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Purpose: Phenomenology has a long tradition as a qualitative research method in the social and health sciences. The application of phenomenological methods to understand lived experiences and subjectivities offers researchers a rich tapestry of methodological approaches, often however, the availability of these methods to researchers is tempered as a result of inflexible ideas regarding their use. This article aims to highlight the uniting features between approaches. Design/methodology/approach: The paper begins by offering a brief overview of the two traditions within phenomenology, the descriptive and interpretive approaches and traces the development of each one. It then presents an overview of the commonalities shared by both approaches in with particular reference to the philosophical and methodological cohesion between them. Findings: Frequently, the literature fails to focus on how these methodologies can be used together, and instead foregrounds the ontological and methodological differences between them. While an overview of some of the more vociferous debates within phenomenology are included and acknowledged, the paper calls for a focus on the shared goals of the phenomenological project. Originality/value: This article aims to illustrate that, while recognising differences, the two phenomenological traditions have more in common that unites them, and argues that once this is applied pragmatically, a multiplicity of phenomenological traditions are available to researchers.

This paper studies how the concept of "Diversity, Equity & Inclusivity" (DE&I) has been instrumentalised "in lieu" of effective policies to tackle racism and racial inequity in Higher Education and in particular in Library and Information Science (LIS). The author takes stock of the research output devoted to this topic in Social Sciences and Humanities (SSH) in order to ascertain European LIS's involvement in it or lack thereof. The paper analyzes the results of a preliminary qualitative survey of some European LIS scholars on how racially and ethnically "diverse" their departments and student population are.

The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own experience as a first-generation student of Middle Eastern background who experienced intensive socialization processes -- from undergraduate to PhD studies in Sociology -- at two sociology departments both committed to critical theory. Using the method of autoethnography aided by a critical friend, I explain how, within its academic residency, critical theory's normative inclination to 'empower' marginalized subjects such as myself contained sweeping assumptions and inner contradictions that resulted in disenchantment and an overall estrangement from critical theory and academic writing altogether. I argue that selective acceptance and ongoing questioning of this discourse can revive a more constructive relations of first-generation students with their marginalized identities, and even turn them into valuable resources for writing and educational value.

This study aims to describe components and levels of upper secondary social science students' reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning by proficiency levels and identify common flaws in students' reasoning. The papers were written by upper secondary social science students from eight schools in the Netherlands. We defined social scientific reasoning in terms of three components (describing, explaining, and solving problems) and five reasoning activities (causal analysis; use of social scientific concepts, models, and theories; use of evidence; use of perspectives and reflections on them; and comparing). We described these reasoning activities in three proficiency levels supported by practical examples and rubrics for students' reasoning. These insights can inform teachers and teacher educators in monitoring students' progression and designing teaching materials and activities that can promote students' social scientific reasoning.

This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of 'powerful knowledge' and 'transformation' and 'epistemic quality' within which transformation processes from the classroom to the societal level are considered as 'trajectories of powerful knowledge and epistemic quality'. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK).

This paper synthesises theory and practice literature to define a new type of learning space: emergence studios. Emergence studios incorporate iterative, collaborative, and creative elements into graduate education in the social sciences. While some disciplines have a long history of studio spaces and others have begun to implement applied spaces like makerspaces and digital humanities labs, the social sciences rarely offer spaces for application and imagination. Some programmes are exploring how to foster a learning environment where students work together to imagine structures for addressing systemic issues, what I term 'emergence studios'. The principles of emergence studios are explored through theoretical concepts (empathetic, experiential, and ecological) and current practices (makerspaces, digital humanities laboratories, and design studios). Then, this paper uses worldbuilding techniques to outline a new type of experiential classroom space that acknowledges the complexity of our interconnected world and the need for learning that cannot be predetermined by learning objectives. By exploring related literature, this article defines an evolving practice and provides a starting point for further exploration.

