Academic literature on the topic 'Intellectuals. Social interaction'
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Journal articles on the topic "Intellectuals. Social interaction"
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Menga, Guo. "Educational Memory of Chinese Female Intellectuals in Early Twentieth Century." Social and Education History 9, no. 2 (March 26, 2020): 224. http://dx.doi.org/10.17583/hse.2020.5267.
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Educational Memory of Chinese Female Intellectuals in Early Twentieth Century describes the campus life, teacher-student interaction, academic career, and ideological change of the first generation of female intellectuals trained in higher education in China as the Chinese society changed in the early 20th century. Using the research methods of life history, oral history, and history of mentalities, the author reveals the special experiences and ideological journeys of Chinese female intellectuals by the literature works of three first-generation Chinese female intellectuals and other people's interpretations and commentary on their works. It also analyzes the relationship between many factors such as society, academia and education, especially higher education, and female intellectuals.
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Dias, Clarence J. "The Role of NGOs in the Protection and Promotion of Human Rights in Asia." Asian and Pacific Migration Journal 2, no. 2 (June 1993): 199–222. http://dx.doi.org/10.1177/011719689300200206.
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Asian NGOs operate within a diverse and complex reality that spans the broadest ranges on the political, social and cultural spectra. This article traces the emergence of Asian NGOs from this reality and describes their relationship to social and intellectual movements, examining the interaction among professionals, intellectuals and activists. The article then outlines the roles of Asian NGOs in the protection and promotion of human rights. Conventional roles of standard-setting, promotion, monitoring and enforcement are discussed, as well as special roles in respect of conscientization and organization of marginalized and disadvantaged groups. Finally, some of the dilemmas presently confronting Asian human rights NGOs are examined.
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Epstein, William M. "The Obligation of Intellectuals." Science, Technology, & Human Values 15, no. 2 (April 1990): 244–47. http://dx.doi.org/10.1177/016224399001500205.
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Kresse, Kai. "Knowledge and Intellectual Practice in A Swahili Context: ‘Wisdom’ and The Social Dimensions of Knowledge." Africa 79, no. 1 (February 2009): 148–67. http://dx.doi.org/10.3366/e000197200800065x.
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This article investigates ‘wisdom’ from an ethnographic perspective that pays attention to the ways in which knowledge is performed, appreciated, negotiated and questioned in everyday life in Mombasa, on the Swahili coast. It discusses the baraza setting (daily meeting points for male social peers) as a venue for intellectual practice and the appreciation of wisdom. Basic features of communicative interaction identified there can also be found to be in play when looking at case studies of individuals and their performances. The article looks at how two genres (didactic tenzi poetry and Ramadhan lectures) are used by Swahili intellectuals who are regarded as exceptional in their field. Verbal, performative and social skills are found to be crucial aspects of wisdom, which also has to do with being able to engage with common social concerns in a manner that leads to further insight and intellectual orientation for others. In this sense, social responsibilities and moral obligations in the use of knowledge play an important role. Overall, the article seeks to contribute to a general discussion of wisdom, based on insights gained on the East African coast.
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Vizgunova, Iu I. "Civil society and state in Mexico: on the issue of the new forms of interaction." Cuadernos Iberoamericanos, no. 3 (September 28, 2015): 7–17. http://dx.doi.org/10.46272/2409-3416-2015-3-7-17.
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The paper deals with the relations of the civil society and state in México in the XXI-st century. The author analyzes the participation of the middle class, scientists and intellectuals in the structural reforms of the state institutions and their insert of the effective path of the realization of economic and social problems in the context of the possible Mexican development trajectory.
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Brahimi, Mohamed Amine, and Houssem Ben Lazreg. "Post-Islamism and Intellectual Production: A Bibliometric Analysis of the Evolution of Contemporary Islamic Thought." Religions 12, no. 1 (January 11, 2021): 49. http://dx.doi.org/10.3390/rel12010049.
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The advent of the 1990s marked, among other things, the restructuring of the Muslim world in its relation to Islam. This new context has proved to be extremely favorable to the emergence of scholars who define themselves as reformists or modernists. They have dedicated themselves to reform in Islam based on the values of peace, human rights, and secular governance. One can find an example of this approach in the works of renowned intellectuals such as Farid Esack, Mohamed Talbi, or Mohamed Arkoun, to name a few. However, the question of Islamic reform has been debated during the 19th and 20th centuries. This article aims to comprehend the historical evolution of contemporary reformist thinkers in the scientific field. The literature surrounding these intellectuals is based primarily on content analysis. These approaches share a type of reading that focuses on the interaction and codetermination of religious interpretations rather than on the relationships and social dynamics that constitute them. Despite these contributions, it seems vital to question this contemporary thinking differently: what influence does the context of post-Islamism have on the emergence of this intellectual trend? What connections does it have with the social sciences and humanities? How did it evolve historically? In this context, the researchers will analyze co-citations in representative samples to illustrate the theoretical framework in which these intellectuals are located, and its evolution. Using selected cases, this process will help us to both underline the empowerment of contemporary Islamic thought and the formation of a real corpus of works seeking to reform Islam.
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Brahimi, Mohamed Amine, and Houssem Ben Lazreg. "Post-Islamism and Intellectual Production: A Bibliometric Analysis of the Evolution of Contemporary Islamic Thought." Religions 12, no. 1 (January 11, 2021): 49. http://dx.doi.org/10.3390/rel12010049.
