Relevant bibliographies by topics / Primary and secondary socialization

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Academic literature on the topic 'Primary and secondary socialization'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Primary and secondary socialization"

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Callary, Bettina, Penny Werthner, and Pierre Trudel. "Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization." Journal of Coaching Education 4, no. 3 (2011): 76–96. http://dx.doi.org/10.1123/jce.4.3.76.

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Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
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Petrova, S. "On the Primary and Secondary Needs." Bulletin of Science and Practice 7, no. 7 (2021): 361–65. http://dx.doi.org/10.33619/2414-2948/68/50.

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The article is devoted to the problem of differentiation of needs into primary and secondary. It is shown that primary needs, by virtue of their purpose, determine the ability to respond to objects of reality, and not vice versa, while secondary needs, whether “true” or “false”, are a subjective expression of a need at the level of its awareness. Thus, the need to divide needs into primary and secondary needs is primarily associated with an attempt to display a hierarchy of needs for considering the evolution of human development in the process of its socialization. According to another position, the division of needs into primary and secondary needs is carried out in order to study the mechanism of development of needs, starting from primary needs to the realization of the final result of activity through the satisfaction of intermediate needs.
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Fedai Çavuş, Mustafa. "Socialization and organizational citizenship behavior among Turkish primary and secondary school teachers." Work 43, no. 3 (2012): 361–68. http://dx.doi.org/10.3233/wor-2012-1372.

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Isbell, Daniel S. "Musicians and Teachers." Journal of Research in Music Education 56, no. 2 (2008): 162–78. http://dx.doi.org/10.1177/0022429408322853.

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This study was designed to investigate the socialization and occupational identity of undergraduate music education majors enrolled in traditional preservice teacher education programs. Preservice music teachers ( N = 578) from 30 randomly sampled institutions completed a 128-item questionnaire. Descriptive statistics were computed for all variables, and factor analysis was used to explore the underlying structure of occupational identity. Correlational and regression analyses revealed relationships among socialization influences and occupational identity. Descriptive findings surrounding various aspects of primary and secondary socialization revealed that parents, school music teachers, and private lesson instructors exerted a positive influence on student decisions related to participating in music and pursuing a music education career. Factor analysis results indicated that occupational identity consisted of three constructs: musician identity, self-perceived teacher identity, and teacher identity as inferred from others. Correlations between secondary socialization and occupational identity were slightly stronger than those between primary socialization and occupational identity, and influential experiences were more predictive of occupational identity than influential people.
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Göttlichová, Marcela. "Social Advertising As A Socialization Factor Of The Contemporary Youth." West East Journal of Social Sciences 8, no. 1 (2019): 93–108. http://dx.doi.org/10.36739/wejss.2019.v8.i1.12.

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The study focuses on the growing problem of the contemporary society which we may observe in the increasing impact of the media, namely advertising, reflecting in the consumer behavior of the contemporary youth influencing their value systems, in continuity with a significant weakening of the role of primary socialization factors, i.e. families and schools. The study should not only reveal the power of the media affecting the young but also to answer the question of whether social advertising can become a significant socializing factor in the current postmodern society. To find the answer, an extensive quantitative research was carried out in 1,080 primary school respondents, as well as in 1,080 secondary school respondents at 54 schools in the Czech Republic - the sample being directly proportional for girls x boys, and towns/cities x villages. The study also includes conclusions based on the follow-up qualitative research realized in the form of focus groups for pupils of primary and secondary schools, specifically aimed at specifying the effectiveness of social advertising according to the priority presentation of different socially problematic areas. The final part of the study presents the possibility to effectively use social advertising in the role of an educational and training agent in the system of primary and secondary education in the continuity of cooperation with university students with the focus on marketing communications, as well as with marketing employees of advertising agencies.
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Sorokopud, Yunna Valeryevna, Yulia Zufarovna Bogdanova, and Nurgun Vyacheslavovich Afanasev. "The role of the intercultural factor in the formation of a secondary language personality in modern Europe." Personality & Society 1, no. 1 (2020): 29–37. http://dx.doi.org/10.46502/issn.2712-8024/2020.1.4.

