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Security is an important concept in -International Relations. In fact, it can be argued that the whole discipline revolves around the security of states, national interests, or of indiuiduals. With the passage of time, the dynamics of security and the traditional notion of security has undergone multiple changes that have helped the concept to evolve. Multiple theories and schools of thought in International Relations have defined and treated security in a different manner. Where some theories preferred state security over the security of individuals, others maintained their focus primarily on individuals. 7he change in the expansion of the concept of security can be attributed to the third great debate in IR which relates to positivism and interpretiuism. This paper aims to elaborate different theoretical paradigms in the light of this debate, using secondary sources of data including books, journal articles, magazine articles, reports, and websites. The paper acts as a one - stop shop for the scholars of IR who seek to understand the notion of security from different paradigms. In doing so, the paper highlights the notion of security represented by the realist school of thought, structural realism, liberalism, the Copenhagen School of security studies, constructiuism, and the Aberystwyth School. While highlighting these concepts, the notions of traditional security and nontraditional security are also explained in the study, further demonstrating the evolution in the concept of security. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to investigate the future of business events in the "phygital" age from the viewpoint of purposes and formats, delivering a generative tool for adoption. The approach is based on constructivist epistemology. The topic was approached from the viewpoint of foresight and Design Research, firstly by designing and performing three cycles of qualitative interviews with (a) thought leaders and senior industry experts (setting the drivers for matrix tool development), for a total of 10 respondents within a gender-balanced panel (50% female, 50% male), covering Western, Asian, Arab, and North American regions. A Machine Learning-enabled scan was performed for triangulation purposes. Secondly, a generative matrix tool was designed and tested by (b) senior to midweight Design Thinkers and (c) junior to midweight emerging talents, for a total of 22 respondents. Key findings pertain to current trends and future developments in business event design and management from a "phygital" perspective, transferred into a generative matrix tool. [ABSTRACT FROM AUTHOR]

This paper explores the composition logic of the creativity of the Avant-garde masters and to identify the principles of the composition language of the architecture of modernism. To characterize the composition language of Avant-garde architecture, systemic, historical-genetic and semiotic methods of research are used. Architectural composition is interpreted as an activity that has its own semantic, morphological and syntactic features. In the example of Svoboda Square (the former Dzerzhinsky Square) in Kharkiv, the logical methods of artistic activity and thinking of the architects of the Soviet Avant-garde of the 1920-1930s are studied. At the beginning of the 20th century avant-garde movements were created artificially, consciously, by an act of will, and they strove to dictate their ideas, concepts and principles as universal and general. The architectural language of the Avant-garde is normative, ascetic and rigidly organized. Distinctive features of the artistic movements of the Avant-garde are the deep analyticity of thinking and the normativity of the declared requirements, abstract concepts and symbols. The logical principles of composition are often repeated thanks to stable semantic associations and are reflected in geometric structures and forms. Thus, the methods of compositional thinking of the Avant-garde form a monological system, i.e. they are internally holistic and normative, not allowing alternatives. It was possible to identify and show that the Avant-garde, as a monological language system, is characterized by the following features: internal integrity, self-sufficiency, normativity; stability of figurative language devices; restriction of freedom of artistic expression with the help of a concept, declaration, slogan, clear conceptual system. Researchers and designers should treat the phenomenon under study not as a "closed", stylistically defined object, but see it as a complex historical process of structure formation based on an even more complex process of development of thinking and activity of architects and builders of a particular period. [ABSTRACT FROM AUTHOR]