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The advent of the 1990s marked, among other things, the restructuring of the Muslim world in its relation to Islam. This new context has proved to be extremely favorable to the emergence of scholars who define themselves as reformists or modernists. They have dedicated themselves to reform in Islam based on the values of peace, human rights, and secular governance. One can find an example of this approach in the works of renowned intellectuals such as Farid Esack, Mohamed Talbi, or Mohamed Arkoun, to name a few. However, the question of Islamic reform has been debated during the 19th and 20th centuries. This article aims to comprehend the historical evolution of contemporary reformist thinkers in the scientific field. The literature surrounding these intellectuals is based primarily on content analysis. These approaches share a type of reading that focuses on the interaction and codetermination of religious interpretations rather than on the relationships and social dynamics that constitute them. Despite these contributions, it seems vital to question this contemporary thinking differently: what influence does the context of post-Islamism have on the emergence of this intellectual trend? What connections does it have with the social sciences and humanities? How did it evolve historically? In this context, the researchers will analyze co-citations in representative samples to illustrate the theoretical framework in which these intellectuals are located, and its evolution. Using selected cases, this process will help us to both underline the empowerment of contemporary Islamic thought and the formation of a real corpus of works seeking to reform Islam.
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Alkan, Burcu. "Spatial experiences of the intellectual: Exile, isolation and imprisonment in Bread and Wine and Karartma Geceleri." Journal of European Studies 49, no. 1 (January 15, 2019): 18–30. http://dx.doi.org/10.1177/0047244118818993.
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This article compares the portrayal of the intellectual in two social realist novels from two different countries: Ignazio Silone’s Bread and Wine (1936) from Italy and Rıfat Ilgaz’s Karartma Geceleri (1974, Blackout Nights) from Turkey. It focuses on spatial settings as domains of interaction (or lack thereof) and the ways in which they define the identities, realities, and responsibilities of the protagonists, Pietro Spina and Mustafa Ural. The discussion is constructed on the concept of the intellectual and societal engagement as theorised by Antonio Gramsci, Jean-Paul Sartre, and Edward Said along the lines of political involvement and its consequences. It examines actual and metaphorical exile, isolation, and imprisonment in their varying manifestations. How narration, setting, and imagery create an oppressive atmosphere is scrutinised in order to highlight the ways in which literary texts reveal affinities among the intellectuals’ relation to the broader society, despite the differences in their temporal and cultural contexts.
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Sidqi, Kholfan Zubair Taqo. "Penerapan Strategi Learning By Doing Dalam Meningkatkan Kecakapan Sosial Dan Intelektual Di Racana Wahid Hasyim Semarang." SOSIO DIALEKTIKA 5, no. 1 (June 27, 2020): 27. http://dx.doi.org/10.31942/sd.v5i1.3467.
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ABSTRACT
The Scout Movement is Indonesian National Scout Organization as a non-formal educational institution that organizes scouting education. The Scout Movement functions as an educational organization non-formal outside the school and outside the family and as a forum for fostering and developing students based on the Among System by applying the Scouting Basic Principles and Scouting Methods. Furthermore, the aims and objectives of coaching in the Higher Education Gudep emphasize more on the character development of students and the implementation of Higher Education Tridarma through scouting activities. Not solely for the benefit of the nation and state but scouting in Higher Education there is a concrete phenomenon in the active contribution of, by, and for the future of the Cluster itself. Social development and intellectuals with the "Learning By Doing" strategy also have a mission aimed at making racana members able to realize Higher Education Tridarma (Education, Research, Community Service), and Tri Bina Scout Movement (self-development, Community Development, and Community Development). Intellectual skills enable Racana members to actualize as students, train themselves to think critically, able to take advantage of opportunities for productive life. Whereas social skills Racana members are expected to be able to increase their interaction capacity with other members, be able to solve problems together - continue to develop networking and focus on the work
Keywords: intellectual skills, learning by doing, Social skills
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Naumov, P. Yu, and F. V. Povshednaya. "Psychological nature of intelligence officer." Vestnik of Minin University 8, no. 2 (June 3, 2020): 12. http://dx.doi.org/10.26795/2307-1281-2020-8-2-12.
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Introduction. Based on modern social trends, the demand becomes not only for professionally trained people, but also for the level of their general culture, value system and, ultimately, intelligence. At the same time, there is no place for intellectuals and educating intellectuals in program documents on educational activities, although this task is very logical for the pedagogical practice of a developed society. This work presents the experience of the author's analysis of the psychological nature of the intelligence of an officer. Consistently considering the essence and structure of such a complex phenomenon, the structure and the real functioning of the values that allow characterizing the subject as an intellectual are ascertained.Materials and methods. As the main research methodology, the authors use sociological (I.S. Kon), culturological adapted to solve the problems of this work (M.S. Kagan), historiographic (A.V. Popov), systemic (I.V. Blauberg, V.A. Lektersky, V.N. Sadovsky, S.L. Rubinstein, M.S. Kagan, N.V. Kuzmina) and functional approaches (P.K. Anokhin, M.S. Kagan, N. Wiener). The main research methods were: hypothetical-deductive method; analysis, synthesis, comparison, analogy and abstraction; systemic method and modeling.Results. The result of the study is that the authors identified and justified the structural psychological qualities of intelligence as the subjective characteristics of an officer and examined the basic mechanisms of formation of intellectual values.Discussion and Conclusions. The required criteria for being intelligent as a subject characteristics of an officer is the level of education (self education)of an officer, his manners, the scope of his values , existential assessment –correlating every fact he faces with general life-span problems of objective reality, having respect for values of others and being ready for talk to employees and superiors as well as the representatives of other social groups, other cultures, nationalities, confessions and professions which requires dialog in search of optimal forms and options of interaction. The cornerstone principle for intelligence of the officer are, therefore, his education and upbringing, ideological conviction in his own values and readiness for self-sacrifice for their sake.
