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How we move and interact with our surroundings can reveal a lot about us as an individual. This study delves into the interplay of music, movement, and individual identity within the framework of embodied cognition. Drawing inspiration from Carlson et al. (2020)'s work, which showcased remarkably high accuracy in identifying individuals based on free-form dance movements in a marker-based setting, our investigation extends their work into two novel contexts: markerless-choreographic and marker-based-dyadic dance settings. In the choreographic setting, professional dancers perform identical routines in a markerless setting. In the dyadic setting, individuals danced with a partner. We found that the dancer identification accuracy was at least two times better than the chance level in the choreographic setting and notably high accuracy in the dyadic setting. These results showcase the robustness of Carlson et al. (2020)'s method in generalizing to new settings and the presence of motoric fingerprints in choreographic as well as dyadic settings.

This article contributes a social justice perspective to the ongoing discussions about the concepts that inform career guidance theory and practice. Due to the field's psychological tradition, career guidance practices often adopt highly individualised notions of agency that fail to grasp the contextual factors and societal structures from which agency emerges. In this article an alternative approach to agency is offered by repositioning agency as a relational phenomenon. First, based on the findings of an ethnography that focuses on career guidance for youth in the margins of education and work, I explore how agency emerges as a relational and joint construction. A concept of co-agency is elaborated to express the embedded, co-constructed and political nature of agency.

Purpose: Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work. Design/methodology/approach: Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore. Findings: Six dimensions of expansion are identified as challenging and potentially empowering for professionals' configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental. Originality/value: The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.

The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults' participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators' mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.

Purpose: This paper aims to analyze learning in organizational transformations by focusing on concept-level tensions faced in two young companies, which were searching for a reorientation of activity with a production network between innovative product development and efficient mass production. Design/methodology/approach: An intervention-based research project was carried out with two manufacturing companies. The data originate from workshops, whose aim was to identify learning needs based on the discussion of practices of networked production. Concept-level learning is analyzed by examining the dynamic relationships between production concepts and product concepts. Findings: The most influential concept-level tension stemmed from the co-existence of two production concepts, product development and mass production, which manifested as ambiguity about proper actions in the production network. Other focal tensions were identified between the production and product concepts and within the companies' network relationships. The dominance of the mass production concept restricted the envisioning of new modes of collaboration and mutual learning in the production network. Research limitations/implications: The workshop participants did not include representatives from the case companies' production network. Nevertheless, researchers brought the network partners' conceptions into the workshop discussion through the presented mirror data. Practical implications: Companies striving to develop novel production concepts that call for continuous collaboration with customers and suppliers need forums for mutual learning to create solutions to concept-level tensions. Originality/value: Companies may develop two production concepts over lengthy periods. The tensions that manifest due to incoherent guiding logics may be overcome by engaging in incremental and expansive concept-level learning, directed at the identification of relationships between production and product concepts.

Purpose: This article aims to analyze emergent learning practices for globalizing work through two research questions: "What are the conceptualizations of work represented by the Virtual Factory and how do they mediate globalizing work?" and "What is the potential of expansive learning efforts to expand conceptualizations towards the emergent learning practices of globalizing work?". Design/methodology/approach: Cultural-historical activity theory is applied, specifically the historical tool-mediated activity, concept formation and the zone of proximal development. A dynamic hierarchy of conceptualizations forms the framework for expansive learning efforts. Data were gathered by ethnographic and development interventionist methods from a distributed engineering design project. Findings: The paper finds that, historically, multi-layered conceptualizations of work face developmental challenges in globalizing work. Expansive learning efforts enhance the emergent learning practices when orienting global participants to motivating "why" and "where-to" conceptualizations. In order to turn emergent practices into sustainable learning practices, material representations need to be created to mediate the bottom-up and top-down conceptualizations at the interfaces of distributed work. Research limitations/implications: Emergent learning practices are studied longitudinally through concrete work in transformation. The learning approach emphasizes developmental interventions at global workplaces. Practical implications: Expansive learning efforts at different levels of conceptualization, may be supported by tools that mediate and sustain emergent learning practices. Social implications: Global workplace learning should be a concern of those involved with corporate social responsibility. Originality/value: Emergent learning practices offers a new approach for studies of globalizing work through its multi-layered conceptualizations of work. (Contains 3 figures and 4 tables.)

The article analyses a collaborative effort of learning across workplace boundaries in a regional learning network of South Savo, Finland. The focus is on the "Forum of In-house Development" in the network. Our objective is to highlight a dialectical approach to boundaries that draws from the ideas of cultural-historical activity theory. Expansive transformation may be explored through the expansion of socio-spatial and instrumental-developmental boundaries. This is shown through four transitional episodes that reveal the expansion of the object of learning. We argue that crossing the socio-spatial boundary of a workplace is not a sufficient condition, but that new meditational means created at the instrumental-developmental boundary are needed to expand workplace learning and development in challenging and complex regional contexts. (Contains 1 table and 1 figure.)

