scholarly journals THE LAUGHTER, SOCIAL REGULATOR OF EMOTIONAL STATES AND FIXING OF LEARNING

10.23856/3012 ◽  
2018 ◽  
Vol 30 (5) ◽  
pp. 114-120
Author(s):  
Edward Enrique Rojas de la Puente
Keyword(s):  
Teaching And Learning ◽  
Structured Interview ◽  
Emotional States ◽  
The Real ◽  
The North ◽  
A Value ◽  
The Social ◽  
North Eastern ◽  
National University ◽  
Participative Action Research

The following “Theoretic proposal called: the laughter as the real emotional regulator, social and fixing of learnings” this study is conclusive in three fundamental principles: the laughter is an emotional regulator, the laughter is a social regulator, the laughter is a fixing learning. This was proved with students from the Toribio Rodríguez de Mendoza National University of Amazonas – Peru and groups of people in study. The study was ethnographic-qualitative, with IAP or Participative Action Research. The methodology was based on the transactional method. We used the qualitative method. With its own qualitative categorizations of the social science. The technique were the observation and analysis. The data about the effect to arrive to those principles were collected with instruments as the structured interview, a notebook and films. I can deduce that this is a contribution to the different kinds of socio-educative disciplines and others because we get new principles mentioned in the first lines; which represents a theoretic contribution in teaching and learning. This study is made with a test and posttest design and with fortuitous groups whose objective is appreciate the real effect of laugh. This research with a value to education, sociology and others sciences that study the human being. In conclusion: the laugh moderate the emotions, the laugh moderate the social relationship and finally the laugh is a fixer of complex learning. The following research project was made in the Awajun ethnic in Amazonas region (out in the north-eastern part of Peru).

scholarly journals La risa, regulador social de los estados emocionales y la fijación del aprendizaje

TAYACAJA ◽  
2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Edward Enrique Rojas de la Puente
Keyword(s):  
Social Relationship ◽  
Structured Interview ◽  
The Real ◽  
The North ◽  
A Value ◽  
The Social ◽  
North Eastern ◽  
Participative Action Research ◽  
North Eastern Part ◽  
Made In

The following “Theoretic proposal called: the laughter as the real emotional regulator,social and fixing of learnings” this study is conclusive in three fundamental principles: thelaughter is an emotional regulator, the laughter is a social regulator, the laughter is a fixinglearning. This was proved with students from the Toribio Rodríguez de Mendoza NationalUniversity of Amazonas – Peru and groups of people in study.The study was ethnographic-qualitative, with IAP or Participative Action Research. Themethodology was based on the transactional method. We used the qualitative method. Withits own qualitative categorizations of the social science. The technique were the observationand analysis. The data about the effect to arrive to those principles were collected withinstruments as the structured interview, a notebook and films. I can deduce that this is acontribution to the different kinds of socio-educative disciplines and others because we getnew principles mentioned in the first lines; which represents a theoretic contribution inteaching and learning.This study is made with a test and posttest design and with fortuitous groups whoseobjective is appreciate the real effect of laugh. This research with a value to education,sociology and others sciences that study the human being. In conclusion: the laugh moderatethe emotions, the laugh moderate the social relationship and finally the laugh is a fixer ofcomplex learning. The following research project was made in the Awajun ethnic inAmazonas region (out in the north-eastern part of Peru).Keywords: didactic technique, laughter, fixation and retention.

scholarly journals Itako on screen

2020 ◽  
Vol 21 ◽  
pp. 76
Author(s):  
Ilaria Vecchi
Keyword(s):  
Rural Areas ◽  
Visual Ethnography ◽  
Social Fabric ◽  
The North ◽  
Fieldwork Experience ◽  
The Social ◽  
North Eastern ◽  
Critical Religion ◽  
Visual Methodology ◽  
North Eastern Part

This article is based on my fieldwork with Itako shamans in the north-eastern part of Japan. The progressive modernisation of Japan at the expense of rural areas has also affected Tohoku, resulting in the ageing of the social fabric of its communities. Within this context, this article focusses on traditional and established activities practised by the blind female Itako shamans, who are going through a process of adaptation. Therefore, the article is concerned with this process and, in particular, on the methodology applied before and during my fieldwork experience of spending time, observing, having conversations, and filming these women in their everyday life. In the attempt to understand and document these shamans, I consider the use of visual ethnographic methods for understanding the changing aspects and their implications on the life of these women. While doing this, I also considered their communities and the area in which they live. I analyse this process by blending different methodologies such as visual methodology and digital visual ethnography and the critical religion approach proposed by Fitzgerald (2000). In addition, the paper will describe how I applied this methodology to provide a fresh look at these women and their daily activity.

