This document discusses sources of frustration in language learning and strategies for managing frustration. It begins by having attendees brainstorm causes of frustration, such as differences between the first and second languages. The document then explores theories of how language is learned, including cognitive, sociocognitive, sociocultural, and identity approaches. It suggests that language learning involves mediation, social knowledge, and identity negotiation. The document also discusses developing self-regulation, self-efficacy, empathy, and having realistic expectations to take control of learning and overcome frustration.
This document outlines a 12-lesson plan to teach students about the impact humans are having on Earth. The plan uses an inquiry-based "Five E's" approach of engage, explore, explain, elaborate, and evaluate. Lessons cover topics like water, pollution, recycling, deforestation, climate change, and raising awareness. Formative and self-assessments are built into the lessons. The overarching goals are for students to understand our effect on the planet and ways to influence positive change.
Game Mechanics: Learning as a Multiplayer ExperienceKevin Lim
I showcase examples and learning points relating to game mechanics for teachers. This was presented at New Media in Education Fiesta 2011, held at Innova JC on June 22, 2011
The document discusses emotion and emotional response in relation to film. It defines emotion as the movement of the mind or soul caused by exciting experiences that are manifested physically. While films aim to elicit emotions from viewers, individuals will experience emotions differently depending on their personal predispositions and life experiences. Filmmakers deliberately use techniques like mise-en-scene, cinematography, editing and sound to engage viewers emotionally. When analyzing films, it is important to consider the individual spectator's social, cultural, personal and desiring selves that influence how they respond emotionally.
This document discusses emotion and motivation. It defines motivation as the conditions that initiate, guide, and maintain behaviors until a goal is reached. There are two types of motives: implicit motives that operate unconsciously, and explicit motives that are linked to social norms. Emotions are reactions to important matters and involve physiological changes and expressions. Theories propose emotions are caused by stimuli, physiological responses, or simultaneous thalamus activation. Positive emotions broaden thinking and build resilience while regulation involves considering feelings, consequences, and learning.
The Mechanisms of Behavior Change project is studying how individuals are able to use self-control processes to reduce or quit drinking using brain imaging. The results may help us better understand the process of recovery and its relationship to addiction as a brain disease.
A Powerpoint lecture I gave to mental health professionals to improve their own and their clients self care. Enjoy, share, but give me credit and refer others to my blog. WWW.emotionalfitnesstraining.com
Self regulation finalSelf Regulation for Children, Adolescents and Families, ...insideout-admin
The document outlines an occupational therapy approach to self-regulation in children, adolescents, and families. It discusses how occupational therapists can address clients holistically by treating their cognitive, emotional, and physical needs through functional and activity-based treatment. The sensory motor approach explores how sensory processing impacts self-regulation and introduces a model of practice that targets self-regulation skills through activities.
This document outlines a 12-lesson plan to teach students about the impact humans are having on Earth. The plan uses an inquiry-based "Five E's" approach of engage, explore, explain, elaborate, and evaluate. Lessons cover topics like water, pollution, recycling, deforestation, climate change, and raising awareness. Formative and self-assessments are built into the lessons. The overarching goals are for students to understand our effect on the planet and ways to influence positive change.
Game Mechanics: Learning as a Multiplayer ExperienceKevin Lim
I showcase examples and learning points relating to game mechanics for teachers. This was presented at New Media in Education Fiesta 2011, held at Innova JC on June 22, 2011
The document discusses emotion and emotional response in relation to film. It defines emotion as the movement of the mind or soul caused by exciting experiences that are manifested physically. While films aim to elicit emotions from viewers, individuals will experience emotions differently depending on their personal predispositions and life experiences. Filmmakers deliberately use techniques like mise-en-scene, cinematography, editing and sound to engage viewers emotionally. When analyzing films, it is important to consider the individual spectator's social, cultural, personal and desiring selves that influence how they respond emotionally.
