Stop Piracy with Edification: Intellectual Property Education in School

From introduction: The global population is showing substantial disregard for intellectual property. As children, they practice the production of illegal music copies for friends and family and engage in plagiarism. Adults commit in addition software piracy, the purchasing of pirated video, and various other copyright violations. The utter disregard of such works and creativity is stumping innovation and stems from the lack of adequate intellectual property education. As an academic course counselor, I propose that elementary, middle, and high schools introduce Intellectual Property Education in to their current curriculum. This would effectively and noticeably decrease copyright infringement and would promote a sense of appreciation for creation. Yet, copyright laws and trusted systems should still be in position to prevent further encroachment

Neuropsychological Generation of Source Amnesia: An Episodic Memory Disorder of the Frontal Brain

Source amnesia is an explicit memory (declarative) disorder, particularly episodic, where source or contextual information concerning facts is severely distorted and/or unable to be recalled. This paper reviews the literature on source amnesia, including memory distrust syndrome, and its accepted correlation with the medial diencephalic system and the temporal lobes, and the suggested linkage between the frontal lobes, including special interest with the prefrontal cortex. Posthypnotic induction was the first presentation of source amnesia identified in the literature. The Wisconsin Cart Sorting Test (WCST), Positron Emission Topography (PET), Phonemic Verbal Fluency Test, Stroop Color Word Interference Test, and explicit and implicit memory tests are defined and linked to empirical research on amnesiacs

Subjective Experiences of Space and Time: Self, Sensation, and Phenomenal Time

The investigation of subjective experiences (SEs) of space and time is at the core of consciousness research. The term ‘space’ includes the subject and objects. The SE of subject, I-ness, is defined as ‘Self’. The SEs of objects, subject’s external body, and subject’s internal states such as feelings, thoughts, and so on can be investigated using the proto-experience (PE)-SE framework. The SE of time is defined as ‘phenomenal time’ (which includes past, present and future) and the SE of space as ‘phenomenal space’. The three non-experiential materialistic models are as follows: (I) The quantum-dissipation model [25] can connect the discrete neural signals to classical electromagnetic field to ‘quantum field theory and chaos theory’ for explaining memory. (II) The soliton-catalytic model [8] hypothesizes that all living processes including micro- and macro-processes can be explained by catalysis process. (III) The ‘sensation from evolution of action’ model [13] proposes that SEs are internalized during evolution. All these models can address to some extent the function of structures, such as perception. They cannot address explanatory gap. The complementary experiential PE-SE framework [37] addresses this psycho-physical gap and elucidates the SEs of space and time

Effect of Play and Exposure on Development of Children with Intellectual Disabilities through Community Based Rehabilitation

This paper studies the effect of play and exposure on thedevelopment of children with intellectual disabilitiesthrough community Based Rehabilitation in theimpoverished, tribal population of Madhya Pradesh state,India. In study, 23 children (male -13 & Female - 10)ranging from mild to profound disability, were selectedfrom seven villages of Thikari block of Barwani district.Parents and community based rehabilitation workers(CBRWs) worked rigorously with these children for oneyear. Children were exposed to play and participation inhousehold activities under the guidance of a professionaltherapist. The goal was to mainstream these children atplay and in the home. Before starting intervention, bothgroups (CBRWs and parents) were provided training atAshagram Trust Center. A Likert scale was applied preand post intervention to record progress on thedevelopment of children. A standard test VSMS alsoadministered on 10 randomly selected children to verifyLikert scale progress. Obtained pre and post scores ofLikert scale and VSMS test were analyzed in conclusion

INCLUSION OF CHILDREN WITH INTELLECTUAL AND MULTIPLE DISABILITIES: A COMMUNITY-BASED REHABILITATION APPROACH, INDIA

Background: Inclusion of children with intellectual disabilities (ID) and multiple disabilities (MD) in regular schools in India is extremely poor. One of the key objectives of community-based rehabilitation (CBR) is to include ID & MD children in regular schools. This study attempted to find out association with age, ID severity, poverty, gender, parent education, population, and multiple disabilities comprising one or more disorders cerebral palsy, epilepsy and psychiatric disorders with inclusion among 259 children in Barwani Block of Barwani District in the state of Madhya Pradesh, India.Aim: Inclusion of children with intellectual and multiple disabilities in regular schools through CBR approach in India.Method: Chi square test was conducted to investigate association between inclusion and predictor variables ID categories, age, gender, poverty level, parent education, population type and multiple disabilities. Result: Inclusion was possible for borderline 2(66.4%), mild 54(68.3%), moderate 18(18.2%), and age range from 5 to 12 years 63 (43%). Children living in poor families 63 (30.6%), not poor 11(18.9%), parental edu­ca­ti­on none 52 (26%), primary level 11 (65%), midd­le school 10 (48%) high school 0 (0%) and bachelor degree 1(7%), female 34 (27.9%), male 40 (29.2%), tribal 40 (28.7%), non-tribal 34(28.3%) and multiple disabled with cerebral palsy 1(1.2%), epilepsy 3 (4.8%) and psychiatry disorders 12 (22.6%) were able to receive inclusive education. Sig­ni­ficant difference in inclusion among ID ca­te­gories (c2=99.8, p < 0.001), poverty (c2=3.37, p 0.044), parental education (c2=23.7, p < 0.001), MD CP (c2=43.9, p < 0.001) and epilepsy (c2=22.4, p < 0.001) were seen.Conclusion: Inclusion through CBR is feasible and acceptable in poor rural settings in India. CBR can facilitate inclusion of children with borderline, mild and moderate categories by involving their parents, teachers and community members