Teaching and learning with social software in higher education: content management systems integrated with Web-based applications as a key factor for success

The change of paradigm imposed by the Bologna process, in which the student will be responsible for their own learning, and the presence of a new generation of students with higher technological skills, represent a huge challenge for higher education institutions. The use of new Web Social concepts in teaching process, supported by applications commonly called Web 2.0, with which these new students feel at ease, can bring benefits in terms of motivation and the frequency and quality of students' involvement in academic activities. An e-learning platform with web-based applications as a complement can significantly contribute to the development of different skills in higher education students, covering areas which are usually in deficit.

Conflicto, colaboración y consenso en la enseñanza de las ciencias sociales = Conflict, collaboration and consensus in the teaching of the Social sciences

This article suggests the study of the key concept of conflict as a means of implementing a critical and communicativecurriculum based on the study of relevant social themes. To this end we put forward the principal characteristics of thecritical/communicative curriculum. We offer a didactic proposal about conflict and explain the results of its application intwo Secondary Education classrooms

The Mirror Room Project: A Critical Ethnographic Program Evaluation of a Teaching Personal and Social Responsibility Based Youth Development Program

Amongst a host of other benefits, proper physical education has the possibility to create a safe place where responsibility can be transferred from the teacher/facilitator, to the student. This is especially true with an underserved population. This critical program evaluation of the program CHARM was done for the purpose of program improvement. This research was a place for participants to share their experiences of the program. The participants were 5 underserved youth, 5 undergraduate students, 3 teachers and 1 graduate student. Observations, interviews, and document analysis were used to gather data. Data was analyzed using a first level read-through, and two second-level analyses. Summaries were written, and cross-case analyses were completed. The main finding of the research was the development of a Handbook, which is a guide to running the program. Secondary findings include issues of program structure, goal setting, meaningful relationships, roles, SNAP, and an outlier in the data.

Detectives and Superheroes: A Pilot Study Teaching Flexible Thinking in Social Situations to a Child with High Functioning Autism

Complex social-cognitive deficits are common in individuals diagnosed with high functioning autism and Asperger syndrome. Research on effective and evidence-based social interventions is needed for this population. This study focused specifically on the challenges these individuals face with respect to flexible thinking and related flexible behaviour in social situations. Madrigal and Winner's (2008) Superflex curriculum - targets social flexibility, however at the time of this study no published research had been conducted to determine the effectiveness of this approach. This study was a pilot study, which sought to examine the impact of the Superflex curriculum within a 10-week training program in teaching one individual with high functioning autism how to think and behave flexibly in social situations. Multiple measurement tools were utilized, and analyses within and across the measures revealed inconsistencies, especially with respect to generalization. Although preliminary, this study provided valuable information for subsequent research.

Developing Life Skills through Physical Activity: A Teaching Personal and Social Responsibility Model Approach

Ethnographic methods were used to study a weekly after-school physical activity program over an eight-month period. Based on Hellison’s Teaching Personal and Social Responsibility (TPSR) model, the program sought to foster positive life skills amongst youth. The study investigated how the developed program influenced this life skills education experience. Several themes were identified from the data revolving around culture, life skills, pedagogy, and lessons learned. Data suggests that the positive environment developed within the program positively influenced youths’ life skill education experience. The topic of ethnicity as it relates to the experience of marginalized youth in physical activity settings is also discussed. This study supports TPSR literature and suggests that effort to establish caring relationships and empower youth contribute to the establishment of a positive atmosphere where life skills education can occur. Beyond this, practical tools were developed through this study to help others deliver life skill education.

Sensibilisation aux émotions et formation de représentations par biofeedback social - Une révision du modèle et ses implications cliniques