Dissertations / Theses on the topic "Intellectuals. Social interaction"
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Hartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Burbidge, Julia G. "Social interaction and participation in activities for students with and without intellectual disabilities." Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1444.
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Oswald, Donald P. "Role taking ability and social interaction competence in mental retardation and autism." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101142.
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Role taking ability has been examined in many ways including developmental studies with normal subjects and studies which demonstrated role taking deficits in a variety of special populations. Recent data suggest that individuals with autism also show such deficits when compared to nonautistic mentally retarded subjects and normal subjects matched for mental age. These deficits in role taking ability have been proposed as one of the cognitive bases for the social interaction difficulties which are present in all autistic persons.
The purposes of the present study were to demonstrate, for each of three primary dimensions of role taking, the presence of role taking deficits in the autistic, and to determine the extent to which those deficits correlate with measures of social interaction competence. Subjects for the study included a group of autistic children and a matched group of non-autistic mentally retarded children.
Results revealed significant deficits in the autistic group for one of the three role taking dimensions. In addition, that dimension showed significant positive correlations with several of the social interaction measures. Secondary findings suggest the need for a more fine-grained analysis of the nature of social deficits in autism. Implications of these results for the understanding and treatment of the autistic were discussed and future directions for research in the area of autism and social cognition were suggested.M.S.
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Pegoraro, Luiz Fernando Longuim 1984. "Déficit da interação social em crianças e adolescentes autistas = uma aproximação etológica = Social interaction deficit in children and adolescents with autism: an ethological approach." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312409.
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Orientadores: Paulo Dalgalarrondo, Eleonore Zulnara Freire SetzTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: O diagnóstico de crianças com transtornos do espectro autista (TEA) baseia-se na observação e em informações sobre padrões comportamentais e sintomas descritos pelos cuidadores. A etologia é uma área da biologia que pode contribuir significativamente para o desenvolvimento de métodos mais válidos e precisos de mensuração do comportamento de crianças com TEA. Esta pesquisa teve por objetivo desenvolver um etograma novo, detalhado, válido e útil com uma amostra expressiva de crianças e adolescentes com TEA e verificar se este instrumento é capaz de identificar e discriminar os TEA de outro transtorno do desenvolvimento que normalmente é diagnosticado na infância, a deficiência intelectual (DI). Todas as crianças e adolescentes com TEA e DI incluídos neste estudo eram pacientes dos Ambulatórios de Psiquiatria da Criança e do Adolescente do Hospital das Clínicas da Universidade Estadual de Campinas. A amostra foi composta por 69 crianças e adolescentes diagnosticados com TEA entre as idades de três e 18 anos e 77 crianças e adolescentes diagnosticados com DI entre as idades de quatro e 16 anos. O diagnóstico de TEA foi confirmado pela versão brasileira da Childhood Autism Rating Scale (CARS -BR). Todos os participantes com DI apresentaram um QI abaixo de 70, determinado por meio da Escala de Inteligência Wechsler para crianças ou adolescentes, 3ª edição, versão brasileira. Uma câmera escondida de alta definição na forma de uma caneta, com um gravador de vídeo digital, foi utilizada para gravar cada um dos participantes durante as consultas psiquiátricas. Para compor as categorias e subcategorias do etograma, foram selecionadas as dez primeiras gravações de participantes com TEA e DI, totalizando 20 gravações. O etograma foi composto por 10 grandes categorias, divididas em 88 subcategorias, incluindo posturas corporais, verbalizações, estereotipias motoras, posturas de cabeça, comportamento visual, gestos, o estado atual e a distância interpessoal. O teste de Mann-Whitney revelou diferenças significativas entre os participantes com TEA e DI em relação aos sinais clássicos dos TEA e comportamentos que não são típicos dos TEA e da DI, tais como movimentação corporal e exploração do meio. A interação social de crianças e adolescentes com DI foi significativamente melhor do que crianças e adolescentes com TEA, independentemente do seu grau de comprometimento intelectual ou adaptativo. Também foram observadas diferenças significativas entre as categorias de etograma quando os grupos foram divididos por idade, sexo e gravidade. A análise de regressão logística com as categorias e os fatores extraídos da etograma revelou preditores significativos para o diagnóstico dos TEA e dos seus níveis de severidade de acordo com o DSM-IV-TR e DSM-5. O método de observação do comportamento social de crianças e adolescentes baseado na etologia é extremamente eficaz para a identificação dos TEA e para discriminação destes transtornos em relação a DI. É um método barato e minimamente invasivo, que não depende do relato dos pais e do preenchimento de questionários. A etologia pode contribuir significativamente para a investigação dos sinais e sintomas dos TEA, com aplicação importante no contexto clínico do profissional de saúde mental e para fins de pesquisa
