Religación. Revista de Ciencias Sociales y Humanidades
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Development of explanations for why biomedical and folk-medical practices would be effective
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Scoping review: Mathematical modeling methods describing transmission dynamic of zoonoses involving rodents
No full textThe review aim to identify all existing mathematicals modeling methods in the litterature that describe the transmission dynamics of infectious agents transmitted by rodents. Description of the type of models used, species of rodents involved and other hosts/vectors (including humans) if applicable, pathogen modelled and intrinsic characteristics (stochastic/deterministic, presence of R0, spatially explicitness) will be reported
Unity and diversity of inhibitory control functions
No full textThe aim of this study is to test whether individual differences in different proposed inhibitory control functions (Response inhibiton, Stimulus-Stimulus interference resistance and Stimulus-Response interference resistance) are observerd as one general function, two different separable inhibitory control functions or, finally, three different separable inhibitory control functions
Classroom-based experiential democratic decision-making: A field experiment.
No full textWe created two lesson series (i.e. interventions) about politics, democracy, government and decision-making. The interventions are implemented in Dutch vocational education (level 3 and 4). The first intervention is based on experiential learning theory: students experience democratic decision-making and reflect on their experience (treatment condition A). The second intervention is instruction focused: students receive information about government and politics and practice with that information through application assignments (treatment condition B). Both interventions have a duration of 8 lessons (60 minutes each lesson). During the experiment the interventions will be performed by 19 teachers in each condition: 38 teachers in total. We also use a control/baseline condition which does not receive an intervention (+/- 40 teachers).
Effects of the lesson series are tested in a field experiment. We use three conditions: two treatment conditions (A and B). Treatment teachers are randomly assigned to one of the treatment conditions. Also, we use a baseline/control condition. This condition does not receive an intervention and is not randomly assigned.
Students fill in three surveys: pre-test (within one week before the first lesson), post-test (within one week after the final lesson) and a retention-test (two months after the intervention). Teachers fill in a pre-survey, a post-survey and a survey two months after the intervention. Each teacher is observed once to verify whether the lessons are implemented correctly. Teachers also fill in a logbook to indicate whether the lessons were carried out as described in the manual.
We test effects on: political interest, position on the dilemma between majority decision-making and minority interests, valuing freedom rights (in general), valuing freedom rights for minorities, (political) open mindedness, internal political efficacy (skill based), internal political efficacy (knowledge based), knowledge about politics and democracy, support for democracy, and valuing living a democracy.
We control for age, social economic status (SES) (measured by amount of books at home), gender, open classroom climate, political activity (how often students engage in political activities), teacher confidence, importance attached to citizenship education, and amount of lessons attended
