacy decisions, the AMCP held a multistakeholder Partnership Forum on December 6 and 7, 2023, in Alexandria, Virginia. Forum participants were asked to (1) identify opportunities for patient representatives to engage with payers and other managed care pharmacy decision-makers, (2) recognize challenges and propose potential solutions to establish patient engagement programs between payers and patient representatives, and (3) review and provide input on draft frameworks created by the 2023-24 AMCP Patient Voice Advisory Group. Key themes that emerged from the participant discussion included to assemble and draw upon successful examples and best practices, recognize different levels of engagement, build trust and relationships proactively, create defined access points and open dialogue channels, incorporate the patient perspective as an element of coverage decision-making, leverage existing patient data and reports, crystallize a key message furthering common goals, and facilitate ongoing education and learning.

Continual compression model for online continual learning

Task-Free Continual Learning (TFCL) presents a notably demanding but realistic ongoing learning concept, aiming to address catastrophic forgetting in sequential learning systems. In this paper, we tackle catastrophic forgetting by introducing an innovative dynamic expansion framework designed to adaptively enhance the model’s capacity for novel data learning while also remembering the information learnt in the past, by using a minimal-size processing architecture. Our proposed framework incorporates three key mechanisms to mitigate model’ forgetting: (1) by employing a Maximum Mean Discrepancy (MMD)-based expansion mechanism that assesses the disparity between previously acquired knowledge and that from the new training data, serving as a signal for the model’s architecture expansion; (2) a component discarding mechanism that eliminates components characterized by redundant information, thereby optimizing the model size while fostering knowledge diversity; (3) a novel training sample selection strategy that leads to the diversity of the training data for each task. We conduct a series of TFCL experiments that demonstrate the superiority of the proposed framework over all baselines while utilizing fewer components than alternative dynamic expansion models. The results on the Split Mini ImageNet dataset, after splitting the original dataset into multiple tasks, are improved by more than 2% when compared to the closest baseline.

Crafting innovative paths in non-linear professional learning for bilingual education: the role of connectivism in the age of AI

ABSTRACT This study introduces a novel Connectivist model for professional development (PD) aimed at enhancing AI literacy among bilingual/ESL teachers in K-12 education. As AI technologies rapidly reshape educational landscapes, effective PD programs are essential to equip educators with the skills to integrate AI responsibly and equitably. Grounded in Connectivism, which emphasizes non-linear learning and dynamic knowledge networks, this research explores how PD can transform educators’ perceptions of AI from apprehension to empowerment. The study involved a two-phase PD program with 30 elementary teachers and administrators, incorporating in-person AI training sessions, asynchronous tutorials, and collaborative activities. Data were collected through a phenomenological approach to capture educators’ lived experiences, with triangulation methods using surveys, interviews, observations, and Q&A sessions. The analysis revealed significant improvements in participants’ attitudes toward AI and their openness to integrating it into their teaching practices. The Connectivist model developed in this study fosters ongoing collaborative learning networks and equips educators to leverage AI in addressing resource gaps in bilingual education. This model offers a transformative, sustainable, and adaptive framework for integrating AI into K-12 education, providing a forward-looking approach to professional development in the digital age.

Analysis of the Digital Transformation Path of Chinese E-commerce Companies

Digital technology has revolutionized China’s e-commerce sector, changing company operations and client relationships. This article analyzes the impact of digital transformation on online purchasing patterns. This article concentrated on the important of cloud computing, AI, and big data have become essential to online retail tactics. Digitalization is fueling economic development and innovation in China as its digital economy grows and impacts GDP. Digital technologies enable e-commerce and other industrial sectors to interact easily, improving operational efficiency and market reach. Moving from isolated firm models to connected platforms is a sign of a more responsive and integrated economy. This integration fosters a value model of co-creation in which stakeholders (including companies) collaborate to develop product and service offerings, improving customer experience and operational productivity. The route to digital maturity is not without challenges. E-commerce companies struggle with inefficient logistics, costly digital transformation, and a dearth of competent digital workers, as this study shows. Companies must make dramatic organizational and technological adjustments to overcome these constraints and maximize digital technologies. The analysis concludes that China’s e-commerce market will depend on enterprises’ digital adoption. E-commerce enterprises must embrace ongoing learning and development and remove digital integration barriers to compete in today’s dynamic online industry. The study illuminates digital transformation and how it will impact e-commerce.

