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Articoli di riviste sul tema "Hawthorne School (New York, N.Y.)"
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Milgram, Gail Gleason. "An Analysis of Student Assistance Programs: Connecticut, New Jersey, and New York". Journal of Drug Education 28, n. 2 (giugno 1998): 107–16. http://dx.doi.org/10.2190/h62u-b31y-d8fr-q2m5.
Testo completoAbstract (sommario):
A questionnaire, designed to determine the process for identifying and providing assistance to students who demonstrate a variety of problem behaviors that interfere with learning or co-curricular performance in school, was mailed to school superintendents ( N = 1526) in Connecticut, New Jersey, and New York. Four hundred and fifty-one responses (29.6%A) were received; the majority (84.7%) indicated that a formal written policy exists for helping students and most (82.5%) also have a formal written procedure. The assistance program, most frequently called student assistance, is predominantly found at high school level. A full-time student assistance counselor paid by the school district (43.2%) or a grant funded position (18.9%) conducts the program. Students in the three states use the services of the program for alcohol problems, drug problems, family problems, school behavior problems, academic problems, etc. The major referral sources to the assistance programs are teachers, guidance counselors, and the students themselves. The survey findings indicate that assistance programs for students in Connecticut, New Jersey, and New York play a significant role in helping students who are experiencing problems and also positively impact on the school and the community.
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Shaw, Jana, Samantha Hanley, Elana Sitnik, Winter Berry, Steven Blatt, Michael Seserman e Margaret K. Formica. "Attitudes towards HPV Vaccination Policy Strategies to Improve Adolescent Vaccination Coverage among Pediatric Providers in New York State". Vaccines 11, n. 8 (12 agosto 2023): 1359. http://dx.doi.org/10.3390/vaccines11081359.
Testo completoAbstract (sommario):
Pediatric providers’ stances on HPV vaccination-related policies are largely unknown. To gain insight into pediatric providers’ perspectives and potential recommendations for directed policy, we conducted a cross-sectional survey of the American Academy of Pediatrics members in New York. Almost all providers expressed confidence in discussing the HPV vaccine with patients (98.6%, n = 72). Among common barriers to vaccination, providers listed parental safety concerns (n = 60, 82.2%), vaccination not being required for school entry (n = 59, 80.8%), and moral opposition to vaccination (n = 48, 65.8%). Among all respondents, 29 (39.7%), 13 (17.8%), and 2 (2.7%) agreed the vaccine should be required for middle, high, and tertiary school entry, respectively. Support for pharmacist-provision of the vaccine varied, with 31 (42.5%) providers expressing support. Most providers supported adolescent self-consent to vaccination, (n = 67, 91.8%). Providers continued to encounter barriers to HPV vaccination and indicated support of HPV vaccination mandates for school entry, pharmacist provision of the vaccine, and adolescent self-consent to vaccination.
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Prescott, Melissa Pflugh, Judith A. Gilbride, Sean P. Corcoran, Brian Elbel, Kathleen Woolf, Roland O. Ofori e Amy Ellen Schwartz. "The Relationship between School Infrastructure and School Nutrition Program Participation and Policies in New York City". International Journal of Environmental Research and Public Health 19, n. 15 (5 agosto 2022): 9649. http://dx.doi.org/10.3390/ijerph19159649.