Internet blackouts in Meghalaya: A case of emerging complexities in the digital age

2021 ◽  
pp. 016344372110453
Author(s):  
Alexander Lewis Passah
Keyword(s):  
Social Media ◽  
Information Dissemination ◽  
Digital Age ◽  
Eastern Region ◽  
The North ◽  
The Social ◽  
North Eastern ◽  
The One ◽  
Technological Affordances ◽  
Media Practices

The paper is rooted in the observations from the two internet blackouts witnessed in Meghalaya in 2018 and 2019. The state is located in the North Eastern region of India and this study focuses on the Khasi population residing in the East Khasi Hills District. The study explores the complex role social media has played in information dissemination in the digital age. India currently leads the world in terms of internet blackouts and it has been imposed 538 times in the country. This phenomenon has become a reoccurring trend over the last few years with the rise in digital communications and technological affordances. The paper addresses the dualistic nature of social media and how it can be empowering on the one hand, and can also be a key contributor to mis(dis)information on the other. The study offers a non-digital centric approach by adopting digital ethnographic methods and offers insights into the social media practices and experiences of the Khasi participants as well as delving into the problematic nature of internet blackouts with respect to Meghalaya. Evidently, social media has become a space in which most individuals carry their identity, aspirations, views, history, and opinions.

Self-regulated learning in science

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 30-31
Author(s):  
Ichiro Wada
Keyword(s):  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Professional School ◽  
Scientific Concepts ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
National University ◽  
The Relationship

Children learn in different ways and so it is important that different teaching and learning styles are used in education. Professor Ichiro Wada, Professional School for Teacher Education in Education, Yokohama National University, Japan, wants to leverage self-regulated learning for science education. A key goal for his work is to clarify the relationship between the establishment of self-regulated learning and the construction of scientific concepts. He believes that self-regulated learning in science is important for improving educational issues in Japan. A key challenge for Wada is seeing how children think and self-regulate in order that teachers can design improved lessons. To overcome this, he used technology to encourage students to express and record their thoughts which provided an insight into how the children were thinking and learning. The researchers have been successful in visualising the learning process and plan to use their findings to help science teachers to design lessons that relate the process of self-regulated learning to the process of constructing scientific concepts. Wada plans to continue to promote self-regulated learning and will also tackle the social context of self-regulated learning and design lessons that consider these social aspects.

The Affective Turn in Educational Theory

2021 ◽  
Author(s):  
Michalinos Zembylas
Keyword(s):  
Teaching And Learning ◽  
Educational Theory ◽  
The Body ◽  
Theory And Practice ◽  
Emotional States ◽  
Affect Studies ◽  
The Social ◽  
Political Theories ◽  
Teachers And Students ◽  
Historically Situated

The “affective turn” in the humanities and social sciences has developed some of the most innovative and productive theoretical ideas in recent years, bringing together psychoanalytically informed theories of subjectivity and subjection, theories of the body and embodiment, and political theories and critical analysis. Although there are clearly different approaches in the affective turn that range from psychoanalysis, poststructuralism, (post-)Deleuzian perspectives, theories of the body, and embodiment to affective politics, there is a substantial turn to the intersections of the social, cultural, and political with the psychic and the unconscious. The affective turn, then, marks a shift in thought in critical theory through an exploration of the complex interrelations of discursive practices, the human body, social and cultural forces, and individually experienced but historically situated affects and emotions. Work in this area has become known as “critical emotion studies” or “critical affect studies.” Just as in other disciplinary areas, there has been a huge surge of interest in education concerning the study of affect and emotion. Affect and emotion have appeared and reappeared in educational theory and practice over the past several decades through a variety of theoretical lenses. For psychologists working with theories of cognition, for example, the meaning of these terms is very different compared to that of a sociologist or philosopher using social or political theories of power. In general, psychologists investigate emotional states and their impact on the body and mind/cognition, whereas “affect” is a much broader term denoting modes of influence, movement, intensity, and change. Within these two meanings—a more psychologized notion focused on the “emotions” as these are usually understood and a more wider perspective on “affect” highlighting difference, process, and force—the affective turn in education expands our thinking and research by attempting to enrich our understanding of how teachers and students are moved, what inspires or pains them, how feelings and memories play into teaching and learning. The affective turn, then, is a particular and particularly focused set of ideas well worth considering, especially because it enables power critiques of various kinds. What the affective turn contributes to education and other disciplines is that it draws attention to the entanglement of affects and emotions with everyday life in new ways. More importantly, the affective turn creates important ethical, political, and pedagogical openings in educators’ efforts to make transformative interventions in educational spaces.

