Garrie Steels

From the beginning of the COVID-19 all Governments around the world have had to lockdown cities, flights and economies for what is tantamount to a Seasonal flu. The author first started mapping the Coronavirus confirmed cases; recovery and death rates; active cases and then applied a projection based on the death and recovery rate percentages e.g. if recovery rate percentage was 21.2% then the author divided the active case by 100 and then multiplied that by 21.2% to estimate the expected recovery rate.

A number of factors have been shown to influence the extent to which peer collaboration is effective within the classroom'. Critically evaluate this claim with reference to the impact of ability, friendships, gender, sociability and motivation on peer collaboration.

The two-step, computer-based education (CBE; Elissavet & Economides 2003) hypermedia courseware (HC) i.e. Science Jargon and Doing Science (see Appendix 1) is a linear/non-linear learning program designed to be studied by level 3 Psychology students in the lifelong learning sector.

As a student of science, I would submit that the practical knowledge I have acquired over my time at primary school, college and university has broadened my understanding of science and the unpredictable nature of enquiry. Participating in more and more practical activities during my time studying science (more specifically, psychology) fortified my understanding of how to conduct a scientific enquiry, pose questions, design research, analyse data, underpin my arguments with evidence etc. Although, there has been a noticeable decline in the practicalities of science having an equal footing in the classroom; making way for reductionism and liberal humanism.

Lasky (2005) and Hong (2011) approach their respective topics in contrasting and cumulative ways. Where Lasky (2005) suggests professional vulnerability is crucial for decision-making and personal growth. Hong (2011) proposed that this type of vulnerability is – essentially - a decisional factor that presumably conflicts with a teachers’ professional identity formation.

To what extent can infants’ understanding of others be explained without using mental state terms like ‘believe’, ‘desire’ and ‘know’? In their articles, Brandone and Wellman (2009) and Tomasello et al., (2005) offer different views with regard to the importance of mental state terms. To answer this question, you will first need to briefly outline the key findings of each paper and then offer a critical appraisal of the strengths and weaknesses of both theory and research

In the following report the author will be attempting to outline the binary opposition of monologic and dialogic approaches so that an educational practitioner can move from the univocal to authentic communicative exchanges. To introduce this report the author has chosen to use a passage from Lord Alfred Tennyson’s poem of ‘Ulysses’ (1842). I feel that this encapsulates and demarcates the report and the ultimate goal of dialogic teaching i.e. democratic learner participation and higher order cognitive processing.

“I am part of all that I have met;
Yet all experience is an arch
Wherethro’
Gleams that untravell’d world,
whose margin fades
For ever and for ever when I move.”

To start this paper, the author would first like to say thank you to all those that took an interest in the QP and UE paper – it was overwhelming and unexpected. And as a way of showing gratitude the author would like to share these two passages with you;

William Blake - ‘The Marriage of Heaven and Hell’ (1790)

“When the doors of perception are cleansed things appear as they really are, Infinite. For humans have closed themselves up, till they see all things through narrow gaps in their caverns.”

Lord Alfred Tennyson - ‘Ulysses’ (1842)

“I am part of all that I have met;
Yet all experience is an arch
Wherethro’
Gleams that untravell’d world,
whose margin fades
Forever and for ever when I move.”

Religion: An analysis through the lens of neuroscience and philosophical Taoism.

This is an open ended paper as I would like your conclusions. I ask this as you are my fellow researchers and scientist and I would appreciate your feedback/review so that I can extend this research to include aspects I may not have thought of. Either use the email at the end of the document or send a message with your thoughts. Thank you my fellow academics.

The defining element – an exception that proves the rule. Volume III is the last in these series of papers and essentially is a mind spilt out on paper, therefore, what follows is a free-flowing cognitive immersion using the emergent field of quantum psychology to re-explore the known to discover – and determine-that which is temporarily hidden (and as Albert Einstein suggested: You cannot solve a problem with the same thinking that created it). This includes, not only what has been discussed in volume I and II, but also how-in volume II-the author utilises a combination of logic and forms chains of reasoning to illuminate those dark areas in more modern emergent ideologies that appear to be of 'good intention' – and seemingly are, but, as with all emergent 'good intention' ideologies they are not thought though to their finality, as it is natural to overlook the possible outcome when one is so focused on the intent (e.g. like being attentionally blind to the bigger picture as it alters) and then to not further foresee the inevitability of the destination. More specifically, if an individual striving for change fails to meet the ideal then: the road that you end up on, is the one, that is well known to be implicitly destined for hell.