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Europe is one of those regions of the world where the tendency towards language unity is dual in nature - on the one hand, in the process of its spread, transnational contact English (EL) acquires regionally determined typological forms; on the other hand, there is a common European tendency of opposition to the expansion of its influence on national languages. Significant changes in their dynamics due to globalization are undergoing the functioning of the languages of the peoples of the world. Striving for the economic unity of the world, globalization is also causing a tendency towards its linguistic unity. In transnational communication of European countries, the contact EL is involved in many domestic and special areas. It develops in multilingual contexts of the European Union, which initially implies the need for transcultural and transnational communication among European communicants, within which the relationship of languages is not something fixed once and for all. The paradigm of international culture in the mentality of Europeans develops in the process of secondary socialization, when a secondary linguistic personality is formed, determined by the formal membership of the European community, regardless of the specific country of residence. The structure of the cultural component of the European transnational communication and the specificity of the linguocultural component of the EL in various European countries reflect the long process of secondary socialization and internalization of the EL, which has its own characteristics in different parts of the continent. In contrast to primary socialization, which has a universal national character, secondary socialization is aimed at the entry of the individual into the international community, for example, scientists, students, business people, bloggers, etc. Possession of EL as an instrument of secondary socialization allows representatives of various linguocultural communities to realize acquired cultural norms in both intranational and transnational communication. Within the spatial-temporal framework of European contexts, the linguocultural component of the ELis formed on the basis of the cultural component of primary socialization in the native language; passes through the emotional-personal filter of users, is made out of linguistic means at the appropriate level of knowledge of the EL and receives a secondary cultural orientation in the conditions of secondary socialization. The situation of intercultural communication arises when two or more persons belonging to different cultures interact, and members of different cultures can expect their partners to communicate and behave in the same way as they do, and not to make adjustments to their speech behavior. The paper raises questions of the vitality of culture in conditions of intensive contact, since identity in the context of globalization is a process of differentiation, fragmentation, and complementarity of systemic and subjective-objective factors. The complexity of the process of identifying a modern transcultural linguistic personality lies in the multidimensionality of identity criteria, the actualization of political, social, cultural and symbolic capital.
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Malee, Mario Rinaldi, Benu Olfie Olfie L.S, and Welson M. Wangke. "PERSEPSI MASYARAKAT TERHADAP PROGRAM PENGELOLAAN SAMPAH SECARA REDUCE, REUSE, RECYCLE (3R) DI KELURAHAN MANEMBO-NEMBO TENGAH KECAMATAN MATUARI KOTA BITUNG." AGRI-SOSIOEKONOMI 12, no. 2A (2016): 225. http://dx.doi.org/10.35791/agrsosek.12.2a.2016.12877.

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Perceptions in relation to the environment, namely as the process where individuals organize and interpret their sensory impressions in order to give meaning to the environment. With the perception of the attitude that it will form a stable tendency to act a certain way in certain situations. Research on the public perception is very important because by knowing that perception would help prevent the arising problems. The purpose of this research is to determine public perception to Trash Processing Program by using 3R method viewed from aspects Socialization, facilities providing, and sorting, composting, and recycling by using instrument Likert scale. This research has been carried out for three months, from February until March 2016 from preparation till the preparation of research reports. Research located in the Manembo-nembo Tengah Sub District Matuari district Bitung City..This research using primary data and secondary data. Primary data obtained from 68 respondents by using questionnaires. While Secondary data obtained from Dinas Kebersihan and Menembo-nembo tengah office. Sampling method used in this research is purposive sampling. This research shows that public perception to trash processing socialization program with 3R still neutral, because of the low socialization from local govern, while public perception to facilities and infrastructure providing program is positive. For public perception to sorting, composting, and trash recycling is positive. So that most of public have positive perception to trash processing socialization program with 3R.Keywords: Public Perception, Solid Waste Managemeny, Manembo-nembo Tengah, Bitung City.
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Djuyandi, Yusa. "Efektivitas Sosialisasi Politik Pemilihan Umum Legislatif Tahun 2014 oleh Komisi Pemilihan Umum." Humaniora 5, no. 2 (2014): 1202. http://dx.doi.org/10.21512/humaniora.v5i2.3263.

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Based on data from the Election Commission, the number of public participation in the elections of 2004 was 84%, while at the elections of 2009 the number of participation decreased to 71%. The declining participation shows increasing number of participants who did not vote or abstain. This phenomenon needs to be taken seriously by the Election Commission to conduct intensive socialization. The purpose of this study was to analyze the effectiveness of political socialization in the 2014 legislative elections by the Election Commission. The research method used was a qualitative method, the research data consists of primary and secondary data. Primary data is done through observation and interview techniques. Results and Discussion revealed that political socialization is very important. KPU socialization process, not just invite people to come to the polling stations (TPS), but also urge people to maintain order and the smooth running of the 2014 election. Commission was targeting 75% of community participation, and based on the results of the final calculation, the data shows the number of public participation is 75.11%. The conclusion of this study is the Commission has successfully reached its target in suppressing the number of abstain, and this shows that the Commission has effectively conduct political socialization.
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Lubbers, Marcel, Eva Jaspers, and Wout Ultee. "Primary and Secondary Socialization Impacts on Support for Same-Sex Marriage After Legalization in the Netherlands." Journal of Family Issues 30, no. 12 (2009): 1714–45. http://dx.doi.org/10.1177/0192513x09334267.

