Browsing by Subject "social"

Now showing 1 - 4 of 4
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    A Consultancy Approach to Sustainable Agriculture: Creating Meaning through Engagement, Communities of Practice, and Holistic Systems Thinking
    (2012-01-24) Morawiecki, Teresa
    Today’s conventional agricultural practices are created to meet our society’s global demand for food and energy products. However, these conventional practices have begun to create concern for the environment and human health. As a result, a related discipline, known as sustainable agriculture has been created within agriculture itself. Sustainable agriculture is a new concept in that much of society is not familiar with it or understands it. I propose a socially conscious framework that encourages connections, relationships, and knowledge building within sustainable agriculture to create growth and expand its current practice. Harnessing the disciplines of engagement, communities of practice and systems thinking, I encourage the use of consultants to guide sustainable agriculture communities and key players to develop and strengthen the social aspects of their community. I utilize the ADDIE model (analyze, design, develop, implement and evaluate) to guide the community through the development of the social aspects of agriculture towards successful implementation. The result will ultimately enable sustainable agriculture communities to grow their practice by creating agricultural products that positively impact the economic, environmental and social aspects of our lives.
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    Evaluation Plan for Measuring Impact of the Social Formation Programs on Students and Communities
    (HHH, 2015-05-04) De Mel, Randika, L.; Haugen, Nathan; Getahun, Angelica; Hernandez Espinosa, Violeta; Tan, Iloila
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    Examining the Inclusive Summer Camp Environment as an Opportunity for Developing Social and Self-Determination Skills of Youth with Disabilities
    (2018) Dostal, Kurtis, M
    Important developmental aspects in adolescence include the ability to acquire and cultivate friendships, proficiencies, healthy lifestyle habits, and an overall purpose and meaning in life. Inclusion provides each child an equal opportunity to develop in a normal and integrated environment. Participation in stimulating and intrinsically motivating recreation and leisure activities offers a central means for the growth of this development in children with and without disabilities. The social and self-determination skills of youth with disabilities were hypothesized to develop and improve as the youth became more actively involved and engaged with other children, daily activities, and the experiences of an inclusive summer day camp program. The sample was composed of 29 youth participants with various disabilities, aged 6-14. The frequency of participation and level of engagement for the above measures was recorded weekly over the participants’ involvement in inclusive summer camp programs. The average length of enrollment in the summer camp programs was 4.31 ± 1.47 weeks. The frequency of participation and level of engagement for each study measure of the Youth Participation and Engagement Scale was positively correlated with the involvement of youth with disabilities in an inclusive summer camp program. While the correlations did not showed significant regression values, each measure indicated a positive growth of each skill. The results of this study show the benefits of the inclusive and recreational setting for the development of all youth, but especially for those with disabilities.
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    The Royal Road to Semantic Cognition: Untangling Semantic Components in Temporal Lobe
    (2015-06) Hoversten, Shane
    Functional magnetic resonance imaging (fMRI) research into semantic cognition has returned highly variable results, especially in anterior temporal regions. One likely reason for this variability is that tasks used to investigate this topic are believed to engage only shallow semantic processing. Another reason is that certain classes of stimuli (particularly abstract words) are often confounded by un-modeled social or emotional content; many researchers believe that it is this social and emotional information, rather than general semantic information per se, that elicits response in ATL. Our experiments use a task designed to elicit deep semantic processing (the triads task) along with explicit investigation into the social and emotional content of semantic stimuli to try to pry these factors apart and characterize the temporal lobes in general, and the ATLs in particular, with regard to their involvement in semantic cognition. We find that, contrary to some reports, the ATL is highly involved in semantic processing even in its most anterior aspects; that counter to prominent theories this involvement is not (or is not always) due to the inclusion of social or emotional content in the stimuli; and that a semantic task that engages deep semantic processing has an activation signature that closely resembles the signature of full-sentence processing, despite the seeming un-structured nature of the processing required by the triads task. We propose a general role for ATL as semantic integrator to characterize these disparate findings.