title: What do we mean by social in relation to learning and the role of teachers?

authors: Earl Rinehart, (Suzanne) Kerry

abstract: The word social is often used as a modifying adjective to describe behaviour of a group, collective, community, society or organisation. There are social actions and we have social problems. We also understand that   human beings are social animals. We require   interaction with others, so we seek relationship/association/affiliation/cooperation with others and we gather in communities. According to Wikipedia, the etymology of the word social comes from “the Latin word socii (‘allies  ’) referring to allied states of the Roman Republic”. We might take from this that to be social is to be in a positive relationship with others as individuals or groups. During the   COVID-19 health crisis our   connections are  virtual through social media   . Other terms we are familiar with are social security, social studies, sociology, social skills, social work.     Social    may also be a description for temporary behaviour—being social   —during a specific period of time.

text: What do we mean by social in relation to learning and the role of teachers? The word social is often used as a modifying adjective to describe behaviour of a group, collective, community, society or organisation. There are social actions and we have social problems. We also understand that   human beings are social animals. We require   interaction with others, so we seek relationship/association/affiliation/cooperation with others and we gather in communities. According to Wikipedia, the etymology of the word social comes from “the Latin word socii (‘allies  ’) referring to allied states of the Roman Republic”. We might take from this that to be social is to be in a positive relationship with others as individuals or groups. During the   COVID-19 health crisis our   connections are  virtual through social media   . Other terms we are familiar with are social security, social studies, sociology, social skills, social work.     Social    may also be a description for temporary behaviour—being social   —during a specific period of time.

year: 2020

title: The Effect of Effort: An analysis of Killeen's (1994) Mathematical Principles of Reinforcement

authors: Bjarnesen, Rebecca Claire

subjects: Mathematical Principles of Reinforcement

abstract: Mathematical Principles of Reinforcement (MPR, Killeen, 1994) is a mathematical model comprising three main concepts; an animal’s arousal to behaviour based on its motivation for a particular reinforcer, time and energy constraints on responding, and coupling between a response class and reinforcer. This experiment tested the ability of MPR to predict response rates when the minimum force requirement and topography of response was changed. Increasing the minimum force requirement was expected to increase the value of δ, the parameter related to response constraint. Altering the topography of the response was expected to also alter the δ value, as different response forms were expected to take different lengths of time to perform. There were four conditions; low force key, low force door, high force key and high force door, and 6 hens responded under each of these conditions in an ascending geometric series of Fixed Ratio (FR) values. It was shown that hens responded at a faster rate and to higher FR values when responding on the key than on the door, and for both apparatus, the hens stopped responding at lower FR values when weights were added. Unexpectedly, there were no statistically significant differences in the value of δ across conditions, but the values for a, meant to represent the animals’ arousal, did change. It was suggested that the changes in a reflected changes in the animals’ motivation to perform the different responses, probably due to rewarding or aversive properties of the operant response related to the different response forms.

text: The Effect of Effort: An analysis of Killeen's (1994) Mathematical Principles of Reinforcement Mathematical Principles of Reinforcement (MPR, Killeen, 1994) is a mathematical model comprising three main concepts; an animal’s arousal to behaviour based on its motivation for a particular reinforcer, time and energy constraints on responding, and coupling between a response class and reinforcer. This experiment tested the ability of MPR to predict response rates when the minimum force requirement and topography of response was changed. Increasing the minimum force requirement was expected to increase the value of δ, the parameter related to response constraint. Altering the topography of the response was expected to also alter the δ value, as different response forms were expected to take different lengths of time to perform. There were four conditions; low force key, low force door, high force key and high force door, and 6 hens responded under each of these conditions in an ascending geometric series of Fixed Ratio (FR) values. It was shown that hens responded at a faster rate and to higher FR values when responding on the key than on the door, and for both apparatus, the hens stopped responding at lower FR values when weights were added. Unexpectedly, there were no statistically significant differences in the value of δ across conditions, but the values for a, meant to represent the animals’ arousal, did change. It was suggested that the changes in a reflected changes in the animals’ motivation to perform the different responses, probably due to rewarding or aversive properties of the operant response related to the different response forms.

year: 2011

title: A discursive analysis of Maori in sexual and reproductive health policy

authors: Green, Jane Alison

subjects: Maori

abstract: No abstract provided

text: A discursive analysis of Maori in sexual and reproductive health policy No abstract provided

year: 2011