Relevant bibliographies by topics / Social studies learning model

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Social studies learning model'

Author: Grafiati
Published: 2 June 2025

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Journal articles on the topic "Social studies learning model"

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Syafruddin, Syafruddin, Irmalasari Irmalasari, Nur Haznah, Radiatul Adwiah, and Vira Yuniar. "Social Sciences Learning Model." JUPE : Jurnal Pendidikan Mandala 9, no. 2 (June 13, 2024): 336. http://dx.doi.org/10.58258/jupe.v9i2.6973.

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The aim of this research is to evaluate various social studies learning models implemented in elementary schools, see the effectiveness of each model, and identify the challenges faced in their implementation. Qualitative research methods were used by conducting classroom observations, interviews with teachers, and analysis of documents related to the curriculum and learning materials. The research results show that various social studies learning models, such as cooperative learning, project-based learning, problem-based learning, and skills-based learning, have their respective advantages and disadvantages in the context of learning in elementary schools. However, in general, it was found that project-based learning and problem-based learning had a more positive impact on students' understanding of social studies concepts and the development of social skills.
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Nr, Sri Dewi, Rosleny B, and Muhajir M. "Project Based Learning Model on Social Studies Learning Motivation." Indonesian Journal of Primary Education 6, no. 1 (March 4, 2022): 9–15. http://dx.doi.org/10.17509/ijpe.v6i1.43531.

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Elpalina, Srimutia, Azwar Ananda, and Siti Fatimah. "Analysis of Fogarty Model In Social Studies Learning." LANGGAM: International Journal of Social Science Education, Art and Culture 3, no. 2 (June 27, 2024): 28–36. https://doi.org/10.24036/langgam.v3i2.207.

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Social Sciences (IPS) education has an important role in the educational curriculum to form a holistic understanding of society, culture, history and geography. However, the development of integrated social studies education materials is still faced with a number of challenges, such as teacher unpreparedness, lack of personality competence, and difficulties in integrating concepts from various scientific disciplines in a meaningful way for students. This study aims to investigate the process of formulating and developing integrated social studies educational materials according to Robin Fogarty's contribution and identifying effective strategies to overcome these challenges. The research method used is literature study with a qualitative approach. Data were analyzed using content and descriptive analysis methods from various relevant literature sources. The research results show that the development of integrated social studies education materials according to Robin Fogarty's contribution involves various models, such as the Cellular Model, Connected Model, Nested Model, Sequenced Model, Shared Model, Webbed Model, Threaded Model, Integrated Model, and Immersed Model. Each model provides a different approach to integrating curriculum and facilitating cross-disciplinary learning. Even though each model has its own advantages, each model also has its own limitations and challenges in implementation. The discussion highlights the importance of developing integrated social studies educational materials in developing students' holistic understanding of society and culture and preparing them to become active citizens and participants in a multicultural and global society. The challenges faced in developing this material can be overcome through strategies such as developing learning models that emphasize integration aspects, preparing interesting and relevant teaching materials, as well as training for teachers in implementing an integrated social studies learning approach effectively. It is hoped that this research can make a significant contribution to the development of more effective and relevant social studies curriculum and learning practices in the future.
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Suastika, Nengah I., Kadek I. Suartama, Dewa Bagus Sanjaya, and Ketut Sedana Arta. "Application of multicultural-based learning model syntax of social studies learning." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1660–79. http://dx.doi.org/10.18844/cjes.v16i4.6030.

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Abstract This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.
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MASROKAH, M., S. UTAMININGSIH, SU’AD, and M. N. YERMAGAMBETOVA. "INFLUENCE OF QUANTUM TEACHING-LEARNING MODEL ON SOCIAL STUDIES LEARNING OUTCOMES." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 160–69. http://dx.doi.org/10.47526/2022-1/2664-0686.14.

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The purpose of this study was to determine the effect of the application of the quantum teaching-learning model on the learning outcomes of Theme 5 on the social studies content of grade V elementary school students in Demak Sub District. The research method used a quasi-experimental design. The research sample was class V Elementary School Bintoro Number 5 Elementary School (35 students). The control class was class V Elementary School Bintoro Number 2 with a total of 41 students. The sampling technique used purposive random sampling. Data analysis used t-test, by first doing data description, average similarity test, and analysis requirements test (normality test and homogeneity test). The results showed that the use of the quantum teaching-learning model had an effect on the learning outcomes of Theme 5 on social studies subject matter, as indicated by the results of the t-test of 3.446> 2,000 and the percent N-gain test of 59.50 (quite effective); Based on the research, it was concluded that there was an influence on the use of the quantum teaching-learning model on the learning outcomes of Theme 5 on the IPS subject content of elementary school students in Demak Sub District.
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Khilda Muminat, Ade, and Tetep. "Improving Learning Social Studies Outcomes through Flipped Classroom Model." SAHUR Journal 1, no. 1 (November 1, 2024): 1–13. https://doi.org/10.31980/sahur.v1i1.2030.