In the market discourses of technological disruption, higher education institutions have routinely been positioned in deficit models and of anachronistic approaches to teaching at odds with the types of educational futures being presented by commercial organisations. Predominantly, automation technologies in the form of artificial intelligence are being promoted as the future of teaching. In this paper, on the other hand, we explore the prospects for using non-artificial intelligence automated agents in teaching and its impact on the teacher function at the University of Edinburgh. Through engagement with teachers, staff and students at the university, this research has identified use cases for bots, in what spaces they would be situated, and how they would supplement the teacher function. This paper argues that a community-driven approach combined with a sociomaterial conceptualisation can generate a shift from market discourses and to collaborative development of educational technologies.

The European Commission published a White Paper on 2 April 2008 on damages actions for breach of EU antitrust rules. The content of the White Paper is since then being prepared to be converted into EU legislation on private antitrust enforcement. This paper presents the developments in private antitrust enforcement in Poland after 2 April 2008. It commences with an outline of EU actions in this field which act as an introduction to the more detailed analysis of recent jurisprudential and legislative developments in Poland. The latter part of the paper covers, in particular, the 2009 Act on the Pursuit of Claims in Group Proceedings and the 2011 Act Amending the Civil Procedure Code and Some Other Acts which abolishes all specific elements of commercial proceedings, including the statutory ‘non-admission of evidence’ principle. These two legal acts are assessed in order to establish whether their introduction is likely to help facilitate private antitrust enforcement in Poland and to consider to what an extent are these developments responding to the challenges outlined by the European Commission.

Aquest article es proposa estudiar la repercussió que les xarxes de contactes i els cercles de músics tenen en la generació d’oportunitats de feina en el camp musical del jazz. La recerca s’emmarca en la perspectiva del concepte de camp artístic de Pierre Bourdieu (1984, 1987) i de les principals característiques que conformen els cercles col·laboratius segons Michael P. Farrell (2003). La metodologia és de caràcter qualitatiu i es basa en la realització (entre 2015 i 2016) d’entrevistes semiestructurades i en observació participant amb músics de l’escena jazz de la ciutat de Barcelona. A partir d’aquest treball de camp, es van analitzar les aportacions principals que les xarxes de contactes i els cercles col·laboratius dels músics de jazz ofereixen a l’hora de generar oportunitats de feina en el camp artístic musical. També es va estudiar de quina manera el treball col·lectiu i la conformació de grups musicals esdevenen una plataforma artístico-creativa fonamental tant per al desenvolupament de les carreres individuals dels músics com en el camp d’exploració conjunta del propi llenguatge musical.

The intention of this article is to provide teachers with a student activity to help reinforce learning about variation, bias, stability, and other statistical quality control concepts. Blind paper cutting is an effective way of generating tangible sequences of a product, which students can use to address many levels of questions. No special apparatus is required. KEY WORDS: Experimentation; Statistical education; Teaching aids., 1. INTRODUCTION Some people can attain a sound grasp of statistical methods from lectures and by working through examples, but most will develop a lasting understanding only by personally applying [...]

The main objective of this paper is to determine the effect of Foreign Direct Investment on the hospitality sector in the Colombian economic growth. This is estimated using a method that uses the Gross Domestic Product –GDP- per capita and its disaggregated data according to the different economic sectors, providing an ex post assessment of the contribution of tourism on GDP growth. The results show that Colombia has competitive levels in tourism contribution to GDP, although its level is low compared to countries where the sector is the most active player in their economies.El objetivo de este estudio es determinar el efecto de la Inversión Extranjera Directa en el sector hotelero en el crecimiento económico colombiano. Para ello, se estima utilizando un método que utiliza el crecimiento del Producto Interno Bruto –PIB- real per cápita y se desagrega según los diferentes sectores económicos, lo cual brinda una estimación ex post de la contribución del turismo sobre el crecimiento del PIB. Los resultados muestran que Colombia presenta niveles competitivos de contribución del sector turismo al PIB, aunque su nivel sea bajo con respecto a países cuyo sector es el más activo y protagonista en sus economías

