<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katri-Liis  Vainio</style></author><author><style face="normal" font="default" size="100%">Rea   Raus</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING SELECTED PERSONALITY VARIABLES IN A LEARNING PROCESS FOR HOLISTIC EDUCATION: A CASE OF A VOICE TRAINING COURSE PARTICIPANTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult learning</style></keyword><keyword><style  face="normal" font="default" size="100%">ecological paradigm</style></keyword><keyword><style  face="normal" font="default" size="100%">learner individualities</style></keyword><keyword><style  face="normal" font="default" size="100%">Voice Training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1421877025.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">60</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article aims to find ways to support a learner in a holistic manner, applying Myers-Briggs Typology Indicator (MBTI) as a methodological tool to facilitate learning process by considering learner individualities. Suggestions how to use MBTI in short-term courses of adult training, concentrating on feedback, performance, communication needs are made, based on the results of a study conducted among participants of the voice training. As the MBTI results can be understood and grouped in several ways, this study also compared the results with 3 different versions: Hanson &amp; Silver (1995), Schroeder (1993) and Keirsey &amp; Bates (1978, 1998) findings. Results were found matching most to the findings of Hanson &amp; Silver (1995). This study reveals the typology of learners as Introverts and Extroverts, Analytical Thinkers, Social-Reflective Feelers and Holistic Visionaries. Although the research gives only preliminary conclusions, it gives certain recommendations how to approach different learners during the learning process.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">167-184</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katri-Liis  Vainio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL ROLE OF TEACHERS´ VOICE AND PERFORMANCE- CHANGING TEACHERS´ ATTITUDE TOWARDS THEIR VOICE IN FIELD CONDITION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Pilates-method</style></keyword><keyword><style  face="normal" font="default" size="100%">voice disorders</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666476.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Considerable research has been done concerning the prevalence of vocal problems and disorders among teacher students and teachers. All research shows that voice disorders are very typical and are mostly connected to external factors such as environmental factors associated with vocal loading, health-related factors and stress-related factors. How voice disorders are connected to speakers posture, use of resonance and registers has not yet been studied. The primary prevention of voice disorders refers to elimination of circumstances that might cause a voice disorder, involving also teaching vocal hygiene strategies, while secondary prevention involves early detection and treatment of voice disorders. This article shows how teachers´ attitudes towards their voice in field condition can be changed by giving them new models of (1) vocal hygiene strategies and (2) vocal exercises, combined to the Eerola ABC and balance-method and the Pilates-method. The article also gives a model to incorporate such training for all new teachers, for example in Tallinn University. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">115-126</style></section></record></records></xml>