scholarly journals Social Networking Platforms and Classroom Culture

2021 ◽  
Vol 73 (1) ◽  
pp. 138-150
Author(s):  
Thi Hien Quyen Van ◽  
James Underwood ◽  
Li Tai
Keyword(s):  
Social Networks ◽  
Professional Community ◽  
Classroom Culture ◽  
School Level ◽  
Learning Tools ◽  
Learning Group ◽  
Wide Range ◽  
Young Students ◽  
The Individual ◽  
Personal Reflections

Abstract This article investigates how social networks affect classroom culture in secondary schools. It combines personal reflections from us as professionals, who have worked in schools and in universities in a range of different countries and contexts, with the use of research written over the last decade into this area. Stylistically this article is a conceptual article – it has a strong reflective element and its purpose within the wider academic and professional community is to generate discussion among professionals rather than to find definitive conclusions. Classroom culture is commonly divided into four dimensions: group attitudes and behaviours toward learning, group attitudes and behaviours towards interaction with peers, teacher attitudes and behaviours towards students and instruction, and parental behaviours towards children and the teacher. This framework underpins this article. Even though social networks play an important part in young students’ lives globally, most studies into the usage of social networks for education have been conducted at the level of higher education and only a few studies focus on school level. This paper therefore focuses on school level usage and possibilities. The paper concludes that whatever our views on social media, the reality is that Facebook and its many counterparts are part of current culture and are already being used by many teachers globally as learning tools. Given that they can have both negative and positive impacts on classroom culture and are becoming an inevitable part of many young students’ lives, schools have limited options. The first one is to ban social networks to make sure that there are no consequences, and this is the case in a wide range of systems and jurisdictions. However, other approaches, which can be a frequently found globally, include a managed approach to Facebook – with course, class or even teacher pages – often entirely separate to the individual teacher’s personal page.

scholarly journals Effects of the peer metagenomic environment on smoking behavior

2019 ◽  
Vol 116 (33) ◽  
pp. 16302-16307 ◽  
Author(s):  
Ramina Sotoudeh ◽  
Kathleen Mullan Harris ◽  
Dalton Conley
Keyword(s):  
Animal Studies ◽  
Peer Group ◽  
Smoking Behavior ◽  
Active Role ◽  
Substantial Effect ◽  
School Level ◽  
High Genetic Risk ◽  
Wide Range ◽  
Nationally Representative ◽  
The Individual

Recent scholarship suggests that the genomes of those around us affect our own phenotypes. Much of the empirical evidence for such “metagenomic” effects comes from animal studies, where the socio-genetic environment can be easily manipulated. Among humans, it is more difficult to identify such effects given the nonrandom distribution of genes and environments. Here we leverage the as-if-random distribution of grade-mates’ genomes conditional on school-level variation in a nationally representative sample. Specifically, we evaluate whether one’s peers’ genetic propensity to smoke affects one’s own smoking behavior net of one’s own genotype. Results show that peer genetic propensity to smoke has a substantial effect on an individual’s smoking outcome. This is true not only when the peer group includes direct friends, and therefore where the individual plays an active role in shaping the metagenomic context but also when the peer group includes all grade-mates and thus in cases where the individual does not select the metagenomic environment. We explore these effects further and show that a small minority with high genetic risk to smoke (‘bad apples’) can greatly affect the smoking behavior of an entire grade. The methodology used in this paper offers a potential solution to many of the challenges inherent in estimating peer effects in nonexperimental settings and can be utilized to study a wide range of outcomes with a genetic basis. On a policy level, our results suggest that efforts to reduce adolescent smoking should take into account metagenomic effects, especially bad apples, within social networks.

A Moment to Come Together: Personal Reflections on Trayvon Martin

2013 ◽  
Vol 5 (1) ◽  
pp. 131-137
Author(s):  
Roxanne Christensen ◽  
LaSonia Barlow ◽  
Demetrius E. Ford
Keyword(s):  
Civil Rights ◽  
Doctoral Students ◽  
Professional Psychology ◽  
Direct Effects ◽  
The Social ◽  
To Come ◽  
Professional Responses ◽  
The Individual ◽  
Personal Reflections ◽  
Unique Individual

Three personal reflections provided by doctoral students of the Michigan School of Professional Psychology (Farmington Hills, Michigan) address identification of individual perspectives on the tragic events surrounding Trayvon Martin’s death. The historical ramifications of a culture-in-context and the way civil rights, racism, and community traumatization play a role in the social construction of criminals are explored. A justice orientation is applied to both the community and the individual via internal reflection about the unique individual and collective roles social justice plays in the outcome of these events. Finally, the personal and professional responses of a practitioner who is also a mother of minority young men brings to light the need to educate against stereotypes, assist a community to heal, and simultaneously manage the direct effects of such events on youth in society. In all three essays, common themes of community and growth are addressed from varying viewpoints. As worlds collided, a historical division has given rise to a present unity geared toward breaking the cycle of violence and trauma. The authors plead that if there is no other service in the name of this tragedy, let it at least contribute to the actualization of a society toward growth and healing.