Testo completoAbstract (sommario):
School nutrition programs (SNP) provide much needed access to fruits, vegetables, and other healthy foods at low or no cost. Yet, the infrastructure of school kitchens and cafeteria vary across schools, potentially contributing to systematic barriers for SNP operation and equity. The purpose of this paper is to examine the association between school infrastructure and outcomes including meal participation, untraditional lunch periods, and having an open campus. Regression analyses were conducted using administrative data for 1804 schools and school nutrition manager survey data (n = 821) in New York City (NYC). Co-location was significantly associated with open campus status (OR = 2.84, CI: 1.11, 7.26) and high school breakfast participation (β = −0.056, p = 0.003). Overcrowding was associated with breakfast (elementary: β = −0.046, p = 0.03; middle: β = 0.051, p = 0.04; high: β = 0.042, p = 0.04) and lunch participation (elementary: β = −0.031, p = 0.01) and untraditional lunchtimes (elementary: OR = 2.47, CI: 1.05, 5.83). Higher enrollment to cafeteria capacity ratios was associated with breakfast (elementary: β = −0.025, p = 0.02) and lunch (elementary: β = −0.015, p = 0.001; high: β = 0.014, p = 0.02) participation and untraditional lunchtimes (middle: OR = 1.66, CI: 1.03, 2.68). Infrastructure characteristics are an important source of variation across NYC schools that may hinder the equity of school nutrition programs across the city.
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John, Kose, e Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm". Journal of Accounting, Auditing & Finance 5, n. 1 (gennaio 1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.
Testo completoAbstract (sommario):
We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.
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Debchoudhury, Indira, Shannon M. Farley, Kristi Roods, Achala Talati e John Jasek. "E-cigarette Use Among Middle and High School Students in New York City Before and After Passage of Tobacco 21". Tobacco Use Insights 15 (gennaio 2022): 1179173X2110659. http://dx.doi.org/10.1177/1179173x211065997.
Testo completoAbstract (sommario):
Introduction Despite declines in cigarette smoking in the US, electronic cigarette (e-cigarette) use has increased among middle and high school students. In 2014, New York City (NYC) implemented Tobacco 21 (T21) to prohibit sales to anyone under age 21. Our study goal was to measure the effectiveness of T21 on e-cigarette use. Methods We used the New York State (NYS) Youth Tobacco Survey—a biennial, school-based, self-administered survey. We explored middle (N = 5249) and high (N = 7296) school NYC students’ (male and female) current (past 30 days’) e-cigarette use from 2014 (pre-T21) to 2018 (post-T21). Results were compared with students in the rest of NYS (ROS). Bivariate and multivariable logistic regression analyses assessed correlates of e-cigarette use, beliefs about harmfulness, addictiveness, and susceptibility. Results NYC high school students’ current e-cigarette use increased from 2014 to 2018 (8.1% vs 23.5%, P < .001). Middle school students’ use increased between 2014 (4.8%) and 2016 (9.0%) yet reversed by 2018 (5.7%) (2014 vs 2018, P = .576). ROS middle school (2.2% vs 7.4%, P < .001) and high school (12.0% vs 29.3%, ( P < .001) use increased from 2014 to 2018. Willingness to try e-cigarettes among those who had never tried an e-cigarette was twice as high (AOR = 2.19, 95% CI = 1.15-3.17) among NYC high school students in 2018 compared with 2014. Conclusions E-cigarette use increased among NYC high school students despite T21. T21 may have reduced use among middle school students over time. Programs that denormalize e-cigarettes and policies that further restrict access are needed to decrease youth e-cigarette use.
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Farley, Shannon M., Julia Sisti, John Jasek e Kevin R. J. Schroth. "Flavored Tobacco Sales Prohibition (2009) and Noncigarette Tobacco Products in Retail Stores (2017), New York City". American Journal of Public Health 110, n. 5 (maggio 2020): 725–30. http://dx.doi.org/10.2105/ajph.2019.305561.
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Objectives. To assess explicit- (products clearly labeled flavored) and emergent concept- (products implying flavoring but not clearly labeled) flavored tobacco product availability following New York City’s flavor restriction. Methods. We examined explicit- and concept-flavored tobacco product availability, with 2017 New York City Retailer Advertising of Tobacco Survey data (n = 1557 retailers). We assessed associations between block group–level demographic characteristics and product availability by using logistic regression. Results. Most retailers sold explicit-flavored (70.9%) or concept-flavored (69.3%) products. The proportion of non-Hispanic Black neighborhood residents predicted explicit- and concept-flavored product availability, as did having a high school within a retailer’s block group for concept-flavored products. Conclusions. Explicit- and concept-flavored other tobacco products persisted throughout New York City, despite 2009 legislation restricting sales. Public Health Implications. Making local sales restrictions or federal production bans inclusive of all explicit and concept flavors would reduce retailer and industry evasion opportunities and protect the health of youths and others.