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Social Science lessons are still categorized as subjects with the lowest scores at every school level. This is caused by various things such as students who are less active and the selection of learning models by teachers who are still less effective. Therefore, there is a need for new innovations in the learning process in the classroom on social studies subjects in particular. One of the learning models that are considered capable of improving social studies learning outcomes is the Flipped Classroom learning model. The application of the Flipped Classroom learning model aims to determine the improvement of social studies learning outcomes and to determine students' perceptions of the application of the Flipped Classroom learning model. This study uses a quantitative approach with a quasi-experimental method with pre-test and post-test designs. The population is all students of class VIII MTs. Sirojul Huda Sukawening and his sample consisted of two classes, namely class VIII-A the control class and VIII-B as the experimental class. The instruments used in this study were test question sheets, observation sheets, and questionnaires. Based on the results of statistical analysis, the initial abilities of the two groups resulted in the same abilities. The result of the study can be concluded that there is a significant improvement in learning with the application of the Flipped Classroom learning model. The perception of experimental class students on the application of the Flipped Classroom learning model is also very good. Therefore, the application of the Flipped Classroom learning model can be used as an alternative for everyday learning, especially social studies subjects.
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Ubaidah, Akmal, Dinda Rahma Kartika, Nur Laili, and Khofifatu Rohmah Adi. "Encouraging learning difficulties in social studies by multidisciplinary learning models." Jurnal Teori dan Praksis Pembelajaran IPS 8, no. 1 (April 30, 2023): 34. http://dx.doi.org/10.17977/um022v8i12023p34.

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Learning activity distributes knowledge from educators to students to develop abilities and shape character, essential in improving student learning outcomes. However, there are still many learning activities that are less exciting or tend to be monotonous, which makes students quickly bored. This study aims to explore the learning difficulties in social studies learning by implementing a multidiscipline learning model. A conventional literature review and Jacobs' theory of a multidisciplinary integrated learning model were used to analyze the data. This study found that applying multidisciplinary learning models in social studies learning could bring some advantages, such as encouraging students to be more open-minded, active, easy-going, friendly, motivated, disciplined, and work in teamwork.
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Nadjamuddin, Lukman, Sunarto Amus, Jamaludin Jamaludin, Sriati Usman, Idrus A. Rore, Nurgan Tadeko, and Muhammad Zaky. "Development of Hybrid Discovery Learning (HDL) Model for Integrated Social Studies Learning." Technium Social Sciences Journal 28 (February 9, 2022): 253–62. http://dx.doi.org/10.47577/tssj.v28i1.5953.

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The Covid-19 crisis has led to a widening of the scope and role of online-based learning and information technology (IT)-based education. It is believed that the IT based education will play significant roles even when the Covid crisis ended. Online based learning requires good preparation and contextual schemes to achieve learning outcomes. Students will benefit the online based teaching once it is well prepared and equipped with interactive IT. A combination off- and online learning, known as hybrid learning, when merged to discovery learning will enhance more student interaction. It can measure the interaction numerically and laterally of students. Also, students will explore real-world problems through reality learning condition. This study was developed using the ADDIE model and qualitative descriptive approach. The objective was to evaluate whether using hybrid in the discovery learning will bring barriers for teacher and whether it is effective to achieve students learning outcomes. In this study, the hybrid and discovery learning were combined onto Hybrid Discovery Learning (HDL) model. The developed model was tested with two different focus group discussions (FGD), followed by 24 teachers and instructors of the social studies, and tested for 12 classes. The results demonstrate that the HDL model is successfully support the integrated learning of social studies. However, the benefits of implementing HDL model can only be optimal when several aspects (26 aspects according to the results of the second FGD) such as powering digital means, develop good IT based teaching materials, preparation of templates, and adjust suitable evaluation system, are well done.
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Nur Pebrianti, Eka, Ade Suherman, and Lili Dianah. "The Effect of Demonstration Model to Social Studies Learning Outcomes." SAHUR Journal 1, no. 1 (November 1, 2024): 21–27. https://doi.org/10.31980/sahur.v1i1.2032.

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This research is backgrounded by the low learning outcomes of students in social studies subjects because the learning outcomes in social studies subjects because the learning is still teacher-centred and the low number of teacher participating in training on the development of learning methods. One of the efforts in overcoming this is the need for innovative and effective learning methods, one of which is by using demonstration learning methods. This type of research uses a quantitative approach with a quasi-experimental method with a Nonequivalent Control Group Design design with a pretest-posttest design. The population of this study was class VII students of SMPN 2 Tarogong Kidul which amounted to 62 people.The sample in this study was VII-H as the experimental class and class VII I as the form of a test question sheet.The results showed that.1. There was no significant difference in the students initial abilities before the implementation of the demonstration method between the experimental class and the control class.2.There is a significant difference in the final abilities of students after the implementation of the demonstration method in social studies subjects.3.there is an increase in student learning outcomes after the implementation of the demonstration method in social studies subjects.The demonstration method is a waay of presenting learning by demonstrating or showing students a certain process, situation,or object according to the material being studied.The advantage of the demonstration method can encourage student learning motivation.As well as the demonstration method can liven up the lesson because students not only hear but also see the live events that are happening.This method will be easier for students can see directly,not just hear.
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Komalasari, Kokom, Aim Abdulkarim, and Didin Saripudin. "Culture-Based Social Studies Learning Model in Developing Student Multiculturalism." New Educational Review 51, no. 1 (March 31, 2018): 173–83. http://dx.doi.org/10.15804/tner.2018.51.1.14.

