Dissertations / Theses on the topic 'Social aspects of learning'
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Festeu, Dorin. "Social learning programme through physical education lessons in Romania." Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
Full textPrice, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.
Full textMedrano, Valentina. "Aprendizagem organizacional em organizações baseadas em empreendedorismo social da Colômbia e do Brasil." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-08052015-162704/.
Full textThis study centered towards comparing individual and organizational aspects associated with the organizational learning process in social entrepreneurial organizations from Colombia and Brazil. The study developed here characterizes as qualitative and comparative, in which case study is used as the main research methodology. Data collect was done through interviews, participant observations and official document analysis from the case studies organizations. Data analysis demonstrates that there is an organizational learning process with predominance of certain coherence between personal and organizational which manifest itself through a common social transforming intention in the individuals and the organization. This intention made the learning process easier for both organizations alike. About the organizational aspects associated to the learning process it is shown that it it is itself associated with corporate culture patterns, memory, communication, strategy and organizational structure. The establishment of the psychosocial nature of the learning process permeates the processes and procedures of all projects developed across the organization. This work concludes presenting some comments on the importance of individual elements in the construction of the organization and organizational learning on such contexts
O'Leary, Joanne Louise. "The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-the-social-and-emotional-aspects-of-learning-framework-on-primary-aged-pupils-learning-attendance-and-behaviour(14c581fd-d5e4-4754-8df6-5ab5fcf71cbd).html.
Full textPihlaja, K. (Kaisa). "Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.
Full textCheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.
Full textHolmes, Brian. "Online learning communities for school teachers' continuous professional development : the cognitive, social and teaching aspects of an eTwinning Learning Event." Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/67670/.
Full textWright, Nicholas Fernand. "Identifying and Measuring Aspects of Need to Evaluate: Expressing versus Learning." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397492690.
Full textMason, Paul Nicholas. "Identity and friendship : the social lives of people described as having a learning disability." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/36752/.
Full textFredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.
Full textHultberg, Jens, and Filip Söderberg. "The Advantageous and Disadvantageous Aspects of Utilizing Cooperative Learning in an ESL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34286.
Full textFriend, Rachel Frances Leonie. "The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019977/.
Full textBartlett, Paul. "Social aspects of call learning in the zebra finch (Taeniopygia guttata) and the budgerigar (Melopsittacus undulatus)." Thesis, University of St Andrews, 1999. http://hdl.handle.net/10023/15064.
Full textLendrum, Ann Geraldine. "Implementing Social and Emotional Aspects of Learning (SEAL) in secondary schools in England : issues and implications." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/implementing-social-and-emotional-aspects-of-learning-seal-in-secondary-schools-in-england-issues-and-implications(8d069906-22e0-4c9a-9cf9-83474655f3ae).html.
Full textKozolanka, Karne. "Distributed practice and practical negotiation in a tech ed classroom : the way things are done in technology education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36774.
Full textNitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Full textThis research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
Pahl, Mario Verfasser], and Jürgen [Akademischer Betreuer] [Tautz. "Honeybee Cognition: Aspects of Learning, Memory and Navigation in a Social Insect / Mario Pahl. Betreuer: Jürgen Tautz." Würzburg : Universitätsbibliothek der Universität Würzburg, 2011. http://d-nb.info/1017451540/34.
Full textWestley, Suzanne. "Learning about emotions and relationships in relation to the social and emotional aspects of learing ( seal) curriculum." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507553.
Full textHerbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.
Full textAlly, Kutbuddin. "Individual and organisational learning and the ecology : factors that influence the direction of learning." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85761.
