Search results for "Liste"

CLIL Challenges : Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts

2020

This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted quality of their agency. The study employs the Listening Guide method (Gilligan, 2015) to listen to the voices of three secondary school subject teachers from three diverse contexts. The analysis shows that CLIL challenges both empowered and disempowered the teachers depending on how meaningful they found their work and what their possibilities to act w…

Scaffolding through dialogic teaching in early school classrooms

2016

The present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from preschool to Grade 2 in Finnish classrooms were analysed using qualitative content analysis. Two teacher-initiated and two child-initiated dialogic teaching patterns were identified. Teacher's scaffolding in teacher-initiated dialogues was characterised by high responsibility in maintaining the interactional flow and utilisation of diverse strategies. In the child-initiated dialogues, the teachers' scaffolding consisted of listening and inquiry, and …

Deriving electrophysiological brain network connectivity via tensor component analysis during freely listening to music

2020

Recent studies show that the dynamics of electrophysiological functional connectivity is attracting more and more interest since it is considered as a better representation of functional brain networks than static network analysis. It is believed that the dynamic electrophysiological brain networks with specific frequency modes, transiently form and dissolve to support ongoing cognitive function during continuous task performance. Here, we propose a novel method based on tensor component analysis (TCA), to characterize the spatial, temporal, and spectral signatures of dynamic electrophysiological brain networks in electroencephalography (EEG) data recorded during free music-listening. A thr…

Dret mercantil I: Tema 5: Dret de societats. Societats mercantils. Teoria general. Societats personalistes

2017

Document revisat pel Servei de Política Lingüística de la Universitat de València. Resum del tema 5 de l'assignatura de Dret Mercantil I: Dret de societats. Societats mercantils. Teoria general. Societats personalistes.

In Pursuit of Measuring Pre-reflective Music Listening Experiences

2022

While the diverse effects and uses of music and sound have been extensively documented within music psychology, relatively little attention has been paid to the process and experience of listening itself. Previous literature have, however, considered different ways of attending to sounds via the concept of listening modes, which highlights the different ways and strategies through which listeners intentionally orientate themselves to the activity of listening and creating the experiential meaning of the sound. In this paper, we continue on these lines by focusing on the very basic attentional dispositions for listening that often remain unconscious. As op posed to more deliberate and intent…

The social side of music listening : Empathy and contagion in music-induced emotions

2017

Process theories have identified empathy and contagion as mechanisms by which music may induce emotions and recent studies in psychology and cognitive neuroscience have started to examine these hypotheses. After showing how music listening may tap into social cognition, and distinguishing between empathy and emotional contagion at the psychological and neural levels, this chapter reviews the theoretical and empirical support for the involvement of these two processes in music-induced emotions. Several implications for future research on music­induced emotions are discussed: (1) drawing from current efforts to reduce conceptual confusion in mainstream research on empathy and contagion, these…

Kumppanin työttömyyden yhteys yksilön subjektiiviseen hyvinvointiin

2017

Tämän pro gradu -tutkielman tarkoituksena on selvittää kumppanin työttömyyden yhteyttä yksilön subjektiiviseen hyvinvointiin. Tutkielman alussa paneudutaan subjektiivisen hyvinvoinnin mallintamiseen ja mittaamiseen taloustieteellisestä näkökulmasta. Tutkielman teoreettisessa osuudessa esitellään kolme erilaista teoreettista tapaa – viiteryhmäteoria, sosiaalisten käytäntöjenteoria ja kotitalouden hyötyfunktiot – mallintaa kumppanin työttömyyden vaikutuksia yksilölle. Aiemmissa tutkimuksissa viiteryhmän työttömyydellä on havaittu olevan erilainen yhteys työssäkäyvän ja työttömän yksilön subjektiiviseen hyvinvointiin. Kumppanin työttömyyden on havaittu olevan…

Woodland key habitats : a key to effective conservation of forest biodiversity?

2011

Supportive Communication in the Workplace

2019

Supportive communication is a form of social interaction that produces resources with which to solve situational problems and manage emotional strain. Through the management of uncertainty, supportive communication enhances the perception of personal control over life events and strengthens the perception of acceptance. It is enacted in the seeking of support, in providing support, and in supportive listening as a form of emotional and informational support. In the workplace, supportive communication is crucially important: It promotes productive work and employees’ well-being as well as job satisfaction and engagement in the organization. This chapter presents the foundations of supportive…

Pedagogical practices predicting perceived learning of social skills among university students

2022

The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of…