Extensively published in 1937, the correspondence between Lord Elgin (governor-general of Canada, 1847-54) and Earl Grey (colonial secretary, 1846-52) forms a major scholarly resource for studying the evolution of responsible government. In fact, the correspondence was triangular, with Britain's prime minister, Lord John Russell, an active third party. Most letters from Elgin were routinely submitted to him, and he frequently commented on them. However, Grey controlled the correspondence, filtering Russell's contributions, sometimes summarising his arguments to Elgin without attribution, but ignoring impractical suggestions. Although never formally notified of the triangular character of their correspondence, Elgin probably guessed that he addressed a wider audience. Russell generally supported Elgin, but he was occasionally critical. Appreciation of its triangular character is fundamental for a full understanding of the Elgin-Grey correspondence. Keywords: Lord Elgin, Earl Grey, Elgin-Grey correspondence, Earl-Grey papers, Lord John Russell, Throughout the mid-nineteenth century, the private correspondence between successive governors-general of Canada and colonial secretaries constituted a quasi-official channel operating in parallel with the official Colonial Office despatches. The secretary [...]

This essay attempts to show that the ancient rhetorical theory has explanatory capabilities to understand and learn to write modern texts and to analyze them in order to understand their communication skills, as in the scientific article, one of the most prestigious forms on scientific communication. It starts with the notion of discourse in the field of scientific communication and then address the rhetorical dimension of the paper.

This paper is a conceptual study that introduces the role of collaborative regulation into the supply chain resilience debate. The manufacturing supply chain of halal pharmaceuticals in Malaysia forms the context of the paper. In this paper, a critical review of previous studies on supply chain resilience, joint working relationships between supply chain actors, and collaborative involvement of regulatory authorities in supply chain relationships was carried out. Collaborative regulation for improved supply chain resilience is the coordinated, consistent, and strategic activities that includes: effective, as well as regular coordination and interactions; knowledge and information sharing, verification, and periodical monitoring, as well as enforcement of collaborative approaches to policy and regulatory control mechanisms via coercive force of isomorphism. The arguments put forward, contribute to improving knowledge, by specifying the conditions in which supply chain resilience is stronger in highly regulated contexts. This is an aspect that is ill reflected in the supply chain management literature.

Turnover intentions in academic institutions has become one of the main concern of the management as surviving and achieving excellence is very much about having the knowledgeable and committed employee. Therefore, it is one of the main and foremost issue for a management of higher education institution to give important. There are many factors that influence an academician to have turnover intentions. Hence, this study’s focus was to investigate the relationship between role ambiguity, work-overload, work family conflict, co-workers warmth, co-workers competence and turnover intentions. The variables studied in this paper were analyse from a research framework. The finding of this study has been discussed on role ambiguity, work-overload, work family conflict, co-workers warmth, co-workers competence and turnover intentions. Conclusion has been drawn from the support of literature that states that the variables influences on turnover intentions. This paper’s finding provides valuable guidance for researcher and practitioners to overcome and improve the current mechanism to reduce turnover intentions. The research has also found few new paths for thinking on how to manage employees that having turnover intentions in any organizations.

The paper presents aspects of the scientific production of three 'ilustrados' who worked in South America: José Bonifácio de Andrada e Silva (1763-1838), José Hipólito Unanúe (1755-1833), and Dámaso Antonio Larrañaga (1771-1848). These naturalists, whose trajectories, territories and beliefs were different, built their particular version of Nature in America and contributed with their scientific work to the construction of American geohistory. They were chosen in this research by criteria of territorial dispersion and by different approaches about specific aspects of Earth Sciences – themes that up to now have not received full attention among Latin-American historians of sciences. This paper contends that these personalities built their own knowledge about 'temperament' (climate) and territories, and also used their scientific knowledge to implement political agenda for their respectives countries that were being conformed.

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.

The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and-effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.

Purpose: This paper explores social media practices with an exemplarily focus on constructions of space and social movements. It aims at identifying prospects for social science education under digital conditions regarding the reconfiguration of content and possibilities for digital literacy. Approach: By reviewing and summarizing popular strands of discussion on the application of social media practices in constructions of spaces and social movements, we identify common didactical themes from an educational perspective. Subsequently, we discuss social networks as real-world learning contexts in light of creative practices. Findings: Building on this, we derive theoretical implications for social science education for teaching and learning within social networks with a special focus on creativity. Following this, we present implications for social science literacy as well as digital literacy, which are two sides of the same coin. Practical implications: Finally, we present implications for future research and outline prospects for a future social science education.

