Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
- File Type
Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Maloca-Escola: Transformations Of The Tukanoan House, Melissa S. Oliveira
Maloca-Escola: Transformations Of The Tukanoan House, Melissa S. Oliveira
Tipití: Journal of the Society for the Anthropology of Lowland South America
This paper aims to demonstrate how, by combining the foundation of an indigenous school with the construction of a longhouse (maloca), the Tukano indigenous association of the Hausirõ and Ñahuri Porã clans, Middle Tiquié river, produces social relations proper to Tukanoan House societies as described by Hugh-Jones (1991, 1993). Through "indigenous research" and the celebrations that mark the school calendar, internal subdivisions of clan, hierarchy, age and gender are marked in space, while, at the same time, this new space allows for interdependence and articulation with other indigenous groups and outsiders (especially NGO professionals, scientists and politicians). In …
Creating Educational Industry Connections Through Internship Tu4d Guide For Best Practice, Frank Cullen
Creating Educational Industry Connections Through Internship Tu4d Guide For Best Practice, Frank Cullen
Reports
A working subgroup was sent up in 2015 in response to the TU4D Design Team requirements. The task of the subgroup was to conduct a reviews of ITB, DIT AND ITT placement structures and develop a draft policy based on the combined internship polices. The subgroup was additionally informed by the HEA paper ‘Towards a Future Higher Education Landscape’ (February 2012), ‘Work Placement A Best Practice Guide for Employers’ (AHECS), DIT’s working group report (2012), the REAPS report ‘Work Placement in Third Level Education’ (2011). This draft policy includes the process and criteria from the three institutions and is based …
Interpreting, Stephanie Jo Kent
Interpreting, Stephanie Jo Kent
Doctoral Dissertations
What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount …
Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell
Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell
Bradford S Bell
[Excerpt] This convergence of forces – environmental, technological, and economic – is driving a reconceptualization of the nature of training systems. Training is shifting from an inefficient, time consuming, and expensive enterprise to one that can be delivered efficiently, as needed, and just-in-time. It is shifting from an off-site single episode to a systematic series of learning experiences that are integrated in the workplace and embedded in work technology. It is shifting from a primary emphasis on retention and reproduction to a broader emphasis that also includes the development of adaptive knowledge and skills (Kozlowski, 1998). Training will not be …
Self-Assessments Of Knowledge: Where Do We Go From Here?, Bradford Bell, Jessica Federman
Self-Assessments Of Knowledge: Where Do We Go From Here?, Bradford Bell, Jessica Federman
Bradford S Bell
[Excerpt] In this paper, we argue that there remain several unanswered questions surrounding self-assessments of knowledge that must be addressed before we can reach a more definitive conclusion on the viability of these measures. The answers to these questions may provide further evidence that self-assessments should not be used as an indicator of learning or they may serve to qualify the conditions under which self-assessments can be used with reasonable confidence. In either case, addressing these issues is critical if work in this area is to influence how researchers and practitioners evaluate trainees’ learning.
Goal Orientation And Ability: Interactive Effects On Self-Efficacy, Performance, And Knowledge, Bradford S. Bell, Steve W.J. Kozlowski
Goal Orientation And Ability: Interactive Effects On Self-Efficacy, Performance, And Knowledge, Bradford S. Bell, Steve W.J. Kozlowski
Bradford S Bell
This study examined the direct relationship of goal orientation – and the interaction of goal orientation and cognitive ability -- with self-efficacy, performance, and knowledge in a learning context. The current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to self-efficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. The interactions between goal orientation and ability also supported several hypotheses. As …