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67 results for “social participation”
MRI data of 40 adult participants in response to a cue induced craving task following food fasting, social isolation and baseline (within-subject design)
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Internet use: participating in social networks [percentage of individuals] processed Eurostat data [CEEMID indicator]
<p>The indicator '<strong>Internet use: participating in social networks (creating user profile, posting messages or other contributions to facebook, twitter, etc.) [percentage of individuals]</strong>' from the Eurostat statistical product <em>Individuals who used the internet, frequency of use and activities.</em></p> <p>- NUTS2013 regional codes are recoded to NUTS2016<br> - missing data is handled with last observation carry forward, next observation carry back, linear interpolation<br> -NUTS2 areas are imputed when only NUTS1 level data is available. <br> <br> The original dataset is available here:<br> <a href="https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=isoc_r_iuse_i&lang=en">https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=isoc_r_iuse_i&lang=en</a></p> <p>More about CEEMID: <a href="http://ceemid.eu">www.ceemid.eu</a><br> Get in touch: <a href="http://danielantal.eu/#contact">danielantal.eu/#contact</a></p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 16. Social media postings
<p>After different stages of experimentation, we produced different statistical analysis of our results:</p> <p>a. concerning the most accessed social media. It indicated that Panoramio was the most visited, and Google+ had the majority of postings (Figure 16). </p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p> <p>b. concerning the pedagogical content. A survey was done among teachers and children to evaluate the interest in our solutions and the quality of the educational content and therefore of the overall efficiency</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 12. Children applying glass-engraving techniques under the control of the staff from the NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 13. School girl presenting Vădastra School's Facebook page
<p>In order to achieve the third educational level, we experimented the social media tools, i.e. the project’s Google+ educational blog, by posting information complementary to that available on the Time Maps website, and also thematic questionnaires to foster a question-answer (Q&A) learning style. This allowed us to monitor and evaluate the information retention. In this stage we encountered the challenge to stimulate children and teachers to continue using our learning system, by posting new educational content, announcements and social messages. After a period of experimentation we proceeded to a statistical evaluation of children’s answers, which is presented in the next section.</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 7. The projects's Twitter page for educational and research micro-blogging
<p>The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 6. Virtual Space on Panoramio+ with the experiments carried in Vădastra village
<p>The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra)</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 1. An experiment of building a prehistoric house, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The learning experiment in Vădastra village began by geo-referencing some points of interest in the archaeological area (Gheorghiu & Stefan, 2013a; 2013b), which were identified from the archaeological published materials and from information provided by the villagers, as well as resulting from fieldwork conducted for over a decade (i.e. archaeological experimentation) in this village (Gheorghiu, 2001; 2008). The geographic data (POIs) was collected on the archaeological site by the K-12 children under the coordination of a project team member from the National University of Arts Bucharest (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 2. An experiment with sunken up-draught kilns, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The second stage was represented by the physical reconstruction at real scale of a prehistoric house and of a corner of a Roman villa rustica, designed and coordinated by Professor Dragoş Gheorghiu. In these physical reconstructions video recordings and photo shoots were produced by specialist members of the project team, in order to be used later as augmentations in the AR application and for distribution by means of SNS. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 4. Augmented Reality with video movie and social media (a vertical loom in front of two reconstructed kilns and a wall of a Roman villa rustica)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 9.The educational blog on Google+ Time Maps page–the weaving techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D reconstruction), slightly different from those available on the Time Maps web site, but containing the same information. The children had to make a little effort to relate this information with the one presented on the site, to make a connection between the questions, the fragments from videos at which the answers referred to and the information from the site. The set of questionnaires lead the school children through the majority of data offered by the web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 3. Augmented Reality with archaeological stratigraphy (a prehistoric house and a Roman villa reconstructed in 3D)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 15. Social media visits
<p>We also point out the following the advantages of Google+: - Google+ is a more user-friendly than other social environments and very suitable for use by school children than other blogging environments (e.g. Wordpress); thus it stimulated the play-like learning. - Google+ is more customizable than other social environments; - By allowing teachers to post questionnaires and to share images and videos or links to content on the Time Maps website, the Google+ page acted as an aggregator of information and a for scaffolding the learning process. After different stages of experimentation, we produced different statistical analysis of our results: concerning the most accessed social media. It indicated that Panoramio was the most visited (Figure 15)</p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 8. Virtual social space on Google+
<p>For micro-blogging we hashtagged the main topic as #maps_of_time and created keywords related to three ancient technologies specific for the studied contexts (textiles, glass, ceramics) to facilitate a categorization of the topics and their retrieval. To achieve a unified and coherent platform, the personal spaces of the social networks were customized with logos and landing pages, designed by Associate Professor Marina Theodorescu (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 14. The survey as a public posting on Google+ Time Maps page
<p>During this experimentation phase a symposium was organized at Vădastra School with the purpose to present our learning experiment to a group of 30 teachers from the Olt County. An open history lesson on the Time Maps web site was held by a history teacher, and a school girl described the Facebook page of the Vădastra School (Figure13), maintained by both teachers and children. The invited teachers gave a feedback on the effectiveness and utility of the Time Maps learning system by responding to a questionnaire-based survey, which was posted on the Google+ page (Figure 14). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 10. The educational blog on Google+ Time Maps page – the glass manufacturing techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D<br> reconstruction), slightly different from those available on the Time Maps web site, but containing<br> the same information. The children had to make a little effort to relate this information with the one<br> presented on the site, to make a connection between the questions, the fragments from videos at<br> which the answers referred to and the information from the site.<br> The set of questionnaires lead the school children through the majority of data offered by the<br> web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 5. Fiber artist Alexandra Rusu (NUA) working at a Roman vertical loom (video movie)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 11. Children applying weaving techniques under the control of the staff from NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
Analysis of websites, social media pages and apps for the development of new strategies for increasing participation of women in clinical trials
<p>For T2.5 of the i-CONSENT project, an analysis was undertaken of the strategies used to effectively communicate with women on the topic of women’s health or women’s health research, considering aspects such as tone, format and audience interaction. A total of 42 websites, social media pages and apps were included in the analysis. The attached document presents the findings from the data generation stage of this analysis.</p>
ENGLISH Participation in a new group and the identification processes: The quest for a positive social identity
<p>Dataset for manuscript Participation in a new group and the identification processes: The quest for a positive social identity</p>
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