Literatura académica sobre el tema "Experiential connectedness"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Experiential connectedness".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Experiential connectedness"
1
Pelletier, Mark J. y Joel E. Collier. "Experiential Purchase Quality". Journal of Service Research 21, n.º 4 (24 de abril de 2018): 456–73. http://dx.doi.org/10.1177/1094670518770042.
Texto completoResumen
Experiential purchases, such as movies, theme parks, and vacations, represent a unique, and exceedingly popular, type of marketing behavior. Despite the increasing popularity of purchased experiences, the question of what makes one experiential purchase superior to another remains elusive. Using a multimethod, grounded theory approach, the authors perform two qualitative studies that reveal high-quality experiential purchases are composed of five dimensions: uniqueness, fun, escapism, servicescape quality, and social congruence. Next, an empirical model of experiential purchase quality (EPQ) and its outcome variables is tested in two different settings. The results find support for the EPQ conceptualization and uncover that a high-quality experiential purchase can positively influence braggart word of mouth, nostalgia, and self-connectedness to the experience while also lowering price consciousness perceptions to repeat the experience. A comparison of short and long experiences found that customers put a heavier weighting on concepts such as escapism and social congruence in shorter experiences where longer experiences had a heavier emphasis on the servicescape and perceptions of fun. From a managerial perspective, our results highlight that a one-size-fits all approach in experiential management is problematic. Managers need to understand that customers have different evaluative criteria depending on the length of an experiential purchase.
2
Goodman, Joseph K., Selin A. Malkoc y Mosi Rosenboim. "The Material-Experiential Asymmetry in Discounting: When Experiential Purchases Lead to More Impatience". Journal of Consumer Research 46, n.º 4 (11 de mayo de 2019): 671–88. http://dx.doi.org/10.1093/jcr/ucz017.
Texto completoResumen
Abstract Consumers routinely make decisions about the timing of their consumption, making tradeoffs between consuming now or later. Most of the literature examining impatience considers monetary outcomes (i.e., delaying dollars), implicitly assuming that how the money is spent does not systematically alter impatience levels and patterns. The authors propose an impatience asymmetry for material and experiential purchases based on utility duration. Five studies provide evidence that consumers are more impatient toward experiential purchases compared to material purchases and that this increased impatience is driven by whether the value is extracted over a shorter utility duration (often associated with experiential purchases) or a longer utility duration (often associated with material purchases). Thus, when an experience is consumed over a longer period of time, the results show that impatience can be diminished. Additional results show that the effect holds in both delay and expedite frames and suggest that the results cannot be explained by differences in scheduling, time sensitivity, affect, ownership, future time perspective, or future connectedness.
3
Waters, Philip. "Tracking Trolls and Chasing Pixies". Departures in Critical Qualitative Research 3, n.º 3 (2014): 239–63. http://dx.doi.org/10.1525/dcqr.2014.3.3.239.
Texto completoResumen
This essay outlines a place-based pedagogic method called Narrative Journey, developed by the author in his work at the Eden Project, United Kingdom. The essay describes the method in the context of children’s play and experiential learning in outdoor natural environments, and uses a critical and reflexive lens to describe praxis across two broad themes: story and mimesis, and story, place, and space. It also provides practical, theory-linked examples before concluding that Narrative Journey praxis can add support to children’s emotional connectedness to nature and outdoor experiential learning.
4
BORELLI, JESSICA L., DAVID A. SBARRA, MATTHIAS MEHL y DARYN H. DAVID. "Experiential connectedness in children's attachment interviews: An examination of natural word use". Personal Relationships 18, n.º 3 (13 de octubre de 2010): 341–51. http://dx.doi.org/10.1111/j.1475-6811.2010.01294.x.
Texto completo
5
McGovern, Justine, Katherine Gardner Burt y David Schwittek. "Food for Thought: Culturally Diverse Older Adults' Views on Food and Meals Captured by Student-Led Digital Storytelling in the Bronx". Urban Social Work 5, n.º 1 (1 de abril de 2021): 60–75. http://dx.doi.org/10.1891/usw-d-18-00005.
