Humanities Today: Proceedings最新文献

{"title":"Impact of Time Management on Personal Development of Master’s Degree Students","authors":"Ekaterine Gulua, N. Kharadze","doi":"10.26417/ejser.v11i2.p110-118","DOIUrl":"https://doi.org/10.26417/ejser.v11i2.p110-118","url":null,"abstract":"Abstract In juvenile age time management has significant impact on the personal development abilities not only in current period, but throughout the life. Goal of the work is to establish the reasonability of Master’s degree students’ development and correctness of distribution of their time proceeding from scheduled goals on the basis of Master’s degree students’ time budget analysis. According to individual priorities the personal development depends on reasonably formed balance between physical, spiritual, vocational, social, mental, emotional development and in no circumstances on absolute disregard of one or another factor. At consequent life stages an even development of the individual has an impact on his (her) physical, mental health and working capacity. 523 Master’s degree students of Georgian State University in the capital and regions were subjects of research. Study of 48% of time budget of active students of biggest Georgian university actually gives us detailed picture of state-of-the-art. To what extent do students perceive this stage of their personal development? Time management characteristics directly or indirectly show us, to what extent student are able to control their own development and balance the life. Do they comprehend short-term, long-term goals and plans, or not? How do they distribute their time at work, during study, when resting, doing sports, sleeping, when satisfying their cultural and spiritual requirements or accomplishing short-term or long-term plans? How much time do they lose senselessly during a day, what is their nutrition regime and sleeping schedule? Conclusions and future forecasts obtained on the basis of research contain important and relevant information and recommendations not only for individuals of specific groups, but also in general, on functioning of systems regulating various spheres, especially education and labor.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122166332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supervision of Learners with Intellectual Disabilities in a Special School: in Loco Parentis of Teachers as a Wellness Perspective","authors":"Rapeta Seshoka Joseph, Magano Meahabo Dinah","doi":"10.26417/ejser.v11i2.p248-260","DOIUrl":"https://doi.org/10.26417/ejser.v11i2.p248-260","url":null,"abstract":"Abstract This chapter addresses a study that was conducted at a special school for learners with intellectual disabilities in the Bojanala region of South Africa’s North West Province. After all, the learners are the heartbeat of the school; in their absence, the school, its buildings and facilities, and even the teachers would be rendered pointless. The aim of this study was to explore ways in which learners are supervised and cared for, considering their mild, moderate and (in a few cases) severe intellectual disabilities. This longitudinal study took place over a period of three years and was embedded in a community engagement project conducted at a particular special school in said region. Due to the nature of a project, action research was selected as the approach most likely to yield useful results over an extended period of time. Additionally, Hettler’s Wellness Theory (1980) was used as the theoretical framework by which to investigate how this school’s teachers and other personnel adhered to the in loco parentis principle - i.e. teachers’ legal imperative to assume some of parental functions and responsibilities, including protecting learners’ physical and psychological wellbeing. As such, the school management team (SMT) and teachers made up the study’s participants. Data were collected by means of questionnaires, interviews and observations. In their encounters with the school management team, the researchers realised that it is particularly crucial to ensure learner safety at special schools. Initial findings also revealed that most of the teachers employed at the school had not received training on teaching at a special school. Furthermore, teachers indicated that they were aware of their specific roles, stating that they only needed to be reminded of what they needed to do in order to ensure learner safety at all times. They pointed out that they simply followed the duty roster with regard to learner safety. This entails teaching learners about dangerous objects like garden utensils and how to remove them from the school premises in addition to adhering to the school safety policy. The teachers further revealed that 24-hour security personnel were employed by the school and that the school premises were bordered by a fence. Meanwhile, the SMT indicated that, although the school did have a safety policy, threats to learner safety persisted. For example, learners were not provided with protective equipment while working in the workshops. The SMT listed the potential consequences of this unsafe school environment as physical injuries, bullying, kidnapping, arson, harassment, and teen pregnancies. Since the study was transformative in nature and action research was relevant, there was a need for intervention. Thus, the findings of the study were shared with the SMT. Furthermore, it was clear from conversations with teachers that they needed intervention, including in-service training. The intervention process was discussed with the scho","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128068119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Narrative Persuasion on Facebook: Change of Attitude and Intention towards HPV","authors":"U. Cuesta, L. Martinez, Victoria Cuesta","doi":"10.26417/EJSER.V11I2.P100-109","DOIUrl":"https://doi.org/10.26417/EJSER.V11I2.P100-109","url":null,"abstract":"Abstract Information, detection and prevention are very important factors in sexually transmitted diseases such as human papillomavirus, which is linked to cervical cancer and other cancers (WHO, 2015). This paper aims to demonstrate empirically whether the use of narrative in new media, such as Facebook, produces a greater impact on attitudes and intention in sex education issues, such as human papillomavirus, than the same information presented in non-narrative. Also, the role of the viewer’s involvement in this persuasive effect is analysed. A group of young university students was tested before and after viewing a Facebook profile on HPV in a narrative vs non-narrative format. The narrative proved to be more effective than the non-narrative, provoking a more positive attitude towards periodic medical checkups and towards the intention of being tested for HPV. Additionally, narrative transportation proved to have a direct effect on attitude, while involvement with both the story and the character play a moderating role on intention. In conclusion, this paper demonstrates that structured narrative format in Facebook is an effective tool in the field of health education and prevention of HPV, which could also play a role in preventing cervical cancer.