Business ownership and employee education affect productivity in China's paper industry. Business enterprises owned by provinces were found to produce about 23% less than municipality-owned and collectively-owned ones. This implies that workers become more efficient when they perceive profits to redound to their own benefit. It was also discovered that the employment of more educated workers has a very high social rate of return.

The article analyzes the behavior and competitiveness of exportations in the State of Paraná of the Lumber and Paper Industries between 1990-2002, as well as the factors that determine the exportations performance and their interaction with the Lumber and Paper Industries international trade. The concentration index Hirschman-Hefindahl (IHH) is used to verify the evolution of the exportation markets concentration as well as the Constant Market Share (CMS) model that separates the sources of exportations development into four components: world trade increase, constitution of the exportation schedule, destination of exportations and competitiveness. The behavior and exportations trend of both sectors are analyzed from 1990 to 2002, subdivided in three periods: 1990-1993, 1994-1998 and 1999-2002. By means of the separation of the development sources through CMS model, it is verified that the development of the world trade and competitiveness are responsible for the increase of the Lumber industry exportations in two sub-periods: 1994-1998 and 1999-2002, being also responsible for the exportations increase of the Paper industry only in the first sub-period. In the second sub-period, competitiveness was not enough to accomplish an increase of the Paper industry, what shows a fragility of policies for the opening of new markets and dissemination of products of the State of Paraná in foreign markets. O artigo analisa o comportamento e a competitividade das exportações paranaenses dos produtos mais representativos do setor madeireiro e papeleiro do Estado do Paraná, no período 1990 – 2002, bem como os fatores que determinam o desempenho das exportações paranaenses e sua interação com o comércio internacional do complexo madeireiro e papeleiro. Utiliza-se o índice de concentração Hirschman-Hefindahl (IHH) para verificar a evolução da concentração dos mercados das exportações e o modelo Constant Market Share (CMS) que decompõe as fontes de crescimento das exportações em quatro componentes: crescimento do comércio mundial, composição da pauta de exportações, destino das exportações e competitividade. Analisa-se o comportamento e a tendência das exportações do setor madeireiro e papeleiro a nível mundial, brasileiro e paranaense no período de 1990 a 2002, subdividido em três períodos de análise (1990-93, 1994-98 e 1999-02). Por meio da decomposição das fontes de crescimento pelo modelo CMS, verifica-se que o crescimento do comércio mundial e da competitividade são os grandes responsáveis pelo crescimento das exportações no setor madeireiro nos dois subperíodos (1994/98 a 1999/02), e atuam também como fator responsável pelo crescimento das exportações do complexo papeleiro, apenas no primeiro subperíodo. No segundo subperíodo, a competitividade não foi suficiente para efetivar crescimento do setor papeleiro, o que mostra a fragilidade de políticas de abertura a novos mercados e de divulgação do produto paranaense no exterior.

This paper focuses on finding the criteria adopted by users to select free information retrieved from the Web for academic use. A close-ended questionnaire was formulated to record the opinions of the respondents. A survey for various categories of users such as post graduate students, research scholars and faculty members from five universities of Chandigarh, Haryana, and Punjab was administered. The category-wise and discipline-wise analysis depicted that quite a good number of respondents applied various parameters while referring to Web resources, but a reasonable number of users did not apply certain parameters to verify the nature of free information being used for educational purposes. The convenience factor leads them to depend on free Web resources which can be accessed anywhere and saves time. The findings of the study suggest that user education programs should be conducted to create awareness regarding the credibility of the subscribed library resources and their effectiveness in enhancing the quality of teaching, learning, and research.

Based on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act 'as if we were not friends', this article seeks to ponder the types of knowledge produced and raises issues related to the researcher's positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher's subjectivity is resolutely transformed.

