Academic literature on the topic 'Goal Contents Theory'
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Journal articles on the topic "Goal Contents Theory"
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Sicilia, Álvaro, Manuel Alcaraz-Ibáñez, María-Jesús Lirola, and Rafael Burgueño. "Influence of Goal Contents on Exercise Addiction: Analysing the Mediating Effect of Passion for Exercise." Journal of Human Kinetics 59, no. 1 (October 20, 2017): 143–53. http://dx.doi.org/10.1515/hukin-2017-0154.
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AbstractBased on the self-determination theory (Deci and Ryan, 1985, 2000), the purpose of this study was to examine the effects of exercise goal contents on exercise addiction, taking into account the mediating effects of passion for exercise. A total of 384 university students (284 men and 100 women; Mage = 20.31, SD = 3.10) completed a questionnaire that measured exercise frequency and intensity, exercise goal contents (e.g. intrinsic: social affiliation, health management, skill development; extrinsic: image and social recognition), passion for exercise (e.g. harmonious and obsessive), and exercise addiction. After controlling the exercise frequency and intensity effects, results showed that goal contents did not directly predict exercise addiction. However, mediation analysis showed that goal contents predicted addiction through passion for exercise. These results support a motivational sequence in which extrinsic versus intrinsic goals influence exercise addiction because such goals are positively associated with obsessive passion for exercise and negatively associated with harmonious passion.
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Sebire, Simon J., Martyn Standage, Fiona B. Gillison, and Maarten Vansteenkiste. "“Coveting Thy Neighbour’s Legs”: A Qualitative Study of Exercisers’ Experiences of Intrinsic and Extrinsic Goal Pursuit." Journal of Sport and Exercise Psychology 35, no. 3 (June 2013): 308–21. http://dx.doi.org/10.1123/jsep.35.3.308.
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Goals are central to exercise motivation, although not all goals (e.g., health vs. appearance goals) are equally psychologically or behaviorally adaptive. Within goal content theory (Vansteenkiste, Niemiec, & Soenens, 2010), goals are adaptive to the extent to which they satisfy psychological needs for autonomy, competence, and relatedness. However, little is known about what exercisers pursuing different goals are feeling, doing, thinking, and paying attention to that may help to explain the association between goal contents and need satisfaction. Using semistructured interviews and interpretative phenomenological analysis, we explored experiences of exercise among 11 adult exercisers who reported pursuing either predominantly intrinsic or extrinsic goals. Four themes emerged: (a) observation of others and resulting emotions, (b) goal expectations and time perspective, (c) markers of progress and (d) reactions to (lack of) goal achievement. Intrinsic and extrinsic goal pursuers reported divergent experiences within these four domains. The findings illuminate potential mechanisms by which different goals may influence psychological and behavioral outcomes in the exercise context.
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Zhang, Ying, Jian Zhang, and Jingjing Li. "The effect of intrinsic and extrinsic goals on work performance." Personnel Review 47, no. 4 (June 4, 2018): 900–912. http://dx.doi.org/10.1108/pr-03-2017-0086.
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Purpose Based on the goal content theory (GCT), the purpose of this paper is to focus on the essence of goals and examine the associations between different work goal contents (intrinsic and extrinsic goals) and work performance. Design/methodology/approach The data were collected from 279 employees and their immediate supervisors, and the theoretical hypotheses were tested by correlation and hierarchal regression analyses. Findings The results of the analyses showed that intrinsic goal content positively predicted task performance, dedicative performance, interpersonal performance, and adaptive performance and that extrinsic goal content positively predicted the task performance and adaptive performance; intrinsic goals were also found to enhance the relationship between extrinsic goals and task performance. Originality/value The contribution of the current study is that it explores whether both extrinsic goals and intrinsic goals can contribute to predicting work performance. Moreover, different from previous studies that focus on discussing the separate effects of intrinsic and extrinsic goals on outcomes, the authors aim to study the interaction effect between these goals, which enriches GCT.
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Hollmann, Jelena, Julia Gorges, and Elke Wild. "You Will Attain My Goal." European Journal of Psychological Assessment 34, no. 1 (January 2018): 22–29. http://dx.doi.org/10.1027/1015-5759/a000317.
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Abstract. This paper deals with parental goals for children, that is, goals parents want their children to attain by the time they reach adulthood. Presenting an adaption of the German Aspirations Index to assess parental goals for children (AI-PG), factorial structure and psychometric properties in a nonclinical sample of German parents of children between 10 and 15 years of age were investigated. Parents (NT1 = 948; NT2 = 670) rated the importance of different parental goals for children. The AI-PG structure was first examined in a subsample of mothers using confirmatory factor analyses. Main results provided support for the hypothesized hierarchical factorial structure. Accordingly, the given 21 items can be assigned to seven first-order factors that reflect goal-contents, and two second-order factors that reflect goals’ motivational orientation as either intrinsic or extrinsic. The questionnaire shows good psychometric properties (i.e., homogeneity, model-based reliability, and stability). Multiple-group analyses confirmed measurement invariance across informants (mothers and fathers), gender of target children (daughters and sons), and measurement time points. Small but significant relationships of the scales with need-threatened environment, parenting practices, and child internalizing behavior problems added to the scale’s construct validity. Results are discussed in terms of the fruitfulness of a concept of parental goals for children within self-determination theory.
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Vine, Ian. "Motivating consciousness." Behavioral and Brain Sciences 24, no. 1 (February 2001): 190–91. http://dx.doi.org/10.1017/s0140525x01243933.
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Gray's account of a brain mechanism for generating the contents of consciousness is incomplete. Adaptive advantages of conscious functioning need to be sought within the first-person affective sensation motivating flexibly goal-directed actions, as in Humphrey's sensory feedback theory.
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Antunes, Raul, Nuno Couto, Diogo Monteiro, João Moutão, Daniel Marinho, and Luis Cid. "Validation of the Goal Content for Exercise Questionnaire (GCEQ) for a sample of elderly Portuguese people." Motricidade 13, no. 1 (June 3, 2017): 59. http://dx.doi.org/10.6063/motricidade.9541.
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According Sebire, Standage and Vansteenkiste (2008), goals contents (motives) are the major drivers of behavior, giving rise to the goal content theory, which is in the basis of Goal Content for Exercise Questionnaire (GCEQ: Sebire et al., 2008) development. So, the main goal of present study was to conduct the validation of GCEQ for a sample of Portuguese elderly (n = 311), with equal or higher ages than 60 years old (M = 68.53; DP = 6.69). The main results show us that CGEQ measurement model (5 factors, 20 items) only present adequate fit to data after the elimination of 3 items: S-Bχ²=219.9, df=109, p=.001, SRMR=.049, TLI=.916, CFI=.934, RMSEA=.057, RMSEA 90% CI=.046-.068, PCFI=.747). Besides that, the 5 factors show us acceptable values of composite reliability: between .76 and .88. Those findings allow us to conclude that GCEQ with 5 factors and 17 items can be used to measure goal content in a population of elderly Portuguese people in physical activity domain.
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Milanovic-Nahod, Slobodanka, and Nadezda Saranovic-Bozanovic. "Development of cognitive abilities as educational goal." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 66–84. http://dx.doi.org/10.2298/zipi0436066m.
