Applied Eugenics
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Online Learning and Social Norms: Evidence from a Cross-Cultural Field Experiment in a Course for a Cause
Online Learning and Social Norms: Evidence from a Cross-Cultural Field Experiment in a Course for a Cause αJi Yong Cho, βYue Li, βMarianne E. Krasny, βAlex Russ, αRene F. Kizilcec αCornell University, Department of Information Science βCornell University, Department of Nature Resources and the Environment Corresponding author: [email protected] Abstract. Online courses are increasingly used to scale up professional learning. However, engaging people throughout a course and encouraging them to take actions afterward is challenging, especially with culturally diverse participants whose response to encouragement may vary. Social norms can serve as a strong encouragement to participants, but they are mostly unobservable in online courses. We therefore tested how communicating three established kinds of social norms impacts behavioral outcomes and how the effects vary across different cultures. Findings from a randomized controlled field experiment in a Massive Open Online Course entitled Nature Education show that both the type of norm message (descriptive; dynamic; injunctive) and the cultural context (China; US) influence how the intervention improves course outcomes: US participants’ completion rate rose 40% following an injunctive norm message stating that participants ought to conduct nature education, while other norm messages were ineffective for both US and Chinese participants. Regardless of the social norm message, nearly all participants engaged in nature education activities within three months after the course ended. Communicating social norms can impact participants’ behavior in the course and beyond, which can offer a strategy for supporting online professional learning and tailoring messages to different cultural contexts. Cho, J. Y., Li, Y., Krasny, M., Russ, A., Kizilcec, R., (2021) Online Learning and Social Norms: Evidence from a Cross-Cultural Field Experiment in a Course for a Cause. -
Pedagogical Quality in Preschool an Issue of Perspectives
GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 160 Sonja Sheridan Pedagogical Quality in Preschool An issue of perspectives ACTA UNIVERSITATIS GOTHOBURGENSIS ISBN etc. To my dearest loved ones: my husband Joseph, my daughter Tina and my son Tony Abstract Title: Pedagogical Quality in Preschool – An issue of perspectives Language: English Keywords: Pedagogical quality, external evaluations of pedagogical quality, self- evaluations of pedagogical quality, a model of competence development, children’s rights ISBN: 91-7346-403-1 The main aims of this thesis on the pedagogical quality in preschool are: to define and describe a pedagogical concept of quality; to explore how quality is experienced and valued from different perspectives; to find out what characterises a pedagogical environment of high quality; and to discuss how those characteristics can be used to improve the quality of pre- school. The thesis comprises four studies, a meta-perspective of the results of these and a theoretical framework. Two studies were part of a project, which aimed to improve the peda- gogical quality in 20 preschools. The use of both external and self-evaluations of quality with ECERS gave an opportunity to compare these evaluations with one another as well as using the results to plan the content of a targeted development programme. In the third study, three preschools evaluated to be of low quality and three of good quality were selected for in-depth studies. Thirty-nine five-year-old children were interviewed about their conceptions of decision-making and how they experienced their possibilities for exercising influence in their own preschool. In a comparative study between Germany and Sweden, researchers made parallel and independent evaluations of the quality with ECERS in 20 preschools, 10 in each country. -
The Influence of Norm Perception on Pro-Environmental Behavior
International Journal of Environmental Research and Public Health Article The Influence of Norm Perception on Pro-Environmental Behavior: A Comparison between the Moderating Roles of Traditional Media and Social Media Ruixia Han 1,2 and Yali Cheng 1,* 1 School of Media and Communication, Shanghai Jiao Tong University, 800 Dongchuan RD, Minhang District, Shanghai 200240, China; [email protected] 2 Institute of Cultural Innovation and Youth Development, Shanghai Jiao Tong University, 800 Dongchuan RD, Minhang District, Shanghai 200240, China * Correspondence: [email protected] Received: 7 September 2020; Accepted: 29 September 2020; Published: 30 September 2020 Abstract: The activation of norm perception can promote pro-environmental behavior. How does media, as important variables in activating norm perception, affect pro-environmental behavior? Through an online survey of 550 randomly selected Chinese citizens, this study examines the roles of traditional media and social media in influencing the relationship between norm perception and pro-environmental behavior. Based on multi-level regression analysis of data, this study found that (1) compared with traditional media, social media play a more significant role in moderating the relationship between norm perception and pro-environmental behavior; (2) the promotion of the perception of injunctive norms by traditional media has a negative relationship with pro-environmental behaviors; (3) the activation of subjective norm perception by social media will promote pro-environmental behaviors. According to this research, in the current media environment, we should carefully release pro-environmental information on social media and encourage relevant discussions, and appropriately reduce environment-relevant injunctive normative information on traditional media. The study also discusses the role of media in regulating norm perception and pro-environmental behavior in different cultural contexts. -