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Dissertations / Theses on the topic "Social studies learning model"

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Verrill, Stephen W. "Social Structure and Social Learning in Delinquency: A Test of Akers’ Social Structure-Social Learning Model." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001305.

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Kan, Pak Cho. "Towards a model of organizational learning as social construction in dispersed learning communities." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369652.

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Henderson, Janis L. "A Social Justice Framework Design an Optimal Learning Environment Model." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/8.

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Optimal learning environments designs that move beyond traditional pedagogical considerations to include Social Justice concepts can be a challenge for educators in academic and practice contexts. The workshop promotes learning environments designs reflective of inclusiveness and members’ psychosocial safety. Inclusiveness reflects sensitivity to learner diversity and promotive of psychosocial safety, a term coined by the workshop facilitator. Psychological safety is operationalized as the offering and receiving of respect despite and because of one’s differences, a knowing uniqueness will be honored as will beliefs and course content understanding. Psychosocial safety flourishes in strengths-based, trauma-informed atmospheres. Additionally addressed are barriers to designing optimal learning environments, including solution strategies. Experiential Learning Theory informs the workshop; experiential learning devices (e.g., reflexive activities, group discussions) encourage defining and refining workshop skills and strategies. The sensitive and culturally bound nature of social justice suggests use of scaffolding of strategies by educators to aid integration of learning.
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Findling, John C. "Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.

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Whitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.

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Although learning organization theory evolved in corporate settings, literature suggests that the theory has much to offer human service organizations. This dissertation examines the implementation of a modified learning organization model in three small field offices of a publicly-funded vocational rehabilitation organization in the Pacific Northwest, at a time when the organization was negotiating financial cutbacks and organizational changes. The model - known as Strengths in Action - was based on Senge's five learning organization disciplines, and informed by organizational culture theory. In each participating office, all staff worked together to set a goal, make a plan, and achieve the goal. This dissertation covers the implementation of the modified learning organization model; the factors that facilitated and impeded the model's implementation; the model's impact on participating offices' climate and culture; and the similarities and differences among participating offices. This primarily qualitative study utilized mixed methods: observations, interviews, and an online survey. Implementation of the model resulted in individual and team learning, better staff communication, more productive teamwork, stronger staff relationships, stronger office/community partner relationships, and improved office morale. This study shows that such a model can be effective in a human service setting, moving workgroups away from a mode of individual workers reactively handling individual cases, and toward a mode of proactive collective problem-solving. It also provides strong evidence that a learning organization model, implemented during a period of resource retrenchment, can produce substantial benefits for small workgroups within human service organizations, even when the model is not disseminated organization-wide.
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Titus, Simone. "Towards a social constructivist game-based learning model: a case of using digital games in sports studies in South Africa." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23457.

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Until the advent of democracy in 1994, apartheid education in South Africa was segregated along the lines of race and ethnicity, consequently disadvantaging historically Black universities. The implications of an undemocratic system meant that the educational experiences of students from historically disadvantaged education systems might be compromised. The impetus for this study arose from observations that students in a sport studies classroom were not engaging with one another, as they were organising themselves with peers from the same cultural group in classroom. While literature asserts that student engagement is linked to student success, explicit views of cross-cultural engagement fall short in the South African context. This study avers that traces of historically segregated cultures and sub-cultures are evident in a diverse institutional space. As diverse groups of students enter the classroom, it has been observed that they tend to gravitate toward peers from the same cultural groups. While a diverse classroom should create a culturally rich environment for knowledge building, through collaboration and engagement with peers, the diversification in the classroom hindered engagement and interaction, as well as knowledge sharing and cross-cultural student engagement. Knowledge, therefore, is generated and shared in cultural clusters, instead of across cultural clusters. The aim of this study is to develop a social-constructivist game-based learning model, by critically exploring the production and reproduction of cross-cultural interactions, using emerging technologies in sport studies. Game-based learning is regarded as a promising vehicle to facilitate students' active participation and engaged learning. This study, therefore, focused on digital games, wikis and blogs, as tools to transform social practices that impede cross-cultural engagement. Since sport is seen as a vehicle for social change, it may create a space where cross-cultural interactions can take place, thereby promoting social change and cohesion in a sport studies classroom. This study employed a sequential exploratory mixed method approach. The research approach involved the design and development of a digital game, which was then tested during the pilot phase of the project. After verification of the tool by the pilot study participants, data were collected from two cohorts of a sport studies discipline, across two phases of this study. This meant that the digital game functioned optimally without any malfunction. This involved 106 participants from a total population of 171 students. Phase One comprised a digital game-based intervention only. Phase Two comprised a game-based learning intervention, an authentic wiki task and a reflective blog. In order to determine the effect of the intervention on cross-cultural engagement, both quantitative and qualitative data were collected. Quantitative data consisted of validated pre- and post-test questionnaires. Quantitative data was analysed using inferential and descriptive statistics on SPSS v20. A repeated measures ANOVA was conducted on the data. Qualitative data comprised five focus group discussions and 58 reflective blog entries. Qualitative data were captured, coded and analysed using Atlas TI. The findings of the quantitative data reveal that there are distinct group preferences, which are linked to historical legacies of segregation, including socio-geographic containment. Crosscultural interactions are informed by mental traces, based on prior experiences, hindered by alliances. In addition, interaction preferences are linked to cross-cultural engagement. Structures that informed students' understanding of interactions were produced and reproduced as cross-cultural interaction was elevated because of group interaction. This study found that students drew on material resources, such as digital games, wikis and blogs to make sense of their interactions, which resulted in the reproduction and modification of rules (modalities), in order to recursively reproduce their social actions. This study concludes that games, alone, do not facilitate cross-cultural engagement, but need to be augmented with other technology tools, in order to produce and reproduce social practices of cross-cultural engagement in the classroom. This study also offers a theoretical contribution, in the form of a social-constructivist game-based learning model, to address cross-cultural interactions in the classroom.
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Niemi, Jeffrey R. "An examination of cooperative learning models and achievement in middle and secondary level social studies." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/689.