Full textENGLISH ABSTRACT: Organisations are required to change their internal structures and configuration at a rapid rate as the external environment changes. The external environment comprises of a number of actors and agents that make up society. This includes social movements and government. The influence that industry has over the actions of government is significant. The question is how society, via social movements and NGO’s, influence government and thereby policy and how this leads to change in business organisations. How does learning take place in business organisations when it comes to ecological matters? What is the effect of social norms, expressed in public policy and social movements, on organisations? How can these processes be enhanced for the sake of the ecological agenda? The aim of the research is to present a case for directing the learning process. Organisations will generally develop new products based on existing knowledge and grow this knowledge base. It is argued by some theorists that social movements and NGO’s influence the process of innovation and development. To cater for the ecological elements in an innovation process, it must be part of the organisational objectives. It means that it must be catered for from the outset to direct and influence the process. Chapter 1 outlines the problem statement and the argument that social norms influence the learning process of individuals and groups in organisation to achieve an ecologically friendly outcome in a variety of ways. To determine if the hypothesis is true, Chapter 2 researched the subject of organisational learning. It examines the attributes that organisations must have to promote a learning agenda. This includes the role that the external organisational environment plays through feedback loops, and how these influence the direction of the learning process. To understand issues regarding the ecology, I present in Chapter 3 a high level synopsis based on existing knowledge of economics, environmental economics and ecological modernisation. Both Chapters 2 and 3 take a view on policy and the role it plays in shaping the learning process. It is important that the process of policy development is influenced from the outset. Through the networks of the social movements, alternatives may be presented to society. These alternatives are aimed at influencing the innovation process of organisations either directly through the market or indirectly through policy. When society subscribes to the position presented, a social movement gives them the means to engage with industry and government. Chapter 4 is a case study on carbon capture and storage. The purpose of the case study is to demonstrate the interaction of the various actors in a technology development process and the factors that have to be taken into account when making decisions. It is a demonstration of a directed learning process with the aim of developing an ecologically friendly technology. Chapter 5 is the concluding chapter and provides a summary of learning organisations and ecological modernisation. I provide a brief summary of the main points in the argument and draw a conclusion on the relationship between organisational learning and how this learning is directed from the outset.
AFRIKAANSE OPSOMMING: Organisasies moet hul interne strukture en verstellings te verander teen 'n vinnige tempo as die eksterne omgewing verander. Die eksterne omgewing bestaan uit 'n aantal van die akteurs en agente wat die die samelewing op maak. Dit sluit sosiale bewegings en die regering in. Die invloed wat die bedryf het oor die optrede van die regering is betekenisvol. Die vraag is hoe die samelewing , deur middel van sosiale bewegings en nie-regeringsorganisasies , die invloed van die regering en sodoende beleid en hoe dit lei tot verandering in die sake-organisasies . Hoe leer sake-organisasies wanneer dit kom by die ekologiese sake? Wat is die effek van sosiale norme , uitgedruk in openbare beleid en sosiale bewegings , op organisasies? Hoe kan hierdie prosesse verbeter word ter wille van die ekologiese agenda? Die doel van die navorsing is om 'n saak te stel vir die regie van die leerproses. Organisasies sal oor die algemeen die ontwikkeling van nuwe produkte wat gebaseer is op bestaande kennis en groei van hierdie kennis basis. Daar word aangevoer deur sommige teoretici dat sosiale bewegings en NGO se invloed op die proses van innovasie en ontwikkeling. Om voorsiening te maak vir die ekologiese elemente in 'n innovasie proses , moet dit deel van die organisasie se doelwitte wees. Dit beteken dat voorsiening gemaak moet word vir dit van die begin af om die proses te beïnvloed. Hoofstuk 1 omskryf die probleemstelling en die argument dat die sosiale norme beïnvloed die leerproses van individue en groepe in die organisasie 'n ekologies vriendelike uitkoms te bereik in 'n verskeidenheid van maniere. Om te bepaal of die hipotese korrek is , Hoofstuk 2 ondersoek die onderwerp van organisatoriese leer . Dit ondersoek die eienskappe wat organisasies moet leer om die agenda te bevorder. Dit sluit in die rol wat die eksterne organisatoriese omgewing speel deur middel van terugvoer, en hoe hierdie invloed op die rigting van die leerproses is. Kwessies rakende die ekologie te verstaan, het ek in Hoofstuk 3 'n hoë vlak opsomming gebaseer op die bestaande kennis van die ekonomiese , omgewings- ekonomie en ekologiese modernisering. Beide hoofstukke 2 en 3 is 'n uitsig oor die beleid en die rol wat dit speel in die vorming van die leerproses. Dit is belangrik dat die proses van die ontwikkeling van beleid beïnvloed word van die begin af . Deur die netwerke van die sosiale bewegings , kan alternatiewe aangebied word aan die samelewing. Hierdie alternatiewe is gemik op die beïnvloeding van die innovasie proses van organisasies , hetsy direk deur die mark of indirek deur beleid. Wanneer die samelewing onderskryf die posisie wat aangebied word, 'n sosiale beweging gee hulle die middele om betrokke te raak met die bedryf en die regering. Hoofstuk 4 is 'n gevallestudie oor koolstof vang en stoor . Die doel van die gevallestudie is om die interaksie van die verskillende rolspelers in 'n tegnologie-ontwikkeling proses en die faktore wat in ag geneem word wanneer besluite geneem moet word. Dit is 'n demonstrasie van 'n leerproses met die doel van die ontwikkeling van 'n ekologies vriendelike tegnologie. Hoofstuk 5 is die afsluiting hoofstuk en gee 'n opsomming van leer organisasies en ekologiese modernisering. Ek gee 'n kort opsomming van die belangrikste punte in die argument en 'n gevolgtrekking oor die verhouding tussen organisatoriese leer en hoe hierdie leer word gerig van die begin af.