Approach Constructivism To Motivation Studying History of XI IPS Students at SMAN 2 Medan

Study This aim For know influence approach constructivism if implemented fully in the first class No apply similar approach, approach This linked with exists development motivation Study participant educate in eye lesson history in class XI SMAN 2 Medan. Background study This is exists hindering problems ongoing learning process teach in class, anyway problem That is participant educate No own high passion For finish assigned tasks, several among them behave No Spirit when learning ongoing, no there is curiosity to eye lesson to be studied, participants educate new Want to do matter if ordered or not own Good initiative, participant educate too depend to the teacher, no concentrate moment carry out learning, and having little enthusiasm in face challenge. Problem the refer to problem lack motivation Study student see indicators displayed by participants educate. Based on background behind problem that so researcher endeavor give possible approach facilitate development student Good in a way cognitive, affective and psychomotor that is use approach constructivism. Study This use approach quantitative with type study that is Classroom Action Research consisting of of two cycles, where cycle second done For finish cycle problems first one yet resolved or Not yet missed. Population in study This is all over class XI IPS SMAN 2 Medan year teachings 2024/2025 consisting of from eight class, and make it sample as much ie class XI IPS 1 had 38 participants educate. On every cycle held 2 meetings with 4 stages arranged ie planning, implementation action, observation, and reflection. From the results analysis and calculation of the data obtained that's it on stage before action / pre-action obtained mark complete classic low namely 45%. On learning through implementation approach constructivism has increase motivation learn history as seen from mark results Study students in the main discussion incident Proclamation Indonesian Independence in class XI at SMAN 2 Medan. This matter indicated by activity student in the learning process by researchers in cycle I, meeting 1 and meeting 2, was 60% and 63.3% and increased in cycle II, meeting 1 and meeting 2, namely amounting to 80.1% and 94.8% were in very good category. As well as teacher activities in the learning process experience increase, namely in cycle 1 amounted to 62.5% and 68.2% and increased in cycle II amounted to 80.7% and 94.3%. Improvement results Study can seen in cycle I, meeting 1 and meeting 2, completeness classical 45% and 55% with amount completed students individual. In cycle II, students complete 38 individuals each at meeting 1 and 38 people at meeting 2, with completeness classic 87% and 100%.

Experiences of Newly Qualified Nurses' Engagement with Quality Improvement in Practice: A Qualitative Follow-Up Study.

Nurse education plays an essential role in preparing future nurses to engage with quality improvement (QI) initiatives in their organisations and improve patient care. However, frontline nurses continue to report that a lack of QI knowledge hinders their abilities to engage in improvement work. In the UK, student nurses are now trained in QI within their degree to enable them to contribute to improvements once qualified. This qualitative follow-up study investigated the sustainability of QI engagement in nurses who undertook QI training and a QI project during their degree and explored the factors influencing their engagement in QI once qualified. This paper followed the COREQ criteria to report upon 10 semi-structured interviews undertaken with registered nurses and focuses on their experiences of QI engagement post-registration. The data were investigated using an inductive thematic analysis and Nvivo 14. Five themes emerged: transition to a newly qualified nurse, QI knowledge decline, influencing factors (hierarchy, leadership, COVID-19 pandemic, data access and location), and skill transferability. This study showed that qualified nurses can sustain their QI knowledge and remain engaged with QI where they experience positive QI leadership and were exposed to ongoing QI activity in their preceptorship year. However, a lack of QI opportunities and a culture which does not consider QI a responsibility of new nurses is seen to hinder engagement. Educational institutions and practice partners require careful collaboration to assess and develop ongoing QI learning activities that support new nurses to engage in QI.