This document discusses emotion and motivation. It defines motivation as the conditions that initiate, guide, and maintain behaviors until a goal is reached. There are two types of motives: implicit motives that operate unconsciously, and explicit motives that are linked to social norms. Emotions are reactions to important matters and involve physiological changes and expressions. Theories propose emotions are caused by stimuli, physiological responses, or simultaneous thalamus activation. Positive emotions broaden thinking and build resilience while regulation involves considering feelings, consequences, and learning.
The Mechanisms of Behavior Change project is studying how individuals are able to use self-control processes to reduce or quit drinking using brain imaging. The results may help us better understand the process of recovery and its relationship to addiction as a brain disease.
A Powerpoint lecture I gave to mental health professionals to improve their own and their clients self care. Enjoy, share, but give me credit and refer others to my blog. WWW.emotionalfitnesstraining.com
Self regulation finalSelf Regulation for Children, Adolescents and Families, ...insideout-admin
The document outlines an occupational therapy approach to self-regulation in children, adolescents, and families. It discusses how occupational therapists can address clients holistically by treating their cognitive, emotional, and physical needs through functional and activity-based treatment. The sensory motor approach explores how sensory processing impacts self-regulation and introduces a model of practice that targets self-regulation skills through activities.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
BBELT 2017. We Don't Live in Igloos: Identity and cross-cultual communicationLaura Sagert
This document discusses concepts related to identity, culture, and intercultural communication. It begins with an exercise where participants describe themselves without using verbs. It then discusses how identity is shaped by others' perceptions and reference groups. The document emphasizes that culture is complex and not homogeneous within groups. It warns against oversimplification and stereotyping. It provides examples of teaching intercultural competence, such as exploring diversity within one's own environment and communicating in different contexts. Throughout, it stresses the importance of respect, openness, and avoiding assumptions.
Thomas Ziehe identifies three main difficulties in education according to his analysis of modern youth culture:
1) Students have less tolerance for cognitive strangeness and prefer immediate relevance to their self-worlds.
2) There is a high level of informalization and lack of structure that makes internalizing institutions challenging.
3) Students experience an immense level of self-observation that makes self-motivation exhausting and exposes them to shame-conflicts.
Ziehe argues teachers should address these difficulties by exposing students to well-dosed cognitive strangeness, using structures productively, and not fixating solely on student motivation.
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
Dealing with complexity and uncertainty in natural resource management and ot...ILRI
This document summarizes a presentation about dealing with complexity and uncertainty in natural resource management and other "wicked problems." It discusses that development issues are complex problems with incomplete and contradictory requirements that are difficult to define and solve. It notes that development efforts often overlook complexity and take simplistic approaches that are disconnected from realities, imposed from outside, and not sustainable. To address complexity, the presentation recommends planning with uncertainty, understanding interconnected systems, empowering stakeholders, and using multi-stakeholder processes to incorporate diverse knowledge and capacities.
[Challenge:Future] Social exclusion or social inclusion?Challenge:Future
The document calls for action to increase social inclusion and address social exclusion. It proposes that 1) social norms often do not fit all people, 2) many youth feel alienated and silent, and 3) the current system of values sometimes wrongly labels and excludes people. The target group is youth who can educate others. Suggested actions include self-education to discuss social inclusion, educating others, and creating school courses on topics like social inclusion, urbanism, alienation, and cultural studies. The courses should be interactive and require students to identify real examples, and spread ideas online. The goals are to interest more youth in social problems and train them to address issues of exclusion.
The document summarizes key concepts relating to socialization. It discusses how socialization is the process by which people develop their identities and acquire norms and values from their culture. It also examines internalization, how members of new generations learn about their environment, and the roles of nature vs nurture. Additionally, it explores agents of socialization like family, schools, peer groups and media. It outlines theories of roles, statuses, and role taking from theorists like Mead and Piaget. Finally, it discusses concepts like resocialization, total institutions, and the dramaturgical model of social interactions.
This document outlines an agenda and materials for a workshop on creating inclusive campus spaces. The workshop objectives are to describe four frames of campus environments theory, explore microaggressions in a college context, consider the role of social identities, and develop inclusion strategies. The agenda includes introductions, learning guidelines, discussions of campus environment theory, common terminology, a microaggressions activity, and developing inclusion strategies. Key concepts that will be covered are the four frames of campus environments, microaggressions, social identities, and privilege. Strategies proposed for creating inclusive spaces include seeking diverse input, listening to feedback, acknowledging limitations, addressing unconscious biases, validating negative experiences, and empowering students.