Winstanley, Caroline. "Transition planning for young people with severe learning disabilities : social positions and power relationships." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1183/.
Full textRobertson, Christian Anton. "Understanding ethics in sustainability transitions : towards social learning for sustainable food systems." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86426.
Full textENGLISH ABSTRACT: This thesis explores the importance of an appropriate understanding of ethics in sustainability transitions. Through a conceptual analysis, it finds that the dominant understanding of modernist ethics is unsuitable to the contexts of contingency in sustainability transitions, and that the participatory understanding of ethics as a complex system presents a far more adequate approach to the ethical complexity of socioecological systems. In particular, the strategy of 'practising provisionality' is suggested, which understands the process of ethical decision-making as a process of social learning. This argument is further supported by a critical reflection on the food system context. The present dangers and future uncertainties of sustainability transitions are issues of incredible complexity. Socioecological interactions can have unpredictable impacts on our ability to the needs of both current and future generations, like realising a sustainable food system. Moreover, there are difficult decisions that we also to make in such dilemmas, like the extent of natural resource exploitation, where normativity plays a large role. This means that these complex issues are also ethical issues. The importance of understanding ethics in sustainability transitions is, therefore, of great importance, since we will want to believe we are making the 'right' choices in these changing contexts. However, the understanding of ethics that dominates traditional scientific thinking and academic inquiries represents a paradigm of thought that is insensitive to complexity of socioecological systems, and is therefore, inadequate in addressing the ethical complexity of sustainability transitions. In the context of food systems, this is demonstrated in the linear emphasis on food production that dominates the ethics of realising sustainable food systems. This thesis argues that a more appropriate way of thinking about ethics in times of contingent contexts and socioecological change would have to account for complexity. In an acknowledgement of the complexity of ethics, it is argued that every decision has elements of moral consideration, and that there is also no way to know objectively whether the respective decision was morally 'right' or 'wrong'. Such an understanding of complex ethics would, therefore, emphasise the importance of recursively reasoning through every ethical decision to address any reductionisms of complexity; adopting an attitude of modesty and openness towards dialogue, and adopting a student mentality of social learning that would improve upon one's complex ethical reasoning. Subsequently, the paradigmatic shift of a complex approach to ethics is more adequate in understanding ethics in sustainability transitions.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die belangrikheid van 'n toepaslike begrip van etiek in volhoubaarheidsoorgange. Die bevinding van hierdie konseptuele analise is dat die oorheersende begrip van modernistiese etiek ongeskik is in die volhoubaarheidsoorgang konteks van gebeurlikheid en dat die deelnemende begrip van etiek as 'n komplekse sisteem 'n baie meer toepaslike benadering is tot die etiese kompleksiteit van sosioekologiese sisteme. Die strategie van 'praktiese voorlopigheid' word in die besonder voorgestel. Dit sien die proses van etiese besluitneming as 'n proses van sosiale leerwyse. Die argument word verder ondersteun deur die kritiese refleksie op die voedselsisteem konteks. Die huidige gevare en toekomstige onsekerheid van volhoubaarheidsoorgange is geweldige ingewikkelde strydvrae. Sosioekologiese interaksies kan onvoorsiene impakte hê op ons vermoeëns om die behoeftes van beide huidige en toekomstige generasies aan te spreek, soos om volhoubare voedselsisteme te laat realiseer. Verder is daar moelike besluite wat geneem moet word tydens sulke dilemmas, soos die mate waartoe ons natuurlike bronne geeksploiteer word, waar normativiteit 'n groot rol speel. Dit beteken dat hierdie komplekse strydvrae ook etiese strydvrae is. Die belangrikheid van die begrip van etiek in volhoubare oorgange is derhalwe van groot belang, aangesien ons wil glo ons neem die regte besluite in hierdie veranderende