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The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of Latino immigrant high school students /Castro Olivo, Sara Maria, January 2007 (has links)
Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.
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A comparative study of early literacy skill development in first graders identified or at-risk for behavior problems /Katz, Rachell Anne, January 2004 (has links)
Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Lewensvaardighede vir die laerskoolkind: 'n gestaltriglynWard, Elzanne 30 November 2004 (has links)
Summaries in Afrikaans and English / A primary school child finds him or herself in the middle childhood years and it is considered to be a rich phase of life, since children have already reached important milestones. These children have the ability not only to act with empathy but also to maintain independent behaviour. As a result of the development in the cognitive and moral stage of development, these children can also distinguish between right and wrong and they show insight that social rules can be changed. As a result of this development, it is believed that this child will accept learners with different skills more confidently when the required awareness is provided.
One group of learners with special skills, which I focused on during this research, are those who have been deformed by burn wounds. Statistics show that a growing number of children in South Africa are deformed by burn wounds. As a result of the changing policy on inclusive education, these children cannot be denied into the mainstream education system because of deformity or disability anymore. It is therefore believed that an increasing number of deformed or disabled children will be entering the mainstream education system.
Information is gathered through various methods by using triangulation. The literature study, semi-structured interviews with children as well as teachers for experimental subjects, who completed an incomplete sentence test and open questions, added valuable information. Research indicated that children in this phase of life are indeed equipped with certain life skills, which place them in a privileged position to handle interaction with the deformed child, if they receive the required awareness. The information also indicated that the gestalt approach could be used as theoretical perspective for the compilation of the guideline. This approach recognises that play is the child's natural communication medium but also recognises that awareness is created through means of experimentation.
To my knowledge, there is no program or guideline from the gestalt approach that enables education staff to address children's awareness in respect of their inherent skills in the middle childhood years.
The researcher made a breakthrough in the integration of the gestalt approach with the education environment by constructing a practical guideline from the gestalt approach for education staff. Education staff should, however, receive training with regards to the gestalt approach in order to use this guideline effectively. / Laerskoolkind bevind hom- of haarself in die middelkinderjare en dit word as ryk
lewensfase beskou, aangesien kinders reeds belangrike mylpale bereik het. Hierdie
kinders beskik oor die vermoe om nie slegs empaties op te tree nie, maar om ook
selfstandige gedrag te handhaaf. As gevolg van die ontwikkeling in die kognitiewe en
morele ontwikkelingsterrein, kan hulle ook tussen reg en verkeerd onderskei en toon
hulle insig dat sosiale reels verander kan word. As gevolg van hierdie ontwikkeling word
daar verwag dat hierdie kind met die nodige bewusmaking, leerders wat oor verskillende
bekwaamhede beskik, met meer selfvertroue sal kan aanvaar.
Een groep leerders, waarop daar tydens hierdie navorsing gefokus sal word, wat oor
spesiale bekwaamheid beskik, is diegene wat deur brandwonde geskend is. Statistieke
toon dat toenemende aantal kinders jaarliks in Suid-Afrika, weens brandwonde geskend
word. As gevolg van die veranderende beleid op insluitende onderwys, kan kinders
weens geskend- of gestremdheid nie meer tot die hoofstroomonderwysstelsel geweier
word nie. Die verwagting is dus dat toenemende aantal geskende of gestremde kinders
die hoofstroomonderwysstelsel sal betree.
