how to helpmost effectively children from ‘poor circumstances’.
Why do governments and some so-called education leaders ask about how to best help (academically) children from "poor circumstances" in such a way that improving their circumstances is never part of the equation despite it being the immediate root of their problem?
ReconfigBehSci. (2021, March 5). RT @theAliceRoberts: A new study predicts the effect of fully reopening schools—Pushing R up from 0.8 to between 1.1-1.5. R is very abst… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1369569328920727553
Sarah Mojarad. (2020, October 23). What are some of the positive consequences of social media? Would love to hear your stories! [Tweet]. @Sarah_Mojarad. https://twitter.com/Sarah_Mojarad/status/1319722197766733825
Doebel, Sabine, and Nicole Stucke. ‘Kindchenschema and Cuteness Elicit Interest in Caring for and Playing with Young Children, But Less So in the Presence of Masks’. PsyArXiv, 17 February 2022. https://doi.org/10.31234/osf.io/59rby.
How pandemic isolation is affecting young kids’ developing minds. (2022, February 11). Science. https://www.nationalgeographic.com/science/article/how-pandemic-isolation-is-affecting-young-kids-developing-minds
Companies should not assume they can release a product without thinking about its unintended uses and then undo the harm that results. This often doesn’t work.Some technology
Many products, including technology and social media products, can have a multitude of uses including unintended off-label uses. This can lead to harmful and deleterious effects on large groups of people.
On the other hand, some users may also see great benefits from off-label use cases. As an example, despite it being a vector for attacks and abuse, some marginalized groups have benefited from social media through increased visibility, the ability to create community, and expand their digital access.
As a result it's important to look at how a product is being used in the marketplace and change or modify it or create similar but different products to amplify the good and mitigate the bad.
Omicron Inevitability? 55% say they’ll be infected regardless of precautions; two-in-five would end all restrictions. (2022, January 13). Angus Reid Institute. https://angusreid.org/omicron-covid-19-inevitable-back-to-school/
Racine, N., Madigan, S., Cardinal, S., Hartwick, C., Leslie, M., Motz, M., & Pepler, D. (2021). Community-Based Research: Perspectives of Psychology Researchers and Community Partners. PsyArXiv. https://doi.org/10.31234/osf.io/cxrmt
How to Create a Social Media Platform: Technologies, Features, and Cost
tagesschau.de. (n.d.). Entwicklung von Impfstoffen: Komplett verdrehte Aussage. tagesschau.de. Retrieved March 2, 2021, from https://www.tagesschau.de/faktenfinder/merck-impfstoff-immunitaet-105.html
Morales, S., Zeytinoglu, S., Lorenzo, N., Chronis-Tuscano, A., Degnan, K. A., Almas, A. N., Pine, D. S., & Fox, N. (2021). Which anxious adolescents are most impacted by the COVID-19 pandemic? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/27sgp
Polack, R. G., Sened, H., Aubé, S., Zhang, A., Joormann, J., & Kober, H. (2021). Connections during Crisis: Adolescents’ social dynamics and mental health during COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/x94kv
The impact of reopening schools on SARS-CoV-2 transmission in England. (n.d.). LSHTM. Retrieved 10 March 2021, from https://www.lshtm.ac.uk/newsevents/news/2021/impact-reopening-schools-sars-cov-2-transmission-england
the Guardian. ‘Small Number of Facebook Users Responsible for Most Covid Vaccine Skepticism – Report’, 16 March 2021. http://www.theguardian.com/technology/2021/mar/15/facebook-study-covid-vaccine-skepticism.
Speyer, L. G., Marryat, L., & Auyeung, B. (2021). Effects of COVID-19 Public Health Safety Measures on Births in Scotland between March and May 2020. PsyArXiv. https://doi.org/10.31234/osf.io/7c5nf
Rodman, A. M., Rosen, M. L., Kasparek, S. W., Mayes, M., Lengua, L., McLaughlin, K. A., PhD, & Meltzoff, A. N. (2021, March 4). Social behavior and youth psychopathology during the COVID-19 pandemic: A longitudinal study. https://doi.org/10.31234/osf.io/y8zvg
It will be interesting to see what the details are for these rule changes - exciting to see the DCC gearing up for growth in our wonderful city.
Adapting adult learning theory to support innovative, advanced, online learning - WVMD Model
This article details how to build an innovative online learning environment using methods based on influential adult learning theories. These theories include Social Development Theory, Behaviorism, Critical Reflection and Nurturing the Soul. 10/10, many theories throughly discussed.