kontekste. Die begrip van etiek wat die traditionele wetenskaplike denkwyse en akademiese navrae domineer, kom egter voor as 'n paradigmiese denkwyse wat onsensitief is ten opsigte van die kompleksitiet van die sosioekologiese sisteme, en dus tekortskiet in die hantering van die etiese kompleksitiet van volhoubare oorgange. In die voedselsisteem konteks word dit gedemonstreer in die liniêre klem wat op voedselproduksie geplaas word, wat die etiek van die realisasie van voedselsisteme domineer. Hierdie tesis redeneer dat 'n meer paslike denkwyse omtrent etiek in tye van gebeurlike kontekste en sosioekologiese veranderinge sal moet rekenskap gee van kompleksitieit. In die erkenning van die kompleksiteit van etiek, word dit geredeneer dat elke besluit 'n element van morele oorweging het, en dat daar ook geen manier is om objektief te weet of die respektiewe besluit moreel 'korrek' of verkeerd' is nie. So 'n begrip van komplekse etiek sal, dus die belangrikheid van konstante redenering in elke etiese besluitneming beklemtoon, om enige reduksionisme van kompleksiteit aan te spreek. Dit geskied deurmiddel van 'n houding van beskeidenheid en oopheid tot dialoog, en die aanneming van 'n studente mentaliteit van sosiale leerwyse wat 'n komplekse etiese redenering kan verbeter. Gevolglik, is die paradigmatiese verskuiwing van 'n komplekse benadering tot etiek meer paslik in die begrip van etiek in volhoubaarheidsoorgange.
Kung, Shuk Mei. "Discipline and female subjects : an analysis of women's experience in the learning and using of female underwear." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/230.
Full textMoritz, Hugo. "A comparative study of machine learning algorithms for Document Classification." Thesis, Uppsala universitet, Informationssystem, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414709.
Full textKhan, Sehra Y. "Can young people's emotional intelligence be promoted through the secondary school's Social and Emotional Aspects of Learning (SEAL) Programme?" Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533243.
Full textBollard, Martin. "Disability, relative poverty and gender : how men with learning disabilities perceive and experience the impact of social divisions on their health." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57902/.
Full textYeung, Fung-yi, and 揚鳳儀. "Academic, social and general self-concepts of students with learning disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962671.
Full textHurst, Elizabeth Mary. "Keep it tight : family, learning and social transformation in New Mexico, United States." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16008.
Full textVidén, Gustav, and David Lidskog. "Integritet i utbyte för utbildningskvalité : Studenters perspektiv på datainsamling inom Learning Analytics." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-416202.
Full textThe purpose of this study was to investigate what kind of data students are willing to share within the Learning Analytics context and whether the goals of Learning Analytics motivate students' willingness to share data. The study was conducted on 110 students from Uppsala University. The result showed a trend that the majority of the data students are willing to share are related to studies. The results also showed a trend that the majority of students felt that the goals of Learning Analytics motivate their willingness to share data. Our conclusion is that transparency can contribute to a greater cooperation between students and the institution. The results contribute by increasing knowledge about students' perceptions about Learning Analytics, adding new empirical data in the research field and forming recommendations for institutions. Further research is needed to answer why students are willing to share specific data and why the goals motivate the willingness to share data. In addition, further research should focus on how cultural differences affect students' views on data sharing and whether data management within Learning Analytics affects students' motivation for data sharing.
Ramshaw, Elizabeth. "Social competence and moderate learning difficulties : a comparative study of pastoral care in mainstream and special secondary schools." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/1061/.
Full textByron, Amanda Smith. "Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/245.
Full textDowney, Christopher John. "Utilising a school effectiveness approach to measuring non-cognitive outcomes for the Social and Emotional Aspects of Learning (SEAL) programme." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366259/.