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The present paper sets out to consider cognitive abilities development depending on learning and educational goals. Three standpoints and their effects on the quality of cognition are opposed: determination of tasks and goals beforehand, non-determination of tasks and goals beforehand, and alternative models where general and specific goals are planned specification being left to curriculum executors. Thereafter, consideration is given to the learning theories where it is insisted either upon learner?s individual activities or upon planning of learning context which contains interrelations between teachers, learners and contents. Emphasis is placed on a discrepancy between theoretical ideas providing good reasons for independently constructed knowledge evaluation, on the one hand, and school practice that commonly does not attribute great importance to such knowledge on the other hand. How the development of cognitive abilities will proceed in teaching depends largely on teachers themselves - their understanding of tasks and goals, qualifications they possess for school subject they teach manner of executing instruction, and familiarity with student personality needs. We can accept the standpoint that we need the theory focusing straight on education, but must be broad enough to embrace both individual and contextual perspective as well as activities of both teachers and students.
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Vansteenkiste, Maarten, Willy Lens, and Edward L. Deci. "Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation." Educational Psychologist 41, no. 1 (March 2006): 19–31. http://dx.doi.org/10.1207/s15326985ep4101_4.
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Mandal, Ramdeo. "Nepali Educational Grammar: Theory and Practice." Orchid Academia Siraha 1, no. 1 (December 31, 2022): 133–40. http://dx.doi.org/10.3126/oas.v1i1.52156.
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Although efforts are being made by domestic and foreign writers, it lacks standard level wise Nepali grammar. Therefore, the main goal of it is to develop standard level wise Nepali grammar by keeping standard grammatical contents regarding level. Primary and secondary sources were used to collect data, and qualitative analysis was performed through library work, comparative method and descriptive method. In various grammar studies alphabets, letters, syllable structure, word class, gender, number, person, tense, aspect, sense, voice, negative and positive, vocabulary, sentence difference, spelling, causative verb, idioms and definitional words are included. There is no clear boundary for grammar in different levels such as lower secondary Nepali grammar. Secondary Nepali grammar and expression, compulsory Nepali for proficiency level, higher secondary Nepali grammar and expression, and graduate level (301). It seems there is uncertainty rather than uniformity during teaching-learning. Therefore, particularly Nepali grammar should be developed to get rid of such situation and to compensate its lack.
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Sheldon, Kennon M., Nicolas Sommet, Mike Corcoran, and Andrew J. Elliot. "Feeling Interpersonally Controlled While Pursuing Materialistic Goals: A Problematic Combination for Moral Behavior." Personality and Social Psychology Bulletin 44, no. 9 (April 16, 2018): 1330–49. http://dx.doi.org/10.1177/0146167218766863.
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We created a life-goal assessment drawing from self-determination theory and achievement goal literature, examining its predictive power regarding immoral behavior and subjective well-being. Our source items assessed direction and energization of motivation, via the distinction between intrinsic and extrinsic aims and between intrinsic and extrinsic reasons for acting, respectively. Fused source items assessed four goal complexes representing a combination of direction and energization. Across three studies ( Ns = 109, 121, and 398), the extrinsic aim/extrinsic reason complex was consistently associated with immoral and/or unethical behavior beyond four source and three other goal complex variables. This was consistent with the triangle model of responsibility’s claim that immoral behaviors may result when individuals disengage the self from moral prescriptions. The extrinsic/extrinsic complex also predicted lower subjective well-being, albeit less consistently. Our goal complex approach sheds light on how self-determination theory’s goal contents and organismic integration mini-theories interact, particularly with respect to unethical behavior.
Dissertations / Theses on the topic "Goal Contents Theory"
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Sebire, Simon J. "Goal content in exercise : a self-determination theory perspective." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512301.
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The purpose of the present thesis was to explore the cognitive, affective and behavioural correlates of adults’ exercise goals using the goal content perspective forwarded in Self-determination Theory (SDT; Deci & Ryan, 2000). In Study 1, to facilitate theoretically consistent measurement of exercise goal content, the Goal Content for Exercise Questionnaire (GCEQ) was developed and validated in multiple adult samples (N = 1306). In Study 2, analysis of cross-sectional data from 410 adults showed that relative intrinsic goal content (assessed by the GCEQ) predicted variance in adaptive cognitive, affective and behavioural aspects of exercise. Commensurate the hypotheses of SDT, the effect of goal content on cognitive and affective (but not behavioural) variables remained significant above and beyond exercise behavioural regulation. The cognitive and affective effects of goal content were shown to be partially mediated by psychological need satisfaction. In Study 3, qualitative analysis of exercisers (N = 11) experiences of pursuing relative intrinsic/extrinsic goals revealed themes that advance the understanding of the mechanisms underlying the findings of Study 2. Extending the findings of Study 2, using a prospective design and objective behavioural assessment, in Study 4 (N = 101) a motivational sequence from goal content to engagement in health-enhancing bouts of exercise behaviour via behavioural regulation was observed. Collectively, the four studies provide a comprehensive analysis of exercise goal content from an SDT perspective. The findings highlight the utility of the goal content construct in understanding motivation for exercise and provide a foundation for theoretically aligned future research.
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Granger, Benjamin P. "Enhancing Training Outcomes in the Context of e-Learning: The Impact of Objective Learner Control, Training Content Complexity, Cognitive Load, Learning Goal Orientation, and Metacognitive Strategies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4326.
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Learner-controlled e-learning has become a preferred medium for the delivery of organizational training. While e-learning offers organizations and trainees many advantages, it also comes with several potential disadvantages. The aim of this study was to explore the relative efficacy of learner- and program-controlled e-learning for content that differs in its complexity. This study also explored cognitive load as a differential mediator of the interaction between learner control and training content complexity for predicting cognitive and behavioral learning outcomes. Finally, learning goal orientation was explored as a motivational individual difference that helps learners cope with complex, learner-controlled e-learning environments. Results suggest that while there is little difference between learners in learner- and program-controlled e-learning environments for content that is relatively simple in nature, complex, learner-controlled e-learning environments are detrimental to cognitive learning relative to complex, program-controlled environments. Moreover, the results suggest that this interaction is differentially mediated by cognitive load, suggesting that complex, learner-controlled environments induce high cognitive demands onto learners which ultimately inhibit cognitive learning. Finally, learning goal orientation was identified as more facilitative individual difference in learner-controlled e-learning environments relative to program-controlled and simple training environments. Theoretical and practical implications of these findings are also discussed.
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Rodriguez, Aracely. "Psychosocial Motivators for Obstacle Course Racing: A Qualitative Case Study." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.
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This study explored the psychological and sociological motivations of adult female and male obstacle course racers. A qualitative case study approach was used to explore the views, experiences, and motivations of obstacle course racing (OCR) participants. Descriptive statistics and cross tabulation was used to interpret responses to the 297 online questionnaires. A content analysis approach was used to analyze the qualitative data gathered from three focus groups with a total of 20 obstacle course racers. Three theories formed the basis of the study: Self-Determination Theory (SDT), Achievement Goal Theory (AGT), and Social Leaning Theory (SLT). Overall, findings supported previous research regarding motivations to participate in adventure racing and extreme sports. Individuals were guided more by intrinsic motives than extrinsic motives. Important motivations for obstacle course racers included the camaraderie among participants, connecting and socializing with other like-minded people, having fun, and having a physical challenge that allowed them to progress and keep on track with their health goals. Obstacle course racing was perceived as positively impacting participants’ health, mental wellness and their confidence in their physical abilities as well as in other areas of their lives. Findings from this study may inform future interventions to increase participation in OCR or to increase overall physical activity among adults by building on camaraderie, social connection, enjoyment, and self-efficacy.
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Grinnell, Lynn D. "A qualitative exploration of reflective thinking in experiential learning debriefings." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.