Transboundary water conflict and cooperation are often conceptualised through the premises of national sovereignty and national interests, which leads to transboundary collaboration being perceived as detrimental to (rational) sovereign state interests. For Central Asia, this perspective has led to a preoccupation by Western, rationalist IR theorists with conflict scenarios that have not occurred. In this paper, we apply a constructivist approach to understanding Central Asian hydropolitics and relate it to the discussion of emotional aspects of international relations. We do so through an analysis of the interconnection between the ideas of 'neighbourhood' and 'nationhood' in Central Asia, through the notions of brotherhood/fraternity and informal collective decision-making for joint water management. These two aspects can explain why - even in years of political tensions and heated rhetoric around water - an understanding persisted that water issues cannot be approached or resolved through violence or one-sided actions, and (informal) cooperation contributed to conflict prevention. Based on a review of four phases of hydropolitics in Central Asia, we elaborate the notion of a regional 'water neighbourhood' to show that Western, rationalist conceptualisations of state and interstate relations fall short of explaining the different realities of transboundary water relations around the world. [ABSTRACT FROM AUTHOR]

Copyright of Facta Universitatis: Series Philosophy, Sociology, Psychology & History is the property of University of Nis, Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper compares and discusses John Rawls's and Axel Honneth's methodologies. It aims to clarify the similarities and differences between their respective approaches and to advance the debate about their relative advantages and disadvantages. To that end, I analyse their frameworks as instances of wide reflective equilibrium: both seek to obtain a coherence between intuitions, philosophical and scientific background theories about personhood and social life, and principles of justice. Each element is discussed in turn. I start by considering the Honnethian objection that Rawls's methodology offers an external criticism of society that does not reflect people's moral experiences. I show, pace Honneth, how intuitions or moral experiences have a central place in both methodologies. I also argue that Honneth's particular attention to controversial and more implicit moral experiences of oppressed groups does not appear to be an advantage. Next, I examine Honneth's charge that Rawls's methodology forces him to ignore important facts about human nature and the Rawlsian counter charge that Honneth's theory is too comprehensive, considering the fact of reasonable pluralism. I argue that Honneth's complaint is exagger atec 1. Regarding the counter charge, 1 suggest that Honnethians should consider distinguishing more sharply between strong and weak immanent criticism. Controversial background theories might be largely avoided in the latter context and this would make the justification less controversial to reasonable citizens. Finally, I discuss the connection between background theories and principles of justice in the two methodologies. It is argued that the recognitional approach should consider making use of a weak constructivist procedure to derive specific principles of justice from abstract background theories about personhood and social life. [ABSTRACT FROM AUTHOR]

The aim of the paper has been to show the plethora of innovative approaches to the illustration of books for children in the interwar period in Czechoslovakia (1918–1938). In a journal focused on education and literature (Úhor [Fallow]), the first synthetic text devoted to the aesthetics of children’s books was published as late as 1935, written by Josef Novák. His text perceives the illustrations of children’s books as an important and distinctive artistic expression dependent on the drawing conception of a form. It highlights the most modern examples in the form of the book of Zdenka Marčanová and Toyen, Náš svět [Our World], but not without reservations; it provides another modern example in Karel Čapek’s Dášeňka, on whose typography Karel Teige worked in 1933. The artistic potential of illustration is thus dominated by the individual approaches of particular authors. As early as 1918, the anthology Nůše pohádek [A Basketful of Fairy Tales] brought some unconventional illustrations, adopting elements from progressive art movements. Jeníkovy pohádky [Jack’s Fairy Tales], written and illustrated by Jan Zrzavý in 1920, enriched the visual appearance of children’s books with variations of dream imagery and with the interconnection of image and text according to the author’s concept with the involvement of a visually dominant and aesthetically modified typeface. In particular in Milada Marešová’s drawings published at the turn of the 1930s, it is possible to observe a new way of working with traditional means of expression. Her drawings were a reaction to the contemporary foreign approaches of the New Objectivity. In the early 1930s, Josef Čapek’s book graphics and illustrations were characterised by a shift towards multimedia. The involvement of the avant-garde painter Toyen in children’s book illustration proceeds from Civilism to Surrealism. A distinctly avant- -garde form was given to the experimentally conceived popular-educational book by J. V. Pleva Kapka vody [A Drop of Water] in the graphic design of Zdeňek Rossmann, who creatively combined typography with photomontage. Photomontage was used by Augustin Tschinkel in his popular-educational books, either together with Ladislav Sutnar, for instance in Malá vlastivěda [A Little Civics Reader]), or on his own in the book Zeměpisné rebusy [Geographical Rebuses]. The works of the last three mentioned avant-garde artists are typical examples of the progressive graphic design where graphic symbols have been replaced by illustrations. These publications were created within a new model of cooperation – collaboration between a typographer, designer and illustrator in an authorial whole. Significantly radical experiments applying constructivist aesthetics and involving photography were unique in children’s literature in Czechoslovakia. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Politikwissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Ancient Chinese architecture is famous for its wooden frame structure and unique position in world architecture history. As numerous types of components and complex combinations exist, the overall structural system and how they are interlocked have always been crucial but challenging parts of the study. Students find it hard to understand and remember the concepts using traditional 2D paper media, making such knowledge unattractive to pass on to the new generation. To overcome the challenges, this research aims to examine the effect of combining Virtual Reality (VR) with digital interaction games in learning structural characteristics (dougong) of ancient Chinese architecture. Design/methodology/approach: This research develops an interactive cognitive system in the VR environment based on constructivist theory to improve the learning approach of ancient Chinese architecture. Applying an experimental procedure, the feedback of an experimental group using the VR cognition system and a control group using traditional learning 2D media are collected to examine the differences in learning effectiveness and user experience. Findings: This study develops an interactive cognitive system to aid in learning the structural system of ancient Chinese architecture. The results indicate that integrating VR and interactive learning games can increase students' positive attitudes and learning effectiveness towards ancient Chinese architecture. Originality/value: This study integrates VR technology and interactive games to improve the learning approach. It examines the effect of applying the concept of human–computer interaction in learning ancient Chinese buildings. The concept of designing the interactive cognitive system is expected to guide students gradually to be the main body of learning and stimulate their learning enthusiasm and motivation. [ABSTRACT FROM AUTHOR]

