In this work we use complex systems methodologies to analyze quantitatively the impact of an intervention involving cooperative and self-awareness activities on social interactions in children. The aim of this study is to evaluate behavioral plasticity of social relationships between peers in 6-7 year-olds who participated in the intervention conducted in a school context. The intervention consisted of 8 one-hour long sessions comprising mindfulness-based practices, collaborative activities that required cooperation, and perspective-taking instances in which children shared feelings, perceptions, and needs felt during the activities. We used complex network and game theory to evaluate pre-post-intervention variations. Social relationship was analyzed with a sociogram in both the intervention group and a control group which continued with regular classes. By means of the sociometric questionnaire we asked each child to mention which classmates he/she would choose as playmates and which he/she would not. Changes in the number of peers selected and rejected reflected changes in the pattern of social relationships pre-post-intervention. Our findings show that participating in the intervention positively modulated social interactions since we found an increase in the diversity and quality of positive links and a reduction in negative ones; a higher level of integration, indicated by enhanced positive networks where children with many positive connections tended to connect with those with few links; and more positive interactions between genders. These findings were not observed in the control group. Through the use of the mentioned methodologies, the current investigation provides new quantitative evidence of social network plasticity in children, an important topic which, to our knowledge, has been little studied. Results from this work indicate that positive transformations in social relationships can be fostered through the performance of this kind of intervention.
This research aims to assess the sportmanship level of young scholars regarding the influence of gender, stage of education and demographic environment. In order to it, the Spanish version of MSOS Questionnaire (Multidimensional Scale of Orientations toward Sportpersonship) validated by Vallerand et al. (1997) was administered to 747 students of sixth grade of primary education and third grade of secondary education from 17 schools in the Region of Murcia. Gender can be considered a variable that influences sportsmanship levels, specifically in social conventions, respect to the opponent (higher in boys) and refusing anti-sportmanship behaviours (higher in girls). Regarding their stage of education, when passing from primary education to secondary education, a significant decrease in social conventions, respect to rules and referees and respect to the opponent has been registered. Therefore, the need of designing and implementing education in values programs become evident so they contribute to sportmanship development from the cooperation of all implied agents.
The human being has generated throughout its ex- istence a negative impact on ecosystems worldwide due to procedures in their benefit that abysmally harm the other species present on the planet; All this has been achieved thanks to ecological and environmental studies, which allows us to know where to intervene and contribute to these global objectives that seek to curb the negative impact of human beings on our planet. For this reason the study sought to implement a pedagogical strat- egy (IEP) supported by ICT provided by teachers who are trained by the Cyclone program in order to make students adopt a sense of respect and care with the environment of the institution and the environment . Methodologically, it was guided by a qualitative approach, using the type of re- search -action, from a descriptive design, where techniques such as interviews and participant ob- servation were used. Said sample was conformed by 200 students of the day of the morning of the Departmental Education Institution Rodrigo Vives de Andreis. By including research and ICT in the classroom, positive and comforting results were obtained through the implementation of this envi- ronmental program.
It is not a good idea to do community projects alone. When you include people in your community project, it allows them to learn how to develop their own projects in the future. Write a list of groups and committees in your community that would be interested in helping your reforestation project. Who from that list is the best choice for your project? Sometimes it depends on your location. If you are going to plant trees at a school, a group of youth would be good to work with. The next step is to prepare a short oral presentation explaining how this project will help environmental and health issues in order to convince others to work with you.
The breadth and depth of today’s reputational challenge is a consequence not just of the speed, severity, and unexpectedness of recent economic events but also of underlying shifts in the reputation environment that have been under way for some time. Those changes include the growing importance of Web-based participatory media, the increasing significance of nongovernmental organizations (NGOs) and other third parties, and declining trust in advertising. Together, these forces are promoting wider, faster scrutiny of companies and rendering traditional public-relations tools less effective in addressing reputational challenges. Now more than ever, it will be action—not spin—that builds strong reputations. Organizations need to enhance their listening skills so that they are sufficiently aware of emerging issues; to reinvigorate their understanding of, and relationships with, critical stakeholders; and to go beyond traditional PR by activating a network of supporters who can influence key constituencies. Doing so effectively means stepping up both the sophistication and the internal coordination of reputation efforts. Some companies, for example, not only use cutting-edge attitudinal-segmentation techniques to better understand the concerns of stakeholders but also mobilize cross-functional teams to gather intelligence and respond quickly to far-flung reputational threats.