Purpose: The paper aims to argue that new tools are needed for operating, developing and learning in work-life networks where academic and practice knowledge are intertwined in multiple levels of and in boundary-crossing across activities. At best, tools for learning are designed in a process of co-configuration, as the analysis of one tool, Development Radar, aims to demonstrate. Design/methodology/approach: The "Development Radar" narrative offers a way to analyse what co-configuration might mean in the development practices of the learning network. The data consist of the researchers' and participants' tool-related actions in planning and running a workshop of the Forum of Workplace Development, for which Development Radar was created. Analysis draws from cultural-historical activity theory by including cultural sources of knowledge beyond the immediate pedagogic interaction. Findings: Metaphors seem to be facilitative in the early phase of co-configuration of a tool but not enough for sustainable workplace learning. What is needed is opening up the core concepts for all parties involved and providing ongoing negotiations and elaboration concerning their potential and meaning. Research limitations/implications: Expansive learning is supported by co-configuration of tools that simultaneously provide a generic orientation basis of learning and are open to contextual knowledge creation in and across the levels of developmental activities. Practical implications: The visual co-configuration of tools may be crucial for understanding learning, development and the implementation of tools in a specific context, and even have an effect on the professional identity of users. Originality/validity: The significance of tools for the quality of workplace learning is generally acknowledged but the investigation into the pedagogical dynamics and material co-configuration of tools needs more attention. (Contains 6 figures and 1 note.)

Purpose: The purpose of this paper is to contribute to the research methodology of analyzing learning in inter-organizational networks based on an object-oriented approach. Design/methodology/approach: The paper draws from the cultural-historical activity theory (CHAT), specifically from the concepts of the object of activity, developmental contradiction, and expansive learning. An intermediate concept, the "learning event," is elaborated to study in a longitudinal way collaboration in a small-firm network. Findings: Learning in inter-organizational networks is best captured by analyzing historically the expansive object-creation at multiple levels of activity. Learning takes place in a dialectical movement across the levels of collaboration and across the objects and outcomes created. Transitions across the levels are critical for learning apparently enhanced by a network's innovative capacity to create intermediate levels. This vertical dimension of collaboration alongside the horizontal dimension may enrich the CHAT approach. Research limitations/implications: The model of learning across levels is a generalization to be applied to analyses of learning in networks. The levels are historically emergent and are to be contextually explored case by case. Practical implications: Network partners are encouraged to analyze and utilize the learning potential of network activity where models are needed as pedagogic and developmental tools. Originality/value: The paper introduces a novel way of conceiving the levels of learning, and strengthens the focus on the object of activity accompanied by contradictions and tensions energizing collaboration and learning, which are often omitted in inter-organizational studies. (Contains 3 figures and 2 tables.)

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Toiviainen discusses the difference between general education and adult vocational education in Finland and the values underlying Finnish adult education. Jokinen describes adult education centers and their growth in enrollment over the past 30 years. (JOW)

Music makes humans move in ways found to relate to, for instance, musical characteristics, personality, or emotional content of the music. In this study, we investigated associations between embodiments of musical emotions and the perception thereof. After collecting motion capture data of dancers moving to emotionally distinct musical stimuli, silent stick-figure animations were rated by a set of observers regarding perceived discrete emotions, while 10 movement features were computationally extracted from the motion capture data. Results indicate kinematic profiles--emotion-specific sets of movement characteristics--that furthermore conform with dimensional models of valence and arousal, suggesting that observers rated the emotions consistently according to distinct movement features prevalent in the animations. Outcomes show commonalities and differences to a previous study that linked these movement features to auditory perception of musical emotion, providing insights into how emotional expression of music-induced movement could be conveyed and understood through auditory and visual channels, respectively. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the accuracy of hypoxic ischemic encephalopathy (HIE) grade, and neonatal neurophysiological and neuroimaging measures for predicting development of infantile spasms syndrome (IS) or other postneonatal, infantile onset epilepsy after perinatal HIE.Methods: We examined a population-based cohort of 92 consequent infants with moderate-to-severe HIE. The HIE grade and neonatal neuroimaging (MRI) and neurophysiology (EEG and somatosensory evoked potentials, SEPs) findings were compared to the development of IS or other epilepsy within the first year of life.Results: Out of 74 surviving infants with follow-up information, five developed IS and one developed a focal onset epilepsy. They all had recovered from severe HIE. All survivors with inactive neonatal EEG (recorded within the first few postnatal days, n = 4) or the most severe type of brain injury in MRI (n = 3) developed epilepsy (positive predictive value, PPV 100 %). Bilaterally absent SEPs had 100 % sensitivity and 75 % PPV for epilepsy. A combination of absent SEPs and a poor MRI finding (combined deep and cortical gray matter injury) resulted in higher PPV (86 %) without lowering sensitivity (100 %). Follow-up EEGs showed recurrent epileptiform activity already between 1- and 2-months age in those that developed epilepsy, distinguishing them from those surviving without epilepsy.Conclusions: Poor neonatal neuroimaging and neurophysiological findings provide accurate prediction for development of infantile onset epilepsy after HIE. Of the neonates with severe HIE, the ones with severe neonatal MRI and neurophysiological abnormalities need frequent follow-up, including repeated EEGs, for early detection of IS. [ABSTRACT FROM AUTHOR]

Discusses providers of and the concept of liberal adult education in Finland. Providers include (1) folk high schools, (2) adult education centers, (3) voluntary popular organizations, (4) public libraries, (5) evening schools, (6) cooperative groups formed of universities and other adult education providers, (7) summer universities, and (8) public broadcasting. (CH)