Psychology Students’ Experiences of the Objective Structured Clinical Examination as an Assessment of Professional Skills in Psychology

A challenge for professional psychology programs is the assessment of students’ professional competence. Despite its potential, objective structured clinical examination (OSCE) has not gained widespread use in the psychological field. However, at Umeå University and Örebro University in Sweden, the OSCE has been introduced at the Clinical psychology programs to assess professional competence. The aim of this study was to explore students’ perceptions of whether and how, preparing for and performing the OSCE benefits their professional learning and prepares them for clinical practice. A web-based questionnaire was administered to 88 psychology students who completed the OSCE and field training. Most of the students perceived the OSCE as a valuable experience that benefits their learning. The OSCE prepared them for clinical practice through practical hands-on training, and by providing essential experience in client interaction, increasing students’ confidence in the role as a psychologist. Students also reported that feedback from the OSCE was crucial for their ongoing learning, but that the authenticity of the examination can be improved. Based on these findings, recommendations for future OSCEs in professional psychology include appropriate preparations, providing constructive feedback as well as striving for high authenticity in the tasks of the OSCE stations.

Fostering a Continuous Learning Environment: Keys to Unlocking Your Organization's Full Potential

Abstract: This article explores how organizations can establish a culture of continuous learning to help unlock their full potential. The article begins by defining continuous learning and outlining its benefits at both the individual and organizational levels based on research. It then discusses essential components for creating a true continuous learning environment, including leadership support, structured processes, goal planning, and hands-on approaches. Practical strategies are provided for integrating continuous learning depending on industry context, such as technology, manufacturing, healthcare and marketing. The author argues that cultivating a culture where ongoing learning is ingrained will empower individuals, teams and the overall business to adapt, improve and thrive.

Maximizing Marketing Value: An Empirical Study on the Framework for Assessing AI and ML Integration in Marketing Management

To address this issue, we conduct an empirical investigation into the application of AI and ML in marketing management using a rich framework that aims to optimize marketing value as much as possible. The framework is structured in four pillars: data gathering and processing, customer insights & segmentation, personalized marketing strategies and performance improvement. The utility and practical implementation of the framework was examined through a mixed-methods study design employing quantitative surveys validated by qualitative interviews. The survey was conducted among marketing practitioners across all industries. We also analyze the extent of AI and ML integration in each component empirically, with qualitative insights providing perspectives on opportunity areas, challenges and best practices. Three of these areas in the framework organizational readiness, resource allocations and skill gaps are highlighted as those with most pronounced differences on AI & ML deployment. To learn more about the dataset, demographics of 38 respondents in sample. The sample has a diversified age distribution and it ranges from 27 to 50 years of age. This demonstrates a significant bit of variation (SD = 7.30) and an average age of around 36-37 years Because there's also diversity when it comes to gender representation, with seven people identifying as "Other", besides the six male and fifteen women. According to the statistics, most people are bachelor’s degree holders although also a lot of masters and doctorate degrees which adds depth into information. Overall, the results provide a glimpse into demographic attributes regarding marketing performance and providing useful information for strategic decision making by doing so on behalf of management in charge with implementing those decisions. Finally, this research provides actual data rather than theory on how AI and ML mechanics are being integrated in the marketing management space. The strategic deployment of AI and ML in this research can significantly improve the efficient utilization of resources, maximize marketing efficiency by displaying key parameters impacting shopping behaviour as possesses with more long standing competitive benefits. When they can lean on hard data, researchers, marketers and decision-makers alike are likely to find a more straightforward path to the tasks that matter most as well as how AI/ML factors into driving real marketing value. The research also underscores the importance of ongoing learning, adapting and aligning strategies to leverage new technology in an ever-evolving field like marketing.

ANALISIS KONTEN HOTS DALAM BUKU SIMPAY BASA SUNDA KELAS VIII

The goal of 21st century learning is that students are expected to have higher order thinking skills. But in fact, students' high-level thinking skills in Indonesia are still worrying. Based on that, this study aims to understand aspects of higher order thinking and describe its application in the content contained in textbooks in schools. In analyzing and describing content that has high-level thinking content, (1) cognitive level, (2) stimulus elements, and (3) contextual elements will be analyzed. This research method uses descriptive analytic method with a qualitative approach. The techniques used in this research are documents and notes. The text book used in this study is the Simpay Basa Sunda book at the VIII grade junior high school level. The results of this study contained 413 data whose details were (1) various cognitive levels in the book there were 72.39% at level 1 (knowledge and understanding), 9.68% at level 2 (application), and 17.91% at level 3 (reasoning). (2) the stimulus elements in this book are dominated by verbal stimuli totaling 323 stimuli, then visual stimuli totaling 1 stimulus. (3) there are 114 contextual elements in this book with a percentage of 28%. It can be concluded that this book can support the development of higher-order thinking skills, and can also support the ongoing 21st century learning process. However, it must be noted that this can be developed further by increasing the content containing HOTS.

