‘Producing’ childhood: The making of childhood and children in theatre

Childhood ◽  
2020 ◽  
pp. 090756822095161
Author(s):  
Hia Sen
Keyword(s):  
Chronological Age ◽  
Ontological Status ◽  
Theatre Companies ◽  
Performance Abilities ◽  
And Training

The performance of child roles and childhood on stage requires specific skills and resources. It also depends upon certain acting strategies and training. This article explores productions for children by theatre companies in India, analysing the meaning of these performance abilities, strategies and their relation to chronological age, experience and actors’ appearances. It shows how the conceptualisation of childhood and its ontological status can benefit from theatre as a locus of inquiry in which only adults can professionally perform childhood.

Decline in Oral Perception from 20 to 70 Years

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1028-1030 ◽  
Author(s):  
Robert Canetta
Keyword(s):  
Chronological Age ◽  
Older Individuals ◽  
Perception Task ◽  
Speech Articulation ◽  
Perceptual Skills ◽  
Oral Perception ◽  
And Training

120 adults were given a task to determine whether performance on an oral perception task declines with increasing chronological age. Subjects in their 70's performed significantly worse than those in their 60's and younger. This loss of oral perceptual skills is considered relevant to the remediation and training of older individuals with difficulties in speech articulation.

scholarly journals LIFE SKILLS OF YOUNG PEOPLE WITH DISABILITIES AND YOUTH WITHOUT DISABILITIES

2017 ◽  
Vol 7 (2) ◽  
pp. 4-9
Author(s):  
Izeta Husić-Đuzić ◽  
◽  
Ševala Tulumović ◽  
Vesna Bratovčić ◽  
◽  
...  
Keyword(s):  
Young People ◽  
Life Skills ◽  
Disabled Persons ◽  
Chronological Age ◽  
Early Age ◽  
P Values ◽  
Significant Statistical Difference ◽  
Parametric Statistics ◽  
The Difference ◽  
And Training

The aim of this paper is to determine the differences in life skills of young people with and without disability in chronological age from 18-35 year-old in Tuzla Canton. The respondents sample consists of two sub-samples. First sub-sample contains 50 young people with disability, chronological age from 18-35 of both genders. Second sub-sample contained 50 young people without disability, chronological age from 18- 35 of both genders. Research data were analysed using method of parametric and non-parametric statistics. Frequencies, percentages and measures of central tendency have been calculated (arithmetic mean and standard deviation). P-values have been used for examining the difference between variables and variance analysis has been used for examining the importance of differences. The results show that there is a significant statistical difference between young people with and without disabilities in the of life skills assessed: job retention skills, skills to cope in danger. Based on the results obtained, it is recommended to start the program and training in early age which will make life easier to disabled persons and their families.

scholarly journals Examination of the Sprinting and Jumping Force-Velocity Profiles in Young Soccer Players at Different Maturational Stages

2021 ◽  
Vol 18 (9) ◽  
pp. 4646
Author(s):  
Luis Miguel Fernández-Galván ◽  
Daniel Boullosa ◽  
Pedro Jiménez-Reyes ◽  
Víctor Cuadrado-Peñafiel ◽  
Arturo Casado
Keyword(s):  
Linear Regression ◽  
Vertical Jump ◽  
Soccer Players ◽  
Chronological Age ◽  
Regression Analyses ◽  
Training Process ◽  
Maximal Power ◽  
Training Experience ◽  
Force Velocity ◽  
And Training

The aim was to determine the relationships among components of the force-velocity (F-V) profiles in jumping and sprinting, with both biological and chronological ages in 89 young soccer players belonging to categories from U10 to U18. Participants performed countermovement jumps (CMJ) and 20-m sprint tests. F-V components assessed were associated with both maturity offset and chronological age, using correlation and multiple linear regression analyses. Horizontal (i.e., maximal theoretical force [F0] and velocity [V0], maximal power [Pmax] and F-V slope) and vertical (i.e., [F0] and [Pmax]) F-V components displayed very large correlations (i.e., 0.79 ≤ r ≤ 0.92) with both chronological age and maturity offset. The combination of sprinting Pmax and training experience and jumping F0 and training experience explained up to 94% of the variances in maturity offset and chronological age. Furthermore, similar correlations were found between sprinting and jumping performances, and components of the F-V profiles, and both maturity offset and chronological age. Identification of vertical jump and sprint mechanical determinants may assist in strengthening those components of the F-V profile which are weaker throughout the training process. Sprinting and jumping capabilities can be indistinctly monitored with respect to their chronological age or maturity offset in young soccer players.

Learning and training of manual skills in dentistry

1965 ◽  
Vol 29 (4) ◽  
pp. 409-418
Author(s):  
WE Montague
Keyword(s):  
Manual Skills ◽  
And Training

Infrastructures for research and training

1999 ◽  
Vol 63 (3) ◽  
pp. 257-262 ◽  
Author(s):  
JJ Clarkson
Keyword(s):  
And Training

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

A Qualitative Examination of User Perceptions of User-Driven and App-Controlled Hearing Technologies

2019 ◽  
Vol 28 (4) ◽  
pp. 993-1005 ◽  
Author(s):  
Gitte Keidser ◽  
Nicole Matthews ◽  
Elizabeth Convery
Keyword(s):  
Hearing Aids ◽  
Care Delivery ◽  
Hearing Aid ◽  
New Technology ◽  
Successful Implementation ◽  
Semistructured Interview ◽  
User Perceptions ◽  
Template Analysis ◽  
Training And Support ◽  
And Training

Purpose The aim of this study was to examine how hearing aid candidates perceive user-driven and app-controlled hearing aids and the effect these concepts have on traditional hearing health care delivery. Method Eleven adults (3 women, 8 men), recruited among 60 participants who had completed a research study evaluating an app-controlled, self-fitting hearing aid for 12 weeks, participated in a semistructured interview. Participants were over 55 years of age and had varied experience with hearing aids and smartphones. A template analysis was applied to data. Results Five themes emerged from the interviews: (a) prerequisites to the successful implementation of user-driven and app-controlled technologies, (b) benefits and advantages of user-driven and app-controlled technologies, (c) barriers to the acceptance and use of user-driven and app-controlled technologies, (d) beliefs that age is a significant factor in how well people will adopt new technology, and (e) consequences that flow from the adoption of user-driven and app-controlled technologies. Specifically, suggested benefits of the technology included fostering empowerment and providing cheaper and more discrete options, while challenges included lack of technological self-efficacy among older adults. Training and support were emphasized as necessary for successful adaptation and were suggested to be a focus of audiologic services in the future. Conclusion User perceptions of user-driven and app-controlled hearing technologies challenge the audiologic profession to provide adequate support and training for use of the technology and manufacturers to make the technology more accessible to older people.

Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

2013 ◽  
Vol 20 (3) ◽  
pp. 91-106 ◽  
Author(s):  
Rachel Pizarek ◽  
Valeriy Shafiro ◽  
Patricia McCarthy
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Literature Review ◽  
Low Cost ◽  
Experimental Designs ◽  
Auditory Training ◽  
Hearing Impairments ◽  
Communicative Disorders ◽  
And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

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