Texto completoResumen
ObjectiveThrough the lens of a digital storytelling project exploring food traditions, social connectedness, and aging among diverse older adults, this article demonstrates how innovative pedagogies can contribute to developing a more culturally responsive workforce better prepared to meet evolving needs of diverse urban communities.MethodsIn the fall of 2017, 25 undergraduate students enrolled in an interdisciplinary gerontology practice course engaged in a digital storytelling project to explore food traditions and social connectedness among older adults living in the Bronx.ResultsThe stories underscore the importance of food and meals in everyday life, particularly for people growing old far from their home of origin. The words and images indicate that food practices can assert identity, sustain cultural ties and social connectedness, and mediate losses both physical and emotional.ConclusionsThe article suggests that integrating innovative pedagogies across health profession curricula and fostering interdisciplinary and interprofessional collaborations are two ways to better meet client needs. Moreover, providing opportunities for experiential learning extends higher education's commitment to integrating best practice pedagogies across the curriculum.
6
Grimwood, Bryan S. R., Michelle Gordon y Zachary Stevens. "Cultivating Nature Connection: Instructor Narratives of Urban Outdoor Education". Journal of Experiential Education 41, n.º 2 (9 de noviembre de 2017): 204–19. http://dx.doi.org/10.1177/1053825917738267.
Texto completoResumen
Background: Outdoor education often aims to facilitate positive human–nature relationships and craft healthy, sustainable lifestyles. Processes and outcomes of program innovations seeking to address “nature-deficit disorder” among children can be understood from a narrative perspective. Purpose: This study illuminates how a group of instructors working for a charity-based outdoor organization in Toronto, Ontario, perceive the cultivation of nature connectedness in and through the urban outdoor education programs they facilitate for children. Methodology/Approach: A narrative methodology was used to engage instructors in telling personal stories about their involvement and perceptions of programs they facilitate, and to interpret thematic insights into the broader meanings circulating within this instructor group. Findings/Conclusions: Analyses revealed that instructors story the cultivation of nature connectedness around three spatial metaphors: creating space for nature connection, engaging that space, and broadening that space. Findings cast light on how instructors situate their practices within a broader community committed to mentoring nature connectedness in individuals, families, and society. Implications: Instructor stories shed light on contemporary practices of outdoor experiential education, and the meanings and perceived impacts of nature-based learning. The study contributes to literature illustrating the promise urban outdoor education holds for fostering nature connectedness.
7
Pau, Allan y Vimi Sunil Mutalik. "Experiential Learning in Community Oral Health Promotion: A Qualitative Evaluation of the Experiential Aspects". Pedagogy in Health Promotion 3, n.º 2 (5 de julio de 2016): 108–14. http://dx.doi.org/10.1177/2373379916655356.
Texto completoResumen
Experiential learning is not merely a set of tools and techniques to provide experiences for knowledge and skills acquisition but also learning that embraces certain principles that must be present at some time during learning. These principles are (a) a mixture of content and process, (b) an absence of excessive judgment, (c) engagement in purposeful endeavors, (d) encouraging the big-picture perspective, (e) the role of reflection, (f) emotional investment, (g) reexamination of values, (h) meaningful relationships, and (i) learning outside one’s perceived comfort zones. We implemented and evaluated a learning initiative in which 30 dental students participated in oral health promotion activities in a residential care home for older adults. Qualitative feedback provided by 24 students suggested that the initiative provided a mixture of content and processes for knowledge application, gave “the opportunity to develop creative interventions and make decisions”; allowed students to “solve problems and share knowledge”; helped them “see the reality more . . . and reach out to the community”; led them to reflect on their effectiveness, “not sure what we have done are sufficient to actually help”; motivated them to “take some time off to understand their troubles” and not just doing what they thought was required; inspired them to examine their values around “feeling of social connectedness . . . and a desire to give back”; and provided opportunities to learn outside their comfort zones, “step out of campus and encounter all the different people” and demonstrated that the experiential aspects of experiential learning can and should be evaluated.
8
Marroquín, Brett, Jennifer De Rutte, Casey L. May y Blair E. Wisco. "Emotion Regulation in Context: Social Connectedness Moderates Concurrent and Prospective Associations With Depressive Symptoms". Journal of Social and Clinical Psychology 38, n.º 7 (septiembre de 2019): 605–26. http://dx.doi.org/10.1521/jscp.2019.38.7.605.