4. Engaged, mobile-first learning experiences
A short article that looks at the future trends of learning and development. One trend it discusses is that time spent on training may be decreasing. Trainers are getting more creative using cell phones to train bite sized chunks. 8/10
Rostami-Tabar, B., Ali, M. M., Hong, T., Hyndman, R. J., Porter, M. D., & Syntetos, A. (2020). Forecasting for Social Good. ArXiv:2009.11669 [Cs]. http://arxiv.org/abs/2009.11669
r/BehSciResearch—Looking for partnersfor project on pandemic and adolescents’ wellbeing. (n.d.). Reddit. Retrieved July 18, 2020, from https://www.reddit.com/r/BehSciResearch/comments/hrkixd/looking_for_partnersfor_project_on_pandemic_and/
Brown, C. S., & Ravallion, M. (2020). Inequality and the Coronavirus: Socioeconomic Covariates of Behavioral Responses and Viral Outcomes Across US Counties (Working Paper No. 27549; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27549
Economic Policies for COVID-19. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/pp156/
Gusso, H., Archer, A. B., Luiz, F. B., Sahão, F. T., de Luca, G. G., Henklain, M., Panosso, M. G., Kienen, N., Beltramello, O., & Gonçalves, V. M. (2020). Higher Education in the Times of Pandemic: University management guidelines [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/by5xj
Fatehkia, M., Tingzon, I., Orden, A., Sy, S., Sekara, V., Garcia-Herranz, M., & Weber, I. (2020). Mapping socioeconomic indicators using social media advertising data. EPJ Data Science, 9(1), 1–15. https://doi.org/10.1140/epjds/s13688-020-00235-w
Velez, G., & Power, S. A. (2020). Teaching students how to think, not what to think: Pedagogy & political psychology [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yedap
Edgcumbe, D. (2020). PrePrint Version (Edgcumbe, 2020): The developmental trajectory of open-mindedness: from 18 to 87-years of age. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fnrmv
Roxby, P. (2020, June 13). Warning over adolescents’ lack of social contact. BBC News. https://www.bbc.com/news/health-53022369
McElroy, E., Patalay, P., Moltrecht, B., Shevlin, M., Shum, A., Creswell, C., & Waite, P. (2020, May 8). Demographic and health factors associated with pandemic anxiety in the context of COVID-19. https://doi.org/10.31234/osf.io/2eksd
Orben, A., Tomova, L., & Blakemore, S.-J. (2020). The effects of social deprivation on adolescent social development and mental health [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7afmd
Hamilton, J. L., Nesi, J., & Choukas-Bradley, S. (2020, April 29). Teens and social media during the COVID-19 pandemic: Staying socially connected while physically distant. Retrieved from psyarxiv.com/5stx4
Hallford, D. J., & D'Argembeau, A. (2020, April 15). Why We Imagine Our Future: Introducing the Functions of Future Thinking Scale (FoFTS). https://doi.org/10.31234/osf.io/bez4u
There is created in the State treasury a special fund, which shall be held separate and apart from all other State moneys, to be known as the Cannabis Business Development Fund. The Cannabis Business Development Fund shall be exclusively used for the following purposes: (1) to provide low-interest rate loans to Qualified Social Equity Applicants to pay for ordinary and necessary expenses to start and operate a cannabis business establishment permitted by this Act; (2) to provide grants to Qualified Social Equity Applicants to pay for ordinary and necessary expenses to start and operate a cannabis business establishment permitted by this Act; (3) to compensate the Department of Commerce and Economic Opportunity for any costs related to the provision of low-interest loans and grants to Qualified Social Equity Applicants; (4) to pay for outreach that may be provided or targeted to attract and support Social Equity Applicants and Qualified Social Equity Applicants; (5) (blank); (6) to conduct any study or research concerning the participation of minorities, women, veterans, or people with disabilities in the cannabis industry, including, without limitation, barriers to such individuals entering the industry as equity owners of cannabis business establishments; (7) (blank); and (8) to assist with job training and technical assistance for residents in Disproportionately Impacted Areas.
The Cannabis Business Development Fund is a unique aspect of Illinois' marijuana law establishing a fund to be exclusively used for providing low interest loans and grants for qualified social equity applicants designed to help them start and operate a business.
Funds will also go towards advertisement to attract applicants, conduct research on participation numbers and assistance with job training.
The fund will hold money collected from early approval licenses issued before January 2021 and from license transfers from qualified social equity applicants.
An additional $12 million dollars is in the fund from medicinal pilot program.
The funds can not be transferred from the fund, according to the law.