Abstract: The diagnosis of Autism Spectrum Disorder (ASD) is still based on direct behavior observation or on information about patterns of behaviors and symptoms described by caregivers. Ethology is an area of biology that may contribute significantly to the development of more accurate and valid methods for measuring the behavior of children with ASD. The aims of this study were to develop a new, detailed, valid and useful ethogram with a large sample of children and adolescents with ASD, and to test whether this instrument accurately distinguishes ASD from another developmental disorder that is usually diagnosed in childhood, the Intellectual Developmental Disorder (IDD). All of the children and adolescents with ASD and IDD enrolled in this study were patients of the Child and Adolescent Psychiatry outpatient clinics of the Hospital of the University of Campinas (Unicamp). The participants comprised 69 children and adolescents diagnosed with ASD between the ages of 3 and 18 years; and 77 children and adolescents diagnosed with IDD between the ages of 4 and 16 years. The diagnosis of ASD was confirmed by the Brazilian version of Childhood Autism Rating Scale (CARS-BR). All participants with IDD had a full-scale IQ (FSIQ) below 70, determined using the Wechsler Intelligence Scale for Children or Adults, 3rd edition, Brazilian version. A High-Definition Hidden Camera Pen, with a digital video recorder, was used to record each participant during their regular psychiatric assessment. To compose the categories and subcategories of the ethogram, we selected the first ten recordings from ASD and IDD participants, for a total of 20 recordings. The ethogram comprised 10 major categories divided into 88 subcategories, including body postures, verbalizations, motor stereotypies, head postures, gaze behavior, gestures, current status and interpersonal distance. The Mann-Whitney test revealed significant differences between participants with ASD and IDD in relation to classic signs of ASD and behaviors that are not typical of ASD and IDD, such as body movement and exploitation of the environment. The social interaction of children and adolescents with IDD was significantly better than children and adolescents with ASD, regardless of their degree of intellectual or adaptive impairment. Significant differences between the categories of ethogram were also observed when the groups were divided by age, gender and level of severity. The logistic regression analysis with the categories and the factors extracted from the ethogram showed significant predictors for the diagnosis of ASD and their severity levels according to the DSM-IV-TR and DSM-5. The method of observation and measurement of social behavior of children and adolescents grounded in ethology is extremely effective for the identification of ASD and discrimination of these disorders compared to IDD. It is an inexpensive and minimally invasive method that does not depend on the report of parents and on completing questionnaires. The ethology may contribute significantly to the investigation of the signs and symptoms of ASD, having important application in the clinical context of the mental health professional and for research purposes
Doutorado
Saude da Criança e do Adolescente
Doutor em Ciências
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Rönmark, Lovisa. "The Never Ending Shower : planning ability, intellectual disability and cognitive artifacts." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108845.
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Persons with intellectual disability have been found to perform more poorly on tasks, demanding the use of executive functions like planning, than their peers. This study investigated difficulties with planning, and how problems with planning ability can be supported by using cognitive artifacts to help performance on activities in everyday life, for adolescents with intellectual disability. The approach taken is one of situated cognition, where the natural environment plays a big role, to see if the same difficulties arise as results from traditional research has shown. The traditional view focuses a lot on executive functions, and experimental studies in controlled settings and often suggests interventions and practice of certain functions to get better abilities. Another way is to focus on the use of cognitive artifact, to support problematic abilities, and to get a well-rounded understanding of how the problems actually appear in everyday life, the alternative view of situated cognition is a way to go. The data was gathered through interviews and surveys with the individual’s parents and analyzed through categorization and a repeated measures ANOVA, with a bonferroni corrected post hoc test. Results show several problematic areas, and that there is a difference in how problematic these areas are estimated to be when it comes to planning in everyday situations. It is discussed how the natural contexts helps knowing what planning really means for the group, as well as how it can help finding properties in cognitive artifacts that can help raise the level of independence in planning related tasks.
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Escaffre, Lionel. "De la pertinence de l'information comptable Contribution à l'analyse des interactions entre la doctrine comptable et la recherche positive." Habilitation à diriger des recherches, Université d'Angers, 2012. http://tel.archives-ouvertes.fr/tel-00769327.
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Selon l'IASB (§ 26) une information " (...) possède la qualité de pertinence lorsqu'elle influence les décisions économiques des utilisateurs en les aidant à évaluer des événements passés, présents ou futurs ou en confirmant ou corrigeant leurs évaluations passées ". Ce cadre conceptuel repose sur des hypothèses de comportements qui doivent être encadrées pour tendre vers une communication financière fidèle et pertinente donc utile et destinée à réduire l'asymétrie d'information. Autrement dit, la pertinence de l'information financière est comprise comme un facteur de réduction d'asymétrie d'information entre l'entreprise et ses investisseurs. Ainsi le choix d'un parcours de recherche fondé sur la complémentarité entre une démarche hypothético déductive et une démarche normative nous semble justifié puisque " bien que leurs visées soient différentes, les unes (théorie normative) sont les théories " de " et les autres (théorie positive) des théories " pour " la pratique " (Colasse, 2009). Nos travaux s'inscrivent dans le nécessaire renforcement des liens entre la communauté scientifique et la communauté des praticiens. Le praticien utilise et parfois modélise une doctrine comptable qui peut se définir comme l'ensemble des travaux théoriques (articles, rapports, guides d'application, ouvrages...) exprimant, d'une part, la pensée d'auteurs sur les problèmes généraux de la discipline comptable et, d'autre part, les avis et recommandations donnés par différents organismes (ANC, CSOEC, CNCC, AMF, etc.). La doctrine contribue à dégager des tendances et à trouver des solutions aux problèmes que les textes n'ont pas précisé. Elle sert de référence à la résolution de problèmes comptables souvent délicats que les textes ne pouvaient prévoir lorsqu'ils ont été élaborés. La doctrine