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Jin, Li. "Computer-mediated peer response in a level-IV ESL academic writing class : a cultural historical activity theoretical perspective." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002033.
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Antonsson, Anna. "Lärarens dubbla uppdrag inom Ekonomiprogrammet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49610.
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Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter. Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget. Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.” Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet.This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.
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Kyrylo, Lyutov. "Motivos e vitalidade na prática de corrida recreativa, relação com a idade e frequência semanal : uma perspetiva da teoria da autodeterminação." Master's thesis, 2017. http://hdl.handle.net/10400.5/14104.
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Tendo em conta a crescente popularidade da corrida recreativa, tem surgido cada vez mais interesse em perceber este comportamento e as suas implicações para o bem-estar. Baseado na teoria da autodeterminação (TAD), o presente estudo teve dois objetivos principais: (a) analisar as diferenças entre as faixas etárias e os grupos de frequência semanal nos motivos e na vitalidade; e (b) examinar a relação entre os motivos (intrínsecos vs. extrínsecos) e a vitalidade. A amostra consistiu em 110 praticantes de corrida recreativa (Midades = 33.21 anos; DP = 9.37), selecionada por conveniência. Os dados foram recolhidos através de um inquérito online que incluiu instrumentos que avaliaram os motivos, - The Motivations of Marathoners Scales (MOMS), e a vitalidade, - Escala de Vitalidade Subjetiva (EVS). Os resultados mostraram, que os praticantes mais jovens (18- 27 anos) focaram-se mais na realização de objetivos pessoais, enquanto os mais velhos (39- 62 anos) além de apresentarem uma maior vitalidade, procuraram mais a afiliação como motivo para a prática de corrida recreativa. Os grupos de frequência semanal não apresentaram diferenças na vitalidade, no entanto o grupo que corre menos de três vezes por semana mostrou estar mais focado no motivo orientações de saúde. Os resultados da regressão múltipla hierárquica revelaram que apenas o motivo afiliação foi um preditor significativo da vitalidade quando controlado para a idade e a frequência semanal. Os resultados deste trabalho suportam os fundamentos teóricos da TAD, mostrando a importância da afiliação para o bem-estar e a vitalidade.Considering the increasing popularity of recreational running, there has been a growing interest in understanding this behavior and its implications for well-being. Based on the self-determination theory (SDT), the present study had two main objectives: (a) to analyze the differences between the age groups and the weekly frequency groups in terms of motives and vitality; and (b) to analyze the relationship between (intrinsic vs. extrinsic) motives and vitality. The sample consisted of 110 recreational runners (Mage = 33.21 years, SD = 9.37), selected by convenience. The data was collected through an online survey that included instruments that assessed the motives - The Motivations of Marathoners Scales (MOMS), and vitality - Subjective Vitality Scale (SVS). The results showed that younger runners (18-27 years old) were more motivated by the personal goal achievement, while older runners (39-62 years old), in addition to higher vitality, more heavily endorsed the affiliation as reason for recreational running. The weekly frequency groups did not show differences in vitality, however the group that runs less than three times a week showed more focus on health orientation motive. The results of hierarchical multiple regression revealed that only the affiliation motive was a significant predictor of vitality when controlling for age and weekly frequency. The results of this work support the theoretical foundations of SDT, showing the importance of affiliation for well-being and vitality.
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"The Fitness Tourist: Goal Content of Exercisers in the Wellness Tourism Industry." Master's thesis, 2017. http://hdl.handle.net/2286/R.I.44078.
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abstract: The fitness and wellness industry is expanding at a rapid pace, and part of this expansion includes wellness tourism. Within wellness tourism, fitness related activities and programs are sought by wellness tourists or more specifically, fitness tourists. Wellness tourism is defined as a journey by people whose motive, in whole or in part, is to maintain or promote their well-being, and who stay at least one night at a facility that is designed to enable and enhance physical, psychological, spiritual and/or social well-being. Inevitably, fitness related activities are offered within wellness tourism, and seem to attract these fitness tourists.
The purpose of this study is two-fold. It is first to examine the goal content fitness tourists possess in this non-traditional exercise context. Second, this study aims to examine the goal pursuits within the promotional content produced by the wellness tourism industry. This study is informed by goal content theory (GCT) which is a mini-theory within self-determination theory (SDT). Developed by Kasser and Ryan (1996), GCT examines how goals pursued by individuals, in this case fitness tourists, whether related to extrinsic or intrinsic content, account for variations in wellness. Extrinsic goals include elements like wealth and appearance, while intrinsic goals include dimensions like community contribution and health management.
Participants were targeted through their consumption of fitness services at wellness tourism resorts in the southwestern United States. The goal content for exercise questionnaire (GCEQ) was distributed to these targeted participants to determine the types of exercisers, intrinsically or extrinsically motivated, who are consuming these services. Additionally, a content analysis was conducted to examine the elements portrayed by the industry within a fitness context. Understanding goal content can allow organizations to create programs supportive of participants’ autonomous motivations which research suggests lead to higher levels of well-being. Using a sample of 100 GCEQs, the study implies fitness tourists are more likely to be white, high income females with stronger intrinsic goal content. Health management, image, and skill development were among the highest ranked goals. A total of 182 images were examined in addition to extensive narrative content on the webpages of these sites suggesting this industry promotes holistic wellness rather than appearance. The results of this study should be used to program physical activity interventions made accessible to low and middle class individuals.Dissertation/Thesis
Masters Thesis Community Resources and Development 2017
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Sprague, David William. "Exploring information visualization use patterns in casual contexts." Thesis, 2011. http://hdl.handle.net/1828/3418.
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This dissertation describes a series of studies conducted to explore why people use information visualizations during their non-work time (casual InfoVis) and which factors are critical for visualization adoption and long duration use. I also model typical casual InfoVis usage patterns and provide a framework for future hypothesis testing. Each study explored a different facet of casual InfoVis research and each built on lessons from the previous studies. The first study explored the development and evaluation of a casual InfoVis system, PartyVote, and how visualizations can be used to aid informal group social interactions. Results from the evaluation indicate that the system successfully helped give people a more equal share in choosing music during social gatherings and people could strategically choose music, but social pressures did not constrain behaviors or reduce cheating as much as expected. The complexity of factors affecting PartyVote use led to a pseudo-experiment evaluating the appeal of motion based data encoding. Study results indicated that participants formed distinct opinion-based groups and motion data encoding was only considered appealing to less than half of the participants. Utility was a critical factor for half the participants, but a sizable group still preferred motion use, despite knowing that it reduced system utility. My final study examined how people encountered and used visual representations of data (artifacts) during their non-work time. The artifact study led me to develop the Promoter / Inhibitor Motivation Model (PIMM) of casual visualization interaction. PIMM subsequently helps explain results encountered during the first two studies. The model provides a framework for future casual InfoVis investigations and identifies potential shortfalls and areas of concern when conducting casual InfoVis research. PIMM should also help guide future casual InfoVis system designs.Graduate
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Maggio, Peter Anthony. "Perceptions of musical self-beliefs among high school band students and directors in Arkansas that participate in competitive music performance events." Thesis, 2016. https://hdl.handle.net/2144/14572.
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Musical ensembles’ attendance at competitive music performance events (CMPEs) is a mainstream characteristic of the music education paradigm in many states. One problem with this current system is that we do not know the extent to which the results of these events impact the musical self-beliefs of the individual participants and those of their ensemble as a group.