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Besteman, Nathan, e John Ferdinands. "Another Way to Divide a Line Segment into n Equal Parts". Mathematics Teacher 98, n. 6 (febbraio 2005): 428–33. http://dx.doi.org/10.5951/mt.98.6.0428.
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In summer 1995, two high school students, David Goldenheim and Dan Litchfield, discovered a way to divide a line segment into any number of equal parts. Their method differed from the standard method of Euclid. Together with their teacher Charles Dietrich, they wrote an article on their method, which appeared in the January 1997 issue of the Mathematics Teacher (Litchfield, Goldenheim, and Dietrich 1997). The discovery received considerable publicity in the popular media and was written up in the Wall Street Journal and the New York Times. The authors gave talks at several professional conferences and were invited to meet the secretary of education.
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Sloan, Pessy J. "Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools". Journal for the Education of the Gifted 43, n. 2 (24 marzo 2020): 167–88. http://dx.doi.org/10.1177/0162353220912026.
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This study examines female graduates ( N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference ( p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.
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D’Agostino, Emily M., Sophia E. Day, Kevin J. Konty, Michael Larkin, Subir Saha e Katarzyna Wyka. "The Association of Health-Related Fitness and Chronic Absenteeism Status in New York City Middle School Youth". Journal of Physical Activity and Health 15, n. 7 (1 luglio 2018): 483–91. http://dx.doi.org/10.1123/jpah.2017-0388.
Testo completoAbstract (sommario):
Background: Extensive research demonstrates the benefits of fitness on children’s health and academic performance. Although decreases in health-related fitness may increase school absenteeism, multiple years of prospective, child-level data are needed to examine whether fitness changes predict subsequent chronic absenteeism status. Methods: Six cohorts of New York City public school students were followed from grades 5–8 (2006/2007–2012/2013; N = 349,381). A longitudinal 3-level logistic generalized linear mixed model with random intercepts was used to test the association of individual children’s changes in fitness and 1-year lagged chronic absenteeism. Results: The odds of chronic absenteeism increased 27% [odds ratio (OR) 95% confidence interval (CI), 1.25–1.30], 15% (OR 95% CI, 1.13–1.18), 9% (OR 95% CI, 1.07–1.11), and 1% (OR 95% CI, 0.98–1.04), for students who had a >20% decrease, 10%–20% decrease, <10% increase or decrease, and 10%–20% increase in fitness, respectively, compared with >20% fitness increase. Conclusion: These findings contribute important longitudinal evidence to a cross-sectional literature, demonstrating reductions in youth fitness may increase absenteeism. Given only 25% of youth aged 12–15 years achieve the recommended daily 60 minutes or more of moderate to vigorous physical activity, future work should examine the potential for youth fitness interventions to reduce absenteeism and foster positive attitudes toward lifelong physical activity.
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Jack, Darby, Kathryn Neckerman, Ofira Schwartz-Soicher, Gina S. Lovasi, James Quinn, Catherine Richards, Michael Bader et al. "Socio-economic status, neighbourhood food environments and consumption of fruits and vegetables in New York City". Public Health Nutrition 16, n. 7 (7 febbraio 2013): 1197–205. http://dx.doi.org/10.1017/s1368980012005642.
