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The Role of Interaction with Nature in Childhood Development: An Under-Appreciated Ecosystem Service
James Kevin Summers,
Deborah Nicole Vivian,
James Tobias Summers
Issue:
Volume 8, Issue 6, December 2019
Pages:
142-150
Received:
3 September 2019
Accepted:
5 October 2019
Published:
5 November 2019
Abstract: Humans depend on the vital services provided by natural ecosystems. Regrettably, some individuals believe these ecosystem services are free; and therefore, have no value. An under-appreciated service provided by ecosystems is strengthening childhood development through interaction with nature to enhance childhood cognitive and physical development. The development of a child’s physical and cognitive abilities is complex with studies indicating multiple determinants and varied time scales. Childhood development is the product of many natural, social and built environmental attributes. While the impacts of social and built environments on childhood development are clearly described in the scientific literature, the role of natural environment is less clear. Even though people do not pay for this ecosystem service in a conventional sense, the loss of this service can result in a significant cost to humans through slower cognitive and physical development in children. Deprivation of these exposures to natural ecosystems can diminish a child’s development and eventually their underlying quality of life. While the impact of nature on childhood development is understood by most child developmental psychologists, this impact is under-appreciated by non-social scientists studying the contributions of ecosystem services in society. The complicated and symbiotic interactions of natural ecosystems, their services and childhood development are poorly acknowledged in the ecological literature. In this article, the important role of natural ecosystems and their services in childhood cognitive and physical development are examined through an examination of studies assessing this childhood development-ecosystem service connection.
Abstract: Humans depend on the vital services provided by natural ecosystems. Regrettably, some individuals believe these ecosystem services are free; and therefore, have no value. An under-appreciated service provided by ecosystems is strengthening childhood development through interaction with nature to enhance childhood cognitive and physical development....
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The Nature of the Traces and the Dynamics of Memory
Brouillet Denis,
Versace Rémy
Issue:
Volume 8, Issue 6, December 2019
Pages:
151-157
Received:
11 May 2019
Accepted:
4 June 2019
Published:
25 November 2019
Abstract: The aim of the present article is to show that current single-system models, clearly located in a dynamic memory perspective and embodied, had brought answers to questions that appeared in the Atkinson and Shiffrin model, that has been the reference for multi-system memory models for 50 years: one concerning the question of recovery in memory and the other the nature of the traces in memory. Our focus will be to show that it is not possible to define storage and recovery processes without taking account of the contents of memory and the dynamics of the emergence of knowledge. Two models will be presented, both defending the idea that it is not possible to distinguish between process and content, as memory does not encode and retrieve contents but reusable processes. In other words, these models suggest that knowledge is in a state of constant reorganization due to a combination of the subject's activity and environmental constraints. That is to say that they consider memory as a dynamic system. Consequently, the traces cannot be dissociated from the mechanisms that gave them birth. It is certainly on this point that the most radical break between these models and anterior models of memory.
Abstract: The aim of the present article is to show that current single-system models, clearly located in a dynamic memory perspective and embodied, had brought answers to questions that appeared in the Atkinson and Shiffrin model, that has been the reference for multi-system memory models for 50 years: one concerning the question of recovery in memory and t...
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Applying the Early Adopters Model to Organizations Undergoing Technological Innovation Process
Issue:
Volume 8, Issue 6, December 2019
Pages:
158-165
Received:
24 October 2019
Accepted:
19 November 2019
Published:
2 December 2019
Abstract: This article examines the relevance of the Early Adapter to the process of technological innovation assimilation in a contemporary organization environment._In the 21st century, an organization that wishes to survive in face of the flood of changes in customer requirements, technological innovation, and changing environment must assimilate technological innovation as an ongoing routine by way of carrying out an intensive process of digital transformation. Studies have shown that the digital transformation process affects the employees. It may require additional work effort as well as re-learning, and even change in status. Consequently, resistance may rise. This might affect the success and the effectiveness of the digital transformation in the organization. Therefore, it requires the support of management and the cooperation of the employees, while planning a realistic, concise, and coordinated timetable for the process. The Diffusion of Innovations model (DOI) argues that workers with a positive propensity to technology are more likely to become the early adopters of the digital transformation. According to the Complex Adaptive Systems model (CAS) in organizations, employees who act as fractals (namely, work in a functional autonomy) are prone to encourage technological innovation and utilize resources effectively and share knowledge and solutions tailored to customer needs. _This study examined the relationship between workers function as fractals in an organization with CAS characteristics, and the following traits: development of positive attitudes towards technology, ready to use, and involvement in the assimilation process. According to the DOI model, these are the characteristics of early adopters. Such employees are the most significant contributors to the effectiveness of digital transformation. An empirical study was conducted among 270 subjects who worked in four different organizations in different capacities. The results of the study show that there is a significant relationship between working as an early adopter and working as a fractal in a CAS organization. It also shows that the dimensions “ready to use” and “employee involvement in the process” were the most significant, and exhibited strong and meaningful relationship. The conclusions of the study indicate that the transformation of the organization into CAS, as well as the development of workers as fractals, will encourage the employees to become early adaptors, hence contribute to an efficient and effective process of digital transformation, and to effectively handling disruptive innovation.