Texto completoResumen
Introduction: Emotion regulation in healthy functioning and in depression is typically examined as an intrapersonal phenomenon, but growing evidence suggests social factors affect individuals' strategy use and effectiveness. We examined whether the role of emotion regulation in depression—concurrently and over four weeks—depends on social connectedness, predicting that higher social connectedness would dilute effects of one's own strategy use regardless of specific strategy. Methods: Young adult participants (n = 187) completed measures of perceived social connectedness, depressive symptoms, two avoidant emotion regulation strategies (ruminative brooding and experiential avoidance), and two approach-oriented strategies (positive reappraisal and planning), and depressive symptoms again four weeks later (n = 166). Results: Cross-sectional associations of emotion regulation with symptoms were moderated by social connectedness: effects of both avoidant and approach strategies were weaker among more connected individuals. Prospectively, social connectedness moderated effects of approach strategies, but not avoidant strategies. Among more socially connected individuals, using approach strategies—which are typically adaptive—was associated with higher symptoms over time. Discussion: Results partially replicate previous research and support the role of social factors as important contexts of intraper-sonal emotion regulation and dysregulation in depression. Findings suggest that social resources can dilute intrapersonal effects regardless of strategy type—more in the shorter term than in the longer term—and can even lead seemingly adaptive strategies to backfire over time. Implications for research integrating emotion regulation, relationships, and depressive psychopathology are discussed.
9
Teranishi, Christy S. "Impact of Experiential Learning on Latino College Students' Identity, Relationships, and Connectedness to Community". Journal of Hispanic Higher Education 6, n.º 1 (enero de 2007): 52–72. http://dx.doi.org/10.1177/1538192706294946.
Texto completo
10
Samarbakhsh, Laleh y Boza Tasic. "What makes a board director better connected? Evidence from graph theory". Computer Science and Information Systems 17, n.º 2 (2020): 357–77. http://dx.doi.org/10.2298/csis190628045s.
Texto completoResumen
We are interested in quantifying and uncovering the relationships that form between the board directors of companies. Using these relationships we compute three network centrality measures for each director in the network and employ them in the analysis of connectedness of directors. Our focus in this study is on the attributes that make a board member better connected. The biological, educational and experiential attributes are used as independent variables to develop a regression model measuring the impact on the three connectivity measures (degree, betweenness and closeness). Our results show that ?Age? has a direct significant impact on all connectedness measures of a board member. We also find that female directors have a higher measure of degree centrality and betweenness centrality, but lower closeness. The number of foreign degrees increases the degree centrality and betweenness centrality but not closeness. The three identified characteristics of ?Age?, ?Gender?, and ?Education? are supporting the idea that a high level of social connection can in part be expected by the characteristics of individual board members and can explain up to 25% of the board member?s connectivity.
Tesis sobre el tema "Experiential connectedness"
1
Freiman, Mira. "Canoe Tripping as a Context for Connecting with Nature: A Case Study". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23313.
Texto completoResumen
Nine teenage participants and two adult guides were followed throughout a 10 day white water canoe trip to investigate the relationship between their impressions of connection with nature and the canoe trip experience, and their interactions with nature and the canoe trip experience. Themes providing a description of these relationships were identified and three major findings emerged. The first was that multiple themes mediating participants’ connectedness with nature did so both towards connection and disconnection. The second was that participants’ state of comfort was related to an impression of connection with nature while their state of discomfort was related to an impression of disconnection from nature. The third was that the relationship between participants’ connectedness and interactions with nature differed depending on the context (e.g., nature versus civilization). Possible directions for future research include investigating changes in participants’ conception of nature and the relationship between comfort and connection with nature.
2
Beaumont, Rosemary Jane, University of Western Sydney, College of Arts y School of Education. "A futures vision of sacredness as the formative base of democratic governing : source, model and transformation of spirituality into government". 2006. http://handle.uws.edu.au:8081/1959.7/14900.