How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study

Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers’ ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers’ enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students’ ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students’ developing ideas.

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.

Robotic-assisted microsurgery using the MUSA-robot: evaluation of the learning curve in three clinical pilot trials

Aim: Current microsurgical procedures are limited by the physiological tremor and dexterity of the surgeon. The MicroSurgical Assistant (MUSA, Microsure), the world’s first robotic platform for (super)microsurgery can aid in resolving issues encountered during microsurgery. This study presents an overview of the operating times and Structured Assessment of Microsurgery Skills (SAMS) scores to assess the duration and quality of microsurgical anastomoses for three microsurgical procedures currently performed using the MUSA. Methods: This study integrates data from one ongoing randomized controlled trial focusing on robotic-assisted lymphaticovenous anastomosis, along with findings from two separate prospective pilot studies concerning digital nerve repair and free tissue transplantation. SAMS scores and time needed per anastomosis were used to evaluate the quality and learning curve of the MUSA-assisted procedures. Results: Thirty-five robotic-assisted procedures were analyzed, including 18 lymphaticovenous anastomoses, 9 digital nerve repairs, and 8 free tissue transplantations. All procedures showed a trend of a decrease in the time needed to perform the procedure. Moreover, the mean overall SAMS scores for all three procedures were rated above ‘satisfactory’, with all procedures demonstrating a consistent trend of increasing SAMS scores over time. Conclusion: The evaluation of anastomosis’ quality in the initial cohorts of patients undergoing robotic-assisted microsurgery using MUSA indicates satisfying outcomes across all three types of procedures. The reduction in anastomosis time and the improvement in SAMS scores imply an ongoing learning process among the operating surgeons. Subsequent reports are expected to provide information on reaching a plateau phase in procedural efficiency.

Moving Toward Anti-Ableist Practices in Aphasia Rehabilitation and Research: A Viewpoint.

Ableism is a pervasive set of beliefs that regard nondisabled bodies and minds as ideal and necessary to live a full life. Ableism manifests for people with aphasia as stigma and discrimination based on their language ability. We assert that ableism contributes to decreased quality of life for people with aphasia and should be actively challenged and disrupted by clinicians and researchers in the field. We applied the Health Stigma and Discrimination Framework (HSDF) to outline how stigma and discrimination are perpetuated against people with aphasia on the basis of language ability and their downstream health and social consequences. We presented this framework at the Clinical Aphasiology Conference in 2023 and share themes and challenges that arose from this discussion and from our ongoing learning. Applying the HSDF to aphasia outlined potential sequelae of ableism. We identified preliminary foci of future initiatives aimed at challenging ableist beliefs and practices and means to monitor the effectiveness of such interventions. Furthermore, we draw attention to the seeming tension between anti-ableist practices and traditional language rehabilitation goals. We assert that this tension may be a catalyst for fruitful discourse on how clinicians and researchers can resist ableism while honoring the lived experiences of people with aphasia and their goals for language rehabilitation. These discussions may be facilitated by existing models in disability studies (e.g., the political/relational model). Clinicians and researchers are well positioned to challenge ableism and minimize the resultant health and social impacts for people living with aphasia. Anti-ableist practices are not antithetical to aphasia rehabilitation and can be thoughtfully integrated into rehabilitation practices and discourse.

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

Reimagining faculty development: A paradigm shift from content to transformative learning processes

Background Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. Methods This qualitative research aims to enhance our understanding and support of educators’ ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow’s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. Results The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators’ commitment to structured teaching, self-directed learning, and continuous improvement. Conclusion This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.