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Crisogen, Disca Tiberiu. "Types of Socialization and Their Importance in Understanding the Phenomena of Socialization." European Journal of Social Sciences Education and Research 5, no. 1 (2015): 331. http://dx.doi.org/10.26417/ejser.v5i1.p331-336.

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Depending on various criteria, the specialized literature defined several types of socialization. After socialization factors and the age at which the process are studied, we have primary socialization and secondary socialization (and continues), according to the assessment of society there are positive or negative socialization, and as awareness of how socialization process is distinguished there is formal or informal socialisation, depending on the objective pursued by already created effects, we have anticipatory or adaptive socialization , depending on the intervention of legitimate power we can talk about associative or institutional socialization after as contents and the results expressed in statuses and roles, gender socialization may be , professional, marital, according to methods of making can speak about planned, spontaneous, law enforcement, participatory socializing depending on the purpose we have societal, national, political, ideological-partisan socialization etc.. These types are not individualized in an environment amorphous, but they intermingle, they complement and, by correlation, manage to describe the complex phenomenon of socialization. The contribution of those who have defined numerous types of socialization should not be approached holistically, nor in opposition with each other, but as a complement to the comprehensive and specialized understanding of socialization. In this context, we propose a new criterion for classification, namely the extent of socialization, which assumes a total socialization of one partial socialization and a zero socialization, void. In regards the overall socialization, this is an ideal and not a reality. However, at least in theory, we could use this terminology as, for example, education sciences use the term " ideal educational " or how physics used the notion of "ideal environment". The concept of "zero socialization" could be the social equivalent of the expression used by Aristotel in his "De anima": a kind of "blank slate" for the socialization.
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Dissertations / Theses on the topic "Primary and secondary socialization"

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McGowan, Su Y. "“The Other Side of the Pacific”——Social construction of reality of Chinese students in the United States." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3752.

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The film addresses the problem of why it is challenging for Chinese college students to study, socialize and succeed in American universities and how language barriers, differences in family communication, educational systems and socialization between the United States and China contributes to the challenges that Chinese students are facing in the The United States. Some of the problems that Chinese students encounter are getting worse, leading to serious mental health problems or even Chinese students committing suicide.
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Van, Derveer Naylor Sharon L. (Sharon Lynne). "Teachers' Perceptions of their Enculturation Process." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331999/.

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The purpose of this study was to construct portrayals of teachers7 work conceptions in various career stages from the stories they told and the metaphors they used to describe the ways in which teachers learned about their work. Specifically, the study included preservice teachers, first-year teachers, third-year teachers, and teachers with more than four years of teaching experience at the elementary and secondary school levels. Thirty-five elementary and secondary school teachers from the North-Central area of Texas participated in this study (nineteen inservice and sixteen preservice teachers). Qualitative techniques were employed to collect data. The preservice teachers filled out a questionnaire and wrote short stories about their preconceptions of their first year of teaching. Inservice teachers were interviewed using a short questionnaire and a long interview schedule. Nine inservice teachers participated in a storytelling workshop/focus group session. Group stories based on predetermined scenarios were constructed, tape-recorded and transcribed. The focus group session was videotaped and transcribed. Fifteen categories emerged from the analysis of the data: cyclical, ritualized, hierarchical, reciprocal, developmental, experiential, reflective, cumulative, body of knowledge, folkloric, individualized/personalized, order/control/manage, disciplinarian, facilitative, and replicative. These categories represent a summary of the constructs, images, contextual maps and metaphors held by these teachers to describe their enculturation process. The descriptive categories developed in this study offer teacher educators, supervisors and teachers a basis for understanding the culture of teachers. The storytelling technigues used in this study provide a means by which teachers and teacher-related personnel can generate further information about the enculturation process that can be applied to recruitment, orientation/ induction programming, reflective teacher preparation and change strategies.
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Ferrari, Geverson Aparício. "A Brigada Militar e os direitos humanos : práticas e percepções sobre Direitos Humanos nas escolas de formação de praças durante a sociabilização secundária." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106932.