Fair Trade USA® Works of Many Leading the with Brands And
• FAIR TRADE USA • Fair Trade USA® CAPITAL CAMPAIGN FINAL REPORT 1 It started with a dream. What Visionary entrepreneur and philanthropist Bob Stiller and his wife Christine gave us a if our fair trade model could It Started spectacular kick-off with their $10 million reach and empower even more matching leadership gift. This singular people? What if we could impact gift inspired many more philanthropists with a and foundations to invest in the dream, not just smallholder farmers giving us the chance to innovate and and members of farming expand. Soon, we were certifying apparel Dream and home goods, seafood, and a wider cooperatives but also workers range of fresh produce, including fruits on large commercial farms and and vegetables grown on US farms – something that had never been done in the in factories? How about the history of fair trade. fishers? And what about farmers • FAIR TRADE USA • In short, the visionary generosity of our and workers in the US? How community fueled an evolution of our could we expand our movement, model of change that is now ensuring safer working conditions, better wages, and implement a more inclusive more sustainable livelihoods for farmers, philosophy and accelerate the workers and their families, all while protecting the environment. journey toward our vision of Fair In December 2018, after five years and Trade for All? hundreds of gifts, we hit our Capital • FAIR TRADE USA • That was the beginning of the Fair Trade Campaign goal of raising $25 million! USA® Capital Campaign. • FAIR TRADE USA • This report celebrates that accomplishment, The silent phase of the Capital Campaign honors those who made it happen, and started in 2013 when our board, leadership shares the profound impact that this team and close allies began discussing “change capital” has had for so many strategies for dramatically expanding families and communities around the world. -
Education: the Three Disciplines of Educational Neuroscience
MARIAN UNIVERSITY Indianapolis ® School of Education and Exercise Science The Three Disciplines of Educational Neuroscience Educational neuroscience is the discipline that combines neuroscience, pedagogy, and psychology bringing the current research from how the brain learns, behaves, and relates to instructional practices in the classroom. Every class, assignment, and experience shapes the human brain. Understanding how the brain processes information into learning and knowing more about what it takes for students’ brains to be engaged, responsive, and alert are fundamental to the teaching and learning process. Pedagogy is the study of the art and science of the teaching and learning process. Educators need to Neuroscience is the study of the understand how the environment, brain’s development, structure, and NEUROSCIENCE PEDAGOGY poverty, boredom, support systems, function. The goal of educators is to Brain and Individual education substance abuse, and all emotional, have successful students and one of its functioning and learning social, and cognitive facets affect the ways to promote success in our the brain and how it learns, students is to understand how the NEUROEDUCATION relates, and behaves. Educational learning process occurs. The process Mind, brain, and neuroscience is the active of learning involves changing the education science engagement of purposeful strategies brain. The selection of instructional based on the principles derived techniques and the designing from neuroscience and of lesson plans can be aided educational psychology. by understanding how the brain responds and through applying principles from the neuroscience PSYCHOLOGY Educational psychology is the research in the classrooms. Mind and behavior study of developmental mental processes responsible for cognition and behavior. -
Theory-Based Predictors of Influenza Vaccination Among Pregnant Women
Vaccine 31 (2012) 213–218 Contents lists available at SciVerse ScienceDirect Vaccine jou rnal homepage: www.elsevier.com/locate/vaccine Theory-based predictors of influenza vaccination among pregnant women a b c d,∗ Jessica R. Gorman , Noel T. Brewer , Julie B. Wang , Christina D. Chambers a Moores UCSD Cancer Center and Department of Pediatrics, University of California, San Diego, La Jolla, CA, United States b Department of Health Behavior, Gillings School of Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States c Moores UCSD Cancer Center and Joint Doctoral Program in Public Health at San Diego State University and the University of California, San Diego, La Jolla, CA, United States d Departments of Pediatrics and Family and Preventive Medicine, University of California, San Diego, La Jolla, CA, United States a r t i c l e i n f o a b s t r a c t Article history: Background: Guidelines recommend influenza vaccination for pregnant women, but vaccine uptake in this Received 16 July 2012 population is far below the goal set by Healthy People 2020. The purpose of this study was to examine Received in revised form 17 October 2012 predictors of seasonal influenza vaccination among pregnant women. Accepted 18 October 2012 Methods: Between 2009 and 2012, the Vaccines and Medications in Pregnancy Surveillance System Available online 30 October 2012 (VAMPSS) conducted a prospective cohort study of influenza vaccine safety among pregnant women in the US and Canada that oversampled vaccinated women. Data for the present paper are from an addi- Keywords: tional cross-sectional telephone survey completed during the 2010–2011 influenza season. -