Texto completoResumen
The intention of my thesis is to articulate how spiritualities, some in emergent secular expressions, as direct experiences of the sacred, may formatively shape and be actualised in new forms of democratic government as a self-organising phenomenon emerging in concert with evolutionary dynamics. I am attempting to apply experiential interconnectedness which is embodied in the best of human experience as a generative base and an organising dynamic to the evolution of democratic politics. The contribution to knowledge and understanding that my thesis brings is that the elucidation of experiences, inner processes and images which governing based on sacredness could incorporate. I expand the discussion on democracy to include the transformative and generative power of significant experiences. Consistent with democratic principles of inclusive equality, I devolve insights from the lives, thoughts and activities of ordinary people which are then analysed within relevant theoretical perspectives and related to emergent social trends. The focus of the research is on possibilities, transformation and empowerment available within a sacred cosmos, an interconnected and interactive reality.Doctor of Philosophy (PhD)
3
Beaumont, Rosemary J. "A futures vision of sacredness as the formative base of democratic governing : source, model and transformation of spirituality into government". Thesis, 2006. http://handle.uws.edu.au:8081/1959.7/14900.
Texto completoResumen
The intention of my thesis is to articulate how spiritualities, some in emergent secular expressions, as direct experiences of the sacred, may formatively shape and be actualised in new forms of democratic government as a self-organising phenomenon emerging in concert with evolutionary dynamics. I am attempting to apply experiential interconnectedness which is embodied in the best of human experience as a generative base and an organising dynamic to the evolution of democratic politics. The contribution to knowledge and understanding that my thesis brings is that the elucidation of experiences, inner processes and images which governing based on sacredness could incorporate. I expand the discussion on democracy to include the transformative and generative power of significant experiences. Consistent with democratic principles of inclusive equality, I devolve insights from the lives, thoughts and activities of ordinary people which are then analysed within relevant theoretical perspectives and related to emergent social trends. The focus of the research is on possibilities, transformation and empowerment available within a sacred cosmos, an interconnected and interactive reality.
4
Chase, Anna Christina. "Enveloped by Ocean Life: Experiences of Scuba Diving". Thesis, 2012. http://hdl.handle.net/1807/35723.
Texto completoResumen
This arts-informed, phenomenological, and heuristic inquiry focuses on what it means to immerse deeply into experiences within the natural world. Through attention and reflection on emotional and somatic aspects of my own ocean SCUBA diving experiences, and those of beginner and practiced divers, a method and the significance of learning through personal experiences and others’ shared stories is illuminated.
Readers are invited to imagine or revisit what it is like to be enveloped by ocean life through an artful narrative account of the ocean diving experience. Crafted in meandering ways, through the aesthetics of photographic images, divers’ evocative descriptions and poetic text, and interspersed with remembrances and imaginations and contemplations of self and world, the narrative reflects the diversity, richness and resonance of divers’ shared stories, and the reverberating and nurturing beauty and mystery of the ocean world. Through five narrative sections that embody a sense of movement deeper into the experience – into relations with the natural world, (‘Immersing’ ‘Opening Pathways of Exploration’, ‘Widening Circles of Compassion’, ‘Nature Reveals Her Open Secret’ and ‘Surfacing’), I encourage readers to wander amongst ocean life to expand ways of experiencing the natural world.
It is important to look for new, creative ways that allow space for explorations of self and world, to uncover new ways to reconcile both the mind-body connection as well as the human-nature connection. This inquiry brings the notion of connectedness with nature to the forefront as humans’ alienation from the natural world is recognized as a significant contributor to the present ecological crisis. The exploration of ocean experiences was also a search for ways to encourage and sustain a lifelong inquiry into the relations with the non-human world as a way to continually build and reinforce a strong bond with the natural world for psychological, social and ecological wellbeing. The immersive nature of research methods and representation illuminated how ocean life and artful expressions of remembrances and imaginations build lasting impressions, further adding vitality to what is perceived in both aquatic and terrestrial worlds – enhancing a sense of connectedness with the natural world.
Capítulos de libros sobre el tema "Experiential connectedness"
1
Chammas, Ghina y Nadine A. Yehya. "Cooking, food experiential learning, and connectedness". En Food and Experiential Marketing, 119–41. 1 Edition. | New York : Routledge, 2019. | Series: Routledge interpretive marketing research: Routledge, 2019. http://dx.doi.org/10.4324/9781351182201-8.