The idea of Quantum Psychology is related to the theory that a human can cultivate a greater sense of self through a greater understanding of quantum i.e. multi-dimensional awareness (i, ii, iii, iv, vi). To introduce how the author will apply the theory of relational interpretation to human preference, to you – as the reader, the author will outline deductive, inductive and aspects of abductive reasoning and thought experiments i.e. retrodiction and the incubation effect to provide a framework for the proposition. That being said: when considering quantum psychology, and the limits it may have in regards too only having demonstrative examples of the benefits for mental illness and rehabilitation (iv), we must ask: Is the alternative explanation for salience syndrome through the theory of quantum psychology the extent to the application of quantum psychology? Here, the author will apply various quantum principles e.g. Principle 6 (i) and the theory of relational interpretation of quantum mechanics to evaluate the preferences that establish and maintain conscious awareness.

Another dicey subject. But, is spirituality as esoteric as suggested? Or, has the esoteric another aspect so far unknown or ignored? Could we suggest that the esoteric is scientific, and was not identified as such i.e. because of the ‘New Age’ dimension, and – therefore – the potential knowledge that could be gleaned has thus far gone unrecognised or acknowledged? Some of the main areas of interest to the author led him to recognise, not only a rhizomatic connection through the roots of Cymatics, to the main trunk of geometry and proceeding to the intent and expression, but also how the main driving components were derivations from a single source. The best way to describe the premise is: vibrations/frequencies produce a creative geometry. The progenitor – as the author discovered – is the geometry created from cymatics i.e. vibrational energy i.e. frequencies at different outputs. So, starting at the known origin i.e. the big bang and questioning: what shape did resonate? It has been suggested by many different sources that it was a tetragrammaton. This geometry is said to be an expression of all other geometry e.g. squares, circles, spheres, cubes etc., in one shape. And, if you – as the reader – notice, the Cymatic patterns below are expressions of this geometry. We are expressions of this geometry i.e. creatively assembled from the resonance/frequency/harmonic of the increasing/decreasing complexity of the geometry.

…and then we return. The author is making this proposition to elucidate how Quantum Philosophy (QP) could point the way toward General Consensus between individuals. The motivation for the author is to apply QP and Quantum Mechanics (QM) to the discipline of Psychology and explore the possibility of compiling a List of Universal Ethics that are consistent with Quantum theories i.e. QM, QP, superposition etc., and how we can relationally interpret observations, measurements and inferences through a shared Universal Ethic that works non-locally, and, completely i.e. on the same wavelength/frequency (synchronous affinity) of General Consensus. Moreover, outlining a shared ethical consideration in our judgements and decisions. So, it seems pertinent at this point to administer a modus ponens (Omnes 1994) to the construction of any/all Universal Ethics that may be derived from this conciliatory process i.e. the propositional domains the author will present.

The aim of the research was to ascertain whether there was a significant positive relationship between measures of extraversion i.e. adapted EPI questionnaire and the number of contacts on their mobile phones. This questionnaire was administered on 61 A2 psychology students at ‘A’ College aged 17 - 19. The research used a repeated measures design (i.e. within-groups design) with the two measures mention above as co-variables. The data was collected over a two-day period, at different times; but, fortunately in the same room. The data was then entered on separate C, D, E and F tables and analyzed by hand. However, the researcher then double checked the results on SPSS 17 statistical analysis program. The whole group analysis resulted in a positive correlation between extroversion and the number of contacts in their mobile phones. Therefore, it could be modestly determined that the more sociable a person is, the more opportunity there is for that individual to attain more phone contacts. The result from the one-sample chi square is that the observed data is not significantly different from the population. Therefore, the observed data does 'fit' the population and can be considered to be a representative sample, in regards to gender and enrolment in further education in the UK during 2015/16.