Sec. 7-25. Transfer of license awarded to Qualified Social Equity Applicant. (a) In the event a Qualified Social Equity Applicant seeks to transfer, sell, or grant a cannabis business establishment license within 5 years after it was issued to a person or entity that does not qualify as a Social Equity Applicant, the transfer agreement shall require the new license holder to pay the Cannabis Business Development Fund an amount equal to: (1) any fees that were waived by any State agency based on the applicant's status as a Social Equity Applicant, if applicable; (2) any outstanding amount owed by the Qualified Social Equity Applicant for a loan through the Cannabis Business Development Fund, if applicable; and (3) the full amount of any grants that the Qualified Social Equity Applicant received from the Department of Commerce and Economic Opportunity, if applicable. (b) Transfers of cannabis business establishment licenses awarded to a Social Equity Applicant are subject to all other provisions of this Act, the Compassionate Use of Medical Cannabis Program Act, and rules regarding transfers. (Source: P.A. 101-27, eff. 6-25-19; 101-593, eff. 12-4-19.)
All fees waived for qualified social equity applicants must be paid back before the license can be transferred to a new license holder. That money would go towards the Cannabis Business Development Fund.
Training and Development Policy Wiki
This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10
This article, developed by faculty members at NAU, provides research behind and practices for technology-infused professional development (PD) programs. The authors first emphasize the importance of designing professional development for teachers around how they and their students learn best. Many approaches to PD have taken a one-size-fits-all approach in which learners take a more passive role in absorbing standardized information. The authors in this article suggest the need for a more effective model, one in which teachers play an active role in learning in ways that they find most effective for them and their students. Technology can support this PD through interactive and learner-centered instruction. Rating: 9/10
Advantages of Online Professional Development
This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.
Section 1.3 Theories of Education and the Online Environment
This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10
some parenting styles or early trauma, which can impair social and mental development, can contribute to creating the school bully. How about reaching out and asking the bully?
The writer explain that bullying is a symptom of social impairment and mental development. Bullying have their own issues that need to be evaluated and possibly intervention. Writer suggest to reach out to bullies in order to find potential solutions for positive effects.
The first week of class was pretty similar to most first weeks of a programs I have experienced. However, this program was a little more hectic due to the fact that we have so many programs trying to do so many different and connected things. The moment that stood out the most to me was how much work was accomplished in 8 short hours by the MTA changemakers, this was impressive and inspiring to me. I participated in a similar group last quarter. In that program we had weeks to get the point that they got to in an afternoon.
You know, upon reading the textbook Networks, Crowds, and Markets, I came to see that when networks are first formed, they tend to be hectic and that there is a scram for connections in order to get a project or anything started. However, as time goes by and the networks began to get familiarized with themselves, I found that they start to form groups that are more stable and cohesive with one another and will start building up momentum in order to build something great. However, this comes with the understanding of trust and mutual bonds and without it, it will not become a teampreneurship but instead it becomes just a regular classroom setting that is just doing a series of movements on various different projects. Thus, through reading your blog and other people's blogs, I came to see that there is a stage in which teampreneurship must go through in order to be called teampreneurship and this goes the same with any enterprises. Guess it is the key towards understanding sustainability.
You might even notice that your confidence isn’t the only thing that goes up, this was my first step in growing internally, and you’ll find that in the end Social Development isn’t just about learning to talk to other people, it’s a deep discovery about who you truly are.
When we adults unite play, love, and work in our lives, we set an example that our children can follow. That just might be the best way to bring play back into the lives of our children—and build a more playful culture.
Finally children do as we do, not as we say. That gives us incentive to bring play back into our adult lives. We can shut off the TVs and take our children with us on outdoor adventures. We should get less exercise in the gym and more on hiking trails and basketball courts. We can also make work more playful: Businesses that do this are among the most successful. Seattle’s Pike Fish Market is a case in point. Workers throw fish to one another, engage the customers in repartee, and appear to have a grand time. Some companies, such as Google, have made play an important part of their corporate culture. Study after study has shown that when workers enjoy what they do and are well-rewarded and recognized for their contributions, they like and respect their employers and produce higher quality work. For example, when the Rohm and Hass Chemical company in Kentucky reorganized its workplace into self- regulating and self-rewarding teams, one study found that worker grievances and turnover declined, while plant safety and productivity improved.
The democratization of that right, and the construction of a broad social movement to enforce its will is imperative if the dispossessed are to take back the control which they have for so long been denied, and if they are to institute new modes of urbanization.
Is this just becoming more of a competition between who ends up with control? I thought we were working towards beneficial social and urban reform here..
Evolutionary biologists like Frans de Waal have shown that we are social animals who have naturally evolved to care for each other, just like our primate cousins. And psychologists have revealed that we are primed for empathy by strong attachment relationships in the first two years of life. But empathy doesn’t stop developing in childhood. We can nurture its growth throughout our lives—and we can use it as a radical force for social transformation.
Along these lines, they go on to propose the development of a “social curriculum” with programs and activities that “enhance social inclusion and connection.” For ideas and techniques to make that happen, please see Greater Good’s education channel!
URL in comment: http://greatergood.berkeley.edu/education