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Na atualidade do Brasil, os debates que versam sobre Direitos Humanos e aparato policial ganham maior força e evidência nas conversas informais, nas redes sociais, na mídia em geral e, também, nos bancos acadêmicos. Neste contexto, a presente dissertação, que se insere na linha de pesquisa que estuda violência, criminalidade e cidadania, visou saber quais são as práticas e as percepções sobre Direitos Humanos nas escolas de formação de praças no Estado do Rio Grande do Sul. Então, o objeto de estudo são os cursos da Brigada Militar, compostos por soldados e sargentos que estavam em curso de formação nas cidades de Porto Alegre, Santa Maria, Montenegro e Esteio. A metodologia de pesquisa lançou mão de entrevistas abertas e grupos focais, na busca de dados qualitativos, e dessa forma visou uma amostra equitativa em cada escola. Assim, em cada uma delas foi entrevistado um grupo de alunos, e desse grupo alguns alunos foram convidados a participar do grupo focal. Foram aplicadas 83 entrevistas abertas, além de 23 participantes ouvidos com o mesmo roteiro nos grupos focais, totalizando 106 alunos. Além da pesquisa de campo, também foram realizados estudos a partir de referenciais teóricos que ajudaram a compreender o processo de formação a partir de uma ótica sociológica. Também foi possível conhecer a história da corporação com relação ao ensino em sua trajetória a partir da formação iniciada em 1982 e chegando aos dias atuais. Conceituar Direitos Humanos também foi um objetivo alcançado na dissertação, especialmente as três gerações que tratam de direitos individuais, direitos sociais e direitos transindividuais. Com base na pesquisa empírica, e tendo em mente as conceituações acima elencadas, foi possível verificar que considerável parcela dos alunos tem seus Direitos Humanos violados, figurando uma das respostas à pergunta de partida desta dissertação em sua última parte, sabendo como são as práticas e as percepções sobre Direitos Humanos nas escolas de formação de soldados e sargentos da Brigada Militar.<br>Currently in Brazil public debate on police work and Human Rights gain wider repercussion. This dissertation aims at making a contribution to the understanding of the practices and perceptions over Human Rights according to the views manifested by new police recruits to the Brigada Militar, the military police of the State of Rio Grande do Sul, while attending to mandatory formal training prior to their appointment on active duty from 11/09/12 to 19/04/13. A total of 106 students, comprehending private soldiers and sergeants, engaged in the research. This number encompasses part of the students who attended to training courses in the cities of Porto Alegre, Santa Maria, Montenegro and Esteio. As a methodology to gather qualitative data for the purpose of the analysis, there have been employed an openended written questionnaire and focal groups. In total, 83 questionnaires and 23 focal groups have been conducted. The theoretical frame work entangles the sociological perspective over the material collected in the research field. From this study, it is possible to make known aspects of the institutional history with specific regard to the teaching within the police corporation in Rio Grande do Sul, from 1982 up to the present days. An effort has been made in conceptualizing Human Rights underits three generations: individual rights, social rights and transindividual rights. Based on the empirical research and bearing in mind the concepts listed above, there has been possible to address questions over the practices and perceptions about Human Rights as manifested by those police recruits of the Brigada Militar.
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Matos, Francis Valdivia de. "Um estudo psicossocial sobre formação e transformação identitária com gêmeos univitelinos." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/17112.

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Made available in DSpace on 2016-04-29T13:31:18Z (GMT). No. of bitstreams: 1 Francis Valdivia de Matos.pdf: 830837 bytes, checksum: 9810f7a089df8772316e0b4d0f7e3eec (MD5) Previous issue date: 2015-05-11<br>This study aims to understand the process of identity formation and transformation with monozygotic twins. We intend to analyze how the identity of two twin brothers develops along their life course, considering that both shared the same historical and social context, constituted by structural conditioning factors represented by the family, school, community and society institutions. The identity proposal as a metamorphosis in search of emancipation developed by Prof. Dr. Antonio da Costa Ciampa (1987), was our guiding line for the accomplishment of this research. We chose the life history narrative method to deepen the understanding of the dynamics of the two twin brothers identity formation; in this research they are named Ricardo and Rogério, they are now 50 years old, and are born, raised and living in the city of São Paulo-SP . The study of the identity formation processes involved the primary socialization, focused on the childhood phase and the beginning of school life, as well as the secondary socialization, focused on the period of career choices, beginning of professional life and current life and career moment<br>O presente estudo tem por objetivo compreender o processo de formação e transformação identitária com gêmeos univitelinos. Pretendemos analisar como as identidades de dois irmãos gêmeos se desenvolve ao longo de sua trajetória de vida, considerando que ambos partilharam o mesmo contexto histórico e social, constituído pelos condicionantes estruturais representados pelas instituições família, escola, comunidade e sociedade. A proposta de identidade como metamorfose em busca de emancipação, desenvolvida pelo Prof. Dr. Antonio da Costa Ciampa (1987), foi nossa linha norteadora para a realização da presente pesquisa. Optamos pelo método de narrativa de historia de vida para aprofundar no entendimento da dinâmica da formação e transformação da identidade dos irmãos gêmeos, aqui chamados de Ricardo e Rogério, hoje com 50 anos de idade, nascidos, criados e residentes na cidade de São Paulo-SP. O estudo dos processos de formação identitária envolven a socialização primária focada na fase da infância e inicio da vida escolar; bem como a socialização secundária focada na fase das escolhas profissionais, trajetória profissional e momento atual de vida e carreira
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Cunha, Marinaldo de Almeida. "Expectativas de estudantes concluintes do ensino médio em escolas públicas estaduais de Campina Grande: trajetória e perspectiva." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10502.