Learning Anxiety Disorder (LAD) is a new concept that emerged from one of my research projects. It is a derivative of Social Anxiety Disorder (SAD) which is LAD's parent notion. The formational components of LAD include unwarranted self-consciousness, misplaced ego, shyness, anxiety, nervousness, and phobia for socially involved learning.
The effects of LAD manifest in strong aversion for learning and evasion of anything having the form of socially-involved learning; also included are depleted interest in learning adventures, unsettling anxiety and nervousness that often result in significant diminution of cognitive abilities.
Kindly join in reviewing this presentation on the subject, but ensure you do it alongside the research report which examined in a little more details how the Personal Learning Environment (PLE) attributes of the e-learning framework can be effectively applied in dealing with the LAD challenges. It will be great to also know your thoughts and findings.
This document discusses social skills deficits in students with autism and strategies to address them. It outlines four common social skills deficits: social communication, social initiation, social reciprocity, and social cognition. Specific strategies are provided for each, including social stories, social scripts, video modeling, social skills groups, integrated play groups, and problem solving approaches. The goal is to explicitly teach social skills to students with autism to improve their ability to interact and communicate with others.
This document discusses zooming out from an individual focus to a systems-level perspective in psychological and educational work. It advocates taking an ecological approach that considers all levels of a client's environment, including peers, family, school, community and policies. Barriers to this approach include focusing assessments and conversations on individuals rather than systems. The document provides examples of strengths-based, appreciative questions that can help practitioners zoom out to understand how various layers of a client's environment interact. It emphasizes involving all stakeholders in assessment, feedback and intervention to properly address problems at a systems level.
This document provides an overview of social approaches to learning, including situated cognition, distributed cognition, and activity theory. It was prepared by Team #4 - Douglas Connery, Brian Farrell, Sheri Johnson, and Dennis Pratt - for an ETEC 512 course on social approaches to learning. The document defines key terms, describes the three main perspectives, and discusses challenges and comparisons between the approaches.
This document provides an overview of key concepts in social psychology, including social exchange theory, social cognition theory, and symbolic interaction. Social exchange theory examines relationships in terms of the reciprocal exchange of resources and benefits, and how power dynamics influence these exchanges. Social cognition theory focuses on how people develop schemas and make inferences to understand social situations and behaviors. Symbolic interaction emphasizes the everyday negotiations and meanings created through social interactions and gestures.
Assessment, technology and learning: who is in the driving seat?
Prof Josie Taylor, Director, Institute of Educational Technology, The Open University
This presentation examines assessment in the context of open educational resources and informal learning. I examine the concept of assessment 2.0, and the emancipatory effect of new forms of e- assessment that put students in the driving seat.
This document discusses the challenges of studying gender in educational institutions. It outlines 12 characteristics of social institutions according to sociologist Patricia Yancey Martin and notes that institutions are complex with contradictory values that influence gender identities. Gender is constructed at both the micro and macro levels simultaneously. Additionally, race, class, and other factors shape learning opportunities. The document advocates for an intersectional approach and emancipatory education to challenge norms and address inequalities.
Week 2 - AssignmentAspects of Social Understanding[WLOsnicolleszkyj
Week 2 - Assignment
Aspects of Social Understanding
[WLOs: 3] [CLOs: 1, 2, 3, 4, 5]
Prior to beginning work on this assignment, review the Week 1 and Week 2 textbook readings: Chapters 1 through 4 and Chapter 12, perform your own research, and watch the following videos:
How do we know what is true? (Links to an external site.)Links to an external site.
How do we know what we know? Audi (Links to an external site.)Links to an external site.
How do we know what we know? Sullivan (Links to an external site.)Links to an external site.
Knowledge vs thinking - Neil deGrasse Tyson (Links to an external site.)Links to an external site.