Full textRunesvall, Jonna, Gren Kajsa Sahlström, and Lenna Truncale. "Eco Kids - Developing a learning game for children with the aspects of user-centered design, social behavior and reward systems." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23531.
Full textIkeda, Kazuko. "A descriptive study of the relationship between cultural sensitivity in the acculturation process and the second language learning process." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3442.
Full textWohlin, Teixeira Edvin, and Sandra Nutti. "Self-regulatory learning in e-learning : An investigation of the onboarding phase." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150165.
Full textWilliams, Kevin. "Using experiential learning to facilitate pharmacy students' understanding of patients' medication practice in chronic illness." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003955.
Full textVeillon, Lise-Marie. "Apprentissage artificiel collectif ; aspects dynamiques et structurels." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCD004/document.
Full textCollective learning in multi-agent systems considers how a community of autonomous agents sharing a learning purpose may benefit from exchanging information to learn efficiently as a community as well as individuals. The community forms a communication network where each agent may accesses observations, called learning examples. This thesis is based on a former protocol, SMILE (Sound-Multi-agent-Incremental-LEarning), which sets up parsimonious examples and hypotheses exchanges between agents. In a fully connected community, this protocol guarantees an agent’s hypothesis takes into account all the examples obtained by the community. Some sequential protocols add propagation to SMILE in order to extend this consistency guarantee to other connected networks. This thesis contribution to the artificial collective learning field is two fold.First, we investigate the influence of network structures on learning in networks when communication is limited to neighbourhood without further information propagation. Second, we present and analyze a new protocol, Waves, with SMILE’s guarantees and a more dynamic learning process thanks to its execution in parallel. The evaluation of this protocol in a simple turn-based setting gives the opportunity to improve it here in multiple ways. It is however meant to be used with online learning without any restriction on the acquisition rate of new examples, neither on speed nor number
Andersson, Annika. "Learning to learn in e-Learning : constructive practices for development." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10354.
Full textDykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.
Full textENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
Full textSmith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
Full textRoderus, Jens, Simon Larson, and Eric Pihl. "Hadoop scalability evaluation for machine learning algorithms on physical machines : Parallel machine learning on computing clusters." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20102.
Full textHughes, Lewis Bernard, and l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.
Full textPombo, Fernanda Mariano Zacarias. "Ensino de química na EJA na perspectiva CTS: uma proposta metodológica a partir da automedicação." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2074.
Full textO ensino de Química para a Educação de Jovens e Adultos (EJA) deve ser trabalhado de forma diferenciada em relação ao ensino regular, devido à especificidade da modalidade. A partir disso, essa pesquisa, que apresenta como proposta metodológica a temática automedicação, na abordagem Ciência Tecnologia e Sociedade (CTS), pode contribuir para ensinar Química na EJA, considerando o público dessa modalidade. Para isso, tem como objetivo identificar, propostas voltadas à EJA, desenvolver uma sequência de aulas a partir da temática "automedicação para o ensino de Química na EJA, na perspectiva CTS", avaliar o desenvolvimento da sequência de aulas e apresentar um Caderno de Orientações Pedagógicas. A temática propõe discutir as principais situações e/ou problemas de saúde enfrentados pelas pessoas, em especial os estudantes da EJA, trabalhando o conteúdo de forma contextualizada e, ainda, identificar a contribuição, colaborando na discussão e reflexão, valorizando a construção do conhecimento científico e o cotidiano do sujeito para tomadas de decisões e preparando o estudante para questionar, participar e construir coletivamente respostas para problemas sociais. Fundamentada na abordagem qualitativa, a pesquisa é caracterizada como pesquisa-ação. Os interlocutores envolvidos para esta pesquisa foram a professora pesquisadora da disciplina de Química e 18 estudantes, com idade entre 19 e 34 anos, de uma turma de Química da EJA, que estudam no período noturno, do CEEBJA Professora Laís Miqueloto, localizado na cidade de Curitiba–PR. O estudo no colégio foi desenvolvido no primeiro semestre de 2016. Para o levantamento de dados foram utilizados triangulação múltipla a partir dos instrumentos com roda de conversa, questionário, filmagem, registros da professora pesquisadora, registros dos estudantes e a produção de um jogo de papéis gerado durante a aplicação da metodologia, com o propósito de analisar as respostas dos estudantes sobre o assunto, sendo que esses se constituíram o corpus da pesquisa, na qual utilizou-se a Análise Textual Discursiva (ATD). A partir da ATD podem ser geradas categorias a priori, e após analisar os dados coletados de cada instrumento, as possíveis categorias emergentes. De acordo com a análise, considera-se que por meio da sequência de aulas, abordando a temática automedicação, é possível contribuir com as propostas metodológicas voltadas a esta modalidade de ensino, uma vez que permitiu a apropriação e a contextualização do conhecimento por meio da abordagem CTS, colaborando significativamente para a compreensão do conhecimento científico e das suas inter-relações com a sociedade e a tecnologia. Os resultados obtidos podem ser um ponto de partida para pesquisas futuras, com o intuito de melhorar a formação dos estudantes e contribuir na tomada de decisão e para que sejam capazes de opinar sobre aspectos do cotidiano. Após a análise dos dados gerados com o uso dos instrumentos, foi desenvolvido um Caderno de Orientações Pedagógicas como produto final da pesquisa, sendo este um item obrigatório no mestrado profissional.
