The role of the tourist guide : a theoretical perspective

One can view tourism as a socio-cultural subsystem implanted in a particular society and which according to Jafari (1982), promotes the interaction of three cultures: the local culture, the tourist culture and the imported culture. This paper discusses the role of tourist guides in social mediation and cultural brokerage. Examples from the local scene are also given by the author to show the manipulative power tourist guides can wield.peer-reviewe

Social inquiry: a tool for social mediation

Sumario. Introducción. Llevar a cabo una investigación social(Fases. El trabajo de campo.Con quién contactar.Cómo realizar la investigación. Con qué recoger la Información). ¿Qué hago con los datos? Analizar lo encontrado. Summary. Introduction. How to Carry Out a Social Inquiry(Stages.Field Work. Who to Contact. How to Carry out the Inquiry. How to Gather Information. What Do I Do with the Data?) .Analysing What Has Been Found

Analysis of the Psychoeducational Intervention Models in Students with Autism Spectrum Disorder

This research consists of a comparative analysis of the results obtained in the development of students with autism spectrum disorders (ASD) found as a consequence of the application of three basic models of educational guidance: 1) the social mediation model; 2) the counselling model; and 3) the service model, delivered through services developed over three years, distributed across three experimental groups corresponding to each of these guidance models. A total of N: 18 students with ASD of different levels, ages and genders have participated in the study, assigned to one of the three following groups: a social mediation model group, a counselling model group and a services model group. Study of the data was undertaken by analysing the multivariate contrasts of repeated measures ANOVA for a factor of three measures, both for the variable group types (three groups), as well as for the participants' level, age and gender variables. The results show the statistically significant benefits of the social mediation model

The Effects of Mind Mapping Activities on Students\u27 Motivation

We examined how students‟ motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open- and closed-ended items. Although the three activities had similar effects on students‟ motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided

Learning biographies in a European space for social mediation

Within the framework of a European Erasmus+ project, trainee mediators were interviewed about their experience. The encounters took place in unstructured, in-depth qualitative biographical-narrative interviews, in which individuals who are engaged in dialogic interaction create shared understanding and give meaning to their stories. The interview is interactive, co-constructed. The detail of the interview language documents how meaning-making takes place, and how this is affected by group belonging, ethnic or cultural discourses, as well as gender, age, professional and educational relationships, and so on. The interview is sensitive to language resources and their use in the co-construction of meaning. This paper, using extracts from one biographical narrative, shows that the languaged form that these narratives of the biographical learning of mediators take can offer insight into the learning processes triggered by learning in communities of practice, and that the creation of a common space of experience can be heard as it emerges in biographical talk. Biographical resources, biographicity, and their relationship with language and society are considered, and in the interview narratives the creation of a learning space, a space for the development and unfolding of notions and practices of mediation can be observed, heard and shared

El observador observado, o la realidad mediada por los medios y los periodistas

El ensayo se propone como objetivo fundamental “observar” al profesional de la comunicación, convertido en periodista, para entender como él asume y toma la realidad, como hecho o acontecer noticiable, y la estructura bajo la forma de relato comunicativo o periodístico. En ese sentido, la teoría de la mediación social de Manuel Martín Serrano nos sirve de excusa para explicar ese proceso. Desde esa perspectiva lo que hacemos es asumir la tesis de la mediación social y redefirnirla desde la óptica del periodista (el “observador”) y así entender la configuración narrativa que del proceso de mediación se des-prende. Finaliza el texto tocando el tema de la ética del “observador”. Asunto éste que debe estar presente en todo acto de mediación social, y en este caso de mediación comunicativa.The fundamental aim of this essay is to “observe” the communications professional in order to understand how the journalist approaches reality as a news-worthy event. It also tries to analyze the structure of the communicative or journalistic account. Manuel Martín Serrano’s theory of social mediation helps to explain this process. From this perspective, we assume the thesis of social mediation and redefine it from the journalist’s (the “observer”) view, allowing us to understand the narrative configuration which results from the mediation process. The text ends with the topic of the “observer’s” ethic, which should be present in any act of social mediation, being this case an act of communicative mediation

Social Economy for Local Governance Structures: Monitoring and Evaluation Perspectives.

Social economy , the ground between free market private benefit institutions , the State regulation and society , needs to be positively identified. The existing , traditional , monitoring and evaluation concepts , methods and tools are prooven to ineffectively identify and describe the social conjunctions , adherent to the social mediation of the economic sphere. Coherent , scientifically valid , approaches need to be formulated. Up to date methods and tools , capable of reaching and describing the social economy phenomenon , emerge as a useful contribution , as long as they refrain from the traditional economistic and administrative context. The creation of a positive , new grammar for the identification of social economy forms the core of our interest. Local governance structures tend to lean upon such trends as they require partnership organizations to meet successfully local priorities essential to combat exclusion, poverty, acculturation, community growth and employability. Recent trends in the evaluation of this strategic field will be provided.

Agencies for mediation and research for the development of employment and equality

Sumario. Introducción. La AIMPEI ( La mediación social y la AIMPEI. La AIMPEI: una necesidad. La finalidad de la AIMPEI.Principios fundamentales de la AIMPEI. Metodología de trabajo. La puesta en marcha de la AIMPEI). Recomendaciones. Nota. Summary. Introduction. AIMPEI ( Social Mediation and AIMPEI. AIMPEI: a need. AIMPEI aims.Fundamental principles of AIMPEI. Working Methodology. Implementation of an AIMPEI). Recommendations. Notes

Translating Ignatian Principles into Artful Pedagogies of Hope

The Jesuit Worldwide Learning (JWL) program offers transformational learning through institutional partnerships that grant academic degrees to students at the margins of society. Ignatian principles and pedagogy are applied within online coursework. Teaching anthropology within this diverse, intercultural learning environment required artful language and narrative approaches to create a trusting environment in which to discuss challenging concepts. The place of hope in students’ lives was underscored in this process that describes how teaching is a practice of accompaniment. Providing educational platforms and mentoring to students living in the margins requires an adapted online learning environment as well as a relational approach incorporating social mediation, radical presence and pedagogy. Social mediation in this context is understood in relation to transformational learning processes and how they are socially and culturally mediated. This exploratory narrative inquiry shows how technologies allow organizational collaborations as well as international university partnerships to connect students to online learning opportunities, informing future research endeavors and online learning initiatives