An important aspect of public sociology is gaining an understanding of our social world and coming to informed conclusions based on what we know. Social problems can often occur due to a clash of difference in social understanding, and so sociologists can gain considerable value in understanding the nuances of different perspectives. These perspectives can also change over time as society evolves and individuals develop. The importance of this assignment is to acknowledge that there are varied forms of knowing that form our perspectives in society and presenting how these varied forms of knowing have impacts and value. This assignment is a “thought-piece” that requires you to academically support your ideas, as a presentation of your own developing and evolving social understanding.
In your paper, include the following components:
Elements of Social Understanding (1-2 pages)
Explain the concept of “epistemology” or “how we know what we know.”
Discuss the following elements of social understanding: evidence, theory, value, and beliefs.
Acquisition of Social Understanding (1-2 pages)
Explain the concept of “reflexivity” in social understanding.
Discuss how humans can gain each element of social understanding or how elements are formed.
Defend the importance each element of social understanding has on human knowledge.
Value to Society (1-2 pages)
Summarize how the elements of social understanding work together.
Justify the potential impact if citizens in society do or do not embrace all elements of social understanding.
...
A case study exploring the transition of an individual in educationAbdullah Bismillah
1) The document presents a case study exploring an individual's experience transitioning between schools with different cultural values and the challenges faced. It analyzes an interview with a participant named Ayesha who transitioned from a British public school to a private Muslim boarding school at her mother's insistence.
2) Ayesha struggled to settle in at the new school due to losing her established friendships and community from her old school. She felt like an outsider among students from varied backgrounds. This social disruption negatively impacted her confidence and schoolwork.
3) While her mother hoped the boarding school's cultural alignment would benefit Ayesha, theories of cultural capital and communities of practice better explain her difficulties. Losing her
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
BBELT 2017. We Don't Live in Igloos: Identity and cross-cultual communicationLaura Sagert
This document discusses concepts related to identity, culture, and intercultural communication. It begins with an exercise where participants describe themselves without using verbs. It then discusses how identity is shaped by others' perceptions and reference groups. The document emphasizes that culture is complex and not homogeneous within groups. It warns against oversimplification and stereotyping. It provides examples of teaching intercultural competence, such as exploring diversity within one's own environment and communicating in different contexts. Throughout, it stresses the importance of respect, openness, and avoiding assumptions.
Thomas Ziehe identifies three main difficulties in education according to his analysis of modern youth culture:
1) Students have less tolerance for cognitive strangeness and prefer immediate relevance to their self-worlds.
2) There is a high level of informalization and lack of structure that makes internalizing institutions challenging.
3) Students experience an immense level of self-observation that makes self-motivation exhausting and exposes them to shame-conflicts.
Ziehe argues teachers should address these difficulties by exposing students to well-dosed cognitive strangeness, using structures productively, and not fixating solely on student motivation.
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
Dealing with complexity and uncertainty in natural resource management and ot...ILRI
This document summarizes a presentation about dealing with complexity and uncertainty in natural resource management and other "wicked problems." It discusses that development issues are complex problems with incomplete and contradictory requirements that are difficult to define and solve. It notes that development efforts often overlook complexity and take simplistic approaches that are disconnected from realities, imposed from outside, and not sustainable. To address complexity, the presentation recommends planning with uncertainty, understanding interconnected systems, empowering stakeholders, and using multi-stakeholder processes to incorporate diverse knowledge and capacities.
[Challenge:Future] Social exclusion or social inclusion?Challenge:Future
The document calls for action to increase social inclusion and address social exclusion. It proposes that 1) social norms often do not fit all people, 2) many youth feel alienated and silent, and 3) the current system of values sometimes wrongly labels and excludes people. The target group is youth who can educate others. Suggested actions include self-education to discuss social inclusion, educating others, and creating school courses on topics like social inclusion, urbanism, alienation, and cultural studies. The courses should be interactive and require students to identify real examples, and spread ideas online. The goals are to interest more youth in social problems and train them to address issues of exclusion.
