scholarly journals Gender, Crime, and Desistance: Toward a Theory of Cognitive Transformation

2013 ◽  
pp. 41-62 ◽  
Author(s):  
Peggy C. Giordano
Keyword(s):  
Cognitive Transformation

scholarly journals EFFECTIVELY ASSESSING PROFESSIONAL ENGINEERING SKILLS

2011 ◽  
Author(s):  
David S. Strong ◽  
Sue Fostaty Young
Keyword(s):  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
Solo Taxonomy ◽  
Adoption And Implementation ◽  
Cognitive Transformation ◽  
Teachers And Students ◽  
Learning As A Process ◽  
Core Course ◽  
Ice Model

This paper outlines the assessment dilemmas and challenges that were experienced by faculty members and students alike during initial iterations of APSC 190 (a first-year, professional engineering skills core course in the Faculty of Applied Science at Queen’s University) and how the adoption and implementation of the ICE model of assessment [1], [2], [3] served to address those challenges. ICE, an acronym for Ideas, Connections and Extensions is based on cognitive/transformation theories of learning similar to those put forth by Biggs’ and Collis’ SOLO taxonomy[4], and describes learning as a process of growth from novice toward expert. Unlike SOLO, ICE was intentionally designed for use in the classroom by teachers and students. The simplicity of the model increases its utility and portability to a host of learning activities and furnishes an accessible vocabulary and framework to facilitate communication about expectations for learning. The paper includes an overview of the ICE model, suggestions for implementation and the effects and limitations of the model for use in professional skills courses. Current-use examples are provided that illustrate the model’s utility and its implications for shaping student learning.

The Question of Disclosure in Photography

Glimpse ◽  
2021 ◽  
Vol 22 (1) ◽  
pp. 33-38
Author(s):  
Junichiro Inutsuka ◽  
Keyword(s):  
Human Nature ◽  
Social Environment ◽  
Living Environment ◽  
Epistemic Value ◽  
Human Consciousness ◽  
Human Beings ◽  
Technological Environment ◽  
Cognitive Transformation ◽  
The World ◽  
The Relationship

Keeping aside discussions about theories of depiction of photography and the epistemic value of photography from the viewer’s perspective, I reconsider this techne from the photographers’ entire act of photographing. It presents the quest of the possibility to regain the world by the art of photography, especially in a situation where human consciousness of the living environment is overwhelmed by the photographic effects. The nature of the current technological environment—while disguising the manifestation of pure humanity, in the sense that it is the externalization of technology due to human nature—is completely destructive. Today, trying to save or regenerate philosophy should be nothing more than seeking a way for human beings to refuse being incorporated as an automaton in an endless track of automated reproduction processes. As one of those who wish to find a way to reconstruct the relationship between humans and nature or to reveal that human existence can only be established in such correlation, I seek a way of breathing human freedom, momentarily disputing this automated living and social environment. In other words, to regain or to play the art of photography, to unsettle what usually works as concrete support for the cognitive transformation making us unconsciously think of the technological environment as something inevitable and natural. It would be presenting a temporary retreat and a more positive way forward.

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Saifullah Khalid ◽  
Qi Zhanyong ◽  
Jannat Bibi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Positive Impact ◽  
Knowledge Development ◽  
Content Type ◽  
Subject Knowledge ◽  
Diverse Learning ◽  
Cognitive Transformation ◽  
Mind Set ◽  
The Impact

Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

Entrepreneurship Education in the Transformation of Incarcerated Individuals: A Review of the Literature and Future Research Directions

2020 ◽  
Vol 64 (15) ◽  
pp. 1551-1570
Author(s):  
Jessica M. Grosholz ◽  
Jean D. Kabongo ◽  
Michael H. Morris ◽  
Ashley Wichern
Keyword(s):  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Research Directions ◽  
Theoretical Perspectives ◽  
Cognitive Transformation ◽  
Future Research Directions ◽  
Criminal Desistance ◽  
Mind Set