Why Pedagogy Matters: the Importance of Teaching in a Standards-Based Environment Susan Entz, Instructor, Hawaii Community College
Forum on Public Policy Why Pedagogy Matters: The Importance of Teaching In A Standards-Based Environment Susan Entz, Instructor, Hawaii Community College Abstract The goal of the standards movement has been to improve student outcomes for all children regardless of their backgrounds or risk factors. The focus has primarily been on the instructional, program or performance standards. Paramount importance has been placed on what children will do to demonstrate that they have learned. While important, there is another ingredient in achieving positive student outcomes. What teachers do and how they do it is critically important and has a profound impact on the quality of the educational experience for children. This paper presents the seminal work of the Center For Research On Education, Diversity and Excellence (CREDE), one of the twelve federally funded research centers on education. Its findings, summarized in five critical elements of effective pedagogy, demonstrate that when consistently implemented the result is greater student outcomes across the curriculum regardless of age, and higher academic test scores regardless of the student population. Application in early childhood education settings is also discussed. Pedagogy: The Science Of Teaching Word Origin--Greek: Paidagogas paidos—a boy a gogos-leader agein-to lead In Ancient Greece a paidagogos was a trusted slave who accompanied a child to his classes, ensured his good behavior in public, cared for his needs and tutored him with his homework. Introduction Teaching and learning are complex processes. Throughout history, society has looked for better ways to educate children. Americans are still struggling with that fundamental issue, particularly in light of our diverse population and the rapid rate of technological change. -
Fairtrade Certification, Labor Standards, and Labor Rights Comparative Innovations and Persistent Challenges
LAURA T. RAYNOLDS Professor, Department of Sociology, Director, Center for Fair & Alternative Trade, Colorado State University Email: [email protected] Fairtrade Certification, Labor Standards, and Labor Rights Comparative Innovations and Persistent Challenges ABSTRACT Fairtrade International certification is the primary social certification in the agro-food sector in- tended to promote the well-being and empowerment of farmers and workers in the Global South. Although Fairtrade’s farmer program is well studied, far less is known about its labor certification. Helping fill this gap, this article provides a systematic account of Fairtrade’s labor certification system and standards and com- pares it to four other voluntary programs addressing labor conditions in global agro-export sectors. The study explains how Fairtrade International institutionalizes its equity and empowerment goals in its labor certifica- tion system and its recently revised labor standards. Drawing on critiques of compliance-based labor stand- ards programs and proposals regarding the central features of a ‘beyond compliance’ approach, the inquiry focuses on Fairtrade’s efforts to promote inclusive governance, participatory oversight, and enabling rights. I argue that Fairtrade is making important, but incomplete, advances in each domain, pursuing a ‘worker- enabling compliance’ model based on new audit report sharing, living wage, and unionization requirements and its established Premium Program. While Fairtrade pursues more robust ‘beyond compliance’ advances than competing programs, the study finds that, like other voluntary initiatives, Fairtrade faces critical challenges in implementing its standards and realizing its empowerment goals. KEYWORDS fair trade, Fairtrade International, multi-stakeholder initiatives, certification, voluntary standards, labor rights INTRODUCTION Voluntary certification systems seeking to improve social and environmental conditions in global production have recently proliferated. -
And the CONCEPT of SOCIAL PROGRESS by Paul Jones Hebard
Lester Frank Ward and the concept of social progress Item Type text; Thesis-Reproduction (electronic) Authors Hebard, Paul Jones, 1908- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 21:56:39 Link to Item http://hdl.handle.net/10150/553423 L E S T E R FRANK WARD and THE CONCEPT OF SOCIAL PROGRESS by Paul Jones Hebard A Thesis submitted to the faculty of the Department of Economics, Sociology and Business administration in partial fulfillment of the requirements for the degree of Master of arts in the Graduate College University of Arizona 1939 dxy). 2- TABLE OF CONTENTS Chapter I. INTRODUCTION .................... 1 II, BIOGRAPHY OF LESTER FRANK WARD • . 5 III. SOCIAL ACHIEVEMENT THROUGH SOCIETAL DEVELOPMENT......................... 13 A. The Development of Man B. The social Forces C. The Dynamic Principles IV. SOCIALIZATION OF ACHIEVEMENT .... 29 a . Social Regulation B. Social Invention C. Social Appropriation Through Education D. Attractive Legislation B. Sociooracy F. Eugenics, Euthenics, Eudemics V. CRITICISM........................... 70 VI. CONCLUSION......................... 85 BIBLIOGRAPHY...................... 8? 1 2 2 6 5 3 CHAPTER I IMTROBOOTIOH The notion of progress has been the souree of mueh dis cussion since the time of Aristotle, but, only during the last three hundred years, has progress been considered an 1 achievement possible to man. In this sense it is a concept which has developed primarily in the vrostern world. -