A systematic review of medical practitioners’ retention and application of basic sciences to clinical practice

BackgroundMedical education offers the foundational base for future healthcare professionals, with basic sciences playing a pivotal role in providing essential knowledge and skills for clinical practice. However, the long-term retention and application of this knowledge in clinical practice remain a significant challenge. This systematic review synthesised global evidence from diverse studies on the short / long-term retention and clinical application of basic sciences among medical doctors.MethodsA comprehensive search was conducted across six databases, including Web of Science, Scopus, Medline, CINAHL, Emcare, and Informit. The review included studies that encompassed a variety of study designs, participant groups, and educational interventions. The Quality Assessment with Diverse Studies (QuADS) tool was utilised to assess the quality of the reviewed studies.ResultsA total of 10 studies were included in the review. The findings revealed that rehearsals significantly optimise the retention of basic science knowledge among medical practitioners. Retention varied by discipline, with medical practitioners retaining more knowledge in anatomy (mean scores ranging from 45.0 to 82.9%), while microbiology had the lowest retention score (39.1%). Factors influencing retention included age, gender, and curriculum type. Educational interventions such as targeted courses, integration of basic sciences with clinical skills, generative retrieval and continuous quality improvement in the curriculum were found to enhance both knowledge retention and clinical reasoning. The concept of ‘encapsulated knowledge’ demonstrates that integrated basic science knowledge helps in synthesising clinical presentations, reducing the need for detailed recall as clinical experience increases. The reviewed studies primarily involved interns and surgeons, leaving a significant gap in research for specialties like internal medicine and primary care/ general practice.ConclusionDetailed retention of basic science knowledge may diminish over time; however, the conceptual framework remains essential for ongoing learning and clinical reasoning. This review’s findings highlight the need for specialised educational interventions to improve long-term retention. Continuous professional development and targeted educational techniques are vital for maintaining clinical competence and applying basic science knowledge effectively throughout a medical career. Further research is needed to address gaps in specialty-specific knowledge application and the impact of different instructional methods.

What are the character values contained in martial arts and how are they integrated into Character Education? Literature review

Character education is not easy to do in the world of education. Need a good synergy between a series of ongoing learning. Especially with sports specifically taking a role in character education efforts. To achieve physical education by using sports, one part of sports is martial arts. This research departs from the idea that martial arts training provides an opportunity to teach character with the value of traditions and activities contained therein. With different activities and customs from several martial arts and lasting for a long time will form habits (including character values) to behave as designed. The research was conducted using literature review. Data base searching used by Scopus and then analysed with PRISMA Steps. The search was conducted in Scopus using the keywords "value AND education AND in AND martial AND arts", "discipline AND education AND in AND martial AND arts and "the AND value AND of AND discipline AND in AND martial AND arts". After reviewing based on PRISMA steps, 17 relevant articles were obtained. Based on the analysis conducted, there are character values in martial arts (Silat, Tae Kwon do, karate, Judo, Wushu, MMA, Wrestling). Both internalization processes occur through continuous habituation with cultural customs that are unique to each branch of martial arts. The cultivation of character values is also influenced by the quality of the trainers as well as the mastery of character, techniques, and tactics in the martial arts. It is important to note that character education through martial arts is very effective and must be well designed, including in routine activities, ceremonies, exercises, and levels. This process needs to be familiarized and guided by experts who understand cultural techniques and tactics. Keywords: Discipline, character values, character education, martial arts.

Reflecting on Social Work Practice in the Northern Territory, Australia*

ABSTRACT At the core of practice for many non-Indigenous Australian social workers is learning how to work in deeply respectful, culturally appropriate ways alongside First Nations Peoples. Larrakia and Warumungu woman, and Northern Territory social work scholar, Dr Christine/Karen King’s (2011) writings provided the impetus for this inquiry. King (2011) invites social workers to critically reflect on their practice and worldviews. Responding to this invitation, 10 non-Indigenous social workers with policy, academic, and/or practice experience conducted a co-operative inquiry into the question “What have we learnt about practising social work in the Northern Territory, Australia?” We explored the uniqueness of the Northern Territory and identified three interwoven themes. The first theme grounds our practice to Place—on Country. Here, we identified the importance of engaging with the diverse histories of the Peoples we work alongside. Second, we reflected on our vulnerability as social workers and explored the limitations of our professional knowledge base for working with First Nations Peoples. The third theme relates to the importance of engaging with First Nations Peoples’ worldviews. We conclude by affirming the importance of social work practice being led by First Nations People on Country. IMPLICATIONS Social workers working in the Northern Territory alongside First Nations Peoples will benefit from engaging with vulnerability, reflexivity, and critical reflection on their values, understandings, language, and unexamined aspects of practice and cultural self. Social workers in the Northern Territory need to commit to ongoing learning and ground their practice with First Nations’ worldviews and wisdom.