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Descriptors:
Marine Education; Navigation; Professional Training; Social Environment; Interaction; Training Methods; Computer Simulation; Simulated Environment; Role Playing; Qualitative Research; Computer Assisted Instruction; Cooperative Learning; Instructional Effectiveness; Learning Activities; Learning Processes

Abstract:
Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession's hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students' collaboration and meaning-making is an entity of training that may be more efficiently addressed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade Point Average; Genetics; Social Environment; Depression (Psychology); Interaction; Body Weight; Twins; Children; Environmental Influences; Correlation; Birth; Nutrition; Delinquency; Prenatal Influences

Abstract:
Numerous studies report gene-environment interactions, suggesting that specific alleles have different effects on social outcomes depending on environment. In all these studies, however, environmental conditions are potentially endogenous to unmeasured genetic characteristics. That is, it could be that the observed interaction effects actually reflect underlying genetic tendencies that lead individuals into certain environments. What is critical to move this literature forward is random environmental variation that we know is not correlated with innate characteristics of subjects. We exploit a natural experiment that randomizes a particular stressor--birth weight discordance within twin pairs--to address this challenge and ask: Do random differences in early environment (prenatal nutrition) moderate genetic effects on depression, delinquency, or GPA? Using Add Health data, the only consistently significant allele-birth weight interaction we reveal works in the opposite direction of Caspi et al.'s classic finding regarding the interaction of maltreatment with genetic variation in the serotonin transporter promoter. Less robust interactions found for "DRD2" and "MAOA" are consistent with this pattern that reverses prior findings. These results do not necessarily overturn existing research but support our methodological point that gene-environment research must address endogeneity. (Contains 6 tables, 1 figure and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Environment; Problem Solving; Financial Support; Administrator Attitudes; Childhood Attitudes; Parent Attitudes; Clergy; Participation; Observation; Interviews; Mathematical Applications; Mathematical Aptitude; Mathematical Concepts; Religion Studies; Number Concepts; Number Systems; Numeracy; Influences; Theory of Mind; Beliefs; Spiritual Development; Role of Religion

Abstract:
The purpose of this study was to examine children's mathematical understandings related to participation in tithing (giving 10% of earnings to the church). Observations of church services and events, as well as interviews with parents, children, and church leaders, were analyzed in an effort to capture the ways in which mathematical problem solving was related to the social context of tithing. I introduce the direct influence model to describe components of the practice itself and to identify supports and constraints that exist related to children's opportunities to engage in problem solving that varied by participation frequency and mathematical complexity. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attention Deficit Hyperactivity Disorder; Social Environment; Anxiety; Clinical Diagnosis; Personal Narratives; Adults; Psychological Patterns; Self Concept

Abstract:
This study systematically analyzed life stories of adults with attention-deficit hyperactivity disorder (ADHD) who were diagnosed in adulthood, using an adapted version of Labov's textual-analysis method. These life stories provided an opportunity to examine the processes experienced by these individuals before and after the diagnosis of ADHD, from their perspective. The results indicate that the narrators experienced repeated failures in many aspects of life. Many of them internalized negative views to which they have been subjected to in their social environment. Consequently, they developed self-blame that subsequently further hampered their functioning. Once diagnosed with ADHD, these adults were able to construct a more coherent view of their life and of their difficulties, move beyond guilt, and understand that they could overcome their challenges. Consequently, many of them began to take a more positive view of themselves and of the course of their lives, and to admit to some positive aspects of having ADHD. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Masculinity; Behavior Disorders; Adolescents; Aggression; Social Environment; Grounded Theory; Emotional Disturbances; Guidelines; Self Concept; Victims; Prevention; Friendship; Males; Foreign Countries