Testo completoAbstract (sommario):
AbstractObjectiveRecommendations for fruit and vegetable consumption are largely unmet. Lower socio-economic status (SES), neighbourhood poverty and poor access to retail outlets selling healthy foods are thought to predict lower consumption. The objective of the present study was to assess the interrelationships between these risk factors as predictors of fruit and vegetable consumption.DesignCross-sectional multilevel analyses of data on fruit and vegetable consumption, socio-demographic characteristics, neighbourhood poverty and access to healthy retail food outlets.SettingSurvey data from the 2002 and 2004 New York City Community Health Survey, linked by residential zip code to neighbourhood data.SubjectsAdult survey respondents (n 15 634).ResultsOverall 9·9 % of respondents reported eating ≥5 servings of fruits or vegetables in the day prior to the survey. The odds of eating ≥5 servings increased with higher income among women and with higher educational attainment among men and women. Compared with women having less than a high-school education, the OR was 1·12 (95 % CI 0·82, 1·55) for high-school graduates, 1·95 (95 % CI 1·43, 2·66) for those with some college education and 2·13 (95 % CI 1·56, 2·91) for college graduates. The association between education and fruit and vegetable consumption was significantly stronger for women living in lower- v. higher-poverty zip codes (P for interaction < 0·05). The density of healthy food outlets did not predict consumption of fruits or vegetables.ConclusionsHigher SES is associated with higher consumption of produce, an association that, in women, is stronger for those residing in lower-poverty neighbourhoods.
Tesi sul tema "Hawthorne School (New York, N.Y.)"
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Regalado, de Hurtado Liliana. "URIOSTE, George L. Hijos de Pariya Qaqa: La tradición oralde Waru Chiri (Mitología. Ritual y Costumbres). Forengein and Comparative Studies Program Latín American Series,N 9 6 Vol. 1, Maxwell School of Citizenship and Publics Affairs. Syracuse, New York, 1983. 2 Tms". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/121937.
Testo completoLibri sul tema "Hawthorne School (New York, N.Y.)"
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KOCHTA, CAROL. Rhodes Preparatory High School: N/a. New York, NY: Xlibris Corporation, 2005.
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Gitlow, Abraham L. New York University's Stern School of Business: A centennial retrospective. New York: New York University Press, 1995.
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Sleepaway school: Stories from a boy's life. New York: Seven Stories Press, 2004.
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Bronte, Charlotte. Kie u Giang =: Nguye n b?an Jane Eyre. [S.l: s.n., 1989.
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New York State Library School. New York State Library School, Albany, N. Y. April 1895. Creative Media Partners, LLC, 2018.
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Beowulf. New York State Training School for Girls at Hudson, N. y. Creative Media Partners, LLC, 2022.
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Stringer, Lee. Sleepaway School: Stories from a Boy's Life. Seven Stories Press, 2006.
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Sugisaki, Yukiru. D.N.Angel Volume 13 (D. N. Angel). TokyoPop, 2009.
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(Introduction), Susan Ostrov Weisser, a cura di. Jane Eyre (Barnes & Noble Classics Series) (B&N Classics). Barnes & Noble Classics, 2003.
Cerca il testo completoCapitoli di libri sul tema "Hawthorne School (New York, N.Y.)"
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Kane, Daniel. "“I Just Got Different Theories” Patti Smith and the New York School of Poetry". In "Do You Have a Band?", 121–44. Columbia University Press, 2017. http://dx.doi.org/10.7312/columbia/9780231162975.003.0006.
Testo completoAbstract (sommario):
This chapter analyzes how, from her time as a young performance poet in New York in the late 1960s to her current position as punk rock’s éminence grise, Patti Smith foregrounded the image of the poet as privileged seer. Simultaneously, Smith rejected stereotypically “feminine” personae emphatically both in terms of the content of her writing and in her very style when performing on stage. Much like Richard Hell’s response to the St. Mark’s scene, Smith developed vatic postures and made gender trouble within the context of her relationship to the Poetry Project. The Poetry Project proved a site in which Smith negotiated friendship literally and metaphorically as a way to establish herself in New York’s downtown scene, from which she launched herself into the world of corporate record labels and rock ‘n’ roll concert arenas. Smith’s friendship with Project-affiliated poets was equal parts target-based ingratiation and strategic distantiation verging at times into overt disrespect. This distantiation, performed fairly consistently in interviews during the early 1970s and re-invoked (if in a much-tempered version) in her memoir Just Kids (2010), successfully kept Smith from becoming fully absorbed into the Poetry Project scene.
