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Conceptual Framework Spring, 2014
Conceptual Framework Spring, 2014 Conceptual Framework University of Arkansas at Monticello School of Education 1 Conceptual Framework Spring, 2014 UNIVERSITY OF ARKANSAS AT MONTICELLO (UAM) SCHOOL OF EDUCATION THE CONCEPTUAL FRAMEWORK Introduction The University of Arkansas at Monticello (UAM) has a rich educational heritage of teaching and learning that has provided a “Century of Opportunity” for the residents of southeast Arkansas and the state since its humble beginnings as The Fourth District Agricultural School in 1909. To understand the history of teacher education at UAM, the beginnings of the university itself must be explored. Classes began in 1911 with students in the sixth through twelfth grades attending. Freshman and sophomore college courses were added in 1923 and the institution was accredited as a junior college in 1928. Senior college courses were added in 1933 and, the following year, the first degrees were granted by Arkansas A&M College. The campus was established on what was once part of a 6,000 acre cotton plantation owned by Judge and Mrs. William Turner Wells. “Judge Billy” and “Miss Pattie” were prominent figures in southeast Arkansas and the name of Wells is imbedded in the social and political history of the state. Judge and Mrs. Wells lived the idyllic life of Southern planters and entertained frequently in their plantation home that was located on what is now the site of the Fred J. Taylor Library. In April of 1909, the Arkansas General Assembly passed Act 100 which created four district agricultural schools. For the southeast district, descendants of Judge and Mrs. Wells offered the Wells Plantation home site with 200 acres of contiguous land for the new school/experiment farm. -
Do Diffusion Protocols Govern Cascade Growth?
Proceedings of the Twelfth International AAAI Conference on Web and Social Media (ICWSM 2018) Do Diffusion Protocols Govern Cascade Growth? Justin Cheng,1 Jon Kleinberg,2 Jure Leskovec,3 David Liben-Nowell,4 Bogdan State,1 Karthik Subbian,1 Lada Adamic1 [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] 1Facebook, 2Cornell University, 3Stanford University, 4Carleton College Abstract Large cascades can develop in online social networks as peo- ple share information with one another. Though simple re- share cascades have been studied extensively, the full range of cascading behaviors on social media is much more di- verse. Here we study how diffusion protocols, or the social ex- changes that enable information transmission, affect cascade growth, analogous to the way communication protocols de- fine how information is transmitted from one point to another. Studying 98 of the largest information cascades on Facebook, we find a wide range of diffusion protocols – from cascading reshares of images, which use a simple protocol of tapping a single button for propagation, to the ALS Ice Bucket Chal- lenge, whose diffusion protocol involved individuals creating and posting a video, and then nominating specific others to do the same. We find recurring classes of diffusion protocols, and identify two key counterbalancing factors in the con- struction of these protocols, with implications for a cascade’s growth: the effort required to participate in the cascade, and Figure 1: The diffusion tree of a cascade with a volunteer the social cost of staying on the sidelines. -
Reflections on Social Norms and Human Rights
The Psychology of Social Norms and the Promotion of Human Rights Deborah A. Prentice Princeton University Chapter to appear in R. Goodman, D. Jinks, & A. K. Woods (Eds.), Understanding social action, promoting human rights. New York: Oxford University Press. This chapter was written while I was Visiting Faculty in the School of Social Sciences at the Institute for Advanced Study, Princeton, NJ. I would like to thank Jeremy Adelman, JoAnne Gowa, Bob Keohane, Eric Maskin, Dale Miller, Catherine Ross, Teemu Ruskola, Rick Shweder, and Eric Weitz for helpful discussions and comments on earlier drafts of the chapter. Please direct correspondence to: Deborah Prentice Department of Psychology Princeton University Green Hall Princeton, NJ 08540 [email protected] 1 Promoting human rights means changing behavior: Changing the behavior of governments that mistreat suspected criminals, opponents of their policies, supporters of their political rivals, and members of particular gender, ethnic, or religious groups; changing the behavior of corporations that mistreat their workers, damage the environment, and produce unsafe products; and changing the behavior of citizens who mistreat their spouses, children, and neighbors. In this chapter, I consider what an understanding of how social norms function psychologically has to contribute to this very worthy project. Social norms have proven to be an effective mechanism for changing health-related and environmental behaviors, so there is good reason to think that they might be helpful in the human-rights domain as well. In the social sciences, social norms are defined as socially shared and enforced attitudes specifying what to do and what not to do in a given situation (see Elster, 1990; Sunstein, 1997). -