scholarly journals Between Russian and Belarussian: Dialects of Nevel district, Pskov Oblast

Slovene ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 303-320
Author(s):  
Anastasia I. Ryko
Keyword(s):  
The State ◽  
Russian Language ◽  
The Other ◽  
Real Situation ◽  
Standard Language ◽  
The Real ◽  
Contemporary State ◽  
The North ◽  
Other Hand ◽  
North Eastern

The article describes the contemporary state of the dialects spoken in the Nevelsky district (Russia, Pskov Province), which is bordering Belarus, in comparison with the north-eastern Belarusian dialects located on the other side of the state border. When establishing the linguistic areas, it was assumed that on one side of this border the dialects would change following the Standard Russian language, while on the other side they would follow Belarusian. However, the real situation is much more complicated: on one hand, some dialectal features disappeared under the influence of the respective standard language; on the other hand, quite often features of both dialects do not correspond to either Standard Russian or Standard Belarusian, and there are existing “Belarusian” features on the territory of Russian dialects.

scholarly journals Effective vocabulary teaching and learning strategies in english for specific purposes

2019 ◽  
pp. 23-26
Author(s):  
A. G. Khamitova ◽  
A. M. Mukhtarkhanova ◽  
A. E. Zarkesheva
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
English For Specific Purposes ◽  
Special Importance ◽  
Teaching And Learning Strategies ◽  
National University ◽  
Effective Teaching And Learning

Communicating in a foreign language is impossible without mastering vocabulary. It is of special importance in English for Specific Purposes (further ESP) courses as requirements of modern realities in Kazakhstan force experts to know enough ESP vocabulary to be able to demonstrate their knowledge in their professional sphere. Since vocabulary plays such an important role in ESP courses it is essential to determine what strategies ensure effective teaching and learning it in specific groups of learners. This paper presents results of a study held on vocabulary teaching and learning strategies employed by ESP teachers and learners at L.N. Gumilyev Eurasian national university (further ENU) in Astana, Kazakhstan. An open-ended questionnaire and a semi-structured interview were conducted among 20 ESP teachers and 48 ESP students of L.N. Gumilyev ENU. The questions elicit not only teachers’ vocabulary teaching experiences and opinions about the most effective vocabulary teaching approaches but also the reasons for students’ vocabulary learning and using problems. During the interview students described their preferred vocabulary learning styles and confirmed the importance of learning vocabulary in ESP. The study determined the most effective ESP vocabulary teaching and learning strategies for teachers to use at L.N. Gumilyev Eurasian National University.

Margarite from the Olary Province of South Australia

1979 ◽  
Vol 43 (327) ◽  
pp. 433-435 ◽  
Author(s):  
Graham S. Teale
Keyword(s):  
Solid Solution ◽  
South Australia ◽  
Rock Matrix ◽  
The North ◽  
Broken Hill ◽  
A Value ◽  
Lower Proterozoic ◽  
Free Quartz ◽  
North Eastern ◽  
Tectonothermal Event