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Gratzer, Walter. "A copper or two". In Eurekas and euphorias, 257–58. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780192804037.003.0159.
Testo completoAbstract (sommario):
Abstract Rudolf Schoenheimer was a German biochemist of exceptional accomplishment. As a Jew, he lost his position in Germany before the Second World War and found refuge, along with many others in the same predicament, in the medical school of Columbia University in New York. There the Head of the Biochemistry Department, Hans Thatcher Clarke, assembled a brilliant, polyglot, and captious galère of Europeans. The years immediately after the war saw a succession of remarkable advances in the chemistry of physiological processes, thanks in large part to the advent of radioactive isotopes [149]; it was now possible to render radioactive, and thus label, substances involved in metabolism and follow their chemical transformations in a cell or in an animal. But radioactive isotopes were still in short supply and precious. Schoenheimer wanted to experiment with radioactively labelled urea, the metabolic end-product excreted by animals and man. A leader in the field of isotope purification was Harold Urey, who agreed to make available to Schoenheimer a minute quantity of ammonium nitrate, greatly enriched in the isotope of nitrogen with an atomic weight of 15, which makes up only a vanishingly small proportion of the Earth’s nitrogen, with its atomic weight of 14. Urey had prepared the material from bulk ammonium nitrate, a dangerous, explosive chemical, which he had illicitly driven into New York from a plant in New Jersey through the Holland Tunnel in the rumble-seat of his coupe. The glass ampoule, which he presented to Schoenheimer, contained the bulk of the world’s supply of the purified isotope, N.
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"Paper 1.5: N. Bloembergen, “Nonlinear optics,” in Quantum Electronics and Coherent Light, edited by P.A. Miles, Proceedings of Course XXXI of the E. Fermi International School of Physics, Academic Press, New York, 1964, pp. 247–272." In Encounters in Nonlinear Optics, 72–99. WORLD SCIENTIFIC, 1996. http://dx.doi.org/10.1142/9789812795793_0005.
Testo completoAtti di convegni sul tema "Hawthorne School (New York, N.Y.)"
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Selva-Royo, Juan Ramón, Nuño Mardones e Alberto Cendoya. "Cartographying the real metropolis: A proposal for a data-based planning beyond the administrative boundaries". In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5261.
Testo completoAbstract (sommario):
Cartographying the real metropolis: A proposal for a data-based planning beyond the administrative boundaries. Juan R. Selva-Royo¹, Nuño Mardones¹, Alberto Cendoya² ¹University of Navarra, School of Architecture, Department of Theory and Design, University of Navarra Campus, 31080 Pamplona, Spain; ²University of Navarra, ICS, Navarra Center for International Development, University of Navarra Campus, 31080, Pamplona, Spain E-mail: jrselva@unav.es, nmardones@unav.es, cendoya.alberto@gmail.com Keywords (3-5): Data planning, metropolitan areas, big data, urban extent, good governance Conference topics and scale: Cartography and big data Nowadays, there is a great gap between the functional reality of urban agglomerations and their planning, largely because of the traditional linkage of urban management to the administrative limits inherited from the past. It is also true that the regulation of urban activities, including census and statistical information, requires a closer view of its citizens that can only be addressed from the municipal level. In any case, it is clear that the metropolitan delimitation has met useful but often ethereal or exclusionary criteria (economic or labor patterns, functional areas...), which become disfigured by an administrative reality that does not always correspond to the real metropolis. This paper, aware of the new cartographic possibilities linked to the big data - CORINE Land Cover, SIOSE, multi-sector digital atlases (in many cases referred to the urban extent, etc.) and other open system platforms - explores the evidence that might base a new objective methodology for the delimitation and planning of large urban areas. Indeed, what if basic data for cities would arise not from administrative entities