The Conventional Wisdom of Globalisation Is, by Now, Well-Known
University of Warwick institutional repository This paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please refer to the repository record for this item and our policy information available from the repository home page for further information. To see the final version of this paper please visit the publisher’s website. Access to the published version may require a subscription. Author(s): Watson, Matthew Article Title: International Capital Mobility in an Era of Globalisation: Adding a Political Dimension to the 'Feldstein–Horioka Puzzle' Year of publication: 2002 Link to published version: http://dx.doi.org/10.1111/1467-9256.00139 Publisher statement: The definitive version is available at www.blackwell-synergy.com “International Capital Mobility in an Era of Globalisation: Adding a Political Dimension to the ‘Feldstein-Horioka Puzzle’” Matthew Watson1 Published in Politics, 21 (2), 2001, 82-93. Description Matthew Watson reviews the literature on international capital mobility to conclude that ideas about global capital market integration have an independent causal impact on political outcomes which extends beyond that which can be attributed to the extent of their actual integration. Abstract The debate about the scope of feasible policy-making in an era of globalisation continues to be set within the context of an assumption that national capital markets are now perfectly integrated at the international level. However, the empirical evidence on international capital -
Cascading Leadership
FACULTY OF PSYCHOLOGY AND EDUCATIONAL SCIENCES Cascading Leadership Emile Jeuken Doctoral thesis offered to obtain the degree of Doctor of Psychology (PhD) Supervisor: Prof. dr. Martin Euwema Co-supervisor: Prof. dr. Wilmar Schaufeli 2016 Funding Dissertation funded by “de Belastingdienst” (the Netherlands Tax and Customs Administration). I Summary Cascading leadership is defined as the co-occurrence of leaders’ values, attitudes and behaviors, at different hierarchal levels within an organization. The aim of this doctoral thesis is to get a better understanding of cascading leadership as well as the mechanisms underlying the phenomenon, with special focus on perceived power. We conducted three studies, using three different research methods: a systematic literature review, a field survey study, and an experimental study. Chapter 1 introduces cascading leadership research, exploring both societal and academic relevance, as well as the aims of our study and overview of the PhD. Chapter 2 presents our first study. As there has not been published a systematic review on the subject before, we conducted such a literature review, resulting in a selection of 18 papers, with 19 empirical studies. These studies cover a wide array of cascading constructs and theoretical perspectives. However, all studies are cross sectional, typically survey studies. Positional power and sense of power appear to play an important role, however have hardly been studied. Chapter 3 describes our second study, in which we investigate whether trust in leadership cascades across three hierarchical levels of leadership and whether it is directly and indirectly related to work engagement of the front-line employee. Only one other cascading leadership study to date included four hierarchical levels. -
CONCEPTUAL FRAMEWORK Christian Brothers University
CONCEPTUAL FRAMEWORK Christian Brothers University Christian Brothers University Education Unit Conceptual Framework The conceptual framework of the education unit has been influenced by the mission and core values of the university and the mission statement of the School of Arts. The university’s mission statement is: Educating minds. Touching hearts. Remembering the presence of God. We believe that this mission statement is best represented by the core values of the university. The core values are: Faith: Our belief in God permeates every facet of the University's life. Service: We reach out to serve one another and those beyond our campus. Community: We work to build better communities and a better society. The mission statement for the School of Arts was rewritten in 2013 and states: To advance the Lasallian synthesis of knowledge and service by teaching students to think, to communicate, to evaluate, and to appreciate. Building on the core values and the mission statement are the Department of Education’s candidate proficiencies as identified in the conceptual framework. This conceptual framework includes four themes – Servant- Leader, Effective and Reflective Practitioner, Champion of Individual Learner Potential, and Builder of Vibrant Learning Communities. These themes are outlined below: Theme/Core Concept: Servant-Leader 1. Candidates exhibit moral and ethical responsibility, skills of leadership, service and professionalism that represent concern for the welfare of others above self-concern and self- interest. 2. Candidates express commitment to the human mission of education and to the goals of access, equity, and opportunity. 3. Candidates show respect for others by honoring the worth and dignity of children, families, community, and colleagues. -