The teaching of Chemistry for the Education of Young and Adults (EJA), must be worked in a differentiated way in relation to the regular education, due to the specificity of the modality. From this, the research presents as a methodological proposal on the subject of self-medication, in the approach Science Technology and Society (STS) can contribute to teach Chemistry in the EJA, considering the specificity of the public of this modality. To do so, it aims to identify, analyze proposals aimed at this modality, develop a sequence of classes from the subject of self-medication for the teaching of Chemistry in the EJA in the STS perspective, evaluate the development of the sequence of classes and present a Notebook of Pedagogical Guidelines. The theme proposes to discuss the main health situations and / or problems faced by people, especially those students of the EJA from this subject, working the content in a contextualized way, also to identify the contribution of this subject in the teaching of Chemistry. As well as collaborating in the discussion and reflection, valuing the construction of scientific knowledge and the daily life of the subject for decision making, and also preparing the student to question, participate and collectively build responses to social problems. Based on the qualitative approach, research is characterized as action research. The interlocutors involved in this research were the research professor of the chemistry discipline and 18 students, aged between 19 and 34 years, from a chemistry class of the EJA, at night, of the CEEBJA Professor Laís Miqueloto, in the city of Curitiba – PR. The study in the college was developed in the first half of 2016. For the data collection, multiple triangulation was used from the conversation wheel, questionnaire, filming, researcher's records, student records and the production of a set of papers generated during the application Of the methodology, with the purpose of analyzing the students' answers on the subject. Being that these constituted the corpus of the research, in which the Discursive Textual Analysis (DTA) was used. From DTA, a priori categories can be generated, and after analyzing the data collected from each instrument the possible emergent categories. From the analysis, it is considered that through the sequence of classes addressing the subject of self-medication can contribute with the methodological proposals focused on this modality of teaching, since it allowed the appropriation and contextualization of knowledge through the STS approach, Contribute significantly to the understanding of scientific knowledge and its interrelationships with society and technology. The results obtained can be a starting point for future research, in order to improve student training and contribute to decision making and to be able to comment on aspects of daily life. After analyzing the data generated with the use of the instruments, a Pedagogical Guidelines Book was developed as the final product of the research, which is a mandatory item in the professional master's degree.
Heo, Gyeong Mi 1971. "Learning in an informal web-based community of practice : a study of community, interpersonal, and individual planes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115653.
Full textUnder the umbrella of the online ethnographic approach, I applied mixed-method research combining multiple data sources (i.e., discussion transcripts, online survey, online interviews, ethnographic observation, and other documents) and analytical methods (i.e., descriptive framework for CoP, content analysis, transcript analysis, and descriptive statistics).
In terms of the community plane, the web-based community was explored by applying the descriptive framework for communities of practice consisting of observable and measurable indicators in terms of organization, participation, and outcome. With regard to the interpersonal plane, I explored how learning occurs between participants of the WBC: How do participants interact with each other and what do they share through their interactions? To do that, the processes of interaction and learning were examined according to the size of threads (i.e., small, medium, and large sizes). For the individual plane, I examined (a) individuals' epistemological beliefs and (b) individuals' change of roles in relation to the degree of participation. Based on the results investigated in each plane, I discussed general characteristics of this web-based community as informal learning environment, effective features fostering interaction and learning in this web based community, and possible trajectories of the web-based community evolving for a community of practice.