Inligting is deur verskeie metodes ingesamel deur die benutting van triangulering. Die
literatuurstudie, semi-gestruktureerde onderhoude met kinders asook onderwysers as
proefpersone wat 'n onvoltooide sinnetoets en oop vrae voltooi het, het bruikbare
inligting tot gevolg gehad. Daar is gevind dat kinders in hierdie lewensfase wei oor
bepaalde lewensvaardighede beskik, wat hulle in 'n bevoorregte posisie plaas om, indien
hulle die nodige bewusmaking ontvang, interaksie met die geskende kind sal kan
behartig. Die inligting het verder ook daarop gedui dat die gestaltspelbenadering as
teoretiese perspektief vir die samestelling van die riglyn benut kan word. Hierdie
benadering erken dat spel die kind se natuurlike kommunikasiemedium is, maar ook dat
bewuswording geskied deur middel van eksperimentasie. Sover bekend is daar geen program of riglyn vanuit die gestaltbenadering, wat
opvoedkundige personeel in staat stel om kinders in die middelkinderjare se bewustheid
ten opsigte van hulle inherente vaardighede aan te spreek nie. Die navorser het 'n
deurbraak in die integrering van die gestaltbenadering met die opvoedkundige omgewing
gemaak deurdat 'n praktiese riglyn vanuit die gestaltspelbenadering vir opvoedkundige
personeel saamgestel is. Opvoedkundige personeel behoort egter opleiding met
betrekking tot die gestaltspelbenadering te ontvang ten einde hierdie riglyn effektief te
kan benut. / Social Work / M. Diac. (Play Therapy)
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The use of blogs for teaching and learning in UK and US Higher EducationGarcia, Elaine January 2017 (has links)
Within the last decade there has been a significant increase in the range of Social Media tools that have become available. This has led to a significant increase in the use and popularity of Social Media within many aspects of everyday life, particularly within the UK and US. One of the areas in which there has been a rise in the use of Social Media is within Higher Education (HE). Within HE there have been reports that Social Media has been successfully utilized for teaching and learning, particularly in the case of blogs. Despite reportedly successful usage there has to date been relatively few empirical studies which have explored whether the use of blogs within teaching and learning leads to an increase in perceived learning by students. This research study therefore provides an empirical study of perceived learning by students when using blogs within teaching and learning in UK and US HE. This research study adopts a post positivist research approach and a quantitative research design method. Questionnaires have been utilised in order to explore student views of perceived learning when using blogs as a tool for HE teaching and learning within the UK and US. This study provides a framework for student use of blogs within HE teaching and learning and explores whether the use of blogs in this way leads to greater levels of perceived learning amongst students. The results of this research are analysed using PLS-SEM and have shown that the successful use of blogs for teaching and learning is complex. The results have demonstrated that students do report higher degrees of learning from using blogs within teaching and learning, however, this is influenced by the perceptions students hold relating to digital technology, teaching and learning, previous experience and expectations of blogging. The results of this study have implications for both HE teachers and HE students and provides a framework which can be used to help ensure the successful use of blogs when utilised for HE teaching and learning within the UK and US in the future.
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Změna ve vlivu a oblibě žáků ve třídě v průběhu dvou let / Change in influence and popularity of pupils in the classroom within a yearSOKOL, Martin January 2017 (has links)
The school class and classroom climate in the classroom is the main theme of this thesis. The work presents the way school climate has been created and by which influences it has been affected. Furthermore, there are ways of exploring school climate and how to work with these findings. The theoretical part describes the forms of social learning, which is closely related to the classroom and integrating the individual to the group. The practical part is focused on exploring one particular school class during the two years course. The empirical research in popularity and influence of individuals in the classroom was carried out. This investigation was conducted by using questionnaires. It was carried out four times and the results were finally compared. This work also shows the daily life of one class and describes the main events and changes that have occurred during the research.
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Role sociálního učení při vytváření averze vůči aposematické kořisti u ptačích predátorů / Effect of social learning on avoidance of aposematic prey in avian predatorsBělová, Magdalena January 2018 (has links)
Social learning is a topic of many studies. We tested the effect of social learning on the acquisition of avoidance against aposematic prey. We have chosen wild-caught adult and naive hand-reared juvenile great tits (Parus major) as a model predator species, because their individual avoidance learnig of aposematic prey is well-studied. We used red and green paper dummies of bugs with a mealworm (Tenebrio molitor) stuck underneath as an artificial prey. Mealworms were soaked in water or in bitter-tasting solution of quinine. We used two types of conspecific demonstrators - naive birds that showed aversive reactions while tasting an unpalatable prey and experienced birds that were trained not to handle the unpalatable pray at all. We compared effects of both demonstrators on discrimination learning and we tested whether these effects differ in adult and juvenile birds. Observing an experienced demonstrator had an effect on the performance of observers at the beginning of learning process. The observers did not reject the unpalatable prey completely, but the number of trials in which they correctly chose the palatable prey was higher in comparison with birds that observed naive demonstrators and birds from the control group with no demonstrator. Latencies to handle the unpalatable prey in the first...