Article Type: Research Paper Purpose--Even when dealing with fellow socialist powers, North Korean diplomacy has never fit neatly into typical socialist bloc categories. The ideological and material underpinnings of this have taken on a complex and distinctly North Korean character. This study offers a theoretical deconstruction of the intersecting structural and normative influences on North Korean diplomacy in developing a typology of "socialist realism," situated within a realist-constructivist International Relations (IR) theory framework. Design/Methodology/Approach--This study relies on primary source material from various diplomatic archives, alongside theoretical works from leading North Korean figures and press coverage from within the DPRK. It does so to both contextualize the subject within the wider historical, ideological, and theoretical context and to draw upon an oft-neglected North Korean perspective in analyzing influences on North Korean diplomacy across various levels. Findings--North Korean diplomacy towards socialist states is found to be more adaptive than might be expected, shaped not by one definitive influence but instead positioned at the confluence of distinctive ideological goals and more conventional realist objectives of state survival. Practical Implications--The realist-constructivist framework explored within this paper serves as both a defining constraint on North Korean foreign policy and a conceptual tool for scholars analyzing North Korean diplomacy in both a historical and contemporary context, offering a broad utility to scholars and students alike across fields of history, International Relations, and political science. Originality/Value--This paper offers an original interpretation of influences on North Korean diplomacy by developing a new realist-constructivist perspective rooted in theoretical, historical, and ideological analysis. It is positioned at the intersection between history and IR theory whilst critically interpreting North Korean ideological, media, and institutional sources alike in seeking to understand the broad cultural and structural influences on North Korean diplomacy in greater depth. [ABSTRACT FROM AUTHOR]

