scholarly journals Religious Education: Contribute to Social Cohesion or Lead to Social Disparity?

2020 ◽  
Vol V (III) ◽  
pp. 86-97
Author(s):  
Samreen Mahmood ◽  
Maksal Minaz ◽  
Madeeha Murad
Keyword(s):  
Religious Education ◽  
Social Cohesion ◽  
Research Problem ◽  
Structured Interview ◽  
Key Factors ◽  
Factors Affecting ◽  
The Social ◽  
Teachers And Students ◽  
Social Disparity

The purpose of this study was to investigate the role of madrassa education in building up a religiously cohesive society. The queries and questions which this research study addressed were: To investigate the social cohesion and disparity in the society. What are the key factors, which contribute to social cohesion or lead to social disparity? What is the understanding of madrasa administrators about social cohesion and social disparity? The study was qualitative in nature; an ethnographic case study was conducted to investigate the research problem, in order to investigate the research questions, administrators of all the 5 madrassa boards were interviewed, Semi-structured interview was conducted from the teachers and students of different school of thoughts to find out the different factors affecting social cohesion

The Social Cohesion Role of the Public Sector

2005 ◽  
Vol 80 (4) ◽  
pp. 53-77 ◽  
Author(s):  
N. Clark Capshaw
Keyword(s):  
Public Sector ◽  
Social Cohesion ◽  
The Public ◽  
The Social

Factors Affecting Individual Level ERP Assimilation in a Social Network Perspective

2017 ◽  
Vol 25 (3) ◽  
pp. 21-39 ◽  
Author(s):  
Luan Gao ◽  
Luning Liu ◽  
Yuqiang Feng
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Interactive Learning ◽  
Influential Factors ◽  
Three Dimensions ◽  
Organizational Level ◽  
Key Factors ◽  
Factors Affecting ◽  
Individual Level ◽  
The Social

Prior research on ERP assimilation has primarily focused on influential factors at the organizational level. In this study, the authors attempt to extend their understanding of individual level ERP assimilation from the perspective of social network theory. They designed a multi-case study to explore the relations between ERP users' social networks and their levels of ERP assimilation based on the three dimensions of the social networks. The authors gathered data through interviews with 26 ERP users at different levels in five companies. Qualitative analysis was used to understand the effects of social networks and interactive learning. They found that users' social networks play a significant role in individual level ERP assimilation through interactive learning among users. They also found five key factors that facilitate users' assimilation of ERP knowledge: homophily (age, position and rank), tie content (instrumental and expressive ties), tie strength, external ties, and centrality.

scholarly journals The Pioneers of Parents' Centre: Movers and Shakers for Change in the Philosophies and Practices of Childbirth and Parent Education in New Zealand

2021 ◽  
Author(s):  
◽  
Marie Bell
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Parent Education ◽  
Shape Change ◽  
Structured Interview ◽  
Child Rearing ◽  
The Social ◽  
The 1950S ◽  
Changing Times

<p>This thesis presents the voices of 17 pioneers of the organisation parents' Centre, founded in Wellington, New Zealand, in 1952. They reflect on Parents' Centre's contribution to the welfare and happiness of young children and their parents, and the challenges and satisfactions for them as 'movers and shakers' of an entrenched system. The pioneers, 13 women and 3 men, were a group of professionals and parents educated in the progressive tradition who worked as volunteers to found and develop the organisation. They challenged the well-established and generally respected views of the policymakers of the 1950s about the management of childbirth and parent education for young children. They believed that the education and care of the child from birth to three needed to be brought into line with the progressive principles and practices which had been gaining ground in the schools and pre-schools of New Zealand since the 1920s and which emphasised holistic development, especially the psychological aspects. Using Bronfenbrenner's ecological systems theory I set the study within the social climate of the 1950s to assess the contribution the changing times made to the success of the organisation. I identified the social and economic forces which brought change both in the institutions of society and within every day family life, particularly for young children and their parents. As researcher, I added my voice to their reflections while also playing the role of analyst. The study used an oral history method to record the stories of the participants from a contemporary perspective. My involvement in the organisation over 50 years gave me insider knowledge and a rapport with the people interviewed. Using a loosely structured interview I adopted a collegial method of data gathering. A second interview, two years after the first, informed the pioneers about my use of the interview material and gave opportunities for critical comments on my analysis. It became apparent that under the leadership of Helen Brew, parents' Centre was able to influence change. Analyses of the background of the pioneers and of the educationalists who influenced them in training, career and parenthood show that key influences on the pioneers were lecturers at Wellington and Christchurch Training Colleges and Victoria University of Wellington. The liberal thrust of these educational institutions reinforced similar philosophical elements in the child rearing practices experienced by the pioneers. Overall, the pioneers expressed satisfaction with the philosophies and practice they advocated at that time, their achievements within Parent's Centre, and pride in founding a consumer organisation effective for New Zealand conditions. They saw Parents' Centre as having helped to shape change. This study documents the strategies used by Parents' Centre to spread its message to parents, policy makers and the general public. At the end of the study the pioneers were in agreement that the change in the role of women, particularly as equal breadwinners with men, presented a challenge to the consumer and voluntary aspects of the organisation of Parents' Centre today. Some felt the organisation had lost its radical nature and was at risk of losing the consumer voice. Nonetheless, all the pioneers felt that Parents' Centre still had a part to play in providing effective ante-natal education 'by parents for parents' and a continuing role in working for change in the services in accordance with the needs of parents and children under three.</p>