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There is a lack of understanding of different cooperative learning methods and their effects on student achievement in middle and secondary level social studies education. The purpose of this quasi-experimental study was to compare two different cooperative learning models in terms of their effects on student achievement in middle level social studies classes. The research question addressed in this study involved understanding the nature of the relationships between different cooperative learning models, gender, ability level and achievement in social studies students. The two cooperative learning models compared were the structured dyad model, which was effective in studies on reading achievement, and the Jigsaw II model, which was well-suited for social studies students. This quantitative study compared the differences between unit pre-and posttest scores of 6th grade students using repeated-measures t test analysis. The study revealed that the learning using a structured dyad model resulted in significantly higher student achievement scores than learning using the Jigsaw II model. Implications of the study include promoting the use of cooperative learning in classrooms to converting schools into learning communities.
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Munalula-Nkandu, Esther. "The development of a training model for peer learning facilitators in adolescent reproductive health in Zambia." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17326.

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Thesis (PhD)--University of Stellenbosch, 2006
ENGLISH ABSTRACT: Zambia is reported to have high levels of maternal morbidity and mortality due to low contraceptive prevalence rates, over 50% of births not being attended to by skilled persons, and teenage pregnancies. A number of organisations (stakeholders) have invested in the training of adolescent reproductive health peer educators with the aim of empowering them to be role models to their peers in reproductive health, but Zambia does not have a generic and locally developed training programme for peer educators. The purpose of this study was to develop a training programme that would produce competent and more effective peer educators for Zambia. The objectives were to determine the characteristics of the ideal peer educator. Further objectives were to ascertain the factors that contribute to or impair the development of the ideal peer educator, and to determine whether training programmes that were being used were producing ideal peer educators and enhancing healthy lifestyle behaviours. Key stakeholders participated in group interviews were they presented and critiqued their training programmes. Emerging out of this process was a draft training programme, developed by the stakeholders. Focus Group Discussions (FGDs) were held with adolescent peer educators from Lusaka, Kafue, Livingstone and Maheba refugee camp. Data were analysed by triangulating the outcomes of the group interviews (with the stakeholders) with the outcomes of the FGDs and reviewed literature. The FGDs highlighted the characteristics of an ideal peer educator as well as factors that contribute towards his/her competence development. Numerous factors were reported that had a negative impact on the development of an ideal peer educator. The peer educators reported that their training had had a positive effect on their lifestyle behaviours. While they had gained more knowledge on HIV and AIDS, they recommended more training on other health issues. The study found that at community level, peer educators were not being given adequate respect because the concept of voluntary work was not readily accepted and they were regarded as failures in life. Major demotivating factors were the lack of payment of incentives and the fact that peer educators were not certified. Peer educators did not receive sufficient support from programme managers/coordinators to enable them to become more effective at community level. Weaknesses in the way the training programmes were conducted were also discerned. Based on the findings of this study, it is recommended that more life skills’ development be promoted for peer educators. Training should be contextualised for the communities in which the peer educators work. The developed training programme, which should be used as a guide, should be repackaged to suit the profiles (e.g. values) of the different communities. Adolescents and various social sectors (inclusive of indicated stakeholders) ought to be involved in diagnosing community needs so as to influence both peers and communities in a way that would promote adolescent reproductive health. This study also recommends a more informal way of practising peer education, which would produce trainees who would be peer educators and role models in any given setting.