De Re and De Dicto: Against the Conventional Wisdom1
Philosophical Perspectives, 16, Language and Mind, 2002 DE RE AND DE DICTO: AGAINST THE CONVENTIONAL WISDOM1 Kenneth A. Taylor Stanford University 1. Preliminaries Conventional wisdom has it that there is a class of attitude ascriptions such that in making an ascription of that sort, the ascriber undertakes a com- mitment to specify the contents of the ascribee’s head in what might be called a notionally sensitive, ascribee-centered way. In making such an ascription, the ascriber is supposed to undertake a commitment to specify the modes of presentation, concepts or notions under which the ascribee cognizes the ob- jects (and properties) that her beliefs are about. Consequently, it is widely sup- posed that an ascription of the relevant sort will be true just in case it specifies either directly or indirectly both what the ascribee believes and how she be- lieves it. The class of “notionally sensitive” ascriptions has been variously char- acterized. Quine (1956) calls the class I have in mind the class of notional ascriptions and distinguishes it from the class of relational ascriptions. Others call the relevant class the class of de dicto ascriptions and distinguish it from the class of de re ascriptions. More recently, it has been called the class of notionally loaded ascriptions (Crimmins 1992, 1995). So understood, the class can be contrasted with the class of notionally neutral ascriptions. Just as the class of notional/de dicto/notionally loaded ascriptions is supposed to put at semantic issue the ascribee’s notions/conceptions/modes of presentation, so ascriptions in the relational/de re/notionally neutral class are supposed not to do so. -
A Draft of Proposed Conceptual Framework Beliefs
Professional Education Unit Conceptual Framework (Full Version) CF Committee Developed and Approved – 2/28/05 (Updated 3/03/08) Guide for the Reader WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: . Teachers in elementary, middle, and high schools . Library media specialists . Principals and superintendents . School counselors . School nurses . School psychologists . Speech pathologists All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. The document after this opening Guide is the full version of the WKU Conceptual Framework. An abridged student version is also available on the CEBS Professional Education Unit webpage (http://edtech.wku.edu/peu/index.htm). It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. The careful reader who is also a student completing one of -
The Philosophy of Contractual Obligation, 21 Marq
Marquette Law Review Volume 21 Article 1 Issue 4 June 1937 The hiP losophy of Contractual Obligation Robert J. Buer Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Law Commons Repository Citation Robert J. Buer, The Philosophy of Contractual Obligation, 21 Marq. L. Rev. 157 (1937). Available at: http://scholarship.law.marquette.edu/mulr/vol21/iss4/1 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized administrator of Marquette Law Scholarly Commons. For more information, please contact [email protected]. MARQUETTE LAW REVIEW VOLUME XXI JUNE, 1937 NUMBER FOUR THE PHILOSOPHY OF CONTRACTUAL OBLIGATION ROBERT J. BUER THE HISTORY OF CONSIDERATION T HE doctrine of consideration has stood for several centuries as a pillar in the law of contracts, an essential to their enforcement. Students of the law have, from the first instance of their contacts with the great body of jurisprudence, regarded consideration as one of the rudimentary principles upon which future knowledge of the refine- ments and technicalities of the law must be based. However, in recent years, chiefly because of the exceptions to and inconsistencies of the fundamental rule that every contract to be enforceable must be sup- ported by a sufficient consideration, liberal students of the law have advocated the alteration or abolishment of the rule.' These advocates of change in the doctrine are not without sound historical authority as a basis for their demands. -
Jesus: Teacher of Alternative Wisdom”