scholarly journals Research on key influence factors of creativity development of applied undergraduates based on PCA

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiangmin Ren ◽  
Jingwei Yu
Keyword(s):  
Principal Component Analysis ◽  
Influence Factors ◽  
Principal Component ◽  
Heilongjiang Province ◽  
Key Factors ◽  
Factors Affecting ◽  
The Core ◽  
Creativity Development ◽  
Teachers And Students ◽  
Core Characteristics

Abstract Creativity is one of the core characteristics of talent; for this reason, the creativity development of applied undergraduates should be one of the basic components of their education. This article gives an overview of the meaning of the creativity of applied undergraduates and makes a literature knowledge-mining and expert investigation on the factors affecting the creativity development. We obtained more than 100 influencing factors, filtered out the duplicative factors, and formed the remaining factors into a questionnaire. A survey was conducted among 1460 teachers and students of some applied undergraduates in Heilongjiang Province. By using principal component analysis (PCA) to analyse the questionnaire, the key factors that affect the creativity development of applied undergraduates are obtained, and the key factors are systematically analysed. According to the results of the analysis, the specific ways and methods of the creativity development of applied undergraduates are put forward.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

scholarly journals Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

2018 ◽  
Vol 29 (3) ◽  
pp. 45
Author(s):  
Laura Balsalobre Aguilar ◽  
Rosario Isabel Herrada Valverde
Keyword(s):  
School Counselor ◽  
Structured Interview ◽  
Project Based Learning ◽  
Educational Community ◽  
Educational Innovations ◽  
School Counsellors ◽  
Agents Of Change ◽  
Teachers And Students ◽  
Agent Of Change

RESUMEN El Aprendizaje Basado en Proyectos (ABP) es una metodología activa que está adquiriendo una gran importancia a la hora de promover la implicación de toda la comunidad educativa, dar respuesta a las necesidades de su alumnado, y atender a las demandas sociales emergentes. En el presente estudio, se indaga en el papel desarrollado por el orientador como agente de cambio y asesor para el desarrollo de innovaciones educativas y metodologías activas en un instituto de educación secundaria (IES) en el que se aplica ABP. Entre otros aspectos, se analizan las funciones que desempeña el orientador a la hora de aplicar dicha metodología; qué conceptos manejan el orientador, los docentes y el alumnado sobre metodologías activas; los cambios provocados por el ABP en términos de coordinación, organización y relación entre personas; así como la relevancia y proyección de futuro de esta metodología en el currículo. Para ello, se lleva a cabo una investigación cualitativa basada en el paradigma fenomenológico o etnográfico, en el que se analizan las opiniones del orientador, director, docentes, y alumnos de este centro educativo. Para la recogida de información con los docentes y el orientador, se escogió la técnica de la entrevista semi-estructurada. A partir de los resultados obtenidos, se concluye que el orientador es un agente de cambio fundamental no solo por el asesoramiento y apoyo que ofrece al equipo directivo, sino también para toda la comunidad educativa en la que se involucra.ABSTRACT Project-Based Learning (PBL) is an active methodology that is becoming increasingly important in promoting the involvement of the entire educational community, responding to the needs of its students, and meeting emerging social demands. The present investigation analyzes the role of the school counselor as an agent of change and advisor for the development of educational innovations and active methodologies in a secondary school in which PBL is applied. In particular, they are analyzed the functions that the school counselor plays when applying this methodology; the information the counselor, teachers and students have about active methodologies; the changes caused by the ABP in terms of coordination, organization and relationship between people; as well as the relevance and future projection of this methodology in the curriculum. To this end, qualitative research is carried out based on the phenomenological or ethnographic paradigm, in which the opinions of the advisor, director, teachers and students are analysed. The semi-structured interview technique was chosen for the collection of information with the teachers and the counsellor. From the results obtained, it is concluded that the school counsellors are important agents of change not only because of the advice and support they offer to the management team, but also the entire educational community.