The document summarizes key concepts relating to socialization. It discusses how socialization is the process by which people develop their identities and acquire norms and values from their culture. It also examines internalization, how members of new generations learn about their environment, and the roles of nature vs nurture. Additionally, it explores agents of socialization like family, schools, peer groups and media. It outlines theories of roles, statuses, and role taking from theorists like Mead and Piaget. Finally, it discusses concepts like resocialization, total institutions, and the dramaturgical model of social interactions.
This document outlines an agenda and materials for a workshop on creating inclusive campus spaces. The workshop objectives are to describe four frames of campus environments theory, explore microaggressions in a college context, consider the role of social identities, and develop inclusion strategies. The agenda includes introductions, learning guidelines, discussions of campus environment theory, common terminology, a microaggressions activity, and developing inclusion strategies. Key concepts that will be covered are the four frames of campus environments, microaggressions, social identities, and privilege. Strategies proposed for creating inclusive spaces include seeking diverse input, listening to feedback, acknowledging limitations, addressing unconscious biases, validating negative experiences, and empowering students.
Learning Anxiety Disorder (LAD) is a new concept that emerged from one of my research projects. It is a derivative of Social Anxiety Disorder (SAD) which is LAD's parent notion. The formational components of LAD include unwarranted self-consciousness, misplaced ego, shyness, anxiety, nervousness, and phobia for socially involved learning.
The effects of LAD manifest in strong aversion for learning and evasion of anything having the form of socially-involved learning; also included are depleted interest in learning adventures, unsettling anxiety and nervousness that often result in significant diminution of cognitive abilities.
Kindly join in reviewing this presentation on the subject, but ensure you do it alongside the research report which examined in a little more details how the Personal Learning Environment (PLE) attributes of the e-learning framework can be effectively applied in dealing with the LAD challenges. It will be great to also know your thoughts and findings.
This document discusses social skills deficits in students with autism and strategies to address them. It outlines four common social skills deficits: social communication, social initiation, social reciprocity, and social cognition. Specific strategies are provided for each, including social stories, social scripts, video modeling, social skills groups, integrated play groups, and problem solving approaches. The goal is to explicitly teach social skills to students with autism to improve their ability to interact and communicate with others.
This document discusses zooming out from an individual focus to a systems-level perspective in psychological and educational work. It advocates taking an ecological approach that considers all levels of a client's environment, including peers, family, school, community and policies. Barriers to this approach include focusing assessments and conversations on individuals rather than systems. The document provides examples of strengths-based, appreciative questions that can help practitioners zoom out to understand how various layers of a client's environment interact. It emphasizes involving all stakeholders in assessment, feedback and intervention to properly address problems at a systems level.
This document provides an overview of social approaches to learning, including situated cognition, distributed cognition, and activity theory. It was prepared by Team #4 - Douglas Connery, Brian Farrell, Sheri Johnson, and Dennis Pratt - for an ETEC 512 course on social approaches to learning. The document defines key terms, describes the three main perspectives, and discusses challenges and comparisons between the approaches.
This document provides an overview of key concepts in social psychology, including social exchange theory, social cognition theory, and symbolic interaction. Social exchange theory examines relationships in terms of the reciprocal exchange of resources and benefits, and how power dynamics influence these exchanges. Social cognition theory focuses on how people develop schemas and make inferences to understand social situations and behaviors. Symbolic interaction emphasizes the everyday negotiations and meanings created through social interactions and gestures.
Assessment, technology and learning: who is in the driving seat?
Prof Josie Taylor, Director, Institute of Educational Technology, The Open University
This presentation examines assessment in the context of open educational resources and informal learning. I examine the concept of assessment 2.0, and the emancipatory effect of new forms of e- assessment that put students in the driving seat.
This document discusses the challenges of studying gender in educational institutions. It outlines 12 characteristics of social institutions according to sociologist Patricia Yancey Martin and notes that institutions are complex with contradictory values that influence gender identities. Gender is constructed at both the micro and macro levels simultaneously. Additionally, race, class, and other factors shape learning opportunities. The document advocates for an intersectional approach and emancipatory education to challenge norms and address inequalities.