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Made available in DSpace on 2016-04-27T16:33:04Z (GMT). No. of bitstreams: 1 Marinaldo de Almeida Cunha.pdf: 1588559 bytes, checksum: 310fd4a4f91b045a887176faeccaa2c1 (MD5) Previous issue date: 2015-08-24<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Success and School failure have been quite common themes in academic papers researching on students graduating high school from public or private schools. However, few investigate the student look that still attends this level of education, and what these people expect of themselves for the near future with the way the determinants received from family and social relationships influence the young in your possible choice. Thus, this paper aims to identify the expectations of young students on their own destiny and the relationships involving their choices upon completion of high school. The study is an empirical research aimed to characterize individuals in socio-economic terms, in addition to showing existing profiles in the classroom and seek to know the social relations kept by the subjects in and out of school. Primarily aimed to understand the expectations of young high school students from public schools in the city of Campina Grande, Paraíba. Therefore we wish to observe how the environment and social groups such as family, school, among others, have a direct or indirect influence on the individual to choose the educational path and / or professional to be followed after completion at this level of education. The Pierre Bourdieu s concepts of cultural, social and economic capitals will be the work tab in the quest to understand how social origin and social relations are determining factors in the choice of the future of the individual. We also employ the concepts of primary and secondary socialization of Berger and Luckmann. The first form of socialization is responsible for the insertion of the individual in social media, and the second, by the process that introduces the individual already socialized into new sectors of society<br>Sucesso e fracasso escolar têm sido temas bastante comuns em trabalhos acadêmicos que pesquisam sobre estudantes egressos do ensino médio de escolas públicas ou privadas. Entretanto, poucos relacionam o olhar do estudante que ainda cursa esta etapa de ensino, e o que esses indivíduos esperam de si mesmos para um futuro próximo com a forma pela qual os determinantes recebidos dos familiares e das relações sociais influenciam o jovem na sua possível escolha. Sendo assim, este trabalho pretende identificar as expectativas de jovens estudantes sobre seu próprio destino e as relações que envolvem suas escolhas na conclusão do ensino médio. O estudo consiste numa pesquisa empírica que visa caracterizar os indivíduos em termos socioeconômicos, além de traçar os perfis existentes na sala de aula e procurar conhecer as relações sociais mantidas pelos sujeitos dentro e fora da escola. Prioritariamente buscamos identificar as expectativas de jovens estudantes do ensino médio de escolas públicas estaduais da cidade de Campina Grande, Paraíba. Pretendemos assim, constatar de que forma o meio e os grupos sociais, tais como a família, a escola, dentre outros, exercem influência direta ou indireta sobre o indivíduo na escolha do caminho educacional e/ou profissional que pretende seguir após a conclusão deste nível de ensino. Os conceitos de capital cultural, social e econômico de Pierre Bourdieu serão o guia do trabalho na busca de compreender como a origem social e as relações sociais são fatores determinantes na escolha do futuro do indivíduo. Também empregamos os conceitos de socialização primária e secundária de Berger e Luckmann. A primeira forma de socialização é responsável pela inserção do indivíduo nos meios sociais e, a segunda, pelo processo que introduz o indivíduo já socializado em novos setores da sociedade
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Dulli, Lisa S. Foshee Vangie. "Primary socialization theory and bullying the effects of primary sources of socialization on bullying behaviors among adolescents /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,491.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behavior and Health Education." Discipline: Health Behavior and Health Education; Department/School: Public Health.
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Todoroki, Christine Louisa. "Primary and secondary log breakdown simulation." Thesis, University of Auckland, 1997. http://wwwlib.umi.com/dissertations/fullcit/9913695.

