Suchergebnisse

POLITICAL PARICIPATION IS CENTRAL TO LIBERAL DEMOCRACY, YET THERE ARE SUBSTANTIAL VARIATIONS IN THE LEVELS OF PARTICIPATION OBSERVABLE AMONG DIFFERENT SOCIAL GROUPS EMPIRICAL THEORIES EXPLAIN THESE VARIATIONS BY THE DIFFERENT SOCIO-ECONOMIC RESOURCES INDIVIDUALS POSSESS AND BY THEIR RESULTING LEVELS OF TRUST AND EFFICACY IN THE POLITICAL SYSTEM. THIS ARTICLE USES AUSTRALIA AS A CASE STUDY. THE RESULTS SHOW THAT IMMIGRANTS SOCIALIZED IN COUNTRIES LACKING CONTINUOUS DEMOCRATIC TRADITIONS HAVE GREATER POITICAL TRUST, BUT ALSO DISPLAY MORE AUTHORITARIAN VALUES. DIFFERENCES EMERGE NOT ONLY IN THE TYPE OF PARTICPATIONS BEING ANALYZED, BUT AMONG ETHNIC GROUPS.

"There is a link between learning theories and online education in the sense that the use of certain e-Tools available in educational platforms could be biased by the epistemological beliefs of the teachers. The complexity of the educational message, in relation to the biased e-Tools selection for the learning task, together with the information processing that derives from the learning activity contributes to the intrinsic cognitive load. In order to optimize this cognitive load that can reach a high and an undesirable level for learning, this article aims to bridge online learning with the main theories of learning and cognitive load theory. The triangulation of these data, based on several sources from the specialized literature, provides an extended picture of the dominant cognitive processes determined by the tools used in the online learning space. This article could represent a source for the theoretical foundation of an online learning instructional design and for placing the online education closer to methodology, rather than technology. Keywords: online learning, instructional design, cognitive load, information processing, learning theories"

ObjectiveWe examine novel drug use in the lesbian, gay, bisexual, and transgender (LGBT) community in the context of social learning, self‐control, and strain theories.MethodsBased on a sample of 2,349 college students, we examine novel drug use rates of LGBT participants. We then perform a series of logistic regression models to examine factors correlated with LGBT novel drug use.ResultsWe find LGBT individuals have higher rates of use for novel drugs. We find that social learning constructs partially mediate the relationship between sexual orientation and novel drug use. The data did not support the hypotheses that strain or self‐control mediated or acted as a moderator in this relationship.ConclusionWe hypothesize higher LGBT novel drug use may be related to unique cultural definitions surrounding LGBT drug use and LGBT individuals being less likely to stigmatize substance use. This finding may have implications for LGBT substance use messaging and education programs.

Using path analysis, the present investigation sought to clarify possible operational linkages among constructs from social learning and attribution theories within the context of a self-esteem system. Subjects were 300 undergraduate university students who completed a measure of self-esteem
and indicated expectancies for success and minimal goal levels for an experimental task. After completing the task and receiving feedback about their performance, subjects completed causal attribution and self-esteem questionnaires. Results revealed gender differences in the degree and strength
of the proposed relations, but not in the mean levels of the variables studied. Results suggested that the integration of social learning and attribution theories within a single conceptual model provides a better understanding of students' behaviors and self-esteem in achievement situations.

Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult's learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical conditions of learning, whereas Brookfield discusses an adult in the context of social, political and democratic concept.

Given persistent barriers to effective electronic health record (EHR) system implementation and use, the authors investigated implementation training practices in six organizations reputed to have ambulatory care EHR system implementation "best practices." Using the lenses of social cognitive and adult learning theories, they explored themes related to EHR implementation training using qualitative data collected through 43 key informant interviews and 6 physician focus groups conducted between February 2009 and December 2010. The authors found consistent evidence that training practices across the six organizations known for exemplary implementations were congruent with the tenets of these theoretical frameworks and highlight seven best practices for training. The authors' analyses suggest that effective training programs must move beyond technical approaches and incorporate social and cultural factors to make a difference in implementation success. Taking these findings into account may increase the likelihood of successful EHR implementation, thereby helping organizations meet "meaningful use" requirements for EHR systems.