comptable contribue ainsi au cadre comptable. La doctrine comptable est susceptible de se nourrir des liens étroits entre la recherche et la pratique professionnelle pour fournir un terrain d'expérimentation et de validation pertinent afin d'améliorer la théorie comptable et donc la cohérence de la normalisation. La doctrine contribue à l'émergence de problématique pertinente d'un point de vue académique et nécessaire dans son utilité sociale. Nos principaux apports, au-delà des résultats, propositions doctrinales et méthodologiques, est donc d'élaborer une mise en interaction des démarches positives et normatives, cette piste nous parait promise à un grand avenir en raison des politiques d'harmonisation comptable dont la quête consiste à proposer des normes favorisant la pertinence des états financiers. Plus que jamais la pertinence de l'information comptable est devenue un outil politique de la régulation dont l'exploration et la connaissance sont indispensables à la confiance et à la stabilité des marchés. Pour autant, c'est aussi un schéma de recherche exigu car seul les investisseurs sont compris dans la recherche de la pertinence, hors la comptabilité est peut être un bien public qui n'est pas forcément et directement destiné aux acteurs des marchés financiers. A ce titre, les théories sociologiques de type constructiviste pourraient aussi avoir le mérite de nous engager sur une réflexion concernant les besoins réels ou supposés d'informations d'une large gamme d'utilisateurs comme les clients, les fournisseurs, les salariés, les instances politiques et tout utilisateur dont la démarche d'investissement repose aussi sur des motivations différentes que celles que nous présupposons dans nos travaux. Ainsi, la théorie positive de la comptabilité au moyen d'une cohérence épistémologique et méthodologique offre les outils pour comprendre une réalité et postuler des hypothèses qui pourront justifier scientifiquement la nécessité de l'application d'une règle issue de travaux normatifs. A l'inverse, l'application d'une norme est susceptible de susciter des hypothèses d'application dont la validation répond à une démarche hypothético déductive prônée par la théorie positive. Cette interaction est un chemin prometteur pour poursuivre nos travaux relatifs à la pertinence de l'information comptable dans le cadre d'une contribution académique et institutionnelle indispensable et dans un contexte d'instabilité et d'incertitude significatif quant à l'application uniforme des IFRS dans tous les pays du monde.
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Cabral, Fernanda Araujo. "Inclusão escolar no ensino fundamental: estudo das relações sociais entre os alunos com e sem deficiência intelectual." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10293.
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Previous issue date: 2011-02-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The objective of this research was to investigate the social relations that are established between children with and without intellectual disabilities, in classroom situations. Assuming that social interaction plays an important role in children's education, this work is justified by the need to investigate extent to which educational inclusion of children with intellectual disabilities, which is a legal requirement and a contemporary policy, contributes to the development of children at school. The main hypothesis of this research is that intellectually impaired pupils within an inclusive context are more accepted than rejected by the group of classmates, but the former occupy a marginalized position among their peers. This research was oriented by the concepts of discrimination and experience, in the light of critical theory of society. Data was collected from children enrolled in elementary school I (Ensino Fundamental I), who attended class with impaired pupils, and two children with intellectual disabilities were the core subjects for this research. The instrument consisted of the application of sociometric test for the purpose of identifying reciprocal relationships established between children with and without disabilities in the classroom, as well as the guided observation throughout classes. The results obtained by sociometric test is not consistent with the main hypothesis motivating this research, and it indicates that students with intellectual disabilities are not permitted to take part in subgroups formed by children, so that they are segregated. But the guided observation indicates the existence of moments of identification between children with and without intellectual disabilities
O objetivo desta pesquisa foi investigar as relações sociais estabelecidas entre as crianças com e sem deficiência intelectual, nas situações de sala de aula. Tomando por referencia que a interação social desempenha um importante papel na formação da criança, o trabalho se justifica pela necessidade de investigar em que medida a inclusão educacional da criança com deficiência intelectual, uma exigência legal e política contemporânea, contribui para o desenvolvimento das crianças que convivem na escola. A hipótese principal da pesquisa é que os alunos com deficiência intelectual em situação de inclusão são mais aceitos do que rejeitados pelo grupo de alunos da sala de aula, porém ocupam lugar de marginalização entre os alunos. A pesquisa foi orientada pelos conceitos de preconceito e experiência, à luz da teoria crítica da sociedade. A coleta de dados foi realizada com crianças matriculadas no ensino fundamental I que estudavam com alunos com deficiência na mesma sala de aula e os sujeitos núcleo da pesquisa foram duas crianças com deficiência intelectual. O instrumento consistiu na aplicação do teste sociométrico visando a identificar os relacionamentos recíprocos estabelecidos em sala de aula entre as crianças com e sem deficiência, bem como à observação dirigida durante os períodos de aula. Os resultados obtidos no teste sociométrico negam a hipótese geral da pesquisa, indicando que os alunos com deficiência intelectual não são escolhidos para a formação de subgrupos entre as crianças, sendo segregados. Porém as observações dirigidas apontam para a existência de momentos de identificação entre as crianças com e sem deficiência intelectual
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Calander, Murray Jonas. "I skydd av rollen : Ideal och praktik i serviceboende för personer med psykisk utvecklingsstörning." Thesis, Södertörns högskola, Institutionen för historia och samtidsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29282.