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125730797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artists as Inviting Personalities for Self-Exploration and Social Learning at School","authors":"M. Ioannidou","doi":"10.26417/EJSER.V11I2.P52-58","DOIUrl":"https://doi.org/10.26417/EJSER.V11I2.P52-58","url":null,"abstract":"Abstract In today’s increasingly fast-paced societies, undergoing reformation in the aging schooling systems in order to prepare children to subdue the high amounts of pressure and stress and lead productive lives seems to be moving slowly, compared to the unexpected rhythms of the socio-economic changes. In that context a programme has been created at the School of Primary Education, based on the belief that art shouldn’t rest only in the frame, but become itself a frame of the children’s experiences, a means for self-exploration, enhancing at the same time social learning and cultural responsiveness in schools. At current stage we explore whether and how artists as inviting personalities can become an example to children for building their own identity, while opening widely the borders of relating effectively to others or to life’s varied phenomena, as they learn how to communicate the subtleties of who they really are and what they believe in ways that words usually fail to fully capture. Children are asked to choose as a self-companion through their school year an artist, who greatly benefited from the arts’ unique power as a tool for shedding light on his/her self-knowledge and for overcoming difficulties as well as a means of fostering meaningful connections with his/her social and cultural environment. Curricular goals and learning units are approached by adapting innovative and effective teaching practices through the arts, based on the life and work of the artists children have chosen.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125755990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thought and Metaphor: Does Philosophy Teaching Clash or Collaborate with Literary Education?","authors":"Jūratė Baranova","doi":"10.26417/EJSER.V11I2.P350-358","DOIUrl":"https://doi.org/10.26417/EJSER.V11I2.P350-358","url":null,"abstract":"Abstract M. Mahlios, D. Massengill-Show and A. Bary in the article “Making Sense of Teaching through Metaphors: a Review across the Studies” investigated how metaphors influence teachers approach to teaching, curriculum and their work with pupil (Mahlios, Massengill-Show, Barry 2010: 49-71). The aim of this thesis is rather different: to investigate the relation between the thought (concept) an the image described by words (metaphor). The question would be asked: is it possible such a phenomenon as the literary argument, which was formulated by Jacques Derrida in discussion with Habermas. If it is possible, next question; how it is possible? How can the consequences of this clash between metaphor and concept be reflected in the philosophy of education? Can literature as interdisciplinary subject on equal grounds be included into philosophy curriculum? Can philosophy on equal grounds be included into literature curriculum? If not - what is the reason for their separation? If on the contrary on chooses the opposite premise that they can be included - what are the philosophical suppositions for their meeting? This article tries to overview the problem from the historical perspective and to suggest the theoretical approach relying on Jacques Derrida conception.1","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132778168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The EU: Big on Big Things and Smaller on Smaller Things","authors":"B. Filiz","doi":"10.26417/ejser.v11i2.p187-193","DOIUrl":"https://doi.org/10.26417/ejser.v11i2.p187-193","url":null,"abstract":"Abstract Welfare regime is composed of the social and economic policies that are adopted to protect and promote the economic and social well-being of its citizens. While neoliberal principles extend through globalization, welfare regimes have been suffering from this process since policies are developed with the emphasis on individual empowerment rather than collectively shared welfare. While spending a great deal of efforts not to lose its competitiveness, the European Union tries to create an alternative for the structure of its social policies. However, this attempt remains highly vulnerable due to the impact of capitalist economic system on development of EU social policy/model since the beginning of the EU integration process. This article analyzes the roots of underdeveloped social policy in EU history at three stages: explanation of underdevelopment of social Europe from several theoretical paradigms; examination of deep-rooted problems of European social policy within the dynamics of European integration; elaboration of EU modernization process; and clarification of this deficiency with the example of European Social Model deemed as a politically constructed project.