A total of ninety-one students and three directors from three different high school band programs in Arkansas participated in this research. The purpose of this study was to (a) examine students’ perceptions of their musical self-beliefs as related to their ensemble’s ratings at competitive music performance events (CMPEs), (b) gain clarity into how the educational ideology of the director might affect the self-efficacy beliefs of his or her students, and (c) open a dialogue into potential discovery of the sources of group efficacy beliefs in a band setting as related to individual self-efficacy beliefs. More specifically, I sought to discover students’ and directors’ perceptions of the results of CMPEs through their own words and experiences in order to offer suggestions for music educators to benefit them and their students when they participate in CMPEs. I used a holistic, multiple case study design as detailed by Yin (2014).
Analysis of participant statements about their experiences at and ensemble results from CMPEs yielded a greater understanding into how these particular participants from Arkansas view CMPE results in terms of their overall musical self-beliefs. Furthermore, through the analysis of data, I was able to posit the Framework for Understanding the Formation of Group Efficacy Beliefs of High School Band Students which included three criteria: (a) Unity, (b) Cognizance of Function, and (c) Introspection.
In addition to the proposed framework, findings suggest that band directors may be able to foster positive efficacy beliefs in their students and their ensembles by (a) framing the CMPE as a part of the learning process, not a means to an end; (b) encouraging students to set and pursue their own personal musical goals; (c) develop a culture within their ensemble of shared values, beliefs, and goals, awareness of each individual’s role in the performance; and (d) foster the ability for individual students to reflect and improve their own performances for the benefit of the group.
Books on the topic "Goal Contents Theory"
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Safonenkov, Pavel. Development of the administrative enforcement system in the context of customs integration. ru: Publishing Center RIOR, 2024. http://dx.doi.org/10.29039/02138-5.
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The monograph is devoted to the problem of administrative coercion used by customs authorities, the study of the theoretical, legal and methodological foundations of administrative coercion, its principles, structure and features, tasks and goals, the grounds for the use of coercive measures, the analysis of their content, factors that reduce the quality and effectiveness of their application, as well as conceptual issues of improving legal regulation and development of the administrative system coercion in the context of customs integration.
The monograph can be used by specialists in the field of administrative and customs law, teachers, graduate students,
students of the Russian Customs Academy and other law schools studying the legal foundations of the activities of customs authorities.
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Chernyavskiy, Aleksandr. The genesis of the emergence and development of the theory of separation of powers until the end of the XIX century: the place of teaching in the science of state law. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1891876.
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The monograph is devoted to the most significant, and at the same time controversial issue in the field of the theory of state law, namely, the theory of separation of powers. It presents, if possible, the full literary development of this issue in the XVII-XIX centuries. The importance of such an analysis is explained by the fact that every theory itself is the result of the circumstances preceding it and is connected with the events accompanying it. More than ever, the question now arises of how the internal content and application of this theory are filled in a particular state, whether the forms and ideas developed by the history and science of Western states are suitable for our Fatherland.
The author proves that the doctrine of the separation of powers was not a momentary matter, was not caused by instantaneous political circumstances; connected with contemporary events, it was also the result of past ones. In addition, it would be unfair to other thinkers and an elevation beyond the measure of Montesquieu's merits to assert that everything was new in his teaching, since we know that writers, both ancient and medieval, and later, but before Montesquieu, expressed the idea of the separation of powers and even with some detail. Without a doubt, the separation of powers is a means for the better administration of State activity, so that it indicates the best way to achieve state goals, but at the same time it does not follow only from this basis, but follows from the content of state activity itself. At the same time, the question is raised and considered, of course, from the position of scientists of the period under consideration: can the separation of powers exist with their unity?
For students, postgraduates and teachers of law schools and faculties.
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Mendelovici, Angela. Goals and Methodology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863807.003.0002.
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This chapter introduces the goals that will structure much subsequent discussion, as well as two theory-independent ways of knowing about intentionality. The overall goal of the book is to provide a theory of intentionality, which is a theory that describes the deep nature of intentionality—i.e., what it really is, metaphysically speaking. However, much of the discussion in later chapters is structured around the more modest goal of providing a theory that specifies what gives rise to actual instances of original intentionality. In order to meet this goal, it is helpful to have a theory-independent way of testing the predictions of competing theories of intentionality. This chapter proposes two such ways: (1) introspection and (2) consideration of psychological role. Importantly, these methods tell us which contents we represent, not what they consists of. In other words, they tell us about the superficial character of intentional states and contents, not their deep natures.
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Snyder, C. R., Kevin L. Rand, and David R. Sigmon. Hope Theory. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.3.
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This chapter provides a conceptual introduction to and overview of Snyder’s hope theory. Hope is defined as “a positive motivational state that is based on an interactively derived sense of successful (a) agency (goal-directed energy) and (b) pathways (planning to meet goals)”. The interactions among the goals, agency, and pathways components of hope theory are identified as well as the role of emotions in hope theory and how hope motivates behavior in the face of obstacles. A brief overview of the two most widely used measures of hope (the trait hope scale and the state hope scale) is provided. The conceptual differences between hope theory and related positive psychology theories such as optimism and self-efficacy are identified. Finally, the role of hope in promoting positive functioning in academics, coping with stress, psychotherapy, and other life contexts is reviewed.
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Erez, Miriam. From Local to Cross-Cultural to Global Work Motivation and Innovation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0005.
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This chapter examines three phases of a programmatic research on work motivation. Phase one focuses on research on work motivation prior to considering the effect of culture on work motivation. This research identifies two boundary conditions of the goal-setting theory of motivation—knowledge of results, and goal commitment—two necessary conditions for goals to affect performance. It continues to examine the effect of participation in goal setting on goal acceptance and its consequent performance and discovers cross-cultural differences in the effect of participation on goal acceptance and performance. This has opened up phase two, which focuses on cross-cultural differences and similarities in work motivation. Phase three has paralleled the change toward a global, culturally diverse and geographically dispersed work context. This context stimulates new research questions and research paradigms that have specifically focused on understanding how to motivate employees’ behaviors in the global context and enhance their sense of belongingness to their multicultural teams.
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Klinger, Eric, Ernst H. W. Koster, and Igor Marchetti. Spontaneous Thought and Goal Pursuit. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.24.
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Spontaneous thoughts occur by default in the interstices between directed, task-oriented thoughts or moments of perceptual scrutiny. Their contents are overwhelmingly related to thinkers’ current goals, either directly or indirectly via associative networks, including past and future goals. Their evocation is accompanied by emotional responses that vary widely in type, valence, and intensity. Given these properties of thought flow, spontaneous thoughts are highly adaptive as (1) reminders of the individual’s larger agenda of goals while occupied with pursuing any one of them, (2) promotion of planning for future goal pursuits, (3) deeper understanding of past goal-related experiences, and (4) development of creative solutions to problems in goal pursuit. The same mechanisms may occasion repetitive but unproductive thoughts about the pursuit, the consequences of the failure, or the self, and strong negative emotions steering the train of thought may lead to narrowing of its focus, thus producing rumination.
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Gabrielson, Teena, Cheryl Hall, John M. Meyer, and David Schlosberg. Introducing Environmental Political Theory. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.44.
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This introductory chapter offers an overview of the context, content, and history of environmental political theory (EPT) as a field of study within political science. It starts by differentiating EPT from both the subfield of political theory and other areas of sustainability and environmental studies, with its focus on the political nature of human/non-human relations. EPT’s development over the last twenty years is discussed, in terms of both substantive foci and maturation as a field. The chapter then turns to an overview of the structure and chapters of the Handbook, including chapters on EPT as a field of inquiry, the rethinking of nature and political subjects, the goals and ideals of EPT, various obstacles faced by environmental change, and the role of activism in environmental politics and thought.