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This study examines how the staff at a serviced housing for persons with developmental disabilities understands and manage their professional roles, and how they interact with the users. The material consists mainly of participant observation and interviews with duty personnel. The study has an existentialist/phenomenological framework and describes how personnel perceived their work situation as problematic and how this affected the staff's way of relating to and interact with the users. There was instances in which the staff exercised power over the users. The thesis also shows how the staff's jointly designed practical routine had compromising effects on the ethical principles they highlighted as important to follow in the interviews. The study shows that it is possible to understand the gap between the staff's ideals and practices based on their efforts to establish security, continuity and predictability in a situation that was perceived as unsafe.
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Henriksson, Annika. "”Utan mobiler och datorer skulle ingenting fungera” : Elever i gymnasiesärskolan ger perspektiv på digitala verktyg i undervisningen, det sociala samspelet och i vardagslivet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69527.
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Syftet med denna studie är att bidra med kunskap om elevers perspektiv på användandet av digitala verktyg i socialt samspel, som stöd i undervisningen och i vardagen. För att belysa detta område har elever som går ett nationellt yrkesprogram i gymnasiesärskolan intervjuats. Intresset för denna studie uppkom då jag genom mitt arbete inom särskolans verksamheter ibland upplevt att jag inte haft tillräckligt med kunskap inom detta område för att kunna stötta eleverna optimalt. Tidigare forskning visar att användandet av digitala verktyg i undervisningen har positiva effekter för elever med utvecklingsstörning. Det finns även forskning som visar att användandet av digitala verktyg kan bidra till ökad självständighet och delaktighet i samhället för dessa personer. Studien utgår från ett sociokulturellt perspektiv, där lärande och utveckling sker i interaktion mellan människor. En kvalitativ halvstrukturerad intervju, valdes som metod för att samla in det empiriska materialet. Resultaten i studien pekar på att eleverna använder vanligt förekommande funktioner i mobiler och datorer i många olika kontexter. Enligt eleverna är verktygen en nödvändighet för både undervisningen och för att kunna vara delaktiga i samhällets alla delar. Inga specifika funktioner eller användningsområden som kan härledas till just gymnasiesärskolans verksamhet framträdde i studien. Eleverna uttryckte att de lärt sig använda verktygen av sig själva eller utav kompisar. De uppgav också att de själva funnit lämpliga strategier och användningsområden för verktygen som kompenserar olika funktionsnedsättningar eller andra svårigheter både i och utanför skolan. För att belysa området ytterligare kan det vara lämpligt att studera användandet av digitala verktyg utifrån speciallärares perspektiv och se vilka möjligheter det finns för att utveckla användandet av de verktyg eleverna redan är förtrogna med i undervisningen.The purpose of this study is to contribute knowledge about students’ perspectives on the use of digital tools in social interactions, education and everyday life. In order to examine this area, students in compulsory school for pupils with learning disabilities have been interviewed. The interest for this subject arose when I during my work in special school sometimes experienced a lack of knowledge, regarding digital tools, on how to support the students fully in their education. Previous research shows positive results for students with intellectual disabilities regarding use of digitals tools during education. There are also studies that show that using digital tools can contribute to increase the independence and connection to the society for these people. This study is based on a sociocultural perspective, where education and personal growth is developed by interaction between people. In order to collect empirical data, a qualitative semi-structured interview method was selected. The results indicate that the students are using common functions in both smart phones and computers in a variety of contexts. According to the students, the digital tools are necessary for their education as well as their participation in all parts of the society. The study did not result in any features or applications used specifically for educating students in compulsory school for pupils with learning disabilities. The students expressed that they learned to use the tools by themselves or from friends. They also stated that they themselves found appropriate strategies and area of use for the tools that compensate for different disabilities or other difficulties both inside and outside the school. Regarding future research in this area one suitable approach could be to use the special education teacher’s perspective as a main source and explore the possibilities to further develop the digital tools the students already are familiar with, towards a better education.
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McWhinnie, Alexander. "Through a looking glass : reflected experience in São Tomé and Principé." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4288.
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The thesis sets out to examine how significant experience is sought, recognised and communicated in São Tomé and Principé. It notes the outcomes that are frequently searched for and describes the 'location' of significant experience in social interaction. It finds that experience which is personalised, qualitative and direct is preferred to that which is thought about. It describes how people adopt strategies that will result in achieving desired outcomes in social responses and material security and it notes that assertions made to achieve these ends can be seen to be associated with conditions of material life lived and utilise signs that reflect social differences locally and globally. It notes that material differences observed can be explained in social terms and social differences can be formed through showing material differences. The study examines ways in which the physical properties of the island and the cultural artifacts still present from the past have an ongoing influence in forming the content, timing and quality of personal and social actions. It notes how the development of personal social connections are associated with material obligations and both how social connections can be developed for this end and how material obligations enacted can confirm social connections. The study notes the seeming inevitability of interaction to form personal social connections and the need thus for maintenance of 'social distance' to enable impersonal commercial monetised exchange to occur. It notes how such distance can be normatively asserted on others and how some utilise an awareness of such social 'architecture' to form obligations from which they may gain materially. The study found that many people have clear and well formed ideas as to the qualities and interests of foreigners. Yet foreigners can also be evaluated by the signs and actions they show. The study concludes that an 'architecture' of significant experience exists for many in the reflected recognition of others and that much importance is placed in particular personalised social relations. The important economic consequences of this are briefly outlined.
Books on the topic "Intellectuals. Social interaction"
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Ronning, J. Promoting social interaction and acceptance of children with intellectual disabilities in Zambia. [Lusaka]: Institute for African Studies, University of Zambia, 1989.