Copyright of Cinta de Moebio is the property of Universidad de Chile, Facultad de Ciencas Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cinta de Moebio is the property of Universidad de Chile, Facultad de Ciencas Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lifelong learning, with the help of digital technology, possesses the capacity to offer individual significant advantages to individual learners. This paper examines both the diverse approaches to lifelong learning and the digital tools available to promote these strategies. The paper contains a review of some of the main articles pertaining to the fields of constructivism, digital technology, and the process of lifelong learning. Specifically, the authors intend to critically evaluate the utilization of rapidly developing digital technologies, such as computers, tablets, and mobile devices, within lifelong learning and their role as tools in promoting access to both practical and theoretical knowledge and in facilitating the communication of ideas within a global network, as per the constructivist approach. Hence, this article relies upon a specific definition of lifelong learning and an exploration of the notional foundation of what comprises lifelong learning and the environment in which their knowledge acquisition occurs. Thus, a framework for the present research is established wherein peer-reviewed studies concerning the use of social media by lifelong learners is explored, and extrapolating from the dual tenets of professional development and adult learning theory. Moreover, the authors additionally examine approaches to the notion of PLEs (personal learning environments) and PLNs (personal learning networks) as related to the selection of relevant lifelong learning strategies. The discussion is exemplified by cases ranging from video platforms to blogs and is simultaneously multidisciplinary and spanning diverse fields. Each example has applicability for lifelong learning and represents the characteristics of constructivism and its support within a web-based learning environment. It is thereby suggesting that effective and meaningful strategies supportive of the lifelong learning lifestyle can be achieved via well-designed PLEs and PLNs. [ABSTRACT FROM AUTHOR]

Even although the International Competition for the State Ukrainian Theater (1930) did not result in any construction, it was a major landmark of Modernism in Ukrainian architecture. The competition received 144 entries from Soviet Union states and other countries, including four individual and one team proposals from Japan. Of these, Renshichiro Kawakita, a 29-yearold architect from Japan, was awarded the fourth prize and ranked higher than world-famous architects and designers like Walter Gropius, Norman Bel Geddes, and Hans Poelzig. This article deals with the modernist architectural scene in Japan around 1930 by introducing Japanese modernist architects’ applications to the competition. The structure of this paper is as follows: The introduction presents the four groups of applicants from Japan, and highlights the tense shipping deadline faced by Kawakita based on a retrospective by his collaborator. The main part points out that the proposal from Japan understood the organizer’s purpose to seek new ideas for theaters as cultural facilities for the proletariat via this competition, and designed it in line with that purpose. In this regard, Kawakita’s effective presentation in the drawings led to his prize. It also examines Kawakita’s architectural philosophy based on his comments after winning the prize. Kawakita praised functionalism and anti-aesthetics and believed that new architects should be engineers (rather than artists) with “inventor” nuances. This idea resonates with the international avant-garde ideas of the time in modernist architecture. [ABSTRACT FROM AUTHOR]

With the continuous development and advancement of modern computer technology, educational information technology has also touched on English composition evaluation. In China, automatic composition evaluation system has also been applied to foreign language writing teaching. Writing is an important comprehensive skill for language learners. The traditional writing feedback is not timely and other problems easily lead to students' lack of writing motivation. At present, there are many advanced automatic composition scoring systems, such as Bingguo intelligent composition scoring. This paper studies the method of applying the automatic composition grading system to college English writing teaching. First, some advantages and disadvantages of the automatic scoring system are illustrated by practical examples in application. Secondly, how to effectively use the automatic scoring system in College English writing teaching is proposed, and then a better teaching model is constructed. From the writing teaching experiment, we can know that the new writing teaching mode urges students to write, maintains the frequency of writing, stimulates students' interest in writing, cultivates students' autonomous writing ability, and improves students' English writing level. [ABSTRACT FROM AUTHOR]

Purpose - Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve. Design/methodology/approach - This paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve. Findings - The paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education. Originality/value - This paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching. [ABSTRACT FROM AUTHOR]

This paper attempts to define, theorize and analyse foreign policy through diverging theoretical approaches. Foreign policy making is a complex and intricate scope of inquiry with the involvement of multiple variables. Following the qualitative approach, this research attempts to explain foreign policy's conceptualization, theoretical explication and diuerging frames of analysis. The paper has conducted an extensiue reuiew of the available theoretical body of literature and primarily followed the descriptive/analytical approach to build a scholarly argument which is embedded in theoretical tradition. [ABSTRACT FROM AUTHOR]