scholarly journals On Co-Creativity in Playful Classroom Activities

2017 ◽  
Vol 4 (1) ◽  
pp. 25-64 ◽  
Author(s):  
Alexander Schmoelz
Keyword(s):  
Research Problem ◽  
Structural Method ◽  
Children And Young People ◽  
Classroom Activities ◽  
Pedagogical Design ◽  
Teachers And Students ◽  
Field Notes ◽  
And Coping ◽  
Collection Methods

Abstract Recent research points to the essential role of creativity in coping with and acting in a changing world. It has been shown that individual, collaborative and communal efforts are a core capacity for acting in and coping with ever changing circumstances, such that a novel emphasis on cocreativity has arisen. Yet there is very little research on how to provide occasions for co-creativity in classrooms and so the research problem focuses on enabling co-creativity. Therefore, a playful pedagogical design was created and facilitated in classroom. The qualitative data collection methods involved narrative-Socratic dialogues with teachers and students, field notes, and gameplay videography. The Narrative-Structural Method was used to analyze the research material. The main results show that playful classroom activities provide an occasion for co-creative reframing's, engaging in dialogue, expressing emotions, and co-creating a shared story that is rich in co-determined actions. In conclusion, the pedagogical implications of the results are that classroom activities for co-creativity may facilitate mixed playful pedagogies and empty content spaces, so that children and young people can playfully identify, explore and negotiate shared topics that are novel and meaningful to themselves and others.

scholarly journals Reactions to Resistance: The Role of Contextual Factors in Sex Offending

2012 ◽  
Vol 27 (2) ◽  
pp. 148-165 ◽  
Author(s):  
Samantha Balemba ◽  
Eric Beauregard
Keyword(s):  
Child Victim ◽  
Factors Affecting ◽  
Interaction Detection ◽  
The Social ◽  
Interactionist Perspective ◽  
Specific Factors ◽  
Social Interactionist ◽  
Victim Resistance ◽  
Multiple Interactions

Upon encountering victim resistance during the commission of a sexual assault, an offender makes a decision as to how to react to the resistance via the use of varying degrees of coercive or noncoercive tactics. Exhaustive chi-squared automatic interaction detection (CHAID) analyses were performed on a sample of 369 criminal events to detect the significant situational and crime-specific factors, the pertinent interactions between these factors, and how these affect an offender’s reaction to victim resistance depending on whether the victim is a child or an adult. Findings show that multiple interactions do occur and, moreover, factors affecting the offender’s reaction to victim resistance are very different depending on whether the victim is a child or an adult. Planning and preparation variables, such as the offender’s attack strategy, were found to be significant in the child victim model, whereas reactive variables, such as the type of victim resistance, were found to be significant in the adult victim model. The findings lend support to the social interactionist perspective and the importance of victim–offender dynamics.

Psychological factors affecting market dynamics: the role of uncertainty and need satisfaction

2000 ◽  
Vol 03 (01n04) ◽  
pp. 323-334 ◽  
Author(s):  
Marco A. Janssen ◽  
Wander Jager
Keyword(s):  
Need Satisfaction ◽  
Market Dynamics ◽  
Simulation Experiments ◽  
Factors Affecting ◽  
The Social ◽  
Different Types ◽  
Agent Simulation ◽  
Cognitive Choice ◽  
Multi Agent

Markets can show different types of dynamics, ranging from stable markets dominated by one or a few products, to fluctuating markets where products are frequently being replaced by new versions. This paper explores the dynamics of markets from a psychological perspective using a multi-agent simulation model. The behavioural rules of the artificial consumers, the consumats, are based on a conceptual meta-theory from psychology. The artificial consumers have to choose each period between different products. Products remain on the market for as long as their market share exceeds a minimum level. If not, it will be replaced by a new product. Simulation experiments are being performed with a population of consumats having different preferences. Results show that the dominating type of cognitive (choice) process has large consequences for the resulting market dynamics. Moreover, the size of the social network affects the market dynamics too.

scholarly journals Functions of Music Making Under Lockdown: A Trans-Historical Perspective Across Two Pandemics

2020 ◽  
Vol 11 ◽  
Author(s):  
Remi Chiu
Keyword(s):  
Social Isolation ◽  
Social Cohesion ◽  
Historical Perspective ◽  
Mood Regulation ◽  
Social Body ◽  
Historical Comparison ◽  
Music Making ◽  
The Social ◽  
Musical Activities

This paper describes how music fulfills two of its broadly recognized functions—“mood regulation” and “social cohesion”—in times of pandemics and social isolation. Through a trans-historical comparison of the musical activities of the Milanese during an outbreak of plague in 1576 with the musical activities observed during the COVID lockdowns in 2020 (such as balcony-singing and playlist-making), this paper suggests a framework for understanding the role of music in the care of the biological body and the social body in times of medical disaster.

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