AFRIKAANSE OPSOMMING: Na berig word is die hoë siekte- en sterftesyfers onder moeders in Zambië daaraan te wyte dat voorbehoedmiddels nie algemeen gebruik word nie, dat meer as 50% van geboortes plaasvind sonder die bystand van bekwame persone, en dat daar ‘n hoë voorkoms van tienerswangerskappe is. ‘n Aantal organisasies (belanghebbers) het in die opleiding van adolessent- portuurgroep-opvoeders in reproduktiewe gesondheid belê ten einde hierdie portuurgroep-opvoeders te bemagtig om as rolmodelle in reproduktiewe gesondheid op te tree. Zambië het egter nie ‘n eie generiese, plaaslik-ontwikkelde opleidingsprogram vir portuurgroep-opvoeders nie. Die doel van hierdie studie was om ‘n opleidingsmodel en opleidingsprogram te ontwikkel wat bekwame en meer effektiewe portuurgroep-opvoeders vir Zambië sou kon oplewer. Die doelstellings was om die kenmerke van ‘n ideale portuurgroep-opvoeder te bepaal en om die faktore te identifiseer wat óf tot die ontwikkeling van ‘n ideale portuurgroep-opvoeder bydra óf sy/haar ontwikkeling strem. Daar moes ook vasgestel word of bestaande opleidingsprogramme ideale portuurgroep-opvoeders oplewer en gevolglik gesonde leefstylgedrag bevorder. Die navorser het groeponderhoude gebruik en betekenisvolle belanghebbers genooi om hulle opleidingsprogramme aan te bied, te beoordeel en krities te bespreek. ‘n Konsepopleidingsprogram wat deur die belanghebbers ontwikkel is, het uit hierdie proses ontstaan. Fokusgroepbesprekings (Engels: Focus Group Discussions of FGDs) is met adolessente portuurgroep-opvoeders van Lusaka, Kafue, Livingstone en die Maheba-vlugtelingekamp gehou. Data is ontleed deur die uitkomste van die groeponderhoude (met die deelhebbers) met die uitkomste van die fokusgroepbesprekings en die bespreekte literatuur te trianguleer. Die fokusgroepbesprekings het die soeklig op die kenmerke van die ideale portuurgroepopvoeder asook op die faktore wat tot sy/haar bekwaamheidsontwikkeling bydra, laat val. Talle faktore wat ‘n negatiewe uitwerking op die ontwikkeling van ‘n ideale portuurgroep-opvoeder het, is ook vasgestel. Die portuurgroep-opvoeders het bevestig dat hul opleiding ‘n positiewe invloed op hul lewenstylgedrag gehad het. Terwyl hulle genoem het dat hulle meer kennis oor MIV en VIGS opgedoen het, het hulle aanbeveel dat daar ook meer klem op ander gesondheidskwessies behoort te wees. In hierdie studie is daar bevind dat portuurgroepopvoeders op gemeenskapsvlak nie met voldoende respek behandel word nie. Die begrip van vrywillige werk word nie geredelik aanvaar nie, en die opvoeders word as mislukkings beskou. Faktore wat besonder ontmoedigend inwerk is die gebrek aan ‘n aansporingsloon en die feit dat portuurgroep-opvoeders nie sertifikate ontvang nie. Portuurgroep-opvoeders het ook nie voldoende ondersteuning van programbestuurders/- koördineerders ontvang om hulle in staat te stel om meer effektief op gemeenskapsvlak op te tree nie. Daar is voorts swakhede opgemerk in die wyse waarop die opleidingsprogramme uitgevoer is. Gegrond op die bevindinge van hierdie studie, word daar aanbeveel dat die ontwikkeling van lewensvaardighede tot ‘n groter mate bevorder word. Opleiding behoort gekontekstualiseer te word vir die gemeenskappe waarbinne die opvoeders werk. Die bestaande opleidingsprogram, wat as ‘n riglyn gebruik behoort te word, behoort herstruktureer te word om by die profiele (bv. die waardes) van die verskillende gemeenskappe in te pas. Adolessente en verskillende sosiale sektore (insluitend die aangeduide belanghebbers) behoort betrokke te wees by die bepaling van die gemeenskap se behoeftes ten einde beide portuurgroepe en gemeenskappe so te beïnvloed dat adolessente- reproduktiewe gesondheid bevoordeel sal word. Hierdie studie beveel ook aan dat portuurgroep-opvoeding op ‘n informeler grondslag beoefen behoort te word sodat die kwekelinge uiteindelik in enige gegewe omgewing suksesvolle portuurgroepopvoeders en rolmodelle sal kan wees.
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Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

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Milner, Marleen. "An evaluation of the influence of case-method instruction on the reflective thinking of MSW students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003025.

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Books on the topic "Social studies learning model"

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1956-, Coleman Bonita, and Neuhauser Jennifer R. 1977-, eds. Amazing social studies activities: Participatory learning models. Lanham, Md: ScarecrowEducation, 2005.

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Maas, Weigart Kathleen, Crews Robin J, and American Association for Higher Education, eds. Teaching for justice: Concepts and models for service-learning in peace studies. Washington, D.C: American Association for Higher Education, 1999.

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1943-, Weigart Kathleen Maas, Crews Robin Jeffrey, and American Association for Higher Education, eds. Teaching for justice: Concepts and models for service-learning in peace studies. Washington, D.C: American Association for Higher Education, 1999.

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Schlömerkemper, Jörg. Lernen im Team-Kleingruppen-Modell: Biographische und empirische Untersuchungen zum sozialen Lernen in der Integrierten Gesamtschule Göttingen-Geismar. Frankfurt am Main: P. Lang, 1987.

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University of the State of New York., ed. Learning standards for social studies. Albany, N.Y: University of the State of New York, State Education Dept., 1996.