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Gauvain, Mary. Sociocultural Contexts of Development. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0017.
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This chapter describes the mutually defining and supportive relations between psychological development and the sociocultural contexts in which development occurs. It begins with the historical and functional basis of these relations offered by evolutionary psychology. Then the chapter discusses sociocultural contexts and why they are important for understanding development. Two contexts are highlighted: (1) social interaction that conveys cultural knowledge and ways of thinking to children and (2) participation in everyday activities, cultural practices, and cultural tools that embody the goals, and means to reach these goals, that are valued in the culture. The chapter aims to demonstrate how studying the sociocultural contexts of development provides unique and valuable insight into psychological growth.
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Kindt, Sara, Liesbet Goubert, Maarten Vansteenkiste, and Tine Vervoort. Chronic Pain and Interpersonal Processes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0007.
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This chapter argues that one particular type of a caregiver’s behavioral response to pain cannot, in and of itself, be considered adaptive or maladaptive. It contends that to understand the complexity of the interaction between caregivers and pain sufferers, a goal or need-based framework may be useful. Self-Determination theory (SDT) is presented as a heuristic framework that identifies three basic psychological needs as essential for successful adaption. Whether behavioral responses are supportive and helpful depends upon the extent to which these responses support the need for autonomy, competence, and relatedness of the sufferer. Drawing on an affective-motivational account on interpersonal dynamics in the context of pain, the chapter highlights how observer attunement toward sufferers’ needs may depend upon the regulation of various goals for caregiving, including self-oriented versus other-oriented goals and associated emotions.
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Halbesleben, Jonathon, and Tom Bellairs. What Are the Motives for Employees to Exhibit Citizenship Behavior?: A Review of Prosocial and Instrumental Predictors of Organizational Citizenship Behavior. Edited by Philip M. Podsakoff, Scott B. Mackenzie, and Nathan P. Podsakoff. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.16.
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In this chapter, we review the literature concerning motives for engaging in organizational citizenship behavior (OCB) and frame this review within the broader literature on the functional, goal-driven approach to behavior. We extend this approach by viewing OCB in a context of one’s future work self—aspirations based on one’s salient view of his or her future in a work context—and how individuals can accomplish many goals through a single behavior (i.e., multifinality) or substitute various means (i.e., equifinality) in order to best satisfy goal-driven approaches to connect individuals to their ideal future work selves. In essence, we argue that people are motivated to select behaviors that give them the best opportunity to achieve their future goals with respect to work, which often manifests as OCBs.
Book chapters on the topic "Goal Contents Theory"
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El-Ali, Leena. "Hadith Content." In Sustainable Development Goals Series, 19–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83582-8_3.
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AbstractIf you have always assumed that any hadith cited from one of the recognised Sahih or other collections must: (a) be attributable to the Prophet; (b) have both a solid (unbroken) and sound (reliable) chain of transmitters; and (c) relay a verified saying or event, then you would have been wrong.Moreover the scholars of the hadith compilations had a juristic bent, meaning that they were looking to derive laws in order to regulate society. They did not shy away from openly using weak hadith to justify establishing a certain law if in their own minds they were doing so for the greater good. This had its most negative and lasting impact in matters relating to women. There was also the challenge of myths, forgeries and mixed intentions to contend with in compiling hadiths. Overall, only a few dozen Prophetic hadiths are said to be reliable with absolute certainty, though many others can be said to be “most probably” reliable.Thus we must undertake a re-prioritisation of the Qur’an above all other sources so that hadith is assessed through the lens of the Qur’an rather than the other way round, as has astonishingly been the case.
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Renninger, K. Ann, Suzanne E. Hidi, and Arijit De. "Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals, Self-Efficacy, and Self-Regulation." In Motivation and Emotion in Learning and Teaching across Educational Contexts, 19–34. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003303473-3.
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Tahirsylaj, Armend. "Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?" In Non-affirmative Theory of Education and Bildung, 319–37. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_15.
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AbstractInternationally, curriculum policy is often shaped through either content-based or competence-based curriculum approaches. Considering these two framings of educational policy discourse and curriculum policy making, this chapter compares and contrasts Bildung and twenty-first century competences as outcome(s) of education by examining the latest OECD and European Union (EU) education frameworks and visions and the latest curriculum reform agendas in the national contexts of Norway and Kosovo. The chapter relies on qualitative document analysis methodologically, and it is theoretically framed by non-affirmative education theory, critical-constructive didaktik and curriculum ideologies. Through a comparative reading of aims of education promoted by the OECD, the EU, Norway, and Kosovo frameworks, it is found that the OECD is recalibrating the education goals towards individual and collective well-being, the EU maintains the focus on mastery of key competences for lifelong learning, Norway promotes its dual mission of schooling towards education and Bildung, and Kosovo aims at mastery of key competences introduced in the latest curriculum reform. It is concluded that a Bildung-oriented curriculum policy could provide for a more holistic view of the individual and human development as it gives more agency to the individuals to shape their lives in their own terms and resume responsibility accordingly.
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Schoenfeld, Alan H. "A Theory of Teaching." In Theorizing Teaching, 159–87. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25613-4_6.
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AbstractWhether one can claim to have a theory of teaching depends on what one takes to constitute teaching and what one means by theory. This chapter characterizes both. Given those characterizations, I claim that we already have a theory of teaching, which specifies that teachers’ in-the-moment classroom decisions can be modeled by attending to three major factors: the resources at the teachers’ disposal (both their knowledge and material resources), their orientations (beliefs, preferences, values, etc.), and their goals (which exist at multiple levels and change dynamically according to evolving events). Beyond that, the Teaching for Robust Understanding (TRU) framework indicates that the following five dimensions of learning environments are consequential and comprehensive – the degree to which the environment: (1) offers affordances for rich engagement with content; (2) operates within the students’ zone of proximal development; (3) supports all students in engaging with core content; (4) provides opportunities for students to contribute to classroom discourse and develop a sense of agency and disciplinary identity; and, (5) reveals and responds to student thinking. Combining these two theoretical frames yields a theoretical specification of what has been called “ambitious teaching.” There is much more to be concerned with, however. In general, the field’s understanding of relevant knowledge and resources for ambitious teaching is weak, a problem exacerbated by the widespread adoption of virtual instruction due to the presence of Covid-19. Moreover, little is understood regarding teachers’ developmental trajectories. Such knowledge will be necessary to establish effective long-term professional development efforts.
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Uesugi, Yuji, Anna Deekeling, Sophie Shiori Umeyama, and Lawrence McDonald-Colbert. "Conclusion: Alternative Theory and Practice of Peacebuilding in Asia." In Operationalisation of Hybrid Peacebuilding in Asia, 187–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67758-9_9.
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AbstractThe concluding chapter summarises the findings of the previous chapters and presents their common assertions. The goal is to evaluate whether the existent gap between hybrid peacebuilding theory and its practice has been successfully closed. Building upon a complexity-informed framework of hybrid emergence, the mid-space actor typology is developed to link between an analytical framework and practical application. This volume has demonstrated that mid-space actors can provide viable focal points for establishing resilient and self-sufficient social institutions from within without dictating the content of such emergences. The case studies of Cambodia and Mindanao were examined to assess the on-the-ground operation of mid-space actors, and the cases of China and Japan illuminated how the conceptual framework of hybridity could improve contemporary peacebuilding models.