Week 2 - AssignmentAspects of Social Understanding[WLOsnicolleszkyj
Week 2 - Assignment
Aspects of Social Understanding
[WLOs: 3] [CLOs: 1, 2, 3, 4, 5]
Prior to beginning work on this assignment, review the Week 1 and Week 2 textbook readings: Chapters 1 through 4 and Chapter 12, perform your own research, and watch the following videos:
How do we know what is true? (Links to an external site.)Links to an external site.
How do we know what we know? Audi (Links to an external site.)Links to an external site.
How do we know what we know? Sullivan (Links to an external site.)Links to an external site.
Knowledge vs thinking - Neil deGrasse Tyson (Links to an external site.)Links to an external site.
An important aspect of public sociology is gaining an understanding of our social world and coming to informed conclusions based on what we know. Social problems can often occur due to a clash of difference in social understanding, and so sociologists can gain considerable value in understanding the nuances of different perspectives. These perspectives can also change over time as society evolves and individuals develop. The importance of this assignment is to acknowledge that there are varied forms of knowing that form our perspectives in society and presenting how these varied forms of knowing have impacts and value. This assignment is a “thought-piece” that requires you to academically support your ideas, as a presentation of your own developing and evolving social understanding.
In your paper, include the following components:
Elements of Social Understanding (1-2 pages)
Explain the concept of “epistemology” or “how we know what we know.”
Discuss the following elements of social understanding: evidence, theory, value, and beliefs.
Acquisition of Social Understanding (1-2 pages)
Explain the concept of “reflexivity” in social understanding.
Discuss how humans can gain each element of social understanding or how elements are formed.
Defend the importance each element of social understanding has on human knowledge.
Value to Society (1-2 pages)
Summarize how the elements of social understanding work together.
Justify the potential impact if citizens in society do or do not embrace all elements of social understanding.
...
A case study exploring the transition of an individual in educationAbdullah Bismillah
1) The document presents a case study exploring an individual's experience transitioning between schools with different cultural values and the challenges faced. It analyzes an interview with a participant named Ayesha who transitioned from a British public school to a private Muslim boarding school at her mother's insistence.
2) Ayesha struggled to settle in at the new school due to losing her established friendships and community from her old school. She felt like an outsider among students from varied backgrounds. This social disruption negatively impacted her confidence and schoolwork.
3) While her mother hoped the boarding school's cultural alignment would benefit Ayesha, theories of cultural capital and communities of practice better explain her difficulties. Losing her
Similar to Facing up to Frustration: Taking Control of Learning (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Facing up to Frustration: Taking Control of Learning
1. Facing up to Frustration:
Taking Control of Learning
MEXTESOL Regional Conference 2016
Laura Sagert (laura.sagert@cide.edu) CC BY-SA 3.0
Photo credit: Matthias Ripp (2014) “Locked”. Flickr 15868178370_fceace541e_z. CC BY 2.0
2. ENGLISH = FRUSTRATION?
Why might learners (or users) of English
become frustrated?
Share your observations with the person next to
you.
•To what extent do you agree or disagree?
4. Facing up
Image credits:
Adam Jones (2012). “Young Mayan Girl” Flickr 20128250897733_7888bb3d90_z. CC BY
Diacritica (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Dice (typical role paying dice)
Asangi (2012) "Supine and prone" Licensed under CC0 via Commons - https://commons.wikimedia.org/wiki/File:Supine_and_prone_2012-02-
20.jpg#/media/File:Supine_and_prone_2012-02-20.jpg
5. Up, down, off?
• face down
• “To attain mastery over or overcome by confronting in a resolute, determined
manner.”
• We face down an enemy or opponent.
• face off (Sports)
“To start play in ice hockey, lacrosse, and other games by releasing the puck or
ball between two opposing players.”
• lose face To lose our “value or standing in the eyes of others; prestige”
• Just as we would not like to lose face in front of our students, we should not make our
students lose face in front of their peers.
• face up
• “To confront an unpleasant situation with resolution and assurance.”
• Both teachers and students need to face up to the fact frustration is part of any complex
learning process.