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University of the State of New York., ed. Learning standards for social studies. Albany, N.Y: University of the State of New York, State Education Dept., 1996.

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Coopersmith, Nancy, and Linda Vrooman Peterson. The Montana social studies model curriculum guide. Helena, Mont: Office of Public Instruction, 1993.

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Minor, Kent J. Social studies: Ohio's model competency-based program. Columbus: Ohio Dept. of Education, Division of Curriculum, Instruction, and Professional Development, 1995.

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Ellis, Arthur K. Teaching and learning elementary social studies. 3rd ed. Boston: Allyn and Bacon, 1986.

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Ellis, Arthur K. Teaching and learning elementary social studies. 6th ed. Boston: Allyn and Bacon, 1998.

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Book chapters on the topic "Social studies learning model"

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Mohamed, Sherine Khamis, and Bassem Ezzat Abdel Samee. "Social Distancing Model Utilizing Machine Learning Techniques." In Studies in Systems, Decision and Control, 41–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77302-1_3.

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Mills, Colleen. "Pathways to Hate: Applying an Integrated Social Control-Social Learning Model to White Supremacist Violence." In Palgrave Hate Studies, 327–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99804-2_13.

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Kurniawati, Yeni, Kokom Komalasari, Nana Supriatna, and Erlina Wiyanarti. "Educative Game-Based Edutainment Model Design in Social Studies Learning." In Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022), 328–38. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-010-7_34.

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Setiawati, Esti, Endang Titik Lestari, and Ahmad Agung Yuwono Putro. "Factors of Using Learning Models on Learning Attitudes, Learning Motivation, and Social Studies Learning Achievement." In Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023), 159–63. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-176-0_23.

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Azzahra, Riska Mutia Afifa, Ika Lestari, Herlina Usman, and Taofik. "The Effect of Quantum Learning Model on Social Studies Learning Outcomes of Grade V Elementary School Students." In Advances in Social Science, Education and Humanities Research, 157–68. Paris: Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-376-4_14.

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Lepellere, Maria Antonietta, Irina Cristea, and Donatella Gubiani. "The E-learning System for Teaching Bridging Mathematics Course to Applied Degree Studies." In Models and Theories in Social Systems, 295–309. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00084-4_16.

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Beaupré-Lavallée, Alexandre, and Olivier Bégin-Caouette. "Quebec cégeps as Models of Social and Curricular Adaptation." In Palgrave Studies in Adult Education and Lifelong Learning, 215–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84502-5_11.

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Utomo, Fajar Wahyudi, Didin Saripudin, Disman, and Abdul Azis Wahab. "Learning Model of Social Studies Role Playing Card Based on Madura Ethnic Entrepreneurs Values." In Proceedings of the 4th International Conference on Progressive Education 2022 (ICOPE 2022), 445–55. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-060-2_41.

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Herzog, Otthein, and Ingo J. Timm. "Intelligent Agents for Social and Learning Logistics Systems." In Dynamics in Logistics, 91–107. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88662-2_5.

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AbstractThe digitalization of logistics processes is often based on distributed models and decentralized control. As these logistics models constitute an important part of Industrie 4.0 concepts they must be powerful enough to cover dynamic processes and must enable a host of functions such as goal-oriented, reactive, pro-active, communicative, cooperative, competitive, and learning behaviors. In addition, these distributed models must allow for simulating, planning, allocating, scheduling, and optimizing logistics tasks. This implies that they must be able to act through communication channels with each other thus establishing logistics social communities.Multiagent Systems (MAS) have been around for more than 30 years and lend themselves to the implementation of these distributed models needed for autonomous and cooperating logistics processes. It will be described and also demonstrated by three case studies why MAS are well suited for social and learning logistics systems. It will be shown how the resulting distributed MAS models provide the required functionalities for production and transportation logistics including the handling of dynamic local events as an essential feature for the successful planning, scheduling, optimizing, monitoring, and control of global logistics processes.
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Sandra, Y., S. Syafei, I. Irwan, and N. Fitryona. "The development of a clustering technique-based blended learning model: Preliminary study in the department of fine arts education." In Exploring New Horizons and Challenges for Social Studies in a New Normal, 104–9. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003290865-20.

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Conference papers on the topic "Social studies learning model"

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Wiyanarti, Erlina, Wawan Darmawan, Mina Holilah, and Nana Supriatna. "Development of Neuroscience Approach Through Design Thinking Model in Social Studies Learning." In The International Conference on Humanities Education, Law, and Social Science, 500–505. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013413500004654.

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Nurlaila, Eka, and Freddy Widya Ariesta. "Enhancing Social Studies Learning Outcomes Through the Virtual Reality Learning Model: A Case Study in SDN 07 Palmerah Pagi, West Jakarta." In 2024 International Conference on ICT for Smart Society (ICISS), 1–4. IEEE, 2024. http://dx.doi.org/10.1109/iciss62896.2024.10751119.

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Rachmah, Huriah, Erhamwilda, and Adang M. Tsaury. "Social Studies Learning Model for Early Childhood." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.016.

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Putro, Herry Porda Nugroho, Deasy Arisanty, and Mohamad Zaenal Arifin Anis. "Learning Model of History to Wetlands for Historical Consciousness." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.009.