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132096669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Cultural Background as a Determinant of Various Categories of Social Behaviour","authors":"Amel Alić, H. Cerić, S. Habibović","doi":"10.26417/ejser.v11i2.p267-282","DOIUrl":"https://doi.org/10.26417/ejser.v11i2.p267-282","url":null,"abstract":"Abstract The aim of this research was to assess in which way the cultural background of students should be taken into account working with students as well as the adjustments of school activities by the school management, and what differences are possible to be noticed in regard to their cultural background. The empiric part of the research covered the sample of students of United World College in Mostar, comprising of 124 examinees coming from total of 47 different countries, but wider part of the research covered and comparisons with 67 students of Gymnasia Mostar, in total, the sample consisting of 191 examinees. In this piece of work, only the results considering the characteristics of students of United World College Mostar. Employing of Hofstede's operationalization’s of national cultures, the students have been, in respect to culture they come from, grouped according to established dimensions: Individualism – Collectivism, Power Distance index, Uncertainty Avoidance index and Masculinity vs. Femininity. Within separate dimensions the comparisons have been carried out regarding to the level of expressed social distance toward the others, level of empathy, intercultural sensibility, locus of control and the assertion of parental control and emotionality dimension. Using t-test, and descriptive statistics, differences between the students have been stated regarding to considered criteria variables, while Pearson's correlation coefficient was used for variable being in linear relation.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115104855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being Young, Being NEET - A Pedagogical Reflection about Young Adult’s Condition in Italy","authors":"R. Sciannamea","doi":"10.26417/EJSER.V11I2.P238-247","DOIUrl":"https://doi.org/10.26417/EJSER.V11I2.P238-247","url":null,"abstract":"Abstract The paper takes in consideration major international research in the field of adult education, critical pedagogy and sociology of education and work, trying to explore the category of “NEET” (Young people Not in Education, Employment or Training) and some of the basic but critical questions that revolve around it. Who are those people? What are their needs and aspirations? What kind of vision do they have about their future? How are these visions affected by “the discourses we live by”? What can pedagogy and education do to help them redefining their life? Questions then becomes practical: what can services do to identify “NEETs” and give them specific forms of aid that can help them in redefine their missed lives? In order to answer these questions, the paper illustrates as an example a social dreaming session that had been carried out inside a Social service with the aim to find successful measures to help those young adults to redesign their reality and approach differently with the world of work. The paper concludes by presenting social dreaming as a possible solution of integration and auto-formation and emphasizes that keeping the attention on people’s life histories and desires can be the key to engage young adults and find a way to support them in their personal growth.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125788904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cooperative Learning Strategy in teaching Arabic for Non Native Speakers","authors":"S. Mei, Suo Yan Ju, Ayishah Binti Mohd","doi":"10.26417/EJSER.V11I2.P261-266","DOIUrl":"https://doi.org/10.26417/EJSER.V11I2.P261-266","url":null,"abstract":"Abstract Cooperative learning is a teaching strategy that can help students to be successful in academic achievement and skills, as well as can assist the students to enhance the social interaction and human relation; however, this research explored the cooperative learning strategy in teaching Arabic for non native speakers, and will show the experiences for Arabic lecturers during their applying this method for teaching Arabic at sultan Idris education university Malaysia. The researchers will depend on the survey research design. The study will use a sample of 10 lecturers who are teaching Arabic language randomly selected from Sultan Idris education University Malaysia. The method will use data collection which included a 10-items questionnaire. Results show that majority of lecturers strongly support to apply the cooperative learning during the classes and outside of classes to help the students to improve their language skills, communication skills and social interaction.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133280061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of a Multicultural Approach to Teaching Entrepreneurship","authors":"Ewa Badzińska","doi":"10.26417/EJSER.V11I2.P320-327","DOIUrl":"https://doi.org/10.26417/EJSER.V11I2.P320-327","url":null,"abstract":"Abstract One of the most important challenges in the field of higher education is to educate students about entrepreneurial attitudes and professional competences necessary for working in a multicultural environment in collaboration with a real business environment. Streamlining this process is one of the aims of the Erasmus+ Strategic Partnership Project titled Entrepreneurship and Communication in Multicultural Teams (ECMT+). The cognitive purpose of this paper is to explore and evaluate students’ reflections on entrepreneurship teaching in an international and multicultural team. The applied research methods include a pilot quantitative survey using questionnaires and a qualitative research method of a reflective essay among students participating in the two-week Intensive Programme that took place in March 2017 at Karelia University in Finland. Respondents were chosen purposeful and included 48 participants from 14 countries worldwide. They represented seven high education institutions from seven different European countries. The study has been conducted anonymously via the Claroline Connect platform. The purpose of the empirical research was to diagnose the opinions of program participants, among others about new methods of business education they have experienced, diversity of multicultural context and relationships with other team members, their entrepreneurial attitude, and ability to solve problems at designing business solutions in the multicultural team.. Preliminary results appear to present interesting data and may provide a starting point for an in-depth empirical research associated with entrepreneurship in multicultural teams. The study reveals positive effects of applied methods of business education, significant involvement of participants in achieving the goal and gaining new knowledge within the analyzed area.","PeriodicalId":219203,"journal":{"name":"Humanities Today: Proceedings","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134062890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}