PhD (non-)completion rates have been considered important criteria with which to evaluate the effectiveness of doctoral programmes and of universities' performance. To date, there has been a lack of qualitative studies on the voices and experiences of funded international students who discontinue doctoral research degrees. This paper uses qualitative methods and six themes of a life course perspective to uncover the 'hidden' experience of international Vietnamese students who dropped out of funded doctoral programmes in social sciences and humanities. Its findings suggest that linked/independent lives and the timing of live themes helped to understand reasons for international doctoral students to drop out, which underline their engagement with research networks, academic identity and familial responsibilities. Meanwhile, the consequences of dropout illustrate the intersections of five themes: linked/independent lives, development risk and projects, the timing of lives/interplay of human lives and historical times, and diversity in life courses. The five themes capture diverse life trajectories and forms of agency developed by PhD non-completers while negotiating social pressures and institutional politics in their home institution as well as their perceptions of well-being and life priorities. Their life trajectories and forms of agency are gendered and culturally specific, with female non-completers being more active in searching for and building back their 'agentic orientations' through learning new skills, entering motherhood or leaving academic institutions. These findings are useful for reflecting on the current supporting structures, especially mental health support, for international doctoral students and supervisor training.

Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader-colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing how this is possible and easily reproduced is through a consideration of how renderings and representations of "place" -- the complex entanglements of lands, histories, and identit(y/ies) -- mediate both how (a) invasion can be normalised as a historical, geographic, and political "placial" reality, and (b) students and teachers might experience education in and of place. Indeed, "place" is a central guiding concept in official curriculum policy just as much as place is an experienced curriculum both within the school and in the broader world. In this respect, this paper looks to unpack how the concept of place is represented in curriculum policy and the attendant assumptions and implicit discourses that this (re)produces about the experiences of people in/of invaded place. Through a look at the coming revision to the Humanities and Social Science's learning area of the Australian Curriculum, I look to how the curriculum as policy frames place as synonymous with invader place epistemically and how this mediates what students can know and themselves feel about the embodied experience of learning about/in/of place.

Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters' students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of 'relational pedagogy'. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students' significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students' suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students.

The scientific literature reveals the impact of applying game-based videos and gamification on undergraduates' learning. This work proposes, within an online context, using these educational strategies to make students the active protagonists of their learning. Therefore, this paper aims to analyze the students' perception of the effectiveness of the application of game-based videos (within a flipped classroom framework) and gamification to improve knowledge and competencies. The study was conducted for four months with pre-service teachers (n = 190) in an online Social Sciences course. The students were provided with the lesson plan and filled in an ad hoc questionnaire using a quasi-experimental design in an ecological environment. The results indicate a positive impact in all the assessed aspects after implementing the innovative experience. Utilizing a different teaching style, one with the student as the protagonist of the learning process plus the improvement of learning shows significantly positive educational results. These preliminary findings enhance the development of pre-service teacher training and a student-centered teaching--learning process. Consequently, guidelines are provided to advance innovative educational experiences in online higher education.

Globally, scholarships for international higher education play a critical role in human capital development. While substantial research has documented the benefits such scholarships provide for individuals, their impact on the creation of pathways for social change remains under-researched. This paper bridges this gap by examining the extent to which a government scholarship for international education has created pathways for social change in Kazakhstan. Data were collected through interviews with 67 scholarship alumni. Drawing on Dassin et al.'s (2018) framework for pathways to social change, the findings reveal that international education fosters social change in Kazakhstan in four ways. First, the scholarship program develops local talent and builds agents of change. Second, it widens access to international education, particularly for individuals from marginalized communities, who would otherwise lack access owing to their scarce financial resources. Third, the program develops alumni's cosmopolitan and intercultural competencies and strengthens international collaborations. Finally, it creates associations and groups through which alumni can collectively contribute to society. The findings highlight that while the interviewed alumni foster strong patriotic feelings and are determined to contribute to the prosperity of their country, underdeveloped industries, economic volatility, and top-down bureaucracy in workplaces limit their potential contributions to social changes. These findings may help policymakers and administrators to reconsider and improve on the design and structure of scholarship programs.