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‘Asri, Zul, Aisiah, and Aman. "Historical Empathy Learning Model for Strengthening Character Education 2013 Curriculum." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.070.

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Sakti, Eri, Fuady Anwar, and Akmal. "Fiqih Ibadah Competence Model Developments Through Jurisprudential Inquiry Model Based on Local Wisdom in Students’ Learning." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.051.

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Suharli, S., Nining Andriani, F. Fatmawati, Erma Suryani, and Ana Merdekawati. "The Implementation of Social Studies Learning Model Based on Cultural Intelligence." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.122.

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Lutfiyah, Anik. "The Influence of Quantum Learning Model on Students’ Learning Activities in Social Studies Class." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.136.

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Sujarwo, Desy Safitri, and Tubagus Ali Rachman. "Social Studies Learning Model Based on Socio-Cultural Through Blanded Learning (Study in Junior High School in the Depok West Java)." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.001.

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TELLI, Abderrahmane, and Allia Kacimi EL HASSAN. "BRAIN- BASED LEARNING STRATEGIES: THE BRAIN IS SOCIAL." In VII. International Research Congress of Contemporary Studies in Social Sciences. Rimar Academy, 2023. http://dx.doi.org/10.47832/rimarcongress7-2.

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Brain research in recent decades has gained credibility and financial support and drawn attention to it, and the number of educators interested in studying brain research and trying to apply it in the educational field has increased. Harmonious with the brain - the social brain -, which is an educational strategy - if it is well exploited - and to benefit from it in activating the educational situation by activating its variables and putting them in a solution to get out of the indoctrination situation, in addition to the fact that it needs an actual programmed embodiment within the school space in order to achieve its goals This is based on the foundations of the theory of brain learning, as well as the means to support it. The study reached a set of results and suggestions that would contribute to facilitating the process of implementing educational strategies in harmony with the brain - the brain is social - and benefiting from it through:  The study reached to prove and confirm the results of the effectiveness of the theory in developing learning efficiency in the two dimensions of achievement and motivation to learn.  Attempting to build a teaching model using the strategies, principles and foundations of the theory of brain-based learning in general and the social brain in particular, and putting this model to the test
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Reports on the topic "Social studies learning model"

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Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers.
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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Pasupuleti, Murali Krishna. AI-Driven Automation: Transforming Industry 5.0 withMachine Learning and Advanced Technologies. National Education Services, March 2025. https://doi.org/10.62311/nesx/rr225.

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Abstract: This article delves into the transformative role of artificial intelligence (AI) and machine learning (ML) in shaping Industry 5.0, a paradigm centered on human- machine collaboration, sustainability, and resilient industrial ecosystems. Beginning with the evolution from Industry 4.0 to Industry 5.0, it examines core AI technologies, including predictive analytics, natural language processing, and computer vision, which drive advancements in manufacturing, quality control, and adaptive logistics. Key discussions include the integration of collaborative robots (cobots) that enhance human productivity, AI-driven sustainability practices for energy and resource efficiency, and predictive maintenance models that reduce downtime. Addressing ethical challenges, the Article highlights the importance of data privacy, unbiased algorithms, and the environmental responsibility of intelligent automation. Through case studies across manufacturing, healthcare, and energy sectors, readers gain insights into real-world applications of AI and ML, showcasing their impact on efficiency, quality, and safety. The Article concludes with future directions, emphasizing emerging technologies like quantum computing, human-machine synergy, and the sustainable vision for Industry 5.0, where intelligent automation not only drives innovation but also aligns with ethical and social values for a resilient industrial future. Keywords: Industry 5.0, intelligent automation, AI, machine learning, sustainability, human- machine collaboration, cobots, predictive maintenance, quality control, ethical AI, data privacy, Industry 4.0, computer vision, natural language processing, energy efficiency, adaptive logistics, environmental responsibility, industrial ecosystems, quantum computing.
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ji, yuqin, hao tian, qiang ye, zhuoyan ye, and zeyu zheng. Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0013.

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Review question / Objective: This systematic review and meta-analysis aimed to synthesize available randomized controlled trial studies concerning the effects of exercise interventions on fundamental motor skills in children with autism spectrum disorder. Condition being studied: Autism Spectrum Disorder (ASD) is a complicated and highly prevalent neuro-developmental disorder characterized by deficits in social communication, restricted interests, and repetitive behaviors. The CDC reported that the prevalence of ASD was estimated to be 1 in 59 in the United States by 2020. Along with typical symptoms, a couple of studies have indicated that individuals with ASD encounter a variety of challenges, including sleep disturbance, obesity, executive function deficits, physical inactivity, and motor dysfunctions. Fundamental motor skills (FMS) are the unnaturally occurring basic motor learning model of the human body, which are the building blocks for advanced specialized motor skills and for children and adolescents to participate in sports, games, or other context-specific physical activity.FMS falls into three different categories: (a) locomotor skills (e.g., running and hopping), (b) object control skills (e.g., catching and throwing), and balance or stability skills (e.g., balancing and twisting).
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Hefetz, Abraham, and Justin O. Schmidt. Use of Bee-Borne Attractants for Pollination of Nonrewarding Flowers: Model System of Male-Sterile Tomato Flowers. United States Department of Agriculture, October 2003. http://dx.doi.org/10.32747/2003.7586462.bard.