Texto completo
2
Waldow, Anik. "Moral Reflection as Perception". En Experience Embodied, 97–129. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190086114.003.0004.
Texto completoResumen
This chapter argues that Hume’s account of moral reflection enables us to understand that, for him, even sophisticated cognitive capacities arise and evolve as a result of complex experiential patterns. The experiential patterns that matter to Hume’s discussion on moral reflection are established through the mind’s sympathetic connectedness with other persons’ feelings and thoughts, as well as through the capacity to sympathetically connect with historically and culturally diverse settings. The analysis of these complex sympathetic dynamics will demonstrate that, for Hume, the artifices of human life “naturally” impact on our moral development, so that the traditional contrast between nature and artifice, which shapes much of the debate of eighteenth-century sentimentalism, needs to be rethought.
3
Murray Levine, Alison J. "Planet". En Vivre Ici, 37–72. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786940414.003.0003.
Texto completoResumen
This chapter examines a cluster of high-budget French environmental documentaries that have brought unprecedented attention back to the wildlife genre by reinventing it. It pays particular attention to the films of Claude Nuridsany and Marie Pérennou, as well as those of Jacques Perrin. It argues that these eco-docs depart from conventional notions of “wildlife cinema” in favor of an experiential documentary intention. They share with other films in the book a desire to displace and disturb the viewer, to invite her to co-habit an environmental space with the filmed subjects and share a multisensory experience alongside theirs. The work of Perrin and other French environmental filmmakers has made significant contributions to the development of an approach to nature film that relentlessly seeks innovative technical and narrative strategies to invite the viewer into an experiential relationship with nature, understood as a sense of connectedness between the viewer’s life-world and the world of the film. The chapter proposes close analysis of a few films and a consideration of their afterlives as cultural artifacts, intertwined with environmental discourses and practices in contemporary France.
4
Duthely, Lunthita M., Sandra G. Nunn y John T. Avella. "Spirituality and Religion as Cultural Influences in Andragogy". En Multicultural Andragogy for Transformative Learning, 45–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3474-7.ch004.
Texto completoResumen
Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.
5
Nikolaos, Pellas. "Towards a Theoretical “Cybernetic” Framework". En Software Development Techniques for Constructive Information Systems Design, 128–81. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3679-8.ch008.
Texto completoResumen
In the last decade, there is a common conviction and connectedness for modern e-learning practices to use online virtual environments (or worlds) for arousing students’ interesting in various experiential activities. In this perspective, this chapter creates and proposes a “Cybernetic Planning Framework” (CPF), which combines the diversity of educational theories and practices, yielding in a common basis for their inclusion. The present chapter focuses on Second Life’s qualitative characteristics that can be utilized to construct a “teaching-organizational” framework, which is essential for planning effective and meaningful distance learning courses. This gain averred a “cybernetic model,” in which users enhanced pedagogical authorities and principles of Contemporary Learning Theories that previous studies carried out in Second Life. This premise recapitulates the value-added of this chapter, which can successfully be adapted to any 3D “open” and “sustainable” education system, emphasizing on integration and innovation of teaching methods.
6
Starr-Glass, David. "Servant Mentors and Transnational Mentees". En Advances in Human Resources Management and Organizational Development, 92–113. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch005.
Texto completoResumen
Relational connectedness is critical for servant leaders, who aspire to articulate inclusiveness, concern, and citizenship within the enterprise. This chapter argues that relational connectedness and a similar set of values are also critical for successful mentoring. Mentoring is concerned with providing benefit, support, and advancement for the novice who is engaged in the guiding relationship. The chapter considers the dynamics of mentoring transnational students who are distanced culturally, spatially, and experientially from their mentor. Although grounded in a specific mentoring context, the chapter argues that similar relational distance occurs in all mentoring work and suggests that the process of mentoring is made stronger and more effective if it utilizes the tenets of servant leadership. This more relational approach is termed “servant mentoring.” Following an analysis of what servant mentoring might entail, a number of suggestions are made to assist mentors lower interactional distance and to strengthen their mentoring practice.