In this paper, we utilize the concepts of "racial knowledge" and "subjective understanding" to demonstrate how the metaphor of surrogacy encodes a racialized discourse via the epistemic authority of social science research. Taken together, we demonstrate how the pervasive use of surrogacy as a metaphor reflects the subjective understanding of Black male teachers produced through the racial knowledge of social science discourse. We argue that the metaphor of surrogacy has become so unquestioningly ubiquitous throughout education and popular culture that it has become the default conceptual framework regarding all reforms for Black young men and boys.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

This article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of 'world-leading' and 'internationally excellent' research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape.

Integrating Artificial Intelligence (AI) with social sciences allows researchers to study emerging fields that link technology and mankind, encouraging change. This research examines how artificial intelligence (AI) affects sociology, psychology, economics, political science, anthropology, geography, history, education, communication studies, cultural studies, and linguistics. Additionally, it expands to cover finance, marketing, HRM, supply chain management, and IT. This study underlines the role of artificial intelligence (AI) in revolutionising research technique, offering data-driven insights from massive data, and allowing human-machine collaboration in numerous domains. This study also emphasises ethical issues and standards for appropriate AI-powered research. It also gives case studies of AI's ethical application in many sectors. A thorough review of 450 Web of Science documents underpins this study. This analysis used only English-language publications from 2019 to 2023. The selecting procedure used social science and AI keywords. The selected publications provide useful perspectives on the confluence of AI and the social sciences. This research investigates AI's role in environmental monitoring, climate change prediction, sustainable resource management, and sustainable energy, transportation, and urban planning technologies. Business and management research examines how artificial intelligence (AI) affects industries, market dynamics, financial services, supply chain management, entrepreneurship, and general management. This study also examines how artificial intelligence (AI) affects communication, art, and culture. This comprehensive analysis evaluates the major impact of artificial intelligence (AI) across numerous disciplines and identifies possible research topics where AI could improve the social sciences by solving current problems. AI-social science integration raises ethical questions and opportunities. This research also explores the effects on policy, education, and interdisciplinary cooperation, emphasising the need for ongoing dialogue and collaboration between academics, policymakers, and educators. AI-enhanced social sciences' prospective advantages for society are the subject of this essay. It also urges researchers and politicians to fully embrace AI's promise, highlighting the need for action. [ABSTRACT FROM AUTHOR]

Nancy Earle, ed., Papers of the Bibliographical Society of Canada 48, 1 (Spring 2010). Special Issue: 'Book Culture in Newfoundland and Labrador.' ISBN 0067-6896.IN HER INTRODUCTION to this special issue [...]

The effect of using a computer or paper and pencil on student writing scores on a provincial standardized writing assessment was studied. A sample of 302 francophone students wrote a short essay using a computer equipped with Microsoft Word with all of its correction functions enabled. One week later, the same students wrote a second short essay using paper and pencil with access to dictionaries. Mean scores were compared for essays on each medium as well as scores on six specific criteria. There was no significant difference between the overall mean scores on the paper and pencil essays and those written using a computer. Significant differences favoring the paper and pencil essays were seen on the ideas, punctuation, and syntax criteria. A significant difference in favor of the computer written essays was seen on the orthography criterion. Possible practical implications and suggestions for future research are discussed.

Erich Fromm was a highly successful popular author and psychoanalyst who played an important role as a twentieth-century social activist and public intellectual. Friedman's biography reveals Fromm's fascinating 'lives' as a psychoanalyst, social theorist, cosmopolitan activist, and 'prophet' of love who significantly influenced American thought and politics., Author(s): James J. Clark[sup.1] Author Affiliations: James J. Clark PhD, LCSW joined the University of Cincinnati's School of Social Work at the College of Allied Health Sciences as its Director [...]