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Log breakdown by sawing can be viewed as a multi-phase process that converts logs into boards by a series of cutting operations. In the primary phase, logs are sawn into s labs of wood known as flitches or cants. These are further processed by secondary operations, that resaw, edge (cut lengthwise) and trim (cut widthwise) the raw material, resulting in the manufacture of the board product whose value is influenced by its composite dimensions and quality (as indicated by a grade). Board grade is in turn determined by the number, type, size, and location of defects. Owing to its biological origins, each log, and subsequent board, is unique. Furthermore, as each sawmill, and processing centre within the mill, has a unique configuration, the problem of determining how each log entering a mill should be sawn is very complex. Effective computer simulation of log breakdown processes must therefore entail detailed descriptions of both geometry and quality of individual logs. Appropriate strategies at each breakdown phase are also required. In this thesis models for emulating log breakdown are developed in conjunction with an existing sawing simulation system which requires, as input, detailed three-dimensional descriptions of both internal and external log characteristics. Models based on heuristic and enumerative procedures, and those based upon the principles of dynamic programming (DP) are formulated, encoded, and compared. Log breakdown phases are considered both independently and in a combined integrated approach-working backwards from the board product through to the primary log breakdown phase. This approach permits methodology developed for the later processes to be embedded within the primary phase thus permitting the determination of a global rather than local solution to the log breakdown problem whose objective is to seek the highest possible solution quality within the minimum possible time. Simulation results indicate that solution quality and processing speeds are influenced by both solution methodology and degree of data complexity. When the structure of either factor is simplified, solutions are generated more rapidly-but with an accompanying reduction in solution quality. A promising compromise that combines DP techniques with mathematical functions based on a subset of the original data is presented.<br>Subscription resource available via Digital Dissertations only.
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Meier, Lori T. "Episode 4: Primary & Secondary Sources." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.<br>https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg
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James, Peter Michael. "Fracture under primary and secondary stresses." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/fracture-under-primary-and-secondary-stresses(fac07e1f-5bb4-447d-8eb7-ccca0205bdd6).html.

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Components found within many industries contain crack like defects. The work detailed here considers such a component under the combined influence of primary and secondary stresses; where primary stresses contribute to plastic collapse and secondary stresses are redistributed under plastic deformation. A number of approaches are available to detail the combined loading on the crack tip parameter J, or KJ, which is used to assess proximity to failure from crack extension. However, these approaches are recognised to be conservative and can lead to the unnecessary replacement of components, stricter surveillance and inspection regulations, and further costs associated with downtime.The aim of the work presented is to investigate these conservatisms and develop a further approach to quantify the interaction of primary and secondary stresses on fracture. A large matrix of cracked body finite element analyses of a circumferentially cracked cylinder has been performed under a range of loadings. This is then used to detail the interaction of primary and secondary stresses on fracture by providing a function to describe a scaling term, g, that multiplies the secondary crack driving force contribution. This term has been shown to be relatively independent on the magnitude of secondary stresses and is also dependent on the material stress strain relation. This relation for g has also been shown to be compatible with the R6 defect assessment procedures V factor approach, through the Vg plasticity interaction term, that provides a scaling term to the secondary contribution in R6. A review of experiments considering combined loading has indicated that the number of tests that cover a range of primary stress induced plasticity levels is limited. Further experiments were therefore considered within this research to provide added experimental fracture toughness data by which to compare the R6 V factor and Vg approaches. These experiments introduced a compressive pre-load to the ends of three-point bend specimens so that a tensile residual stress resulted on unloading. A crack was introduced and the specimens tested at one of three temperatures so that changes in the materials fracture toughness with temperature ensured different levels of plasticity at failure; so that crack growth occurred over three sets of load normalised to the load for plastic collapse. Tests were also conducted that did not include the residual stress so that the effect of residual stress could be shown under different levels of plastic redistribution. The Vg Approach and the existing Complex R6 V Approach have then been applied to all available experimental data for validation. The results show that both approaches conservatively predict the failure of all tests and that the Vg Approach can reduce the level of conservatism.
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Siu, Fung Ying Angela. "Internalizing problems among primary school children in Hong Kong prevalence and treatment /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3295109.

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Books on the topic "Primary and secondary socialization"

1

Bernstein, Jonathan A., ed. Primary and Secondary Immunodeficiency. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57157-3.

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Mauritius. White paper: Pre primary, primary & secondary education. Ministry of Education and Human Resource Development, 1997.