Education must respond to the needs of the society as a whole and the individual. As a result, it also should reflect the aspirations of the people: the social, cultural, emotional, and economic needs of the learners. Therefore, the desired curriculum of today’s globalized world should be integrating technological advancement at the same time retaining the cultural values. However, the present day education in the country by and large, suffers from the gap between its content and the lived experience of the students. Schools must strive to restore and sustain the universal and eternal values oriented towards the unity and integration of the people, their moral and spiritual growth enabling children to realize their potential, at the same time realizing the purpose of life. With the renewed impetus on accepting the idea of constructivism we have to allow a child to build new knowledge on the basis of his/her previous knowledge. Folktales contain a wealth of knowledge handed down from generation to generation. It is also the reflection of cultural wisdom, the value system, the inclusivity required in the society etc. Folktales in brief tell the practical ways of living, of knowing the reality in the context in an amusing way in an easy language. If we want to inculcate the cultural values, folktale is a viable tool. The paper intends to look into the ways of integrating folktales in formal language curriculum for the sustenance of cultural values. [ABSTRACT FROM AUTHOR]

This article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts. [ABSTRACT FROM AUTHOR]

This paper defines 'grammatical competence,' 'sociolinguistic competence,' 'discourse competence,' and 'strategic competence.' The various stages of 'communicative competence' and 'strategic competence' are explained based on psychological teaching-learning theories such as 'Behaviourism,' 'Cognitivism,' 'Constructivism,' and 'Social Constructivism.' It points out that 'strategic competence' is based on one's basic 'communicative competence.' It explains the 'strategic competences' that are embedded in Polonius's advice to Laertes and Ophelia in Hamlet. It does not fail to point out human efforts to master 'strategic competence' from the time of antiquity without mastering 'communicative competence,' that is needed to accomplish it. In this context, the paper insists on the point that reading of Shakespearean plays will play a pivotal role in transforming the 'communicative competence' of the students into 'strategic competence.'. [ABSTRACT FROM AUTHOR]

The aim of this review and discussion paper is to advance the debate on competence in nursing, simulation education, and literacy in simulation education pedagogy. Building on our previous patient-safety critical translational research work on drug dosage calculation-competence modelling, and safeMedicate ® virtual learning and diagnostic assessment environment design, we introduce three new concepts. First, we re-conceptualise the cognitive and physical modalities of a theory-practice gap, created by the traditional organisation of health professional education practice. Second, that simulated clinical environments occupy the liminal spaces between the ordered, symbolic and abstract world of the classroom, and the situated, messy world of clinical healthcare practice. Third, technology-enhanced boundary objects (TEBOs) function as simulation pedagogy modalities that (a) support students' transition across the liminal space and boundaries between classroom and practice setting, and (b) support competence development and integration in nursing. We use a constructivist-based clinical simulation education model as a guiding pedagogical framework for applying TEBOs and an integrated nursing competence model. The e-version of the paper has embedded animation and illustrative video content to demonstrate these constructivist principles, using technology and computer animation to make complex education ideas accessible to experienced educators and clinicians, early-stage educators, and nursing and healthcare students. [ABSTRACT FROM AUTHOR]

This paper describes the creation of an evaluative tool that aims to measure the degree to which constructivism is facilitated within the teaching materials created for older beginning piano students (twelve to seventeen years of age). Literature exploring the published teaching materials available for teaching piano includes content analysis, comparisons of tutor books and music reading approaches. The majority of research focuses on young children under eleven years of age, tertiary students and adult learners. Little research has critically examined the materials created for the older beginner piano student. Additionally, research in music education has explored various forms of constructivism but this research is rarely piano specific and generally represented by qualitative or small quantitative studies. Constructivism related to teaching piano to students aged twelve to seventeen years has received little attention. This paper unpacks the research and methodology that underpins the creation of an evaluative tool designed to explore the extent to which constructivism is facilitated and supported in the published teaching materials for older beginner piano students. The creation of an evaluation tool anchored in constructivism is central to a larger study exploring the resources used by Australian piano teachers when teaching older beginner students. [ABSTRACT FROM AUTHOR]