Abstract:
Existing research that attempts to understand aggressive behavior often focuses on adults and/or individual traits. The present study used a Grounded Theory approach to develop a theoretical framework of how younger adolescents constructed an understanding of their own aggressive behavior within the social context of their lives. The participants were 11 adolescents (aged 12-16) who had previously been involved in incidents of aggression at a school for children with emotional and behavioral difficulties. The identified theoretical framework outlined that aggressive behavior was fundamental to an identity of toughness that participants sought to portray to others. This identity emerged in a hostile peer environment to prevent victimization and establish friendships. The findings are discussed in relation to their clinical implications, limitations, and possibilities for further research. (Contains 2 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Gender Differences; Genetics; Foreign Countries; Data Analysis; Comparative Analysis; Scientific Concepts; Religion; Parent Background; Educational Attainment; Multivariate Analysis; Monte Carlo Methods; Gender Bias; Social Environment; Cultural Context; Trend Analysis; Behavior Patterns; Questionnaires

Abstract:
Innatism is the belief that most of the human personality can be determined by genes. This ideology is dangerous, especially when it claims to be scientific. The present study investigates conceptions of 1060 students from Estonia and France related to genetic determinism of some human behaviours. Factors taken into account included students' religion, gender, parents' education level and the school curriculum. The data analysis used [chi][squared] for single comparisons but also multivariate analyses as between-class analysis and the Monte Carlo test to differentiate samples. The difference in the answers from students of the two countries is strongly significant, Estonian students' answers being more innatist and linked with more intolerant attitudes than French ones, although in both cases the majority is tolerant. For each country, very few factors differentiate students: only gender in France for the question on sexism and schools in Estonia. These findings show how sociocultural context is important for questions containing values interacting with scientific knowledge. The interpretation of the results infers significantly different trends among Estonian and French students' conceptions about the determinism of human behaviours and performances. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Nurses; Research Methodology; Attitudes; Learning Activities; Workplace Learning; Work Environment; Reflection; Learning Processes; Decision Making; Social Environment; Misconceptions; Error Correction; Vocational Education

Abstract:
This article addresses two research questions concerning nurses' engagement in social learning activities after errors at work. Firstly, we investigated how this engagement relates to nurses' interpretations of the error situation and perceptions of a safe team climate. The results indicate that the individual estimation of an error as relevant to learning and the tendency to cover up an error significantly predict nurses' engagement in social learning activities. Secondly, by applying latent class analysis, we aimed to identify how individuals differ in their interpretations of error situations, their social learning activities after errors and their perceptions of a safe team climate. A reliable four-class solution was obtained from latent class analyses. Only one class (58.8%) showed a clear orientation towards socially shared reflection and learning from errors. The other classes were characterised by answer profiles that seem incongruent to learning from errors. We discuss implications of these findings for organisational practice as well as for professional and vocational education. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standard Setting (Scoring); Criterion Referenced Tests; Benchmarking; Student Evaluation; College Bound Students; Student Placement; Racial Segregation; Politics; Social Environment; Educational History; Attitudes; Foreign Countries

Abstract:
Criterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities. (Contains 1 figure, 3 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Social Capital; Social Networks; International Education; Foreign Students; Interviews; Student Attitudes; Vietnamese People; Academic Aspiration; Ideology; Occupational Aspiration; Self Determination; Citizenship; Social Environment; Cultural Influences

Abstract:
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conflict; Foreign Countries; Problem Solving; Correlation; Role of Education; Attribution Theory; Cultural Context; Social Environment; Social Change; Program Design; Educational Policy

Abstract:
This Introduction discusses approaches to and perspectives on analyzing the complex relationship between education, fragility, and conflict and its underlying causes and dynamics. It argues for the need for contextual and time-bound multi-level analyses of interlinked societal dimensions in order to address the ultimate purposes of education policies and programmes, whether they aim to ameliorate or transform existing conditions. Examples are presented of the ways these dimensions apply to the country cases on Afghanistan, Bolivia, Nepal, and Sudan and to the discussion of why quality data is important for analysis, and for policy and programme design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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