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McCabe, Michael, and Steven Gale. "Generation 2030: The Strategic Imperative of Youth Civic and Political Engagement." In Sustainable Development Goals Series, 359–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_32.
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AbstractThe young are deeply concerned about the world they will inherit, yet trends indicate that youth globally experience barriers to opportunities for civic engagement, lack of participation access, distrust, and voicelessness on the issues they care about most. The youth want to be more engaged in meeting the development needs of their communities and want to help lead democracy and social justice efforts despite contexts that discourage them. The authors argue for a renewed sense of engagement that is meaningful and puts youth at the center, and in the lead, in ways that capture the energy of a new generation.
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Bandola-Gill, Justyna, Sotiria Grek, and Marlee Tichenor. "Harmonising Global Public Policy: Producing Global Standards, Local Data and Statistical Capacity Development." In Sustainable Development Goals Series, 41–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03938-6_3.
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AbstractThis chapter explores the ideas and practices of ‘harmonisation’ by International Organisations (IOs). The concept of harmonisation emerges as one of the central ways in which International Organisations govern the multiplicity of country-level measures to create universal, global-level metrics. By coordinating the multiplicity of actors (including country governments, civil society and various experts), the IOs aim to achieve the development of the universal measures, allowing for comparison between the countries and monitoring of progress across the goals whilst sustaining the country ownership of data and indicators and their active participation in shaping the agenda. In order to achieve this goal, the process of harmonisation requires constant navigation between country-level measures, grounded in specific political and historical contexts, and global standards, striving for universality and internationalisation of measurement.
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Handley, Karen, and Jill Millar. "The Affective Life of Neoliberal Employability Discourse." In Rethinking Graduate Employability in Context, 95–112. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20653-5_5.
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AbstractThis chapter argues that the affective life of neoliberalism should be taken seriously since it permeates the formation of neoliberal reason, including the identification of goals, or ‘happy objects’, to which individuals are encouraged to aspire (Ahmed, The affect theory reader. Duke University Press, Durham North Carolina, 2010; Anderson, Progress in Human Geography, 40, 734–753, 2016). The chapter examines neoliberal practices that shape the subjectivities of university students and encourage their valorisation of the happy object of graduate employability. It shows how some graduates are led to seek employability by learning to ‘play the game’ of displaying qualities they believe employers expect, and by inhabiting a discourse of responsibility and initiative, whilst at the same time becoming more anxious and dependent on the expanding market for employability advice.
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Hirvonen, Inka, Päivi Siivonen, and Katri Komulainen. "Finnish University Students Constructing Their Ideal Employable Identities: A Case Study of Top Performing Experts." In Rethinking Graduate Employability in Context, 275–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20653-5_13.
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AbstractThe society has a great impact on defining what is a successful employable identity. This means that the construction of employable identity has become crucial to pursuing opportunities in the competitive labour market. In this article, employability is seen as a process where Finnish university students play out an identity project and construct their future-oriented employability. By applying narrative thematical analysis, the study shows that students constructed an ideal employable identity, designated as a Top Performing Expert. The process of constructing this identity contained three phases: 1. employability as a long-term goal, 2. constructing employability in a specific field, and 3. harnessing personality to strengthen employability. The authors suggest that identity process requires each individual’s own activity and problem-solving.
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Bradshaw, Emma L. "Causes, Costs, and Caveats." In The Oxford Handbook of Self-Determination Theory, 139—C6P149. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197600047.013.7.
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Abstract Goal contents theory (GCT) is the fifth of SDT’s mini-theories and describes the associations between the content of people’s life aspirations and their well-being, the links between which are understood to be mediated by basic psychological need satisfactions and frustrations. Intrinsic aspirations—typically for personal growth, affiliation, community giving, and physical health—inherently satisfy basic psychological needs and, therefore, bolster wellness. Conversely, extrinsic aspirations—most commonly for wealth, fame, and beauty—do not directly satisfy needs and, in some cases, actively frustrate them, thus compromising well-being. This chapter reviews the eight basic propositions and evidence base of GCT, with an emphasis on recent investigations. It introduces seven additional “candidate” propositions, or ideas that have emerged in the GCT literature, the generalizability and universality of which remain to be comprehensively tested. The chapter concludes by detailing some caveats of which researchers should be cognizant, while highlighting important future directions for this universally relevant and highly reliable theory.
Conference papers on the topic "Goal Contents Theory"
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Marques, Joa˜o E. M. "Using Assessment as a Teaching Tool." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15792.
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Based upon two personal beliefs, with regard to teaching that firstly "teaching is helping others to discover" and secondly that "assessment is a necessary inconvenience", a method has been developed in teaching Fluid Dynamics to undergraduate students, in a Mechanical Engineering Course. The main goal of this method is changing from a traditional theoretical approach of teaching "what is in the book" to a much more practical confrontation between theory and what can be found in laboratory experiment. The program contents are covered by four laboratory apparatuses: • Reynolds experiment, • Head losses in tubes, • Hydraulic turbines, • Centrifugal pumps, which are presented to all the students during a particular class so they can prepare for their next return to the laboratory, now organized into small groups. Meanwhile, each group must define their specific objectives and work planning, so the students can accomplish the experiments off-line, with the laboratory supervisor's eventual help and subsequent report must be written within a determined period. The main results achieved a success rate which has risen from about 50%, of the evaluated students before setting up the method to 70%, but keeping the same lecturer, i.e. the same quality demand.
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Imomova, Umida Muzaffarovna. "TA'LIM JARAYONIDA INNOVASION TEXNOLOGIYALAR ASOSIDA TALABALARDA KOGNITIV KOMPETENSIYALARNI SHAKLLANTIRISH MAZMUNI, SHAKL VA VOSITALARI, NATIJALARI." In GOALS OF SUSTAINABLE DEVELOPMENT IN THE INTEGRATION OF SCIENCE AND EDUCATION. International Scientific and Current Research Conferences, 2023. http://dx.doi.org/10.37547/goal-28.
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This article explores several problems such as the content, forms and tools of formation in the formation of cognitive competencies in students, their results and the analysis of concepts for proposing their solution and the implementation of pedagogical innovations and formal and informal forms of teaching of educational technologies.
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Mitrović, Aleksandar. "VIRTUAL ART MUSEUM AS EDUCATIONAL CONTENT ICT IN TEACHING FINE ARTS (THEORETICAL ASPECT)." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.417m.
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The educational goal of teaching fine arts is to adopt visual literacy and visual expressiveness. Learning by means of information and communication technologies (ICT) involves the use of digital devices for the effective and creative extension of knowledge. The production of electronic educational materials is increasing daily, and thanks to the Internet, it is available on almost all ICT devices. In this paper virtual museums are presented as educational contents of ICT in the teaching of fine arts, as well as their method of application in teaching. The contents presented by virtual museums provide an interactive and non- interactive method of learning and exploration. The interactive educational content of virtual museums is often in the form of educational applications or websites that can be found on ICT and have well-intended educational goals. The contemporary approach and use of ICT in the teaching of fine arts provides new learning opportunities that focus on the aesthetic experience and theoretical aspect of visual content. Given that it takes less time to adopt pictorial content than to adopt verbal content, today’s approach to fine arts education involves the use of ICT.
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Islomxo‘ja, Xo‘jaxonov. "HUQUQIY MADANIYATNI YUKSALTIRISHNING IJTIMOIY-FALSAFIY OMILLARINI RIVOJLANISHI TARAQQIYOT STRATEGIYASIDA NAMOYON BO`LISHI." In GOALS OF SUSTAINABLE DEVELOPMENT IN THE INTEGRATION OF SCIENCE AND EDUCATION. International Scientific and Current Research Conferences, 2023. http://dx.doi.org/10.37547/goal-14.