but from independent outside approaches such as satellite imagery? What if every single sensing unit (every citizen, company, building or vehicle) directly issued relevant and dynamic information without going through the municipal collection? Finally, the research analyzes the eventual implications of this data-based planning with administrative structures and urban planning competencies in force through some current case studies, with the purpose of achieving a more efficient and clear metropolitan governance for our planet. References (100 words) Aguado, M. (coord.) (2012) Áreas Urbanas +50. Información estadística de las Grandes Áreas Urbanas españolas 2012 (Centro de Publicaciones Secretaría General Técnica Ministerio de Fomento, Madrid). Angel, S. (dir.) (2016) Atlas of Urban Expansion (http://www.atlasofurbanexpansion.org) accessed 29 January 2017. Brenner, N. and Katsikis, N. (2017) Is the World Urban? Towards a Critique of Geospatial Ideology (Actar Publishers, New York). Florczyk, A. J., Ferri, S., Syrris, V., Kemper, T., Halkia, M., Soille, P., and Pesaresi, M. (2016). ‘A New European Settlement Map from Optical Remotely Sensed Data’, IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing 9, 1978-1992.
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Iborra Pallarés, Vicente, e Francisco Zaragoza Saura. "Altea Urban Project: An academic approach to the transformation of a coastal Spanish touristic city based on the improvement of the public space". In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5990.
Testo completoAbstract (sommario):
Vicente Iborra Pallarés¹, Francisco Zaragoza Saura2 ¹Building Sciences and Urbanism Department. University of Alicante. Alicante. Politécnica IV, módulo III, 1ª planta. Carretera de San Vicente del Raspeig s/n. 03690 San Vicente del Raspeig ²Concejalía de Urbanismo, Ayuntamiento de Altea. Plaza José María Planelles, 1. 03590 Altea E-mail: vicente.iborra@ua.es, zaragozasaura@gmail.com Keywords (3-5): Public space, historical urban evolution, tourism phenomena, urbanistic project, educational experience Conference topics and scale: City transformations The town of Altea (Alicante, Spain) has an important urban center that has historically been characterized by two contrasting situations: on one hand, the settlements located on the seaside elevations (Bellaguarda and the Renaissance Bastion) linked to the agricultural uses of the fertile valleys of the rivers Algar and els Arcs, and on the other hand the coastal developments, originally fishery, but nowadays with touristic uses on the maritime front. All these elements configure an urban nucleus that, due to its urban, architectural and landscape qualities, gives rise to one of the main tourist attractions of the region. However, the area described nowadays presents an important problem related to the use and habitability of public space, which is invaded by the presence of the private vehicle, even along the seaside, due to its touristic relevance. This article presents the results of an academic experience developed to study different possibilities of urban transformations for the municipality of Altea, taking as a project site the urban vacuum still conserved between the two situations previously described: the historical areas on the coastal elevations (Dalt) and new urban developments parallel to the seaside (Baix). This academic activity, performed by nearly 50 students from the University of Alicante, was developed in the context of the design course Urbanism 5 during the academic year 2015-16, thanks to the agreement signed between the Municipality of Altea and the University of Alicante. References (100 words) Busquets, J. and Correa, F. (2006) Cities X lines: a new lens for the Urbanistic Project (Harvard University Graduate School of Design, Cambridge). Europan Europe (2016) Project and processes (http://www.europan-europe.eu/en/project-and-processes/) accessed January-May 2016. Fernández Per, A. and Mozas, J. (2010) Strategy public (a+t ediciones, Vitoria-Gasteiz). Gehl, J. (2006) La humanización del espacio urbano: la vida social entre los edificios (Reverté, Barcelona). Koolhaas, R. (1995) S, M, L, XL (The Monacelli Press, New York). Lynch, K. (1960) The Image of the City (The Massachusetts Institute of Technology Press, Cambridge). Rebois, D. (ed.) (2014) Europan 12 results. The adaptable city /1 (Europan Europe, Paris).
