B–a–c–h

Boyd, Malcolm

doi:10.1093/gmo/9781561592630.article.01688

Cited by 6 publications

(6 citation statements)

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“…Major growth spurts in the brain during puberty cause the emergence of new neuronal pathways, pruning of existing neural networks, and significant development of the prefrontal cortex. Based on Piaget's Theory of Cognitive Development , these neuronal changes enable teens to perform formal operational skills such as abstract thinking and hypothetico-deductive reasoning, thus improving their ability to think critically about abstract concepts such as morality and free will (Weiten, 2013 ; Boyd and Bee, 2015 ). Moreover, increasingly challenging cognitive tasks demanded by higher education further develop metacognitive skills, facilitating conscious control of thought and reflective thinking (Boyd and Bee, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

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Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis

et al. 2021

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Introduction: Effective adolescent learning programmes can positively influence adolescent development and curb risky behaviour. By immersing learners in an experience, experiential learning motivates learners to reflect on the experience to transform and create new skills, attitudes and ways of thinking. However, evidence of its effectiveness in learning programs facilitating positive youth development is still lacking. The objective of this study is to (a) identify the effect of adolescent learning programmes on prosocial behaviour, empathy and subjective well-being, (b) compare the effectiveness of experiential learning programmes and non-experiential learning programmes on improving these three outcomes, and (c) evaluating the effects of age on the outcomes of adolescent learning programmes.Methods: This study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Randomised controlled trials of learning programmes for typically developing adolescents aged 8–25 in the past 15 years were identified, and assessed for quality with the Physiotherapy Evidence Database (PEDRO) scale. One thousand ninety-six records were screened with the inclusion and exclusion criteria, and 20 studies were adopted for this meta-analysis. The standardised mean difference and 95% confidence interval (CI) of the effect of experiential learning program on empathy, prosocial behaviour, and subjective well-being were examined. Sub-group analysis based on age was conducted to examine the effects of experiential learning on adolescents in different stages of life.Results: Experiential learning programmes were more effective than non-experiential learning programmes in improving empathy [d = 0.65 (0.07, 1.23)] and subjective well-being [d = 0.46 (0.33, 0.59)]. The effect sizes of the three outcomes in non-experiential learning programmes were non-significant. Studies conducted on older adolescents had the most significant improvements in the three outcomes.Conclusions: Results suggest the broader application of experiential learning in adolescent learning programmes for older adolescents in the future to promote positive youth development.

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Section: Discussionmentioning

confidence: 99%

“…In this stage, children can think logically, but can only apply logic to tangible objects and events (Weiten, 2013 ). They have difficulty thinking hypothetically and understanding things they cannot see or have not experienced (Boyd and Bee, 2015 ). The development of empathy and prosocial behaviour is highly linked to age.…”

Section: Discussionmentioning

confidence: 99%

Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis

et al. 2021

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“…Although promoted to Reader and awarded an honorary Doctor of Laws degree for his services to education, he was never made a Professor, remaining Emeritus Reader in Education until his death in 1962. No book-length study of Boyd has yet appeared, but members of the Boyd family published his autobiography in 2012 under the title The Memoirs of William Boyd , based on the typescript held in Glasgow University Archives (Boyd & Boyd, 2012: hereafter referred to in references as Memoirs ). In addition, an overview of Boyd’s achievements is to be found in Humes (2015) and his contribution to the development of educational research in Scotland is examined by Brett, Lawn, Bartholomew, and Deary (2010).…”

Section: Brief Biographiesmentioning

confidence: 99%

‘Radical’ and ‘respectable’ traditions in Scottish adult education: The divergent pathways of John Maclean (1879–1923) and William Boyd (1874–1962)

Humes

2018

Journal of Adult and Continuing Education

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This paper uses the personal histories of two men, born in the same decade and both involved in the field of adult education in Scotland, to illustrate contrasting responses to the social and political changes taking place in the early 20th century. In methodological terms, it draws on recent writing on the relationship between biography and history. Both men came from working class backgrounds, attended Glasgow University and considered becoming church ministers. But both retreated from a religious vocation, one retaining his faith, the other rejecting it completely and replacing it with political ideology. Their very different types of involvement in adult education are described and analysed, noting in particular their opposing views on the Workers' Educational Association. Possible reasons for their divergent pathways are explored in the final section. How much can be attributed to family background, individual psychology, networks of associates, attitudes to existing institutions, and a desire to promote greater social justice? How successful were their efforts to encourage community development (in one case) and class consciousness (in the other)? Why has one become a folk hero of the political left while the other, notwithstanding a strong public profile during his lifetime and a distinguished academic career which gained him international recognition, has been consigned to historical footnotes? While no

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“…44,45 Across the continent macropod marsupials are generally considered the principle reservoir hosts, although other marsupials also have a role in transmission. [44][45][46][47][48] Much research has been conducted linking prevailing environmental conditions, such as temperature and precipitation, to vector mosquitoes and human RRV infections in frequent epidemic zones across all Australian states and territories, e.g. ref.…”

Section: Ross River Virusmentioning

confidence: 99%

Environmental monitoring to enhance comprehension and control of infectious diseases

et al. 2010

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In a world of emerging and resurging infectious diseases, dominated by zoonoses, environmental monitoring plays a vital role in our understanding their dynamics and their spillover to humans. Here, we critically review the ecology, epidemiology and need for monitoring of a variety of directly transmitted (Sin Nombre virus, Avian Influenza) and vector-borne (Ross River virus, West Nile virus, Lyme disease, anaplasmosis and babesiosis) zoonoses. We focus on the valuable role that existing monitoring plays in the understanding of these zoonoses, the demands for new monitoring, and how improvements can be made to existing monitoring. We also identify the fruitful outcomes which would result from implementation of the monitoring demands we have highlighted. This review aims to promote improvements in our understanding of zoonoses, their management, and public health by encouraging discussion among researchers and public health officials.

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B–a–c–h

Cited by 6 publications

References 0 publications

Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis

Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis

‘Radical’ and ‘respectable’ traditions in Scottish adult education: The divergent pathways of John Maclean (1879–1923) and William Boyd (1874–1962)

Environmental monitoring to enhance comprehension and control of infectious diseases

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