The importance of this study lies in its contributions to the conceptual framework (i.e., descriptive framework for communities of practice) and the methodological approach (i.e., multi-layered analytical approach) developed and applied in this thesis. The descriptive framework enables us to identify some defining features that distinguish communities of practice from other structures and hence to establish guidelines for monitoring how communities of practice evolve and what makes them evolve in successful ways. In addition, this study offers useful implications for designing and supporting web-based communities even in formal and non-formal learning environments. Because this study employed an exploratory, interpretive approach and concentrated on the breadth of learning in a web-based community through different planes, the results offer broader aspects of learning rather than specific, intensive issues of learning in this web-based community. Therefore, further studies are suggested along with the issues derived from this thesis.
Brook, Christopher. "Exploring community development in online settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/835.
Full textCostanzo, Marna S. "Aspects of memory in the Damaraland mole-rat, Cryptomys damarensis spatial learning and kin recognition /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07032007-130259.
Full textNolan, Sarah. "Blended Learning, Blended Lives: School One-to-One Programs, Control Societies, and Late Capitalist Subjectivity." Digital Commons @ Butler University, 2015. http://digitalcommons.butler.edu/grtheses/269.
Full textLeung, Shui-ho, and 梁瑞好. "Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.
Full textOgbamichael, Hermon Berhane. "Information & knowledge sharing within virtual communities of practice (VCoPs)." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2799.
Full textThe concept of virtual community of practice (VCoP) emanates from the need to create a new mode of learning and knowledge creation. It is found that highly structured forums are not necessarily the best way to assist people to learn and improve their knowledge. This then, requires organisations to seek alternative informal ways to share knowledge. The significance of optimising knowledge sharing results in VCoPs receiving considerable attention while searching for new ways to draw on expertise dispersed across global operations. This impacts organisations, thereby enabling them to respond more speedily to the demands of their stakeholders. The fast pace of change in their business environments is also a factor to contend with. Within this context, the use of VCoPs to optimise both, tacit and explicit knowledge sharing within stakeholders, is the central theme of this research. The findings from literature enables the researcher to explore scientific based models that may have the potential to enhance knowledge sharing in an enterprise. The Life Cycle knowledge flow model is found to be the most comprehensive compared to two other models – namely, a Spiral knowledge flow model and Dynamic knowledge flow model. The outflow from the findings in literature is that the Life Cycle knowledge flow model is selected as the basis to conduct two surveys to determine if the model could be adapted to improve knowledge sharing within VCoPs in particular, and in an enterprise in general. The result of the two surveys conducted (in 2011/2012 and 2016), leads to establishing an extended Life Cycle knowledge flow model. The established model enhances knowledge sharing within VCoPs, and in turn, assists when optimising knowledge sharing in an enterprise. This extended model covers six phases of knowledge development to improve knowledge sharing within VCoPs. The first phase enhances the creation of both, tacit and explicit knowledge. The second phase enables to optimise the organisation of knowledge. The third phase enables the formalisation of tacit knowledge, that is, conversion of tacit to explicit knowledge. The fourth phase improves the distribution of knowledge. The fifth phase enables to optimise the application of knowledge and the final phase enables the evolution or continuous development of knowledge. The contribution of this research proposes that a comprehensive knowledge flow model, namely the Life Cycle knowledge flow model found in literature, served as the basis for this research. However, this model was never tested or verified if it indeed optimises knowledge sharing within VCoPs. The two surveys (Survey One 2011/12 and Survey Two 2016) were developed and distributed to respondents to verify the model’s suitability to VcoPs. As a result of responses received from the two surveys, the researcher was then able to develop an extended Life Cycle knowledge flow model that particularly, optimises knowledge sharing within VCoPs. This research further contributes in formulating a scientific based knowledge flow model that can be adapted to social networks. Therefore, this research also creates the foundation to further study to investigate the optimisation of knowledge sharing in social networks. In recent literature, social networks are established as one of the informal mechanisms to share and enhance knowledge sharing in an enterprise.