The Social-Emotional Side of Learning Disabilities: A Science-Based Presentation of the State of the Art

2004 ◽  
Vol 27 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Tanis Bryan ◽  
Karen Burstein ◽  
Cevriye Ergul
Keyword(s):  
Learning Disabilities ◽  
State Of The Art ◽  
The State ◽  
Social Emotional ◽  
The Social

scholarly journals Novice Programming Environments

2018 ◽  
pp. 1-41 ◽  
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
State Of The Art ◽  
The State ◽  
Programming Environments ◽  
Children And Young People ◽  
Teaching And Research ◽  
The Social ◽  
Novice Programming ◽  
Further Development ◽  
Looking Glass

In 2011, the author published an article that looked at the state of the art in novice programming environments. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. Furthermore, these environments incorporated support for the social and collaborative aspects of learning. The article considered five environments—Scratch, Alice, Looking Glass, Greenfoot, and Flip—examining their characteristics and investigating the opportunities they might offer to educators and learners alike. It also considered the broader implications of such environments for both teaching and research. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on “programming for all”) and reflects on the implications for teaching, as well as research and further development.

Simulation in Social Sciences

2007 ◽  
pp. 90-100 ◽  
Author(s):  
R. Axelrod
Keyword(s):  
Social Sciences ◽  
Simulation Model ◽  
State Of The Art ◽  
The State ◽  
Social Scientists ◽  
Third Way ◽  
Simulation Research ◽  
The Social

Advancing the state of the art of simulation in the social sciences requires appreciating the unique value of simulation as a third way of doing science, in contrast to both induction and deduction. Simulation can be an effective tool for discovering surprising consequences of simple assumptions. This chapter offers advice for doing simulation research, focusing on the programming of a simulation model, analyzing the results, sharing the results, and replicating other people’s simulations. Finally, suggestions are offered for building a community of social scientists who do simulation.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

The Social-Emotional Side of Learning Disabilities

2004 ◽  
Vol 27 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Linda K. Elksnin ◽  
Nick Elksnin
Keyword(s):  
Learning Disabilities ◽  
Social Emotional ◽  
The Social

Novice Programming Environments

2022 ◽  
pp. 94-126
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
State Of The Art ◽  
The State ◽  
Programming Environments ◽  
Children And Young People ◽  
Teaching And Research ◽  
The Social ◽  
Novice Programming ◽  
Further Development ◽  
Looking Glass

In 2011, the author published an article that looked at the state of the art in novice programming environments. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. Furthermore, these environments incorporated support for the social and collaborative aspects of learning. The article considered five environments—Scratch, Alice, Looking Glass, Greenfoot, and Flip—examining their characteristics and investigating the opportunities they might offer to educators and learners alike. It also considered the broader implications of such environments for both teaching and research. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on “programming for all”) and reflects on the implications for teaching, as well as research and further development.

Home-Computing Model and Children with Learning Disabilities: A Systemic Approach

1995 ◽  
Vol 18 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Malka Margalit ◽  
Yehudit Rochberg ◽  
Michal Al-Yagon
Keyword(s):  
Learning Disabilities ◽  
Home Environment ◽  
Intervention Programs ◽  
Enabling Technology ◽  
Social Emotional ◽  
Computing Model ◽  
Parents And Children ◽  
Parent Child Interactions ◽  
The Social ◽  
Home Computing

The search for intervention programs aimed at empowering both children and their parents has included a focus on the introduction of computers to the home environment and on parental determination to extend the advantages and benefits of technology to promote their children's academic performance and emotional growth. Using a dynamic and individualistic approach based on observations and research, a home-computing model considers parents' often controversial tendencies related to their child's education. On one hand, parents would like to be more involved in their children's education, but, on the other hand, they have difficulty staying involved as a result of stress related to their child with disabilities, lowered sense of coherence and overload of caring duties. Two suggested strategies are viewed as representing a continuum of parent-child interactions: Creating a supportive climate for home computing and parental tutoring. The social-emotional perspective of children with learning disabilities is discussed as it relates to empowering both parents and children and to promoting their coping strategies by providing opportunities for enabling technology-related experiences.

scholarly journals Rumour prevention in social networks with layer 2 blockchains

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Subhasis Thakur ◽  
John G. Breslin
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Social Network ◽  
State Of The Art ◽  
Privacy Preserving ◽  
The State ◽  
Media Content ◽  
The Social ◽  
Layer 2 ◽  
Art Methods

AbstractSocial bots can cause social, political, and economical disruptions by spreading rumours. The state-of-the-art methods to prevent social bots from spreading rumours are centralised and such solutions may not be accepted by users who may not trust a centralised solution being biased. In this paper, we developed a decentralised method to prevent social bots. In this solution, the users of a social network create a secure and privacy-preserving decentralised social network and may accept social media content if it is sent by its neighbour in the decentralised social network. As users only choose their trustworthy neighbours from the social network to be part of its neighbourhood in the decentralised social network, it prevents the social bots to influence a user to accept and share a rumour. We prove that the proposed solution can significantly reduce the number of users who are share rumour.

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