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Nezaměstnanost v životě člověka jako antropologický problém / Unemployment in life of human as an anthropological problemMARTÍNKOVÁ, Lucie January 2018 (has links)
This diploma thesis aims at describing work and unemployment not only from the point of view of social issues, which are often exclusively associated with work and unemployment, but I would also like to focus on this issue from an anthropological point of view. Human being is a bio-psycho-socio-spiritual being, and therefore, even when considering the unemployment of a human being, we must not forget his spiritual dimension, because it would be seriously damaged by the idea of human integrity. The first chapter deals with the view of the man from the point of view of theological anthropology and informs the reader, among other things, about the concept of two selected authors. The second chapter moves from the person to work, which is another crucial topic of the diploma thesis. It deals mainly with the positive value of human work and its development in history, as well as with the problematic aspects associated with the work. The third chapter deals with unemployment. It concerns the most common problems associated with the loss of employment and focuses, among other things, on the institutions that deal with unemployment. The fourth chapter introduces to the reader the view of the Church's social learning of unemployment. It introduces the importance of work in human life by giving an example of several social encyclicals and one pastoral constitucion. The fifth chapter deals with prevention in the field of work and employment, but again from a social and also an anthropological point of view.
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A comparative approach to social learning from the bottom upO'Sullivan, Eóin P. January 2015 (has links)
The aim of this thesis is to examine the cognitive processes of social learning from the bottom up. In the field of comparative psychology, an overemphasis on understanding complex cognitive processes in nonhuman animals (e.g. empathy, imitation), may be detrimental to the study of simpler mechanisms. In this thesis, I report five studies of simple cognitive processes related to social learning. A series of experiments with human children and capuchin monkeys (Sapajus sp.), examined action imitation and identified a possible role for associative learning in the development of this ability. An analysis of observational data from captive capuchins explored a number of lesser-studied social learning phenomena, including behavioural synchrony, the neighbour effect, and group-size effects. The results of this study emphasise the importance of exploring behaviour at a number of levels to appreciate the dynamic nature of social influence. Two final experiments examined social contagion in capuchin monkeys, and highlight the importance of describing the relationship between behaviour and emotion to properly understand more complex social cognition. Together, these studies demonstrate how approaching human and nonhuman behaviour from the bottom up, as well as from the top down, can contribute to a better comparative science of social learning.
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Avaliação do monitoramento participativo como ferramenta de Aprendizagem Social na área de preservação ambiental Embu Verde (Embu das Artes - SP) / Assessment of volunteer monitoring as a tool for Social Learning in the area of environmental preservation Embu Verde (Embu das Artes - SP).Caroline Cichoski 14 February 2013 (has links)
A gestão dos recursos hídricos do Brasil é relevante para o setor público, mas há um reconhecimento crescente de que as ferramentas tradicionais reguladoras não são suficientes para garantir a proteção da água minimizando os impactos antrópicos. Visando auxiliar na resolução deste problema, a legislação prevê a participação das comunidades em várias etapas do processo de gestão de recursos hídricos. Neste contexto, este estudo, realizado na APA Embu Verde localizada no Município de Embu das Artes na Região Metropolitana de São Paulo, avalia a implantação de um programa de monitoramento participativo, por meio de entrevistas, observação participante, questionários e grupo focal, considerando os níveis de Aprendizagem Social dos atores após a participação no referido programa e aplicação de uma ferramenta simplificada de biomonitoramento para voluntários. Com relação à Aprendizagem social, os voluntários atingiram os níveis de circuito simples e duplo, indicando que os processos de participação colaboram para a aquisição de conhecimentos sobre técnicas, métodos e meio físico. No entanto, não foi identificado o circuito de Aprendizagem tripla, correspondente à mobilização para a ação e solução dos problemas identificados, dado a complexidade dos mesmos. Os dados gerados pela ferramenta de biomonitoramento apresentaram resultados bastante próximos aos gerados por técnicas mais sofisticadas realizadas por especialistas, apresentando dificuldade apenas em distinguir ambientes de impactos intermediários. Além disso, o índice de voluntários apresenta caráter conservador, apontando que é mais provável que baixe a qualidade do local do que a superestime, evitando que impactos iniciais não sejam constatados. Sendo assim a prática de monitoramento participativo foi considerada uma boa ferramenta para potencializar o processo de Aprendizagem Social e levantar dados sobre a qualidade da água em riachos. / The Brazil\'s water resources management is relevant to the public sector but there is a growing recognition that the traditional regulatory tools are not enough to ensure the protection of water minimizing the anthropic impacts. In order to solve this problem, the legislation expects the participation of the communitie in several stages of the water resource management. In this context, this research performed by APA Embu Verde located in Embu das Artes, (the metropolitan area of São Paulo) rates the implantation of a participatory monitoring program by interviewing people, participant observation, questionnaires and focus group considering the level of social learning from the actors after their participation in the program and the application of a simplified tool of biomonitoring for the volunteers. Regarding the social learning, the volunteers reached the levels of Single loop learning and Double loop learning indicating that the processes of participation collaborate for the acquisition of knowledge about techniques, methods and physical means. However, the circuit of triple - loop learning has not been identified given the complexity of them. The data generated by the tool of biomonitoring, showed results very near those generated by more sophisticated techniquesperformed by experts presenting only difficulty in distinguishing environments intermediate impacts. In addition to that, the index of volunteers presents conservative character indicating that the quality of the site goes down, preventing initial impacts to be observed. Therefore, the practice of participatory monitoring was considered a good tool to enhance the social learning process and to assess water quality in streams.