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Baker, Ruth. Primary/secondary transfer: An issue? University of Birmingham, 1991.

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Derricott, R. Curriculum continuity: Primary to secondary. NFER-Nelson, 1985.

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Bendich, Adrianne, and Richard J. Deckelbaum. Primary and secondary preventive nutrition. Humana Press, 2010.

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Rodgers, Colin. Secondary power: A primary function. Society of Automotive Engineers, 1987.

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Bendich, Adrianne, and Richard J. Deckelbaum, eds. Primary and Secondary Preventive Nutrition. Humana Press, 2001. http://dx.doi.org/10.1007/978-1-59259-039-1.

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Gasparri, Guido, Nicola Palestini, and Michele Camandona, eds. Primary, Secondary and Tertiary Hyperparathyroidism. Springer Milan, 2016. http://dx.doi.org/10.1007/978-88-470-5758-6.

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C, Wragg E. Assessment and learning: Primary and secondary. Routledge, 1997.

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Ofsted. Homework in primary and secondary schools. HMSO, 1995.

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Book chapters on the topic "Primary and secondary socialization"

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Desai, Mihir M., and Inderbir S. Gill. "Primary Aldosteronism." In Secondary Hypertension. Humana Press, 2004. http://dx.doi.org/10.1007/978-1-59259-757-4_10.

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Young, William F. "Primary Aldosteronism." In Secondary Hypertension. Humana Press, 2004. http://dx.doi.org/10.1007/978-1-59259-757-4_8.

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Rossi, Gian Paolo. "Primary Aldosteronism." In Secondary Hypertension. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45562-0_4.

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Kaiser, Hans E. "Secondary Primary Cancers." In Etiology of Cancer in Man. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2532-8_22.

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Jankowski, Roger. "Primary and Secondary Palates: Primary and Secondary Nasal Fossae." In The Evo-Devo Origin of the Nose, Anterior Skull Base and Midface. Springer Paris, 2012. http://dx.doi.org/10.1007/978-2-8178-0422-4_8.

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Bravo, Emmanuel L. "Medical Management of Primary Aldosteronism." In Secondary Hypertension. Humana Press, 2004. http://dx.doi.org/10.1007/978-1-59259-757-4_9.

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Reudelhuber, Timothy L. "Primary Reninism or Renin-Secreting Tumors." In Secondary Hypertension. Humana Press, 2004. http://dx.doi.org/10.1007/978-1-59259-757-4_7.

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Hoge, Robert D. "Primary and Secondary Interventions." In The Juvenile Offender. Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1563-0_10.

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Vaughan, Phillip J., and Douglas Badger. "Primary and secondary prevention." In Working with the Mentally Disordered Offender in the Community. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-2853-5_5.

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Miller, Rachel J., and Paula J. Adams Hillard. "Primary and Secondary Amenorrhea." In Pediatric, Adolescent, & Young Adult Gynecology. Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444311662.ch17.

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Conference papers on the topic "Primary and secondary socialization"

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Hornung, Severin, Matthias Weigl, Britta Herbig, and Jürgen Glaser. "WORK AND HEALTH IN TRANSITION: TRENDS OF SUBJECTIFICATION IN APPLIED PSYCHOLOGY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact056.

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"Reported is the synthesis of a series of seven studies on work and health, conducted collaboratively by researchers in applied psychology and occupational medicine. This qualitative meta-study develops a framework, in which reviewed studies are structured, aggregated, integrated, and interpreted in a theory-guided iterative process of themed analysis. Building on empirical results, the subsequent interpretive integration seeks to demonstrate, how overarching, pervasive, and in psychological research typically underemphasized tendencies of “subjectification” manifest in exemplary work contexts, research topics, and results. Subjectification of work is operationalized in dimensions of work intensification (performance focus), work internalization (goal adoption), and work individualization (job personalization). A meta-dimension is work insecurity (personal risk), cultivated in contemporary management ideologies of employee self-reliance. Following thematic description, content-analytical structuring criteria include: a) focus on work task (activity) versus working conditions (context); b) primary (close, direct, explicit) versus secondary (inferred, indirect, subtle) references to and/or indication for identified tendencies of subjectification; and c) theoretically assumed and empirically examined relationships with negative (psychopathological) and positive (psychosalutogenic) short, medium, and longer-term attitudinal and health-related work effects, as well as the personality-shaping impact of long-term occupational socialization. Psychological aspects of work tasks are core to 4 studies, 3 focus on working conditions and organizational practices. References to intensification were dominant in 4 studies, whereas 5 include internalization processes, and 3 predominantly focus on individualization of work. All studies share secondary or indirect references to other subjectifying tendencies. Examined work effects were aggregated into a matrix of short, medium and long-term positive and negative manifestations of health and wellbeing. Results suggest tensions and pressures arising from the motivational individualization of work tasks and conditions, resulting internalization of organizational interests and goals (e.g., performance, efficiency, costs), coupled with system-inherent tendencies of work intensification. These dysfunctional dynamics constitute risks factors for psychologically detrimental or harmful forms of self-management, self-control, and self-endangering work behavior, as manifestations of “internalized” incompatibilities between work and health in the neoliberal workplace, aggravated by existential threats associated with political-economic crisis. Outlined are implications of subjectification for a critical reevaluation and reorientation of basic theoretical assumptions of research and practice in applied psychology and occupational health."
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"Primary and secondary reviewers." In 2015 IEEE Second VR International Workshop on Collaborative Virtual Environments (3DCVE). IEEE, 2015. http://dx.doi.org/10.1109/3dcve.2015.7153589.