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Fulantelli, Giovanni, Lidia Scifo e Davide Taibi. "THE ECOLOGICAL SYSTEMS THEORY OF HUMAN DEVELOPMENT TO EXPLORE THE STUDENT-SOCIAL MEDIA INTERACTION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-019.
Testo completoAbstract (sommario):
According to the Bronfenbrenner's ecological systems theory of human development ([1][2][3][4][5]), the development of each individual cannot be observed without considering its relationship with the development of other people and, above all, with the environment in which they live. The ecological orientation of Bronfenbrenner with respect to human development is therefore based on the interest in the progressive adaptation between an active organism that grows and its immediate environment: the individual-environment interaction that is determined by the relationships existing between the different environmental situations and the individuals present in that context is fundamental. Consequently, the ecological environment that is considered relevant to development processes is not limited to a single environmental situation but includes the interconnections between multiple environmental situations and the different influences of each individual. The evolution of the Internet-based technologies has brought to the development of solutions that have profoundly changed the way we live, including education. The advent of social media and social networks represents a milestone in the history of Internet, opening up to profound reflections on the "virtualization" of relationships, their growing importance in everyday life, and their role in education. Many authors argue that the Internet and the social media should no longer be considered as a tool to connect to a virtual reality that is separate from the real world, but as a place in which users live daily ([6][9][11][10]); consequently, they constitute one of the environmental situations mentioned by Bronfenbrenner. However, the risks deriving from the use of social media have been widely discusses in the literature ([7][8][12]). Adolescents are more exposed to the social media threats, since they are unable to perceive the profoundly different dynamics that govern offline and online networks. In this paper, having in mind the Bronfenbrenner's ecological systems theory of human development, we argue that the progressive adaptation of students to social media should be considered as a process of their growth and development. Furthermore, we analyze some corrections to be introduced in the educational paths of adolescents necessary to reduce the threats deriving from the use of social media and social networks in education. Reference Text and Citations [1] Bronfenbrenner, U. (1961). Toward a theoretical model for the analysis of parent-child relationships in a social context. In J. C. Glidewell (Ed.), Parental attitudes and child behavior (pp. 90-109). Springfield, IL: Charles C. Thomas. [2] Bronfenbrenner, U. (1973). Social ecology of human development. In F. Richardson (Ed.), Brain and intelligence: The ecology of child development (pp. 113-129). Hyattsville, MD: National Education Press. [3] Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45, 1-5. https://doi.org/10.2307/1127743 [4] Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford, UK: Pergamon Press and Elsevier Science. [5] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). New York, NY: Wiley. [6] Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: W.W. Norton & Company. [7] Livingstone, S., Haddon, L., G?rzig, A., & ?lafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full Findings. London: EU Kids Online, LSE. [Google Scholar] [8] Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students' social media use. Journal of Educational Technology & Society, 21(1), 213-224. https://www.jstor.org/stable/26273881 [9] Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., et al. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not? Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00842 [10] Musetti, A., Cattivelli, R., Zuglian, P., Terrone, G., Pozzoli, S., Capelli, F., et al. (2017). Internet addiction disorder o internet related psychopathology? [Internet Addiction disorder or Internet Related Psychopathology?]. Giornale Italiano di Psicologia, 44, 359-382. doi: 10.1421/87345 [11] Taymur, I., Budak, E., Demirci, H., Akdag, H.A., Gungor, B.B., & Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior,61, 532-536. https://doi.org/10.1016/j.chb.2016.03.043 [12] Willoughby, M. (2018). A review of the risks associated with children and young people's social media use and the implications for social work practice. Journal of Social Work Practice,33(2), 127-140. https://doi.org/10.1080/02650533.2018.1460587
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Kröll, Martin, e Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.
Testo completoAbstract (sommario):
The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.