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The article is devoted to the socio-philosophical aspects of the development and promotion of legal culture in the context of the tasks of the following seven priority directions developed based on the principle "From the strategy of actions to the strategy of development" for the further development of Uzbekistan in 2022-2026. This article analyzes the factors that serve to improve the legal culture of the society, their methods and measures
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Rechkemmer, Amy, and Ming Yin. "Exploring the Effects of Goal Setting When Training for Complex Crowdsourcing Tasks (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/658.
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Training is one way of enabling novice workers to work on complex crowdsourcing tasks. Based on goal setting theory in psychology, we conduct a randomized experiment to study whether and how setting different goals---including performance goal, learning goal, and behavioral goal---when training workers for a complex crowdsourcing task affects workers' learning perception, learning gain, and post-training performance. We find that setting different goals during training significantly affects workers' learning perception, but does not have an effect on learning gain or post-training performance. Further, exploratory analysis helps shed light on when and why various goals may or may not work in the crowdsourcing context.
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Tanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.
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The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.
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Eifler, Rebecca, Jeremy Frank, and Jörg Hoffmann. "Explaining Soft-Goal Conflicts through Constraint Relaxations." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/641.
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Recent work suggests to explain trade-offs between soft-goals in terms of their conflicts, i.e., minimal unsolvable soft-goal subsets. But this does not explain the conflicts themselves: Why can a given set of soft-goals not be jointly achieved? Here we approach that question in terms of the underlying constraints on plans in the task at hand, namely resource availability and time windows. In this context, a natural form of explanation for a soft-goal conflict is a minimal constraint relaxation under which the conflict disappears (``if the deadline was 1 hour later, it would work''). We explore algorithms for computing such explanations. A baseline is to simply loop over all relaxed tasks and compute the conflicts for each separately. We improve over this by two algorithms that leverage information -- conflicts, reachable states -- across relaxed tasks. We show that these algorithms can exponentially outperform the baseline in theory, and we run experiments confirming that advantage in practice.
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Saraiva, Márcio de Carvalho, and Claudia Bauzer Medeiros. "Use of graphs and taxonomic classifications to analyze content relationships among courseware." In Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2016. http://dx.doi.org/10.5753/sbbd.2016.24339.
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The search for educational content in courseware repositories is laborious and time consuming. There is an abundance of such repositories, and research efforts to facilitate search, but access is guided by keywords and/or terms selected by courseware authors, thus lacking flexibility. The goal of this project is to design and develop a suite of tools to assist users to find, analyze and select pieces of educational content that are relevant to their learning goals. Contributions will be both at the algorithm and software design level, and at the user (application) level.
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Babichev, I. V., O. I. ZHihareva, and I. B. Il'chenko. "Age features of young athletes in the context of their psychological training." In SCIENCE OF RUSSIA: TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-08-2019-64.
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Sayers, Chera L. "Statistical Inference Theory Using Finite and Noisy Data Sets." In Nonlinear Dynamics in Optical Systems. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/nldos.1990.is5.
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The statistical properties of the correlation integral and the correlation dimension are discussed in the context of finite and noise infected data sets. Stochastic processes are defined and discussed in the context of hypothesis testing and time series modeling. Applications of the presented statistical techniques are discussed within the general goal of increased accuracy of linear and nonlinear time series model specification.
Reports on the topic "Goal Contents Theory"
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Hartley, Curtis, and Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, April 2024. http://dx.doi.org/10.62689/hgzcul.
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Racism and discrimination are the root causes of health disparities in our world. Most schools of public health fail to address these issues. Critical Race Theory (CRT) is a viable framework for exploring how racial bias is reinforced at various levels in our society and how privilege differs based on race. Health promotion pedagogy informed by CRT and social justice can be an opportunity to explore relationships, social cohesion, and promote health equity. This paper describes and explores how an undergraduate/graduate public health instructor and students at the University of North Carolina Greensboro presented materials and speakers that influenced how students perceived racism and discrimination as a public health problem. Students learned about perspective, privilege, and positionality during guest interviews throughout the class. Excerpts of student essays presented in this paper demonstrate how college health courses like this one can transform, change, heal, and connect students with a world that dismantles racism and promotes health equity and justice for all. Teaching public health and social justice requires a different teaching approach and unique content developed in an authentic way from individuals with lived experience of social justice issues. Elevating CRT as a framework and giving voice to the historically minoritized and marginalized must be the goal of transformative pedagogy in health promotion. Now is the time.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.
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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.
Full textAbstract:
This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Ali, Ayman, Ahmed Saidi, Yusef Mehta, Christopher DeCarlo, Mohamed Elshear, Benjamin Cox, and Wade Lein. Development and validation of a balanced mix design approach for CIR mixtures using full-scale testing. Engineer Research and Development Center (U.S.), October 2022. http://dx.doi.org/10.21079/11681/45704.
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The main goal of this study was to improve the performance of cold in-place recycling (CIR) mixtures by using a balanced mix design (BMD) approach. This study involved preparing and testing CIR mixtures in the lab at varying contents of bituminous additives and constant content of 1% ce-ment and 3% water. Eight combinations of CIR mixtures were produced for this study using two binders (emulsion and foamed asphalt), compaction efforts (30 and 70 gyrations), and curing processes (72 hours at 140°F and 50°F). Results showed that asphalt pavement analyzer, semicircular bend, and indirect tensile strength tests presented the highest correlation with the change of binder contents. The study successfully used the developed BMD for designing CIR mixtures and selecting their optimum binder contents. It then used three balanced CIR mixtures to construct full-scale pavement sections to validate the BMD approach in the field. A heavy vehicle simulator was used to apply different accelerated loadings on each section. Results showed that the CIR section with 2% binder presented the best rutting performance under truck loading and the highest rutting susceptibility under aircraft loading. Conversely, the CIR section with 3% binder presented the highest cracking resistance under both truck and aircraft loading.
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Glick, Mark, Gabriel A. Lozada, and Darren Bush. Why Economists Should Support Populist Antitrust Goals. Institute for New Economic Thinking Working Paper Series, December 2022. http://dx.doi.org/10.36687/inetwp195.
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Antitrust economists have generally supported the Consumer Welfare Standard as a guide to antitrust policy questions because of its origins in Marshall’s consumer surplus approach and the general economic surplus approach to welfare economics. But welfare economists no longer support the surplus approach because decades of research pertaining to the surplus approach have uncovered numerous inconsistencies and serious ethical challenges. However, the surplus approach to welfare survives in industrial organization textbooks and among industrial organization economists that specialize in antitrust. We argue in this paper that the Consumer Welfare Standard is not a reliable standard and should be abandoned. We cite several reasons: (1) it limits antitrust goals a priori without any defensible justification, (2) it considers all transfers of surplus between stakeholders in antitrust cases to be welfare neutral, (3) it is biased in favor of big business and the rich, and (4) the accumulation of inconsistencies and problems documented by welfare economists renders the theory completely unreliable. In a final section of the paper, we preliminarily contend that modern research in welfare economics concerning the factors that influence human welfare could be used to inform a more progressive standard for determining antitrust goals.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.
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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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Levin, Ilan, Avtar K. Handa, Avraham Lalazar, and Autar K. Mattoo. Modulating phytonutrient content in tomatoes combining engineered polyamine metabolism with photomorphogenic mutants. United States Department of Agriculture, December 2006. http://dx.doi.org/10.32747/2006.7587724.bard.