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The use of bee natural product for enhancing pollination is especially valuable in problematic crops that are generally avoided by bees. In the present research we attempted to enhance bee visitation to Male Sterile (M-S) tomato flowers generally used in the production of hybrid seeds. These flowers that lack both pollen and nectar are unattractive to bees that learn rapidly to avoid them. The specific objects were to elucidate the chemical composition of the exocrine products of two bumble bee species the North American Bombus impatiens and the Israeli B. terrestris. Of these, to isolate and identify a bee attractant which when sprayed on M-S tomato flowers will enhance bee visitation, and to provide a procedure of the pheromone application regime. During the research we realized that our knowledge of B. impatiens is too little and we narrowed the objective to learning the basic social behavior of the bees and the pattern of foraging in a flight chamber and how it is affected by biogenic amines. Colonies of B. impatiens are characterized by a high number of workers and a relatively small number of queens. Size differences between queens and workers are pronounced and the queen seems to have full control over egg laying. Only about 9% of the workers in mature colonies had mature oocytes, and there were no signs of a "competition phase" as we know in B. terrestris. Queens and workers differ in their exocrine bouquet. Queen's Dufour's gland possesses a series of linear, saturated and unsaturated hydrocarbons whereas that of workers contains in addition a series of wax-type esters. Bees were trained to either visit or avoid artificially scented electronic flowers in a flight chamber. Since bee also learned to avoid scented non-rewarding flowers we attempted to interfere with this learning. We tested the effect of octopamine, a biogenic amine affecting bee behavior, on the choice behavior of free-flying bumblebees. Our results show that octopamine had no significant effect on the bees' equilibrium choice or on the overall rate of the behavioral change in response to the change in reward. Rather, octopamine significantly affected the time interval between the change in reward status and the initiation of behavioral change in the bee. In B. terrestris we studied the foraging pattern of the bees on tomato flowers in a semi commercial greenhouse in Yad Mordechai. Bee learned very quickly to avoid the non- rewarding M-S flowers, irrespective of their arrangement in the plot, i.e., their mixing with normal, pollen bearing flowers. However, bees seem to "forget" this information during the night since the foraging pattern repeats itself the next morning. Several exocrine products were tested as visitation enhancers. Among these, tarsal gland extracts are the most attractive. The compounds identified in the tarsal gland extract are mostly linear saturated hydrocarbons with small amounts of unsaturated ones. Application was performed every second day on leaves in selected inflorescences. Bee visitation increased significantly in the treated inflorescences as compared to the control, solvent treated. Treatment of the anthers cone was more effective than on the flower petals or the surrounding leaves. Methanol proved to be a non-flower-destructive solvent. We have shown that bumble bees (B. terrestris) can be manipulated by bee-borne attractants to visit non-rewarding flowers. We have further demonstrated that the bees learning ability can be manipulated by applying exogenously octopamine. Both methods can be additively applied in enhancing pollination of desired crops. Such manipulation will be especially useful in tomato cultivation for hybrid seed production.
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Prisacariu, Roxana. Swiss immigrants’ integration policy as inspiration for the Romanian Roma inclusion strategy. Fribourg (Switzerland): IFF, 2015. http://dx.doi.org/10.51363/unifr.diff.2015.05.

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While the knowledge on immigrants’ integration consolidated through the last 50 years, the Roma studies and the research on the Roma inclusion seems at the beginning. The purpose of this research was to assess if and to what extent the Swiss experience in immigrants’ integration may inspire an efficient approach to Roma inclusion in the Romanian society. After highlighting conceptual vagueness, resemblance and difference in the overall social status of Romanian Roma and immigrants in Switzerland and official approaches to the integration or inclusion of each, the research concludes that the Romanian policy on Roma inclusion presumably can be better anchored in the integration conceptual framework and benefit from immigrants’ integration experience. The Romanian choice for framing its Roma policy as ‘inclusion’ rather than for ‘integration’ may be appropriate as it applies to a historic minority of citizens needing social justice. The use of an immigration integration policy as model for a Roma inclusion strategy is limited due to the stronger legit-imation of historic minorities for shared-ownership of public decision-making. That is the Swiss example of immigrants’ integration could only serve Romania as a minimum standard for its Roma inclusion strategy. It can benefit from the Swiss experience on immigrant's integration policy in terms of conception, coordination, monitoring and transparency may be beneficial, while the Roma political participation may find inspiration from the Swiss linguistic communities’ participatory mechanisms. The on-going reciprocal learning process connecting academia and public authorities able to transform science into action and experience in knowledge may inspire the Romanian authorities.
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Ornetzeder, Michael, ed. Habilitation Thesis: Sustainable Technology - Studies on User Innovation, Social Learning and Innovation Networks. Vienna: self, 2016. http://dx.doi.org/10.1553/ita-pa-mo-10-1.

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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, April 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) and an in-person convening in Melbourne (Victoria, Australia). This report features four case studies and shares lessons learned and strategies implemented by the districts.
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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