The research presented below is enquiring in to whether verbal and non-verbal learning behaviour increases after collaboration with an expert. The group participated in two differing learning dyads (i.e. expert-novice and same-ability) and completed a pre-training activity; a worksheet and an assessment.
The results show two distinct dis-ordinal interactions (1) VB of the participants actually decreased after collaboration with the expert; however, the NVB’s increased and (2) the use of sub-type and prototypical ontologies by the participants during the pre-training can be seen to decrease in the sub-type ontological category and increase in the prototypical ontological category during student-student interaction.
The reduction in the use of sub-type ontologies; the increase in NVB’s and use of prototypical ontologies suggests that collaboration with an expert not only increases a person confidence, but also implies that mediated learning can semantically modify sub-type ontologies so the learner can contribute to the learning situation without the threat of being stigmatized or rejected. Hence, the hypothesis was not fully supported by the evidence collected.

The following analysis is an examination of the impact of using differing methods of teaching that exist in the tool kits of researcher-practitioners to implement leadership recommendations. As there has been a significant drop in aspirational outcomes and engagement in the sessions, the Health and Social Care staff have been instructed to raise the value-added scores (VA) in the department as an emergency strategy to decrease the possibility of the college going in to special measures. Upper leadership have identified – by comparison – that the college is failing to engage and inspire learners. Hence, upper leadership recommend that: to achieve aspirational outcomes, we must focus on many integrative methods to successfully satisfy this ambition. Serendipitously, the H&SC staff have been concentrating on 3 of these pertinent components from 09/04/2018, through to the present day (19/05/2018); • Assessments within class with feed-forward • Look at alternative ways of presenting evidence • Assignment workshops (2 x Unit 7 Catch-up sessions; Monday groups-taking Math exam) Alongside these recommendations, the H&SC staff have also been focussing on the consistency of teaching across groups to ascertain whether there were any differences between groups. 2 groups of learners were selected for comparison. The group comparison was conducted to assess whether the consistency of differentiation within the groups has eventuated in no difference in the outcomes on learner assessment scores i.e. demonstrating consistency. Moreover, to establish whether the impact of the methods that have been employed to positively influence learning are turning-the-tide in the right direction. Hence, the H&SC staff have integrated the following methods as a strategy in taking the steps that have been suggested to be, not only measurable, but also impact upon outcomes and further show statistically observable increases in the VA scores for all learners.

Following up on the previous evidentiary research document the H&SC staff have initiated the workshop session i.e. Assignment workshops (2 x Unit 7 Catch-up sessions; Monday groups-taking Math exam) and have analysed the data that has been produced by the formative assessments taken by the learners by the Monday and Thursday groups (Wkgrp).

According to the literature, the learning of the vocabulary in science i.e. the language of science, or ‘the terms’ has been described as ‘learning another language’ and found to be troublesome and subject to misinterpretation. Therefore, first and foremost, the researcher will need to create a baseline by gathering qualitative data on the learner’s perceptions of the challenges of studying the discipline of physics, chemistry, biology or psychology. Then, by a 3-point analysis of the interviews, assign any salient features to categories. The categories that are formed will not only be analysed to see what themes emerge; the researcher will also use the themes to construct a questionnaire and guide the cycles of rigor. The researcher will be incorporating the pre-training activities that was used in a previous pilot study. The collaborative aspects of the pre-training activities are a fundamental dimension as they provide a ‘portal too understanding’ so learners can gain insight in to converting ‘the terms’, making meaning of ‘the terms’ and cultivating a consideration for alternative perspectives. There will also be other activities performed by the participant’s e.g. analyses and re-designing of experiments so the researcher can gather quantitative data on the verbal and non-verbal learning behaviours displayed during collaboration; with, further qualitative and quantitative data collected from the discussions during these collaborative moments. Furthermore, the researcher will triangulate this data with the data from the post-instructional activities and final summative assessment e.g. pass rate, the tutors and researchers observations and reflections to establish (1) which concepts and terms were initially troublesome for learners and prone to misinterpretation; (2) how participants mastery over the concepts and ‘the terms’ changed over time and (3) if the teaching and learning strategies facilitated higher order cognitive processing

The following paper will be addressing a contemporary issue in psychology (and the natural sciences) which is concerned with supporting the learner as they encounter unfamiliar concepts, terminology and scientific vocabulary i.e. improving literacy and cognitive skills in psychology. The results from the application of theory; research-based practice, pilot study and practice-based evidence has illustrated that when learners are given the opportunity to understand the terms and concepts, on their terms, later learning accelerates and higher order cognitive processes become evident in the individual and collaborative activities learners take part in. Ultimately, the conference paper will demonstrate how the evidence documented in the essay has a strong adherence to the professional standards put forth by the Education and Training Foundation (ETF) for each trainee and practising teacher