24 may have easier access to personnel in other government sectors to make them aware of national commitments to and rationales for wetland conservation and wise use thus facilitating national coordination, especially as the conventions would be on a more equal footing. Through all of the above, implementation of the Convention at country-level will experience new possibilities, since partnering with UNEP and the UNEP conventions will be more frequently undertaken. More specific, UNEP and its MEAs are already undertaking a range of national and regional technical assistance and capacity building activities, including among others training to MEA negotiators, legal drafting assistance, policy analysis. A broadened funding base that might instigate new activities, such as under the United Nations Development Assistance Frameworks and the Global Environment Fund will be fully explored.
This paper proposes an interactive learning environment (ILE) to improve GPSS learning which tackles all previous issues in the very first stages of simulation courses. The bottom concept of the ILE is quite simple: instead of programming models by writing code from scratch, students can build their models by selecting and configuring entities and sentences. To that end, the GUI has been designed to explain some commonly confusing aspects of GPSS from the beginning and to allow students to focus solely on core simulation concepts and entities. The application presented here is suitable during the simulation development stage and also after the simulation has been executed, in the results analysis stage. In the next two sections, most elements introduced in both stages (development and analysis) are expounded.
In this work, a web-based interactive learning environment (ILE) for GPSS is presented. The ILE was built upon an intuitive graphic user interface (GUI), based on dialogues and visual aids and a simulation engine improved for learning purposes. As with most web applications, no installation process is involved since the whole application can be exposed through a web server. In addition, the application architecture – split into several layers based on the client-server model – enables the ILE to be plugged into other web systems, in particular Learning Management Systems (LMS) such as Moodle (Moodle, 2012) Sakai Project (Sakai Proyect, 2012) and LRN (LRN, 2012). Models created on the client side of the ILE can be sent to the simulation engine on the server for its execution. The engine handles everything related to code parsing, interpretation, simulation running and report generation, keeping the client lightweight. Last but not least, for each simulation run, the server registers all changes as different simulations’ snapshots which are kept in persistent media. Thus, students can fetch snapshots of their simulations and analyze in deep detail how the whole model – or even a particular model entity – progressed during execution time. The following section shortly reviews some previous modeling and simulation related publications as well as current GPSS implementations. Next, in the Methodology section, some issues related to GPSS learning are explained and the most important aspects of this work are introduced. Then, the application is presented and its implications related to those issues are described, followed by a section with some important notes about the development and its advantages. Finally, suggestions for future work have been included in order to offer a wider point of view of the project.
this way of thinking has a symbolic parallel in the functionalist school of communication represented by lerner and schramm. they believed culture and mass media to be agents of modernization. media would influence the social change needed to reach development. that would mean leaving behind traditions and introducing modern thought patterns. modern thinking, as op- posed to traditional thinking, was related to urbanization, literacy, and even to learning new ways of behavior which would cause institutional changes. these changes would sustain the modernization process. modernization, the- refore, was synonymous with “going to school, reading papers, receiving a salary, buying goods, casting votes and having an opinion about different to- pics” (mowlana and wilson, 1994: 8).
CE 3. Ability to understand and analyze the economic, social, cultural, political and legal dimensions of the national and international environment, anticipate their evolution and estimate their influence on the markets, prior to determining and choosing business strategies.
A different sense of "creatureliness" and an attempt at reconnection with some of its more elemental forms also course as leitmotivs through the next three pieces. The first of these actually examines some of the obstacles to this reconnection, whilst the next two explore the possibilities of overcoming such hindrances. Directly engaging with the Biblical text and once more looking at the body of religion in interdependence with the social body, "Le christianisme et l'animal: une histoire difficile" examines how the status of the animal has mutated in Christianity over time. In an impressive historical and textual survey, Eric Baratay again challenges Lynn White's claims. Besides contrasting certain developments within Catholicism and Protestantism respectively, Baratay also proposes a Durkheimian interpretation, showing that the gradual demeaning of the animal in Christianity and the more recent efforts at rehabilitation have been less dictated by scripture than by the social environment in which religions both mirror and legitimate human needs.
In this paper, we introduce a tagger environment for Galician, the native language of Galicia. Galician belongs to the group of Romance languages which developed from the Latin imposed on the north-west of the Iberian Peninsula by the Romans, with additions from the languages of peoples living here before the colonization, as well as contributions from other languages subsequent to the breaking-up of the Roman Empire.