Adapted from Webster’s College Dictionary (Random House) via The Free Dictionary (face)
6. CONFUSION
• not understanding
or not knowing
what to do
• mistaking one
thing or person for
another
• unclear, messy, or
disorganized
instructions or
information
Photo credit: TheHuxCapacitator (2012) “This had me confused for hours!” Flickr
7443943968_dd6ec18d38_z. CC BY 2.0.
7. BOREDOM
• lacking interest in
one’s current activity
or having nothing to
do
Bored students quickly
become disengaged.
Once students get bored,
they tend to stay bored.
We can become bored if
something is too easy –
or if it is too hard.
(Baker et al, 2010: D’Mello et al, 2012)
Photo credit: Claudine Antoinette Francisco (2010). “Bored during my management class”. Flickr
5023500204_af403782c7_z
8. FRUSTRATION
• feeling upset,
irritated, impatient
or annoyed
because we can’t
do (or get) what
we want
• blocked from
reaching, or
perhaps even
progressing
towards, a goal
Photo credit: OakelyOriginals (2009) “Late night mathematics”. Flickr 3393259139_c621008ec1_z.
CC BY 2.0.
9. ONE EMOTION:
TWO SIDES
• X He used to read in the
morning. “But, that’s right. It’s
what he normally does…Hmm,
he + s, used to, ah, usually. He
usually reads in the morning”.
(epistemic)
• X He made the dishes. “I always
get make and do wrong. I just
can’t get it right.” (achievement)
• I didn’t get the score I need on
the TOEFL. What’s wrong with
me. (achievement)
EPISTEMIC (COGNITIVE PROCESS)
• Surprise
• Curiosity
• Anxiety (marked
incongruity)
• Enjoyment (solving problem)
• Frustration (not able to
solve problem)
ACHIEVEMENT
Focus on personal failure, not
being able to solve problem
(Pekrun and Linnenbruck-Garcia, 2014)
11. THE INHERENT FRUSTRATIONS OF LANGUAGE
LEARNING (?)
BRAINSTORM
•Work with a small group to prepare a list of
some of the frustrating aspects of learning
English (or another additional language).
Are these inherent to language learning?
12. KEY APECTS TO CONSIDER
•THE LANGUAGE ITSELF
•L1–L2 DIFFERENCES
•MISCONCEPTIONS
•about language
•about language learning
13. FRUSTRATIONS OF LEARNING ENGLISH?
Image credits: All three images on this page are CCO (Public Domain) images taken from Pixabay.
read, said, bed
busy, women, village
bear, hair, mayor
TO BE
Actually, that extra spending
money was given to Ann for her
having made dessert, done the
dishes, and assisted her mother
with various other chores.
17. SOCIOCOGNITIVE
MIND-BODY-
WORLD:
integrated,
inseparable
Cognition affects
(extends into) the
world.
Learning=default
state (of humans)
Situated activity
system (classroom
only one type)
(Atkinson, 2011)
INTEGRATION: MIND-BODY-WORLD.
DEFAULT STATE: LEARNING.
Image credits: Public domain images via Pixabay. (Gerald, Mind: Barli1, Hand [with bird]: Ju_sajjad0, Hand [with wire])
18. SOCIO-
CULTURAL
Use of language to mediate
communication and mental
activity
Different learners need
different types of mediation—
even for the same language
point.
Shift from focus on accuracy
(teacher as audience?) to
fluency and relevance
(interest in topic).
Self-talk: mediation of mental
activity) in L2 is extremely
difficult for even advanced
users.
(Lantolf (in Atkinson (ed.), 2011)
MEDIATION. SELF-TALK.
DIFFERENT FOCUS, DIFFERENT OUTPUT.
DIFFERENT LEARNERS, DIFFERENT MEDIATION NEEDS.
Image credit: Public domain images via Pixabay (Skeeze Boxer; jsks Anime)
19. LANGUAGE
SOCIALIZATION
Language as much more than
a linguistic code
Language development +
other forms of knowledge
learned in or through
language
Culture + social knowledge
Use of language to mark
hierarchy and status
Routines = communication
repertoires
(Duff and Talmy n Atkinson, 2011)
SOCIAL KNOWLEDGE.
COMMUNICATION REPERTOIRES.
STRATIFICATION.