SynopsisIn Lower Proterozoic rocks of the Olary Province of South Australia margarite occurs in conjunction with sodic muscovite, pseudomorphing chiastolitic andalusite in graphite-rich schist, and as a pseudomorphic phase in rocks consisting of coarse muscovite together with lesser amounts of chloritoid, sillimanite, staurolite, and corundum. In the latter occurrence the assemblage (muscovite-sillimanite - chloritoid ± staurolite ± corundum) replaces massive andalusite. The margarite and sodic muscovite within the pseudomorphs lack a preferred orientation which suggests that their development was associated with the waning stages of the Palaeozoic Delamerian Orogeny (cf. Glen et al., 1977) which was the last major tectonothermal event in the region.Within the chiastolitic andalusite pseudo-morphs, equal proportions of margarite and sodic muscovite are separated from the rock matrix by a rim of coarser-grained muscovite, which has developed at the pseudomorph margins. A suggested reaction for the development of margarite is 10Al2SiO5+1.7Ca2++1.2K++Na++10H2O⇄(Ca1.6Na0.4)Al4(Si4Al4O20)(OH)3.6+(K1.2Na0.6Ca0.1)Al4(Si6Al20O20)(OH)4+6Al3++12.4OH−.The excess aluminium and hydroxyl ions from the above reaction leave the pseudomorph system but probably react with free quartz and more K+ ions to produce the muscovite fringe. 6SiO2+2K++6Al3++12OH−⇄K2Al4(Si6Al2O20)(OH)4+8H+.The above reactions are pertinent only for margarite and sodic muscovite produced by the pseudomorphism of chiastolitic andalusite.Margarite and sodic muscovite in the muscovite- chloritoid - sillimanite ± staurolite ± corundum rocks replace coarser-grained (up to 1 mm) muscovite, sillimanite, corundum, and chloritoid; staurolite is unaffected. The coarse muscovite of the earlier pseudomorphic assemblage contains 7–16 mole % paragonite in solid solution whereas the sodic muscovite assocated with margarite contains 22–33 mole% paragonite in solid solution. Margarite contains negligible muscovite but substantial (17–26 mole%) paragonite in solid solution. The phases plagioclase and paragonite were not detected in any of the investigated samples. Staurolite has an Mg/(Mg+Fe) value of 0.21 and associated chloritoid a value of 0.20.It is possible that much of the previously described sericitic alteration of andalusite (cf. D'arcy, 1977) within schists of the north-eastern Willyama Complex (north of Broken Hill) involves the production of margarite.

scholarly journals Socialisation Process, Power Relations and Domestic Violence: Marginal Voices of Assamese Women

2015 ◽  
Vol 3 (2) ◽  
pp. 54 ◽  
Author(s):  
Polly Vauquline
Keyword(s):  
Domestic Violence ◽  
Oral History ◽  
Power Relations ◽  
Social Background ◽  
The North ◽  
Legal Provisions ◽  
The Social ◽  
North Eastern ◽  
Intimate Relations ◽  
The One

Domestic violence is an evil that never dies. It is an indicator of inequality, injustice and discrimination of the social system. Though there is no justification for its existence in a civilized society, then why it is so difficult to root it out? Why does it persist to exist even after the prevalence of legal provisions to combat domestic violence? The causes maybe embedded on the facts that it involves intimate relationship on the one hand and exercise of power relations on the other. These power relations put women at disadvantaged positions, which are prominently gendered in nature. Assam, a state in the north-eastern corner of India, is unique in its own distinction. It is a region with myriad communities with varied culture, ethnic and social background. Distinctive statistical differences of domestic violence exist among these communities. These variations may categorically be due to the nature of power relations in intimate relations among these communities, which is probed with the application of oral history method. An effort is made through this study to explore the societal attitudes concerning power within intimate human relations. The focus of this paper is to search for the social beliefs attached with the power relations that have been governing them or promoting them in the form of social values, customs, rituals and traditions, which are the nucleus of domestic violence in Assamese society. This study intends to investigate the power relations amongst the different communities. Oral history method is applied to probe the socialisation process of the victims of domestic violence and to analyse how it creates power relations that caters to domestic violence. It gives a deeper understanding to the gendered nature of power in intimate relations. It illustrates that power relations is created through socialisation process and is a contributing attribute to domestic violence among spouses.

scholarly journals Using the Social Return on Investment Framework to Evaluate Behavior Changes of Individuals Living With Learning Difficulties

2018 ◽  
Vol 24 (4) ◽  
pp. 281-298
Author(s):  
Alan Shaw
Keyword(s):  
Return On Investment ◽  
Single Case ◽  
Learning Difficulties ◽  
Theory Of Change ◽  
Behavior Changes ◽  
The North ◽  
A Value ◽  
Social Return On Investment ◽  
The Social ◽  
The Cost

A number of scholars have raised concerns that many social marketers fail to consider the cost of their programs and its related savings. One solution is to use the social return on investment (SROI) framework, which is rooted in the theory of change. To demonstrate its possibilities, a single case study, focusing on a small social enterprise based in the north of England, was used. They apply social marketing (SM) principles to influence positive behavior changes in people living with learning difficulties. The study was limited to their Teens-n-Twenties program, which was designed to support individuals between the ages of 14 and 25 become more independent. The results demonstrate that the program had an SROI valued somewhere between 2.36:1 and 3.88:1 (i.e., for every pound invested, a value of between £2.36 and £3.88 was delivered in social worth). This evaluation was used as evidence of the program’s effectiveness in a continuing funding bid, and the organization was awarded just under £500 K from the United Kingdom’s Big Lottery Fund. The study contributes to the knowledge and practice of SM by presenting a possible solution to the domain’s concerns on how SM can be evaluated.

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