TEACHING INNOVATION AND THE USE OF SOCIAL NETWORKS IN ARCHITECTURE: LEARNING BUILDING SERVICES DESIGN FOR SMART AND ENERGY EFFICIENT BUILDINGS

2018 ◽  
Vol 12 (1) ◽  
pp. 367
Author(s):  
Samuel Domínguez-Amarillo ◽  
Jesica Fernandez-Aguera ◽  
Patricia Fernandez-Aguera
Keyword(s):  
Social Networks ◽  
Undergraduate Students ◽  
Participatory Design ◽  
Energy Use ◽  
Smart Cities ◽  
Learning Experience ◽  
Professional Community ◽  
New Paradigm ◽  
Teaching Innovation ◽  
Energy Efficient Buildings

Today’s buildings are evolving from structures comprising unchanging, static elements scantly able to interact with their surroundings, towards complex systemic compounds with an impact on the environs that entails more than mere anthropic alteration. In pursuit of energy efficiency and true sustainability, buildings must acquire the ability to interact as well as to generate synergies. The most prominent features of this approach are energy management and information flows which, intelligently designed, not only enhance buildings’ capabilities, but also introduce a significant change in their relationship with the surrounds (‘smart cities’) and its inhabitants. This new paradigm calls for revisiting undergraduate architectural instruction, adopting a more complex overview of energy use and management in the design process, regarding buildings as dynamic rather than static entities. The methodology focuses on creating learning environments that favour students’ participation in problem solving and assessment, encouraging teamwork based on case studies and stressing the connection between this new architecture, ICTs included, and social networks as participatory design tools. These ideas were implemented in a pilot learning experience conducted at the University of Seville for undergraduate students. The use of ICTs and the collaboration of non-academic experts were observed to further student promotion and projection beyond the academic environment and introduce them to the professional community.

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

Welfare tradeoff psychology is present in children and adults

2018 ◽  
Author(s):  
Rhea M Howard ◽  
Annie C. Spokes ◽  
Samuel A Mehr ◽  
Max Krasnow
Keyword(s):  
Social Networks ◽  
Social Context ◽  
Opportunity Cost ◽  
Trade Off ◽  
Contextual Features ◽  
Limited Experience ◽  
The Individual

Making decisions in a social context often requires weighing one's own wants against the needs and preferences of others. Adults are adept at incorporating multiple contextual features when deciding how to trade off their welfare against another. For example, they are more willing to forgo a resource to benefit friends over strangers (a feature of the individual) or when the opportunity cost of giving up the resource is low (a feature of the situation). When does this capacity emerge in development? In Experiment 1 (N = 208), we assessed the decisions of 4- to 10-year-old children in a picture-based resource tradeoff task to test two questions: (1) When making repeated decisions to either benefit themselves or benefit another person, are children’s choices internally consistent with a particular valuation of that individual? (2) Do children value friends more highly than strangers and enemies? We find that children demonstrate consistent person-specific welfare valuations and value friends more highly than strangers and enemies. In Experiment 2 (N = 200), we tested adults using the same pictorial method. The pattern of results successfully replicated, but adults’ decisions were more consistent than children’s and they expressed more extreme valuations: relative to the children, they valued friends more and valued enemies less. We conclude that despite children’s limited experience allocating resources and navigating complex social networks, they behave like adults in that they reference a stable person-specific valuation when deciding whether to benefit themselves or another and that this rule is modulated by the child’s relationship with the target.

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

The True Believers

2018 ◽  
Author(s):  
Barbara J. Risman
Keyword(s):  
Gender Differences ◽  
Social Networks ◽  
Social Life ◽  
Gender Ideology ◽  
Macro Level ◽  
Individual Level ◽  
Gender Differentiation ◽  
The World ◽  
The Individual ◽  
Gendered Expectations

This is the first data chapter. In this chapter, respondents who are described as true believers in the gender structure, and essentialist gender differences are introduced and their interviews analyzed. They are true believers because, at the macro level, they believe in a gender ideology where women and men should be different and accept rules and requirements that enforce gender differentiation and even sex segregation in social life. In addition, at the interactional level, these Millennials report having been shaped by their parent’s traditional expectations and they similarly feel justified to impose gendered expectations on those in their own social networks. At the individual level, they have internalized masculinity or femininity, and embody it in how they present themselves to the world. They try hard to “do gender” traditionally.