Catalog 2011-12
C A T A L O G 1 2011 2012 Professional/Technical Careers University Transfer Adult Education 2 PIERCE COLLEGE CATALOG 2011-12 PIERCE COLLEGE DISTRICT 11 BOARD OF TRUSTEES DONALD G. MEYER ANGIE ROARTy MARC GASPARD JAQUELINE ROSENBLATT AMADEO TIAM Board Chair Vice Chair PIERCE COLLEGE EXECUTIVE TEAM MICHELE L. JOHNSON, Ph.D. Chancellor DENISE R. YOCHUM PATRICK E. SCHMITT, Ph. D. BILL MCMEEKIN President, Pierce College Fort Steilacoom President, Pierce College Puyallup Interim Vice President for Learning and Student Success SUZY AMES Executive Vice President Vice President for Advancement of Extended Learning Programs Executive Director of the Pierce College Foundation JO ANN W. BARIA, Ph. D. Dean of Workforce Education JAN BUCHOLZ Vice President, Human Resources DEBRA GILCHRIST, Ph.D. Dean of Libraries and Institutional Effectiveness CAROL GREEN, Ed.D. Vice President for Learning and Student Success, Fort Steilacoom MICHAEL F. STOCKE Dean of Institutional Technology JOANN WISZMANN Vice President, Administrative Services The Pierce College District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, disability, or age in its programs and activities. Upon request, this publication will be made available in alternate formats. TABLE OF CONTENTS 3 Table of Contents Landscapes of Possibilities Dental Hygiene ......................................................52 Sociology ..................................................................77 Chancellor’s Message ..............................................5 -
Progressive Education: Why It's Hard to Beat, but Also Hard to Find
Bank Street College of Education Educate Progressive Education in Context College History and Archives 2015 Progressive Education: Why it's Hard to Beat, But Also Hard to Find Alfie ohnK Follow this and additional works at: https://educate.bankstreet.edu/progressive Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Kohn, A. (2015). Progressive Education: Why it's Hard to Beat, But Also Hard to Find. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/progressive/2 This Book is brought to you for free and open access by the College History and Archives at Educate. It has been accepted for inclusion in Progressive Education in Context by an authorized administrator of Educate. For more information, please contact [email protected]. Progressive Education Why It’s Hard to Beat, But Also Hard to Find By Alfie Kohn If progressive education doesn’t lend itself to a single fixed definition, that seems fitting in light of its reputation for resisting conformity and standardization. Any two educators who describe themselves as sympathetic to this tradition may well see it differently, or at least disagree about which features are the most important. Talk to enough progressive educators, in fact, and you’ll begin to notice certain paradoxes: Some people focus on the unique needs of individual students, while oth- ers invoke the importance of a community of learners; some describe learning as a process, more journey than destination, while others believe that tasks should result in authentic products that can be shared.[1] What It Is Despite such variations, there are enough elements on which most of us can agree so that a common core of progressive education emerges, however hazily. -
Fair Trade 1 Fair Trade
Fair trade 1 Fair trade For other uses, see Fair trade (disambiguation). Part of the Politics series on Progressivism Ideas • Idea of Progress • Scientific progress • Social progress • Economic development • Technological change • Linear history History • Enlightenment • Industrial revolution • Modernity • Politics portal • v • t [1] • e Fair trade is an organized social movement that aims to help producers in developing countries to make better trading conditions and promote sustainability. It advocates the payment of a higher price to exporters as well as higher social and environmental standards. It focuses in particular on exports from developing countries to developed countries, most notably handicrafts, coffee, cocoa, sugar, tea, bananas, honey, cotton, wine,[2] fresh fruit, chocolate, flowers, and gold.[3] Fair Trade is a trading partnership, based on dialogue, transparency and respect that seek greater equity in international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of, marginalized producers and workers – especially in the South. Fair Trade Organizations, backed by consumers, are engaged actively in supporting producers, awareness raising and in campaigning for changes in the rules and practice of conventional international trade.[4] There are several recognized Fairtrade certifiers, including Fairtrade International (formerly called FLO/Fairtrade Labelling Organizations International), IMO and Eco-Social. Additionally, Fair Trade USA, formerly a licensing