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Disability and discourse: Analysing inclusive conversation with people with intellectual disabilities. Hoboken, N.J: Wiley, 2011.
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Sympozium k problematice 19. století (21st 2001 Plzeň, Czech Republic). Komunikace a izolace v české kultuře 19. století: Sborník příspěvků z 21. ročníku Sympozia k problematice 19. století, Plzeň, 8.-10. března 2001. Praha: KLP, 2002.
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Orality and textuality in the Iranian world: Patterns of interaction across the centuries. Leiden: Brill, 2015.
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Shields, David S. Civil tongues & polite letters in British America. Chapel Hill, NC: Published for the Institute of Early American History and Culture, Williamsburg, Virginia by University of North Carolina Press, 1997.
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Were the Jews a Mediterranean society?: Reciprocity and solidarity in ancient Judaism. Princeton: Princeton University Press, 2010.
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The Social Construction of Intellectual Disability. Cambridge University Press, 2004.
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Rapley, Mark. The Social Construction of Intellectual Disability. Cambridge University Press, 2004.
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The Social Construction of Intellectual Disability. Cambridge University Press, 2006.
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Dweck, Carol S. Social Development. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0008.
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This chapter describes new theories, concepts, and methods that are being brought to bear on the central questions of social development, and it highlights the unprecedented interdisciplinary nature of current research in social development. Topics include the foundations of “social-ness” and its role in making humans unique; new findings on gene–environment and temperament–environment interactions and their role in the emergence of important social outcomes; ways in which socialization experiences are carried forward in children’s mental representations and physiological changes; the impact of different agents of socialization, such as parents, peers, and media; the mutual influence of cognitive and social development, and the ways in which social-cognitive interventions can boost intellectual performance; and the burgeoning area of intergroup perception and interaction. Throughout I discuss the implications of recent discoveries for interventions, and the ways in which interventions both test theories and speak to the plasticity of developing systems.
Book chapters on the topic "Intellectuals. Social interaction"
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Mitchell, Alicia, Laurianne Sitbon, Saminda Sundeepa Balasuriya, Stewart Koplick, and Chris Beaumont. "Social Robots in Learning Experiences of Adults with Intellectual Disability: An Exploratory Study." In Human-Computer Interaction – INTERACT 2021, 266–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85623-6_17.
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Bocigas, Pablo Blasco. "Social Capital." In Intellectual Capital and Technological Innovation, 249–70. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-875-3.ch012.
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The competitive dynamics of a firm take place through the interaction with different agents inside as well as outside of its organizational limits. Firms have elements of social character that are visible through the interactions between individuals, groups and organizations at different levels. The social capital would allow a firm to connect diverse agents to obtain and exchange resources and transfer knowledge. For this reason, the purpose of this chapter is to focus on finding an adequate defintion for social capital and in the identification of the forms that the research proposed to make this topic operative: networks and relations.
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EHIN, C. "Fostering Supportive Social Interactions." In Unleashing Intellectual Capital, 99–122. Elsevier, 2000. http://dx.doi.org/10.1016/b978-0-7506-7246-7.50010-x.
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"Fostering Supportive Social Interactions." In Unleashing Intellectual Capital, 119–42. Routledge, 2012. http://dx.doi.org/10.4324/9780080520230-13.
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Garzotto, Franca, and Mirko Gelsomini. "Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability." In Advances in Medical Technologies and Clinical Practice, 69–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9740-9.ch005.
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In recent years we have witnessed a rapid growth of learning applications for children with different kinds of disabilities. These tools exploit different learning paradigms and employ a gamut of “beyond the desktop” interaction modes and devices, including haptic controllers, (multi)touch small and large displays, digitally augmented physical objects, robots and motion-sensing cameras. Our research explores novel interactive solutions for children with intellectual disability who have significant limitations both in intellectual functioning, i.e., general mental capacity such as memory, attention, reasoning and problem solving, and in adaptive behavior, i.e., social and practical skills related to daily living (interpersonal relationships. social responsibility, ability to follow rules/obey laws, personal care). Our goal is to provide intellectually disabled children with game-based learning tools that integrate motion-based touchless interaction and interaction with mobile robots. In this chapter, we discuss the above issues and exemplify them by describing a set of games based on the above mentioned interaction paradigm that we have designed for IDD children in order to promote social and cognitive skills.
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"Robert Hopper: An Intellectual History." In Studies in Language and Social Interaction, 473–85. Routledge, 2003. http://dx.doi.org/10.4324/9781410606969-43.
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Stricker, Andrew G., and Cynthia Calongne. "Transformation and Development of Identity and Society With Virtual Learning." In Recent Advances in Applying Identity and Society Awareness to Virtual Learning, 1–26. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9679-0.ch001.
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The transformation of human experiences with virtual learning enables unprecedented forms of communication, connection, interaction, and mobility supporting new forms of selfhood and society. The ways people perceive, think, and interact across virtual and physical spaces are fundamentally changing the mind, identity, social interactions, intellectual boundaries, and ways of knowing and learning in society. This chapter introduces and explores philosophical claims for helping to interpret and shape the transformation and development of identity and society with virtual learning.
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Stricker, Andrew G. "Transformation of Self and Society with Virtual Learning." In Integrating an Awareness of Selfhood and Society into Virtual Learning, 1–12. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2182-2.ch001.