Reports on classroom experiments with replacing standard student report-style papers with more expressive, explorational writing assignments. Outlines how course readings are used as the basis for a paper that takes the form of a series of letters or postcards to an imaginary or real person. Provides examples from student projects. (DSK)

The purpose of this study is to determine what contributions are provided by PT Indah Kiat Plup and Paper Tbk Serang Mill on the community and local government through the participation of Public Relation, especially in terms of education. The study is conducted from September 2009 until February 2010. The results showed that the community around the company has a large and direct impact on overall corporate performance. Community economic development in terms of education is a part of a Community Relation program conducted by the firm and has provided benefits to the community. Some suggestions for input to the company, includes optimizing the use of internal media organizations, granting broader authority for Public Relation so that they can better support the performance and needs of the company

In recent years, there has great deal of attention towards customer value since the concept of value creation prompted in the Service-Dominant (S-D) Logic in marketing theory (Vargo & Lusch, 2004). With that, one of the aspects that is crucial is building and maintaining relationships that prepares customers for future co-creations. In context of higher education institutions (HEIs), students move from one life cycle stage to another, thereby needs and expectations also evolve, and when they graduate, it may dissolve. With service innovations, a smart active relationship between students and HEIs should be part of any institutions internal branding efforts. As institutions delve into relationship with students, their focus on co-creation with an aim to translate students to advocates, someone who will spread the positive word-of-mouth, defend the brand, and most importantly to feel a sense of responsibility to represent the brand, when need arises. This calls for HEIs to not only manage exchange processes in their internal branding efforts, but also focus on students’ perceived value-in-use (ViU). The purpose of this paper is to explore perceived ViU of students at private HEIs, from the effects of extra-role behavior, trust, self-brand connection and brand prominence towards influencing students to engage in advocacy behavior.

Each year, researchers publish an immense number of scientific papers. While some receive many citations, others receive none. Here we investigate whether any of this variance can be explained by the choice of words in a paper's abstract. We find that doubling the word frequency of an average abstract increases citations by 0.70%. We also find that journals which publish papers whose abstracts are shorter and contain more frequently used words receive slightly more citations per paper. Specifically, adding a 5 letter word to an abstract decreases the number of citations by 0.02%. These results are consistent with the hypothesis that the style in which a paper's abstract is written bears some relation to its scientific impact. [ABSTRACT FROM AUTHOR]

This paper argues for the need to better understand the role of mothers and schooling in shaping modern conservative cultural politics. Arguing that 1970s-1980s was a critical period for anti-progressive politics surrounding schooling, the paper examines the activism of Australian Christian morals campaigner Rona Joyner. Joyner's successful provocation of a 1978 governmental ban on social science curriculum materials was a signal event in an international Anglophone reaction against what she and others theorised as dangerously permissive forces in public culture. Pitting 'Christian' parental authority against 'humanist' state overreach in relation to the upbringing of children, Joyner created a detailed vision of the cultural-moral corruption of schools and other social institutions. This paper demonstrates how Joyner represented her labour as a project of both public motherhood and grassroots community activism, and how activist women like Joyner were foundational to the growth of a new contemporary grassroots conservatism expressed as a popular politics of 'the people' against the state.

This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization.

This paper argues that applied ethics can itself be morally problematic. As illustrated by the case of Peter Singer's criticism of social practice, morally loaded communication by applied ethicists can lead to protests, backlashes, and aggression. By reviewing the psychological literature on self-image, collective identity, and motivated reasoning three categories of morally problematic consequences of ethical criticism by applied ethicists are identified: serious psychological discomfort, moral backfiring, and hostile conflict. The most worrisome is moral backfiring: psychological research suggests that ethical criticism of people's central moral convictions can reinforce exactly those attitudes. Therefore, applied ethicists unintentionally can contribute to a consolidation of precisely those social circumstances that they condemn to be unethical. Furthermore, I argue that the normative concerns raised in this paper are not dependent on the commitment to one specific paradigm in moral philosophy. Utilitarianism, Aristotelian virtue ethics, and Rawlsian contractarianism all provide sound reasons to take morally problematic consequences of ethical criticism seriously. Only the case of deontological ethics is less clear-cut. Finally, I point out that the issues raised in this paper provide an excellent opportunity for further interdisciplinary collaboration between applied ethics and social sciences. I also propose strategies for communicating ethics effectively.