Punk as Folk: Continuities and Tensions in the UK and Beyond

2020 ◽  
Author(s):  
Pete Dale
Keyword(s):  
Folk Music ◽  
Music Making ◽  
Collective Creativity ◽  
Living Tradition ◽  
Wide Range ◽  
The Us ◽  
The Common ◽  
The Individual ◽  
The Uk

Numerous claims have been made by a wide range of commentators that punk is somehow “a folk music” of some kind. Doubtless there are several continuities. Indeed, both tend to encourage amateur music-making, both often have affiliations with the Left, and both emerge at least partly from a collective/anti-competitive approach to music-making. However, there are also significant tensions between punk and folk as ideas/ideals and as applied in practice. Most obviously, punk makes claims to a “year zero” creativity (despite inevitably offering re-presentation of at least some existing elements in every instance), whereas folk music is supposed to carry forward a tradition (which, thankfully, is more recognized in recent decades as a subject-to-change “living tradition” than was the case in folk’s more purist periods). Politically, meanwhile, postwar folk has tended more toward a socialist and/or Marxist orientation, both in the US and UK, whereas punk has at least rhetorically claimed to be in favor of “anarchy” (in the UK, in particular). Collective creativity and competitive tendencies also differ between the two (perceived) genre areas. Although the folk scene’s “floor singer” tradition offers a dispersal of expressive opportunity comparable in some ways to the “anyone can do it” idea that gets associated with punk, the creative expectation of the individual within the group differs between the two. Punk has some similarities to folk, then, but there are tensions, too, and these are well worth examining if one is serious about testing out the common claim, in both folk and punk, that “anyone can do it.”

scholarly journals The OsERF115/AP2EREBP110 Transcription Factor Is Involved in the Multiple Stress Tolerance to Heat and Drought in Rice Plants

2021 ◽  
Vol 22 (13) ◽  
pp. 7181
Author(s):  
Seong-Im Park ◽  
Hyeok Jin Kwon ◽  
Mi Hyeon Cho ◽  
Ji Sun Song ◽  
Beom-Gi Kim ◽  
...  
Keyword(s):  
Stress Tolerance ◽  
Transcriptional Activation ◽  
Individual Plant ◽  
Hormone Signaling ◽  
Combined Stress ◽  
Drought Treatment ◽  
Wide Range ◽  
The Individual ◽  
Potential Use ◽  
Multiple Stress Tolerance

The AP2/EREBP family transcription factors play important roles in a wide range of stress tolerance and hormone signaling. In this study, a heat-inducible rice ERF gene was isolated and functionally characterized. The OsERF115/AP2EREBP110 was categorized to Group-IIIc of the rice AP2/EREBP family and strongly induced by heat and drought treatment. The OsERF115/AP2EREBP110 protein targeted to nuclei and suppressed the ABA-induced transcriptional activation of Rab16A promoter in rice protoplasts. Overexpression of OsERF115/AP2EREBP110 enhanced thermotolerance of seeds and vegetative growth stage plants. The OsERF115/AP2EREBP110 overexpressing (OE) plants exhibited higher proline level and increased expression of a proline biosynthesis P5CS1 gene. Phenotyping of water use dynamics of the individual plant indicates that the OsERF115/AP2EREBP110-OE plant exhibited better water saving traits under heat and drought combined stress. Our combined results suggest the potential use of OsERF115/AP2EREBP110 as a candidate gene for genetic engineering approaches to develop heat and drought stress-tolerant crops.

scholarly journals Entangling Lattice-Trapped Bosons with a Free Impurity: Impact on Stationary and Dynamical Properties

Entropy ◽  
2021 ◽  
Vol 23 (3) ◽  
pp. 290
Author(s):  
Maxim Pyzh ◽  
Kevin Keiler ◽  
Simeon I. Mistakidis ◽  
Peter Schmelcher
Keyword(s):  
Structural Changes ◽  
Many Body ◽  
Wide Range ◽  
Entropy Measures ◽  
Particle Level ◽  
The Many ◽  
The One ◽  
Tunneling Dynamics ◽  
The Individual ◽  
Trapped Bosons

We address the interplay of few lattice trapped bosons interacting with an impurity atom in a box potential. For the ground state, a classification is performed based on the fidelity allowing to quantify the susceptibility of the composite system to structural changes due to the intercomponent coupling. We analyze the overall response at the many-body level and contrast it to the single-particle level. By inspecting different entropy measures we capture the degree of entanglement and intraspecies correlations for a wide range of intra- and intercomponent interactions and lattice depths. We also spatially resolve the imprint of the entanglement on the one- and two-body density distributions showcasing that it accelerates the phase separation process or acts against spatial localization for repulsive and attractive intercomponent interactions, respectively. The many-body effects on the tunneling dynamics of the individual components, resulting from their counterflow, are also discussed. The tunneling period of the impurity is very sensitive to the value of the impurity-medium coupling due to its effective dressing by the few-body medium. Our work provides implications for engineering localized structures in correlated impurity settings using species selective optical potentials.

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