Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas. / Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

The aim of this diploma thesis dedicated to the issue of incidental disputes in insolvency proceeding was to determine the incidental disputes in proceedings, categorize them systematically, outline their character and set a comprehensive overview of these disputes. Within the insolvency proceedings incidental disputes are largely solved as case law, which the author of this work deals within the description of the various types of disputes. The thesis is divided into fourteen chapters, which are further divided into subsections and parts. The first two chapters are devoted to insolvency proceeding in general, especially when the character and purpose of the insolvency proceeding as well as the conceptual definition of insolvency proceeding and its consequences are outlined, because without these underlying premise would be impossible to describe the issue as a whole. Incidental disputes have undergone throughout history certain development and as an incidental are spoken only in the 90s of the 20th century. The third chapter of the thesis is dedicated to the historical development of insolvency proceedings in Czech territory and comparisons applicable regulation of insolvency proceedings with modifications beginning in the 1781 and the issue of the general bankruptcy order compared to other...

Faculty of Humanities School of Education 0107191f deirdre.mathews@phzer.com / Over the last decade, communities and corporates have been encouraged to initiate partnerships with one another as part of a Corporate Social Responsibility (CSR) initiative in South Africa. Historically, community-business partners have experienced tensions in their working relationships, and sought ways in which they could deal with these tensions to create a beneficial community-business partnership. The purpose of this study has been to gain insights into a particular community-business partnership in Triomph, namely, the Trevor Huddleston Memorial Centre, and Landelahni Recruitment Services partnership. In this qualitative ethnographic study I explore three central questions related to community-business partnerships: What is the nature of a community-business partnership? What factors promote and inhibit a community-business partnership? What kinds of adult learning happen within a community-business partnership? This study presents a case study for adult educators who are interested in community-business partnerships. An ethnography was used to gain insight into the partnership. Data have been collected from documents, interviews, and observations within the context of the Trevor Huddleston Memorial Centre and Landelahni Recruitment Services. Results reveal that the nature of the community–business partnership was characterised as a mutually beneficial cooperative relationship. This beneficial relationship was influenced by the following: the socio-economic context particular to this partnership, a formal Corporate Social Responsibility agreement, which emphased development and empowerment, and finally the role of financial contributions by Corporates. The factors that promoted the partnership were an awareness by both partners of power and how power plays out, the community organisation’s ability to understand their circumstances and negotiate and make decisions, and the partner’s ability to assist one another, while accessing each others networks through trust and reciprocal assistance based on shared norms and values. A factor that inhibited the partnership was the assumption that the partner with the most resources was the most powerful. Another factor that inhibited the partnership was when partners’ emphased social capital as being more important than other forms of capital in the partnership. There were two forms of adult learning present in the partnership, namely, nonformal learning which aims at empowering people in both organisations, as well as incidental learning that occurred through interaction with each other at an unconscious level. Both these forms of learning were not isolated from the influence of power. This study concludes by recommending certain principles, to guide a community-business partnership. Recommendations relate to: • The nature of an ideal partnership • Enhancing factors that promote a partnership • Mitigating factors that inhibit a partnership • Achieving the benefit from nonformal and incidental learning within community-business partnerships

This study aims to provide additional research into how Swedish EFL textbooks support incidental vocabulary learning through reading texts, specifically for textbooks aimed at upper secondary school, expecting a greater emphasis on recycling mid- and low-frequency words. The study has investigated the lexical character of two textbooks, Echo English 5 and Echo English 7, as well as how they recycle lemmas and how well they recycle lemmas from the mid- and low-frequency bands. Incidental vocabulary learning is the process in which words are learned as a secondary objective when the focus of the learning task lies elsewhere. An important component of incidental learning is the frequency at which unknown words are encountered, with 10 encounters being a good benchmark for learning. As these textbooks are aimed at upper secondary school, it can be expected that most of the areas where learning can still be achieved lie within the mid- and low-frequency bands, that being everything below the 3000 most common word families. The study is corpus-inspired, and an online vocabulary profiler was used to compare the texts present in the textbooks to the BNC-COCA corpus to examine the lexical profile of the texts at large. The same was then done with a lemma tagged version of each text, and the level of recycling, as well as its character, was analysed. Similar to what previous research in this field has shown, no evidence has been found that the textbooks properly support incidental learning in the relevant frequency bands, even though the texts included are of an appropriate lexical difficulty level for students of upper secondary school.

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The skills enhancement when English as a Foreign Language (EFL) students are acquiring the language has been recently affected by the rapid spread of broadband Internet. More particularly since the appearance of Original Version (OV) video streaming, as it is now available for many English language teachers and students that take advantage of this verbal medium, which provides new opportunities for education and culture. In the present work, we have investigated, through empirical research, the transition from CEFR B1, through B2, towards C1 of different EFL students that have proved how unadapted captioned videos can affect the way they eventually perform when: (1) Gist understanding is evaluated by means of leaving the captions on (B1 students in Study 1). (2) The learners’ listening skills enhancement varies if they are in the habit of watching OV on a regular basis (B1-B2 students in Study 2), and (3) There is an observation of how advanced students (C1 students in Study 3) reading and listening skills improve depending on their level of voluntary exposure to OV videos in the long-term. Results lead us to conclude that the B2 level is the tipping point for students to really enjoy and take advantage of real video streaming TV shows in English as lower levels showed inconsistencies in results amongst them. Complementarily, C1 students that have been independently watching OV TV programmes on a regular basis, showed better outcomes in the listening comprehension tests than those who did not. Nevertheless, the reading comprehension results showed no difference between the two groups.

Aim: To explore the patient-reported utility of learning incidental results (IR) from genomic sequencing (GS) in a cancer population. Methods: A qualitative study was performed using semi-structured interviews with participants who had undergone genomic sequencing and were returned incidental results. Transcripts were thematically analyzed using constant comparison. Results: Twenty-three participants were interviewed (21/23 women) with an average age of 57. At the heart of returning incidental results was the empowerment of participants. Empowerment was experienced in three ways: clinical utility, back pocket information, and satisfying a thirst for knowledge and learning. Clinical utility informed medical management, “back pocket information” provided greater agency in participants’ future health and the process of learning IR created a sense of security toward participant well-being. The degree of empowerment experienced was influenced by participants’ evaluation of relevancy and perceived risk of their incidental results. Conclusions: Learning incidental results empowered patients by informing medical management, increasing agency in future health, and creating a sense of security toward well-being. These findings could inform future policies surrounding the return of incidental genomic results. / 2026-10-31T00:00:00Z