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Aprendizagem organizacional na economia criativa: um processo social a partir da atuação dos gestoresBARBOSA, Luciana Correia 31 May 2016 (has links)
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Previous issue date: 2016-05-31 / Este estudo tem como objetivo compreender como acontece o processo social de aprendizagem
organizacional nas empresas da economia criativa, a partir da atuação dos gestores. Para tanto,
possui como objetivos específicos a identificação dos elementos que influenciam o processo
social de aprendizagem organizacional no contexto criativo, a análise da gestão criativa a partir
do processo social de aprendizagem organizacional, e a análise de como os gestores das
empresas da economia criativa influenciam o processo social de aprendizagem organizacional.
Para atender aos objetivos propostos, o estudo se caracteriza como descritivo e exploratório,
utilizando como estratégia de pesquisa o estudo de caso múltiplo e como inspiração para a
realização da pesquisa o modelo de aprendizagem dinâmico proposto por Crossan; Lane; White
(1999), que também serviu de referência para a construção do questionário para as entrevistas
semiestruturadas, que foram realizadas com dez gestores de empresas do segmento da moda da
economia criativa, atendidos pelo Sebrae em 2014, enquanto que a apreciação dos dados
ocorreu à luz da análise de conteúdo, conforme apresentada por Bardin (1977). A partir desta
análise, surgiram quatro categorias analíticas que configuram os achados de pesquisa, sendo
elas: a economia criativa como fonte de criatividade e ideais inovadoras, a gestão criativa como
uma gestão flexível entre o criativo e o tradicional, a aprendizagem organizacional como prática
social e dinâmica e o Sebrae como fomentador da aprendizagem tradicional nas organizações.
Além disso, os dados revelaram também os elementos que estimulam e/ou inibem a criatividade
nas empresas da economia criativa, os elementos que influenciam o processo de aprendizagem
organizacional nestas empresas e como os gestores influenciam o processo de aprendizagem
organizacional. / This study aims to understand how the social process of organizational learning does in the
companies of the creative economy, from the performance of the managers. To this end, has
the specific purpose identifying the elements that influence the social process of organizational
learning in the creative context, the analysis of creative management from the social process of
organizational learning, and the analysis of how managers of companies in the creative
economy influence the social process of organizational learning. To meet the proposed
objectives, the study is characterized as descriptive and exploratory, using as research strategy
the study of multiple case and as inspiration for the research realization the dynamic learning
model proposed by Crossan; Lane; White (1999), which also served as a reference for the
questionnaire construction for semi-structured interviews, which were conducted with ten
managers of companies in the fashion segment of the creative economy, attended by Sebrae in
2014, while the assessment of the data took place at light of the content analysis, as presented
by Bardin (1977). From this analysis, there were four analytical categories that make up the
research findings, which are: the creative economy as a source of creativity and innovative
ideas, creative management as flexible management between the creative and the traditional,
organizational learning as a social and dynamic practice and Sebrae as developers of traditional
learning in organizations. In addition, the data also revealed the elements that stimulate and/or
inhibit creativity in the creative economy companies, the elements that influence the
organizational learning process in these companies and how managers influence the
organizational learning process.
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