Most theories of International Relations (IR) are cautious, if not pessimistic, about the potential for change in IR. In this regard, the concept of ontological security holds promising yet oft-overlooked prospects. This article argues that applications of ontological security to IR theory thus far have been limited due to the narrow conceptualisations of practices and how they contribute to one's attempts to preserve their ontological security. As such, this paper seeks to expand the theoretical framework through which ontological security is applied to IR, which involves a more comprehensive conceptualisation of practice that considers reflexivity as key. Accordingly, the theory demonstrates that a state, faced with threats to their sense of Self, can respond either by rigidising or changing their practices rather than being limited to the former. This allows one to account for change--especially big change--in world politics such as the increasingly inward-looking turn of the West. [ABSTRACT FROM AUTHOR]

The paper analyses South Africa-China relations emphasising how changing identities of the two countries since the 1940s define their outlook on critical issues such as human rights and democracy. Sino-South African relations are divided into three epochs. The first covers the Mao era; the second traverses the post-Mao era and the subsequent economic and modernization reforms up to the end of the Cold War; the third and current epoch roughly starts in 1994, after the establishment of democracy in South Africa. Constructivism is used as the theoretical framework to interpret the evolving South Africa-China relationship. This study adopted a qualitative approach. The outcome of the study is that changes in identity of these two nations have shaped their national interests. Thus, when countries share identities and interests - be they good or controversial - stable cooperation is possible among them. In this vein, constructivism concedes that shared or differing identities and interests among states can produce either cooperative or conflictual relations. This distinguishes constructivism from idealism, a theory under which it has often been subsumed. [ABSTRACT FROM AUTHOR]

The debate over the gap between theory and practice in international relations has been neglected by the vast majority of scholars. This paper is aimed to examine whether or not constructivist consideration has a place within ASEAN policy-making process regarding the Rohingya crisis. The absence of ASEAN's role in managing Rohingya's refugee crisis post-sectarian conflict in Myanmar has raised criticism on its effectiveness in dealing with regional problems. Despite the fact that ASEAN has already had a number of human rights instruments such as the ASEAN Charter, ASEAN Intergovernmental Commission on Human Rights and ASEAN Declaration of Human Rights, the organization arguably, did not do much to intervene in and try to overcome the Rohingya crisis. This paper offers possible contributions of constructivism in diagnosing and providing policy recommendations for ASEAN to solve such problem. From the constructivists' standpoint. ASEAN did not do much intervention due to the lack of collective identity among its member states. As a consequence, there has not been enough "institutional commitment" to carry out collective action. Furthermore, constructivists' perspectives may also provide strategic measures by suggesting that all member states should give priority to the process of collective identity building before any institutional arrangements are made. [ABSTRACT FROM AUTHOR]

With the introduction of the teaching theory of constructivism and the development of virtual 3D technology, multimedia courseware production is required to enhance the authenticity of teaching situation, expand the interaction of teaching courseware, and carry out 3D network teaching. This paper designed a constructivism-based 3D scene display teaching system. By using ASP.NET and WEB3D as the core technologies and combining SQL SERVER technology, this system can run on the Internet in the form of web pages, demonstrate and store teaching courseware, and show great advantages in human-computer interaction, three-dimensional display and advanced teaching. In specific discussion, the paper elaborated the demand of designing the system, relevant function modules and the implementation process. It has been proven that the constructivism-based 3D scene display teaching system for Wushu education has a remarkable effect on improving students' examination results and expanding their innovation ability. [ABSTRACT FROM AUTHOR]