This article draws upon the theories of entrepreneurial cognition, planned behavior, and criminal desistance to understand the role of entrepreneurship education in the behavioral and cognitive transformation of incarcerated individuals. Specifically, this article considers how participation in an entrepreneurship education program should influence entrepreneurial opportunity recognition, cognitive transformation, and institutional misconduct. It suggests these changes are more likely to influence an incarcerated person’s entrepreneurial intentions and criminal desistance. The six propositions presented shed light on how an incarcerated individual’s willingness to change his or her attitudes and develop an entrepreneurial mind-set influence his or her behavior in prison and prepares him or her to prosper in a dynamic and complex world after release. This article argues that the study of one’s transformation while incarcerated through the discovery, evaluation, and exploitation of opportunities is likely to advance empirical and theoretical perspectives of the fields of entrepreneurship. The examination of how incarcerated persons deal with fear of failure, risk aversion, and identity, in particular, presents great opportunities for future research.

Emotion regulation strategies in adolescents with mitral valve prolapse

2016 ◽  
Vol 33 (S1) ◽  
pp. S357-S357 ◽  
Author(s):  
E. Pervichko ◽  
Y. Zinchenko
Keyword(s):  
Emotion Regulation ◽  
Mitral Valve ◽  
Mitral Valve Prolapse ◽  
Emotional Experience ◽  
Emotion Regulation Strategies ◽  
Frequent Use ◽  
Cognitive Transformation ◽  
Regulation Strategies ◽  
Competing Interest ◽  
Healthy Participants

IntroductionTwo thirds of adolescents with mitral valve prolapse (MVP) show signs of anxiety disorders. They display difficulty in emotion regulation (Van Der Ham et al., 2003; Scordo, 2007).ObjectiveTo investigate into emotion regulation strategies in MVP adolescents.MethodsA projective study of emotion regulation was undertaken with our modified version of Rosenzweig Picture-Frustration Test (Zinchenko, Pervichko, 2014). Thirty-six adolescents with MVP (mean age was 17.1 ± 0.8 years) and 40 healthy adolescents (mean age was 16.7 ± 0.6 years) took part in the study.ResultsMVP adolescents significantly more frequently (P < 0.001) would mark Rosenzweig's situations as potentially traumatizing. Ego-defence (E-D) and extrapunitive (E) reactions appear to be significantly (P < 0.05) more frequent among MVP adolescents. MVP adolescents are more than healthy subjects prone to avoid open verbal revelations of their thoughts and feelings that emerge in the situation of frustration. Content analysis of responses conditioned by cognitive control (when the task was to taper off arbitrarily the traumatizing effect of the situation) revealed that suppression of emotions was displayed by MVP adolescents in 52% of answers, and for healthy participants - 29% of answers (P < 0.001). Cognitive reappraisal strategy was displayed by MVP adolescents in 27% of answers, and for healthy participants – 38% of answers (P < 0.05). Twenty-one percent of answers of MVP adolescents and 33% of answers of healthy participants suggested cognitive transformation of emotional experience and actualization of new meanings in traumatic situations (P < 0.05).ConclusionsMVP adolescents appear to be more sensitive of frustrations and differ from healthy peers in more frequent use of the strategy of suppression of emotions.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Imprisonment, Social Support, and Desistance: A Theoretical Approach to Pathways of Desistance and Persistence for Imprisoned Men

2015 ◽  
Vol 61 (13) ◽  
pp. 1433-1454 ◽  
Author(s):  
José Cid ◽  
Joel Martí
Keyword(s):  
Social Support ◽  
Theoretical Approach ◽  
Processes Of Change ◽  
Key Factors ◽  
Support Theory ◽  
Cognitive Transformation

Desistance should be the main ground for reentry policies for imprisoned offenders. However, theories on desistance are diverse, and they disagree about the key factors related to the origin, maintenance, and failures of the desistance process. This research considers three main theories of desistance—control, cognitive transformation, and strain-social support—to explain desistance in a sample of imprisoned men in Spain. The main finding of the research is that strain-social support theory may be of primary importance for understanding desistance because of its capacity to explain processes of change that begin during imprisonment and that continue upon release.

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