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The transformation of human experiences with virtual learning enables unprecedented forms of communication, connection, interaction, and mobility supporting news forms of selfhood and society. The ways people perceive, think and interact across virtual and physical spaces are fundamentally changing the mind, identity, social interactions, intellectual boundaries, and ways of knowing and learning in society. This chapter introduces and explores philosophical claims for helping to interpret and shape the transformation of self and society with virtual learning.
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Farmer, Lesley S. J. "The Transformation of Collective Intelligence." In Crowdsourcing, 1–20. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8362-2.ch001.
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Today's knowledge society depends on intellectual capital, that is, collective knowledge and informational assets. Increasingly, the global scene reflects a more interactive mode relative to information, particularly because of social media. As heterogeneous groups bring different expertise and perspectives, their gathered and organized knowledge can lead to more informed decisions and resultant actions. This collective intelligence has been transformed with the advent of easily accessible interactive technologies. This chapter explains collective intelligence and its elements, theories that relate to collective intelligence, conditions for its optimum collective intelligence, and its transformation through digital technology, particularly social media. The chapter also explains human interaction for collective intelligence, and how it can be enhanced through technology, citing several studies.
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Farmer, Lesley S. J. "The Transformation of Collective Intelligence." In Andragogical and Pedagogical Methods for Curriculum and Program Development, 323–41. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch016.
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Today's knowledge society depends on intellectual capital, that is, collective knowledge and informational assets. Increasingly, the global scene reflects a more interactive mode relative to information, particularly because of social media. As heterogeneous groups bring different expertise and perspectives, their gathered and organized knowledge can lead to more informed decisions and resultant actions. This collective intelligence has been transformed with the advent of easily accessible interactive technologies. This chapter explains collective intelligence and its elements, theories that relate to collective intelligence, conditions for its optimum collective intelligence, and its transformation through digital technology, particularly social media. The chapter also explains human interaction for collective intelligence, and how it can be enhanced through technology, citing several studies.
Conference papers on the topic "Intellectuals. Social interaction"
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Bayor, Andrew, Filip Bircanin, Laurianne Sitbon, Bernd Ploderer, Stewart Koplick, and Margot Brereton. "Characterizing participation across social media sites amongst young adults with intellectual disability." In OzCHI '18: 30th Australian Computer-Human Interaction Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3292147.3292167.
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Moore, Ronald, and Andrew B. Williams. "AIDA: Using Social Scaffolding to Assist Workers with Intellectual and Developmental Disabilities." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3378385.
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Bayor, Andrew. "Co-designing with young adults with intellectual disability to develop social life skills." In AfriCHI '18: 2nd African Conference for Human Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3283458.3283517.
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Balasuriya, Saminda Sundeepa, Laurianne Sitbon, Margot Brereton, and Stewart Koplick. "How can social robots spark collaboration and engagement among people with intellectual disability?" In OZCHI'19: 31ST AUSTRALIAN CONFERENCE ON HUMAN-COMPUTER-INTERACTION. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369457.3370915.
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Terezakis, Michail, and Assimina Tsibidaki. "DEVELOPING A CONFINED SOCIAL INTERACTION PLATFORM FOR YOUNG ADULTS WITH INTELLECTUAL DISABILITIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1551.
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Appolonova, Y. S. "Interactive Rituals And Practices Of Intellectuals’ Participation In Grassroots Movements." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.23.
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Williams, Andrew B., Rosa M. Williams, Ronald E. Moore, and Matthias McFarlane. "AIDA: A Social Co-Robot to Uplift Workers with Intellectual and Developmental Disabilities." In 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2019. http://dx.doi.org/10.1109/hri.2019.8673272.
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Donnelly, Mark K., Raymond R. Bond, Maurice Mulvenna, Laurence Taggart, Diane Hill, Pauline Fitzsimons, Suzanne Martin, and Angela Hassiotis. "Facilitating Social Connectedness for People with Autism and Intellectual Disability Using an Interactive App." In Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.152.
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Goryunova, Valentina. "Ontologically-systematized decision-making and intellectual environment of engineering interaction." In IV International research conference "Information technologies in Science, Management, Social sphere and Medicine" (ITSMSSM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/itsmssm-17.2017.29.
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Lukinović, Mario, Larisa Jovanović, and Vladimir Šašo. "CHALLENGES IN MANAGING INTELLECTUAL PROPERTY RIGHTS DURING CORONAVIRUS PANDEMIC." In Fourth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/itema.2020.239.
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The socio-economic impact of the pandemic on all social spheres is huge, but like any crisis, for some it is an opportunity to create, develop and promote solutions. The coronavirus pandemic has brought many changes. It has forced us all to find new ways of working, interacting and living. The field of intellectual property is particularly affected by the coronavirus pandemic, its strong influence has affected all branches of intellectual property, especially the field of copyright and patents. During the COVID-19 Pandemic, numerous anomalies in the consumption of copyrights were observed, which coincided with the isolation measures, from drastically increased consumption of illegal pirated content via the Internet, especially in countries with lockdown, through a sharp increase of Disney+ and Netflix streaming platform users. The identification of products that have the word Corona in their name – in their trademark, with the virus has led to a sharp drop in consumption of some products, but also to increased sales of others. The pharmaceutical industry has invested huge funds in the fight against this global challenge, especially in the field of treatment of viruses, new drugs for the prevention, as well as finding a vaccine against COVID-19. This paper discusses the challenges faced by the management of intellectual property rights and potential response measures.
Reports on the topic "Intellectuals. Social interaction"
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.