Abstract: This article examines the relevance of the Early Adapter to the process of technological innovation assimilation in a contemporary organization environment._In the 21st century, an organization that wishes to survive in face of the flood of changes in customer requirements, technological innovation, and changing environment must assimilate technolo...
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Research on the Subjective Well-being of Junior High School Students
Issue:
Volume 8, Issue 6, December 2019
Pages:
166-172
Received:
11 November 2019
Published:
3 December 2019
Abstract: Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was conducted among 132 junior high school students in a middle school in a town by subjective well-being scale for adolescents. Results: (1) The subjective well-being of junior middle school students is in the middle level (4.3738±0.6567); (2) On the gender factor, boys and girls were significantly different in school satisfaction (4.4608±1.3273, 5.1094±1.0687, t=-2.903, P<0.05) and positive emotions (3.3464±1.0852, 4.1589±1.1383, t=-3.882, P<0.05); (3) In terms of grade factors, there are significant differences in environmental satisfaction only. Through pair wise comparison after the event, it is found that there was a significant difference in environmental satisfaction between Grade7 students (4.9375±1.0398) and Grade9 students (4.1500±0.5871) (p≤0.003). The difference between other grades was not significant. (4) Through the analysis of different background data, it is shown that different background factors have different effects on the subjective well-being of junior high school students. Conclusion: The subjective well-being of junior high school students is at the middle level. In terms of gender factor, boys and girls were satisfied with school (4.4608±1.3273, 5.1094±1.0687, t=-2.903, p<0.05) and positive emotion (3.3464±1.0852, 4.1589±1.1383, t=-3.882, p<0. 05) there was significant difference in the difference. Different background factors affect the degree of subjective well-being of junior high school students, family atmosphere, the object of the two factors are the most important dimensions of subjective well-being of junior high school students. The subjective well-being of junior middle school students is basically satisfactory, and different background factors have different effects on their subjective well-being. Educators need to distinguish and guide students.
Abstract: Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was condu...
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A Review of Psychology of Science
Issue:
Volume 8, Issue 6, December 2019
Pages:
173-178
Received:
11 October 2019
Accepted:
19 December 2019
Published:
30 December 2019
Abstract: As an important part of the metascience, psychology of science serves a crucial sector of the science research from the perspective of humanities and social science. In the 1930s, psychology of science began to sprout, but in the following decades psychology of science was relatively silent, with few iconic achievements, and was rarely valued. Since the 1970s, due to the outstanding contributions of Kuhn's paradigm theory, psychology of science has been widely recognized. Since the mid-1980s, psychology of science research has gradually brought together researchers and produced a series of important achievements. The discipline of psychology of science has been formally established. In general, the subjects of psychology of science mainly include psychology of scientific creation, social psychology of science, and psychology of scientist personality. In China, Wang Jisheng made pioneering contributions in the study of psychology of science in the mid-1980s, but psychology of science had few achievements in 1990s to the 2010s, and the results are also mainly concentrated on the scientific image. Since 2013, the research of psychology of science in Chinese have gradually increased, the theoretical discussion of psychology of science has increased, and the exploration of the autonomy has begun to show. All in all, the development of psychology of science still needs more scholars to join, and needs the recognition and attention of the academic community.
Abstract: As an important part of the metascience, psychology of science serves a crucial sector of the science research from the perspective of humanities and social science. In the 1930s, psychology of science began to sprout, but in the following decades psychology of science was relatively silent, with few iconic achievements, and was rarely valued. Sinc...
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