Peu différenciées à la naissance, les émotions deviendraient intelligibles en étant élevées à la conscience par le développement d’une sensibilité aux sensations internes accompagnant l’émotion, sa représentation et sa symbolisation (Gergely & Watson, 1996). La théorie du miroir affectif-parental du biofeedback social de Gergely & Watson (1996), poussée plus loin par Fonagy, Gergely, Jurist et Target (2002), explique comment une interaction de biofeedback social complexe, innée, et probablement implicite, s’établit entre parent et nouveau-né pour aider ce dernier à différencier les somatosensations accompagnant l’expérience d’une émotion, au travers d’un comportement parental de miroir. Le but de cette thèse est de réviser cette théorie, et plus particulièrement l’hypothèse du miroir « marqué » (markedness), qui serait nécessaire pour dissocier le miroir parental du parent, et permettre l’appropriation de son contenu informationnel par l’enfant. Ce processus de sensibilisation est conçu comme partie intégrante du travail de symbolisation des émotions chez les enfants autant que chez les adultes. Cependant, le miroir marqué se manifestant par une expression exagérée ou « voix de bébé » (motherese) nécessiterait l’utilisation par le thérapeute d’une « voix de patient » (therapese) (Fonagy, 2010) pour être appliqué à la psychothérapie adulte, une proposition difficile à soutenir. La révision examine comment la sensibilisation d’une émotion est accomplie : par un mécanisme d’internalisation nécessitant un miroir « marqué » ou par un mécanisme de détection de la contingence de l’enfant. Elle démontre que le détecteur de contingence du nouveau-né (d’un fonctionnement semblable au système d’entraînement par biofeedback pour adultes) est le médiateur des fonctions de sensibilisation, de représentation, et de symbolisation de la ii sensation d’une émotion par ses processus de détection de la covariance-invariance, de la maximisation, et du contrôle contingent du miroir parental. Ces processus permettent à l’émotion de devenir consciente, que le miroir parental soit ‘marqué’ ou non. Le modèle révisé devient donc applicable à la thérapie des adultes. Une vignette clinique analysée à l’aide de la perspective du Boston Change Process Study Group sur le changement est utilisée pour contraster et illustrer les processus de sensibilisation et de symbolisation des émotions, et leur application à la psychothérapie adulte. Cette thèse considère les implications cliniques du nouveau modèle, et elle spécule sur les conséquences de difficultés parentales vis-à-vis de la disponibilité requise par les besoins de biofeedback social du nouveau-né, et sur les conséquences de traumatismes déconnectant des émotions déjà sensibilisées de leurs représentations. Finalement, elle suggère que le miroir sensible des émotions en thérapie puisse remédier à ces deux sortes de difficultés, et que le modèle puisse être utilisé concurremment à d’autres modèles du changement, en facilitant la génération d’états internes ressentis et symbolisés pouvant être utilisés pour communiquer avec soi-même et les autres pour la réparation de difficultés émotionnelles et relationnelles chez les enfants et les adultes.

Teaching English as a foreign language in accordance with social-constructivist pedagogy

Resumen basado en el de la publicación. Resumen en inglés

The liberal state and education in Portugal : social integration, freedom of teaching and secularization (1840-1880)

Resumen tomado de la publicaci??n

The social relations of business representation and devolved governance in the United Kingdom

The reform of regional governance in the United Kingdom has been, in part, premised on the notion that regions provide new territories of action in which cooperative networks between business communities and state-agencies can be established. Promoting business interests is seen as one mechanism for enhancing the economic competitiveness and performance of 'laggard' regions. Yet, within this context of change, business agendas and capacities are often assumed to exist 'out there, as a resource waiting to be tapped by state institutions. There is little recognition that business organisations' involvement in networks of governance owes much to historical patterns and practices of business representation, to the types of activities that exist within the business sector, and to interpretations of their own role and position within wider policymaking and implementation networks. This paper, drawing on a study of business agendas in post-devolution Scotland, demonstrates that in practice business agendas are highly complex. Their formation in any particular place depends on the actions of reflexive agents, whose perspectives and capacities are shaped by the social, economic, and political contexts within which they are operating. As such, any understanding of business agendas needs to identify the social relations of business as a whole, rather than assuming away such complexities.

Early social experience and individual differences in infants' joint attention

Fifty-nine healthy infants were filmed with their mothers and with a researcher at two, four, six and nine months in face-to-face play, and in toy-play at six and nine months. During toy-play at both ages, two indices of joint attention (JA)—infant bids for attention, and percent of time in shared attention—were assessed, along with other behavioural measures. Global ratings were made at all four ages of infants’ and mothers’ interactive style. The mothers varied in psychiatric history (e.g., half had experienced postpartum depression) and socioeconomic status, so their interactive styles were diverse. Variation in nine-month infant JA — with mother and with researcher — was predicted by variation in maternal behaviour and global ratings at six months, but not at two or four months. Concurrent adult behaviour also influenced nine-month JA, independent of infant ratings. Six-month maternal behaviours that positively predicted later JA (some of which remained important at nine months) included teaching, conjoint action on a toy, and global sensitivity. Other behaviours (e.g., entertaining) negatively predicted later JA. Findings are discussed in terms of social-learning and neurobiological accounts of JA emergence.