1,721,228 research outputs found
Episode 10: Getting intentional about SEL
No full textRuntime 15:15Social and emotional learning (SEL) includes learning to be aware of and manage emotions, work well with others, and work hard when faced with challenges. Youth programs develop SEL skills by creating opportunities for young people to engage in real-world projects, work in teams, take on meaningful roles, face challenges and experience the emotional ups and downs that come along the way. Kate Walker discusses a free online SEL toolkit that includes activities, templates and tools organized around four ways to help support staff and youth in SEL.Robideau, Kari; Walker, Kate. (2017). Episode 10: Getting intentional about SEL. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/218257
Episode 51: How to foster social and emotional well-being while we're social distancing
No full textRuntime 20:12How can we foster social and emotional well-being while social distancing? Kate shares why Social Emotional Learning (SEL) and well-being is more important now than ever as she discusses the Ways of Being Model. The model looks at how we navigate across the way of relating, ways of feeling, ways of doing and ways I am.Robideau, Kari; Walker, Kate. (2020). Episode 51: How to foster social and emotional well-being while we're social distancing. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/218299
Ways of Being: A Model for Social & Emotional Learning
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Blyth, Dale; Olson, Brandi; Walker, Kate. (2017). Ways of Being: A Model for Social & Emotional Learning. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195186
Intentional Practices to Support Social & Emotional Learning
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Blyth, Dale; Olson, Brandi; Walker, Kate. (2017). Intentional Practices to Support Social & Emotional Learning. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195178
Do international surveys and censuses exhibit ‘dry season’ bias?
No full textThis study aims to assess whether Demographic and Health Surveys (DHS) and population censuses in developing countries are predominantly conducted during drier months and are therefore subject to seasonal bias. We examined field implementation dates of 176 DHS conducted in 64 countries and enumeration dates of the latest population censuses in 59 of those countries. We compared dry versus wet season implementation rates, distinguishing seasons using mean precipitation estimates and Koppen climate classes for each country. For countries with seasonal precipitation climates, 23% of 39 censuses were conducted in the wet season, compared with an expected 47%. In the same countries, 43.3% of DHS fieldwork took place in the wet season, compared with an expected 45.4%. There was thus a slight tendency for DHS and greater, statistically significant tendency for censuses to be implemented in drier months. Thus, the recent censuses analysed exhibit greater ‘dry season’ bias than DHS when viewed internationally. Since past studies have identified seasonal patterns in diarrhoea incidence, water source and malarial bednet use, care should be taken when comparing census and survey results for these variables internationall
Preliminary findings from the Minnesota 4-H Quality Improvement Study
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This preliminary report reviews a model currently being field tested using the YPQA tool and innovative data collection methodologies, which use 4-H youth and adult volunteers for assessing and improving youth program quality.Moore, Deborah; Grant, Samantha; McLaughlin, Colleen; Walker, Kate; Shaffer, Brenda. (2010). Preliminary findings from the Minnesota 4-H Quality Improvement Study. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195113
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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