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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In the past 10 years, the internet has been transformed, along with the emergence of interaction and communication technologies. Indeed, there has been an emerging movement in the interaction and communication technologies. More specifically, the growth of Web 2.0 technologies has acted as a catalyst for change in the disciplines of education. The social networking websites have gained popularity in recent years; therefore, many research studies have been conducted to explain how the use of social networking websites for instructional purposes. For the best practices, it is essential to understand theories associated with social networking studies because related theories for any subject may provide insights and guideline for professionals and researchers. This theoretical paper was designed to offer a road map through the literature in relation to the utilization of social networking websites by presenting main understandings of theories associated with social networking. The Uses and Gratification Theory, social network theory, connectives, and constructivism were selected to serve as a basis for designing social networking studies regarding instructional purposes. Moreover, common attributes of the theories and specific application areas were also discussed. This paper contributes to this emerging movement by explaining the role of these theories for researchers and practitioners to find ways to beneficially integrate them into their future research endeavors. [ABSTRACT FROM AUTHOR]

Discussions on American exceptionalism have been on the rise in the landscape of political discourse. The neoconservative turn during the George W. Bush administration revived discussion about exceptionalism as a theme in American foreign policy. Even in the wake of the double debacles of the US military and economy demonstrated by the ongoing turmoil in Iraq and Afghanistan and the 2008 global financial crisis, the age of populism has witnessed further politicization of the concept. The contemporary debate on US exceptionalism can be read as a symptom of the American identity crisis over the erosion of unipolarity, and it represents the contestation of various political solutions suggested by different ideological camps. Nowadays, reconsidering the meaning of American exceptional identity is not only a scholastic exercise, but an urgent practical problem regarding the future direction of US leadership and the liberal world order. In this context, this paper will explore diverse definitions and theoretical explanations of American exceptionalism in US diplomatic history. Furthermore, it will investigate the political and academic debates surrounding the "death" of exceptionalism in Trump's America. [ABSTRACT FROM AUTHOR]

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Abstract Healthcare environments have increased in complexity over the last 30 years. However, educational methods to prepare nurses have remained virtually unchanged. To prepare nurses to practice in today's complex practice environment, there are calls for change and transformation in how nursing education is implemented. This transformation requires nurse educators to shift their epistemic beliefs about teaching and learning by considering theories that promote effective learning. An innovative method being used in nursing education is the Flipped Classroom Method (FCM). The FCM is a teaching strategy that encourages critical thinking and application of knowledge obtained outside of the classroom to real-world situations and problems within the classroom. This paper presents a preliminary framework synthesized from multiple theories including andragogy, constructivism, self-efficacy, and diffusion of innovations. The purpose of this preliminary framework is to support the nurse educator's reflections about the learner, their abilities to implement the FCM and to synthesize theoretical constructs to implement the FCM. Highlights • A conceptual framework for educators considering the innovative teaching strategy called the Flipped Classroom Method. • Advocate the beliefs related to the learner, self-efficacy, and the learning theory behind the FCM. • A process that leads to the identification of best instructional practices when implementing the FCM in nursing programs. [ABSTRACT FROM AUTHOR]

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Copyright of Turkish Yearbook of International Relations is the property of Ankara Universitesi, Faculty of Political Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing use of digital systems to support learning leads to a growth in data regarding both learning processes and related contexts. Learning Analytics offers critical insights from these data, through an innovative combination of tools and techniques. In this paper, we explore students' activities in a MOOC from the perspective of personal constructivism, which we operationalized as a combination of learning behaviour and learning progress. This study considers students' data analyzed as per the MOOC Process Mining: Data Science in Action. We explore the relation between learning behaviour and learning progress in MOOCs, with the purpose to gain insight into how passing and failing students distribute their activities differently along the course weeks, rather than predict students' grades from their activities. Commonly-studied aggregated counts of activities, specific course item counts, and order of activities were examined with cluster analyses, means analyses, and process mining techniques. We found four meaningful clusters of students, each representing specific behaviour ranging from only starting to fully completing the course. Process mining techniques show that successful students exhibit a more steady learning behaviour. However, this behaviour is much more related to actually watching videos than to the timing of activities. The results offer guidance for teachers. [ABSTRACT FROM AUTHOR]

Theoretical framework within which this paper is set is the conception of teachers' epistemological beliefs. The author's attention is focused on the classification of teachers' beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher's beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies. [ABSTRACT FROM AUTHOR]

Copyright of Sciences de la Societe is the property of Universite Toulouse, Le Mirail and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)