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Fruit constitutes a major component of our diet, providing fiber, vitamins, minerals, and many other phytonutrients that promote good health. Fleshy fruits, such as tomatoes, already contain high levels of several of these ingredients. Nevertheless, efforts have been invested in increasing and diversifying the content of phytonutrients, such as carotenoids and flavonoids, in tomato fruits. Increasing levels of phytonutrients, such as lycopene, is highly justified from the perspective of the lycopene extraction industry due to cost effectiveness reasons. Diversifying phytonutrients, in particular those that contribute to fruit color, could potentially provide an array of attractive colors to our diet. Our major goal was to devise a novel strategy for developing tomato fruits with enhanced levels of phytochemicals known to promote good health with special emphasis on lycopene content. A further important goal was to analyze global gene expression of selected genetic lines produced throughout this study in order is to dissect the molecular mechanisms regulating phytonutrients accumulation in the tomato fruit. To achieve these goals we proposed to: 1. combine, by classical breeding, engineered polyamine metabolism with photomorphogenic high pigment mutants in order generate tomato plant with exceptionally high levels of phytonutrients; 2. use gene transfer technology for genetic introduction of key genes that promote phytonutrient accumulation in the tomato fruit, 3. Analyze accumulation patterns of the phytonutrients in the tomato fruit during ripening; 4. Analyze global gene expression during fruit ripening in selected genotypes identified in objectives 1 and 2, and 5. Identify and analyze regulatory mechanisms of chloroplast disassembly and chromoplast formation. During the 3 years research period we have carried out most of the research activities laid out in the original proposal and our key conclusions are as follows: 1. the engineered polyamine metabolism strategy proposed by the US collaborators can not increase lycopene content either on its own or in combination with an hp mutant (hp-2ᵈᵍ); 2. The hp-2ᵈᵍ affects strongly the transcriptional profile of the tomato fruit showing a strong tendency for up- rather than down-regulation of genes, 3. Ontology assignment of these miss-regulated genes revealed a consistent up-regulation of genes related to chloroplast biogenesis and photosynthesis in hp-2ᵈᵍ mutants throughout fruit development; 4. A tendency for up-regulation was also usually observed in structural genes involved in phytonutrientbiosynthesis; however this up-regulation was not as consistent. 5. Microscopic observations revealed a significantly higher number of chloroplasts in pericarp cells of mature-green hp-2ᵈᵍ/hp-2ᵈᵍ fruits in comparison to their normal fully isogenic counterparts. 6. The relative abundance of chloroplasts could be observed from early stages of fruit development. Cumulatively these results suggest that: 1. the overproduction of secondary metabolites, characterizing hp-2ᵈᵍ/hp-2ᵈᵍ fruits, is more due to chloroplast number rather then to transcriptional activation of structural genes of the relevant metabolic pathways, and 2. The molecular trigger increasing metabolite levels in hp-2ᵈᵍ mutant fruits should be traced at early stage of fruit development.
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Tillett, Will, and Oliver Jones. Improving Rural Sanitation in Challenging Contexts. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/slh.2021.020.
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Of the two billion people worldwide lacking access to at least basic sanitation, seven out of ten live in rural areas. Progress has been made on increasing rural sanitation and access levels are rising, but barriers remain in reaching the ‘last mile’ or some 10 to 20 per cent of the population who live in the most challenging contexts. The factors affecting the ability of households to construct and use toilets, as well as the challenges sanitation programmes face in reaching specific groups, are highly diverse. Applying one-size fits all approaches has been proven not to work; therefore, we need more nuanced, adapted, and targeted approaches to capture the universality element of the Sustainable Development Goals (SDGs) and ensure that no one is left behind. However, we recognise that challenges can be persistent and there are limited documented examples of how to overcome these challenges at scale. The Sanitation Learning Hub, UNICEF, and WaterAid commissioned this study to map rural sanitation approaches in challenging contexts and the guidance currently being used, drawing out emerging experiences and lessons. It involved key informant interviews (KIIs) with 44 interviewees, and consulting over 180 documented resources. This Learning Brief provides an overview of the study findings.
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Sengupta-Gopalan, Champa, Shmuel Galili, and Rachel Amir. Improving Methionine Content in Transgenic Forage Legumes. United States Department of Agriculture, February 2001. http://dx.doi.org/10.32747/2001.7580671.bard.
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Leguminous forage crops are high in proteins but deficient in S- amino acids. It has been shown that both wool quality and milk production can be limited by the post-ruminal supply of sulfur-containing amino acids. Efforts to use conventional plant breeding and cell selection techniques to increase the S-amino acid content of alfalfa have met with little success. With the objective to increase the S-amino acid content of forage legumes, the goal of this project was to co- express the methionine rich zein genes from corn along with a gene for a key enzyme in methionine biosynthesis, aspartate kinase(AK). The zeins are seed storage proteins from corn and are groupec into four distinct classes based on their amino acid sequence homologies. The b-zein (15kd) and the 6zein (10kD and 18kD) have proportionately high levels of methionine (10%, 22% and 28%, respectively). Initial studies from our lab had shown that while the 15kD zein accumulated to high levels in vegetative tissues of transgenic tobacco the l0kD zein did not. However, co-expression of the 10kD zein with the 15kD zein genes in tobacco showed stabilization of the 10kD zein and the co-localization of the 10kD and 15kD zein proteins in unique ER derived protein bodies. AK is the key enzyme for producing carbon skeletons for all amino acids of the aspartate family including methionine. It is, however, regulated by end-product feedback inhibition. The specific objectives of this proposal were: i. to co-express the 15kD zein with the 10/18kD zein genes in alfalfa in order to enhance the level of accumulation of the 10/18kD zein; ii. to increase methionine pools by expressing a feedback insensitive AK gene in transformants co-expressing the 15kD and 10/18kD zein genes. The Israeli partners were successful in expressing the AK gene in alfalfa which resulted in an increase in free and bound threonine but not in methionine (Galili et al., 2000). Since our target was to increase methionine pools, we changed our second objective to replace the AK gene with the gene for cystathionine gamma synthase (CGS) in the co-expression studies. The first methionine specific reaction is catalyzed by CGS. An additional objective was to develop a transformation system for Berseem clover, and to introduce the appropriate gene constructs into it with the goal of improving their methionine content. Genes for the 15kD zein along with the genes for either the 10kD or 18kD zein have been introduced into the same alfalfa plant both by sexual crosses and by re-transformation. Analysis of these zein co-expressors have shown that both the IOkD and 18kD zein levels go up 5 to 10 fold when co-expressed with the 15kD zein (Bagga et al., MS in preparation). Incubation of the leaves of transgenic alfalfa co-expressing the 15kD and 10kD zein genes, in the rumen of cows have shown that the zein proteins are stable in the rumen. To increase the level of zein accumulation in transgenic alfalfa different promoters have been used to drive the zein genes in alfalfa and we have concluded that the CaMV 35S promoter is superior to the other strong leaf -specific promoters. By feeding callus tissue of alfalfa plants co-expressing the 15kD and 10kD zein genes with methionine and its precursors, we have shown that the zein levels could be significantly enhanced by increasing the methionine pools. We have now introduced the CGS gene (from Arabidopsis; kindly provided to us by Dr. Leustek), into the 15kD zein transformants and experiments are in progress to check if the expression of the CGS gene indeed increases the level of zein accumulation in alfalfa. We were not successful in developing a transformation protocol for Berseem clover.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).