First Congregational United Church of Christ – Eugene, Oregon WHO WAS THAT GUY? A Youth/Adult Study Based on the Book “Meeting Jesus Again for the First Time” by Marcus J. Borg 6 “Jesus: Teacher of Alternative Wisdom” The strongest consensus among Jesus scholars today is that Jesus was a teacher of wisdom. There is virtually no disagreement on this point. Basically, wisdom is about how to live one’s life in accord with reality. Central to it is the notion of a way or a path, indeed of two ways or paths: the wise way and the foolish way. Teachers of wisdom speak of these two ways , commending the one and warning of the consequences of following the other. There are also two types of wisdom and two types of teachers. The most common type of wisdom is conventional wisdom; its teachers are conventional sages. This is the mainstream wisdom of a culture, it’s “what everybody knows,” a culture’s understandings about what is real and how to live. The second type is a subversive and alternative wisdom. This wisdom questions and undermines conventional wisdom and speaks of another way, another path. Its teachers are subversive sages. Lao-tzu spoke of following a “way” that led away from conventional perceptions and values toward living in accord with “the Tao” itself. At the center of the Buddha’s teaching is the image of a way, “the eightfold path,” leading from the world of convention and its “grasping” to enlightenment and compassion. The wisdom of the subversive sage is the wisdom of “the road less traveled.” And so it was with Jesus: his wisdom spoke of “the narrow way” which led to life, and subverted the “broad way” followed by the many, which led to destruction. -
A Conceptual Framework for Designing Mobile Augmented Reality in Learning Basic Numbers
World Applied Sciences Journal 35 (7): 1048-1053, 2017 ISSN 1818-4952 © IDOSI Publications, 2017 DOI: 10.5829/idosi.wasj.2017.1048.1053 A Conceptual Framework for Designing Mobile Augmented Reality in Learning Basic Numbers Kamariah Awang, Syadiah Nor Wan Shamsuddin, Ismahafezi Ismail, Norkhairani Abdul Rawi and Maizan Mat Amin Faculty of Informatics and Computing, Universiti Sultan Zainal Abidin, Malaysia Abstract: Teaching and learning sessions for LINUS students need improvement while conducting the session which requires more teaching aids using new technology. However, LINUS modules still utilize traditional methods to teach students. Students cannot focus and do not enjoy the learning session. Mobile devices are becoming ubiquitous in the world today and have become a learning tool in both inside and outside the classroom. Mobile learning can be an alternative learning tool for special needs students. Therefore, this paper aims to propose a framework for designing mobile augmented reality (AR) in learning basic numbers especially for LINUS students. This framework consists of cognitive load theory, intrinsic motivation approach, compensatory approach and multimedia elements as an interactive learning method to learn basic numbers for LINUS students. Key words: Teaching and Learning Mobile Application Technology Augmented Reality LINUS INTRODUCTION and interactive. ICT will be an ubiquitous part of schooling life, with no urban-rural divide and with all LINUS stands for Literacy and Numeracy Screening. teachers and students equipped with the skills necessary The program has been implemented by the Ministry of to use this technology meaningfully and effectively [1]. Education (MOE) under the National Key Result Area Therefore, teachers should have the latest teaching aids (NKRA) mandate since 2010 to ensure students master to attract their students in teaching and learning the 21st literacy and numeracy. -
The Spread of True and False News Online
MIT INITIATIVE ON THE DIGITAL ECONOMY RESEARCH BRIEF THE SPREAD OF TRUE AND FALSE NEWS ONLINE By Soroush Vosoughi, Deb Roy, and Sinan Aral FALSE NEWS IS BIG NEWS. RESEARCH HIGHLIGHTS Barely a day goes by without a new development about the veracity of social media, foreign We investigated the differential diffusion of all the meddling in U.S. elections, or questionable science. verified, true and false news stories distributed on Twitter from 2006 to 2017. The data comprise Adding to the confusion is speculation about what’s approximately 126,000 cascades of news stories behind such developments—is the motivation spreading on Twitter, tweeted by about 3 million deliberate and political, or is it a case of uninformed misinformation? And who is spreading the word people over 4.5 million times. online—rogue AI bots or agitated humans? We classified news as true or false using information These were among the questions we sought to from six independent fact-checking address in the largest-ever longitudinal study of organizations that exhibited 95% -98% agreement on the spread of false news online. Until now, few the classifications. large-scale empirical investigations existed on the diffusion of misinformation or its social origins. Falsehood diffused significantly farther, faster, deeper, Studies about the spread of misinformation were and more broadly than the truth in all limited to analyses of small, ad hoc samples. categories. The effects were most pronounced for But these ad hoc studies ignore two of the most false political news than for news about important scientific questions: How do truth and falsity diffuse differently, and what factors related terrorism, natural disasters, science, urban legends, or to human judgment explain these differences? financial information.