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"Primary and secondary reviewers." In 2016 IEEE Third VR International Workshop on Collaborative Virtual Environments (3DCVE). IEEE, 2016. http://dx.doi.org/10.1109/3dcve.2016.7563557.

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Trzaska, Hubert. "Primary and Secondary EMF Standards." In The 2006 4th Asia-Pacific Conference on Environmental Electromagnetics. IEEE, 2006. http://dx.doi.org/10.1109/ceem.2006.258066.

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Rodgers, Colin. "Secondary Power: A Primary Function." In Aerospace Technology Conference and Exposition. SAE International, 1987. http://dx.doi.org/10.4271/871710.

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Mesri, Gholamreza. "Primary Compression and Secondary Compression." In Symposium on Soil Behavior and Soft Ground Construction Honoring Charles C. "Chuck" Ladd. American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40659(2003)5.

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Druzhinina, Lilia. "Post-Secondary Vocational Education As An Indicator Of Socialization Of Challenged People." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.337.

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Reponen, Erika, and Kristijan Mihalic. "Model of primary and secondary context." In the international workshop in conjunciton with AVI 2006. ACM Press, 2006. http://dx.doi.org/10.1145/1145706.1145713.

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"3DCVE 2018 Primary and Secondary reviewers." In 2018 IEEE Fourth VR International Workshop on Collaborative Virtual Environments (3DCVE). IEEE, 2018. http://dx.doi.org/10.1109/3dcve.2018.8637106.

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Zakharkin, R., Y. Tyurina, and E. Oleynikova. "Internet as a Channel of Distance Education in the Context of Secondary Socialization." In Proceedings of the International Scientific Conference "Far East Con" (ISCFEC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iscfec-18.2019.231.

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Reports on the topic "Primary and secondary socialization"

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Rennie, John Alan. Poland Peer-Peer Engagement: Primary and Secondary Inspection. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1469517.

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Maly, Joseph R., Paul S. Wilke, Emily C. Fowler, S. A. Haskett, Dino Sciulli, and T. E. Meink. ESPA: EELV Secondary Payload Adapter With Whole-Spacecraft Isolation for Primary and Secondary Payloads. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada451658.

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Author, Not Given. Projected Benefits of Individual EERE Programs (primary and secondary). Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1219265.

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McAfee, John M. Safety Calculations for the Flight of Primary and Secondary Fragments. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1054252.

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Sittler, María José Abud, Bronwyn Hall, and Christian Helmers. An Empirical Analysis of Primary and Secondary Pharmaceutical Patents in Chile. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w20995.

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Nguyen, Thao. Computational Model of the Eye for Primary and Secondary Blast Trauma. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada559639.

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Maguire, D. M. Environmental standards for primary and secondary containment systems and transfer stations. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/431177.

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Petrosino, Anthony, Claire Morgan, Trevor A Fronius, Emily E Tanner-Smith, and Robert F Boruch. Interventions in developing nations for improving primary and secondary school enrolments. International Initiative for Impact Evaluation (3ie), 2016. http://dx.doi.org/10.23846/sr1009.

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Sefa-Nyarko, Clement Sefa-Nyarko, David Mwambari Mwambari, and Pearl Kyei Kyei. Transitions from Primary to Lower Secondary School: A Focus on Equity. Mastercard Foundation, 2018. http://dx.doi.org/10.15868/socialsector.36867.

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Nguyen, Thao D., Kaliat T. Ramesh, and Oliver Schein. A Computational Model of the Eye for Primary and Secondary Blast Injury. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada602497.

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