Image credits: Public domain CC0 images via Pixabay. (Darvinsantos: Boy girl + beach); Rodro: Street)
20. IDENTITY
APPROACH
Language as a complex social
practice involved in the
definition, and resistance, of
identities
Inequitable power relations
Social construction of
identity and affective factors
Learner investment, or not,
in the social language
practices of a specific
classroom/learning context
(Norton and McKinney in Atkinson (Ed.),
2011)
MULTIFACETED SENSE OF SELF.
IDENTITY: INEQUITIES OF POWER, NEGOTIATION,
RENEGOTIATION, RESISTANCE.
Image credit: CC0 public domain images via Pixabay (Snips and clips, Geralt, eommina)
21. COMPLEXITY
THEORY
Language as a complex adaptive
system
Context of use—emergence of
patterns of language use
New circumstances —change
Interaction—change in language
resources (adaptive imitation)
Heterochronic: different times
/intermittent
(Larsen-Freeman in Atkinson (Ed.), 2011)
CONSTANT CHANGE. ADAPTIVE IMITATION.
INTERACTION.
Image credit: Zachary Veach (2009). “Dynamic system”. CC-By 2.0 via Flickr
3510995344_0de002e2cf_z
22. What experiences,
or lack thereof, do
our students bring
to class?
See the full Mexicanos Primeros
(2015) report at
http://www.mexicanosprimero.org/index.php/educacion-
en-mexico/como-esta-la-educacion/estado-de-la-educacion-
en-mexico/sorry-2015)
23. Prior Learning? Current classes?
• Quality? Equity?
• Focus on accuracy at the expense of meaning?
• “It’s just an example teacher”?
• Today we are going to do pages 94‒97?
• Focus on grades, or exam scores, rather than linguistic
competence?
• Work on only some skills or weak L1 skills?
• Boredom / exasperation / frustration?
24. BLOCKAGE OR OBSTACLES
BUT, TO WHAT EXACTLY?
Image credit: Alberto G (2006) Exam. CC BY. 2.0 via Flickr : albertogp123/5843577306
25. TAKING CONTROL: WHO AND WHY?
Image credit: Public domain CC0 via Pixabay. (Geralt)
27. SELF-REGULATION
AROUSAL STATES
inhibition
(zoned out)
asleep
drowsy
hypo alert
calmly focused
and alert
activation
(stressed
out)
hyperalert
flooded
(overwhelmed)
Self-awareness
Ability to respond to
stressors and maintain, or
return to , a state of
emotional equilibrium
Identify:
▪different arousal states.
▪sources of stress.
Modulate:
▪different states of arousal
Not = compliance, self-
control or self-discipline
(Shanker, 2012; Shanker, 2013)
“When children are calmly focused and alert, they are best able to modulate their
emotions; pay attention; ignore distractions; inhibit their impulses; assess the
consequences of an action; understand what others are thinking and feeling, and
the effects of their own behaviours; or feel empathy for others.” (Shanker, 2013)
STRESSORS
biological regulation of physical arousal
state
emotional monitoring and changing
emotional responses
cognitive maintaining and shifting
attention, sequencing
thoughts, dealing with
frustration and distractions
social rules of appropriate behavior
pro-social Empathy
28. SELF-EFFICACY
SOURCES OF SELF-EFFICACY
Success
Reaching a goal that required sustained effort and
perseverance.
Social models
Seeing others succeed, with sustained effort, at tasks
perceived to be similar.
Social persuasion
Being persuaded they are capable of doing something
can help people achieve this target.
(Caution. It is easier to undermine than foster
motivation. Unrealistic persuasion is
counterproductive and quickly belied by disappointing
outcomes. A more effective approach would be to
constructing situations in which learners will succeed.)
Controlling stress and negative emotions
Perception of one’s physical and emotional state or
reactions is a key differentiator.
(Bandura, 1994)
Our beliefs about our
capability to act in such a
way as to influence the
outcome of events in our
lives. Personal agency.
Success tends to increase
our sense of self-
efficacy.
Failure (real or
perceived) tends to
decrease this sense.
(Bandura, 1994)