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Review of: Halliki Põlda. Andekusfenomeni konstrueerimine avalikus kommunikatsioonis. (Humanitaarteaduste dissertatsioonid 48.) Tallinn: Tallinna Ülikool, 2018. 201 lk.
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Review of: Halliki Põlda. Andekusfenomeni konstrueerimine avalikus kommunikatsioonis. (Humanitaarteaduste dissertatsioonid 48.) Tallinn: Tallinna Ülikool, 2018. 201 lk.
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Metadiscourse markers and their importance to academic writing are essential research subjects nowadays. The current corpus-based study aims at identifying interactional and interactive metadiscourse markers in terms of frequency and function in the abstract section of published research articles in applied linguistics developed by Algerian, Saudi, and Native researchers. 20 research articles for each group, with a total of 60 articles have been randomly selected and compiled as the research corpus for this study, then analyzed qualitatively and quantitatively using AntConc.3.2.4 relying on Hyland’s classification of metadiscourse markers. As a comparative study, the research considered the abstracts written by natives as a benchmark and attempted to find an answer to the main inquiry related to the frequency of use of metadiscourse devices by Algerian and Saudi researchers in comparison to their Native counterparts. The main research results showed how close were Algerian abstracts to native ones in terms of using endophorics, frame markers, code glosses, hedges, attitude markers, and self-mentions. While Saudi abstracts were close to the benchmark only in two markers that are transitions and engagement markers. The rest of the devices were shown to be far from the native norm in both cases. The findings also revealed that the use of metadiscourse markers is not the only indicator of papers’ publication rate in indexed journals by comparing the corpus analysis results to the source of the articles (journals), to find that even if Algerian researchers publish less in high indexed journals in comparison to Saudis, they are still closer in using markers to the natives as a benchmark.
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This article will analyse the way the European discourse and plans regarding digitalization of education are translated within the Romanian education system, pointing the gaps between the wishes and reality, and highlighting the necessary solutions to be implemented. The article considered the European and national research data on the pre-university education system and pointed out the need to include the digital technologies in the classroom to achieve the digital transformation of education in Romania.
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With the decision taken by the Ministry of National Education in 2016, three programs, namely Music, Turkish Folk Music and Turkish Classical Music, started to be implemented in Fine Arts High Schools. Accordingly, the course schedules were re-determined, and the "Instrument Ensembles" course at the 11th and 12th grade levels was rearranged according to the programs of Western Music, Turkish Folk Music and Turkish Classical Music. When the instrument ensembles course curriculum of all three genres is examined, the aim of practicing polyphony has come to the fore, and it has been observed that the curriculum allows the use of Western music instruments and traditional instruments together. This study was carried out in order to determine how the instrument ensembles course is applied, to investigate the use of the guitar with traditional instruments in the instrument ensembles course and how the educational material with which these instruments are assigned together is obtained, and to determine whether there is a need for an educational material for the chamber music group consisting of the aforementioned instruments. For this purpose, qualitative interviews were conducted with 14 field experts who took the instrument ensembles course, using a semistructured interview form. At the end of the interviews, the data were analyzed and it was determined that three applications were widely used according to the types of music programs in the instrument ensemble course. It has been observed that all of the field experts have a positive opinion about the use of the guitar in a chamber music group together with traditional instruments, and it has been determined that an educational material is needed for this group. As a result of the research, the characteristics of the material to be developed in terms of writing, pitch/system harmony, repertoire selection, instrumentation/arrangement and polyphony were determined
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Recently, scholarship on humour in teaching and learning has focused on the use of instructional humour. Past studies have reported that instructional humour is best used as a pedagogical tool for teaching and learning purposes. Nevertheless, how students perceive instructional humour and how humour enhances learning in the classroom is still not clear. This exploratory study aims to gain further understanding of students’ interpretation of teachers’ use of humour in relation to teaching and learning in a higher education context. In particular, it aims to explore the perspectives of students as to how the use of humour in the classroom enhances their learning. Data were collected from one-to-one in-depth interviews with 10 undergraduate students who were learning with award-winning teachers at a research-intensive university in New Zealand. Students explained a variety of ways in which humour enabled their process of learning. These included helping them to concentrate, remember and understand learning content by connecting humour to content. Additionally, a sense of rapport and positive attitude towards learning and the teacher were indicated as contributing to the learning environment. Our findings indicate that students considered instructional humour a tool that enhanced their learning cognitively and emotionally.
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This study focuses on the conceptions and practices of Iberian (Portuguese and Spanish) mathematics teachers regarding instructional humour. Specifically, the study aims to answer the following questions: (1) How do Iberian mathematics teachers view humour and how do they appreciate a sense of humour? (2) What educational value do Iberian mathematics teachers ascribe to humour in the teaching and learning process of this subject? (3) How do Iberian mathematics teachers use humour in mathematics teaching? and (4) What differences, regarding humour and its use in the educational context, are found among Iberian mathematics teachers, as determined by their professional experience? A mixed methodology was adopted for this study, with a greater quantitative emphasis, combining quantitative analysis with descriptive and inferential statistics. Iberian mathematics teachers (N=1087) from all educational levels participated in the study. The data was collected through an online questionnaire, organised according to three dimensions of analysis: (1) Humour and sense of humour; (2) Educational value of humour in the teaching and learning of mathematics; and (3) Use of humour in the teaching of mathematics. The results reveal that Iberian teachers who teach mathematics recognise the meaning of humour, feel they have a sense of humour and appreciate it in others, find reasons to use it in mathematics teaching and have seen it being used or use it in their classes to create a good learning environment and make students think. The results show differences over the teachers’ careers, especially in their use of humour and the purpose they make of it. However, the magnitude of the effect suggests the need to consider other variables in addition to the teachers’ professional experience, such as the level of training, the type of training and the cultural context in which the school is located.
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Cum educăm în domeniul juridic? 33 de ani de la căderea regimului totalitar în România, această întrebare rămâne fundamentală pentru învăţământul juridic românesc. Invoc acest eveniment, căderea comunismului, pentru că ştiinţele juridice sunt printre singurele ştiinţe umane care nu şi-au făcut un examen critic al modului în care acest regim totalitar a influenţat învăţământul juridic. Pentru unii dintre noi pare o întrebare inutilă, se invocă o continuare a unei „tradiţii de învăţământ”, pentru alţii, cu siguranţă, nu este astfel, în măsura în care cel puţin disciplinele dreptului public, dreptul constituţional sau internaţional public au fost profund afectate. Dacă filosoful francez Pierre Manent spunea că problema majoră a filosofiei politice a secolul al XX-lea este faptul că nu a fost analizată natura reală a regimului comunist, noi cei din ştiinţele juridice româneşti am avut uneori tendinţa de a ne comporta ca şi cum regimul nu ar fi existat.
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Legal education, even if it is perceived as predominantly „legal technical”, to a large extent articulates a system of values that the student acquires in pre-university education. The training of truly effective practitioners involves both a legal culture embedded in a broader social value system and, above all, the development of critical thinking and cognitive skills that enable the development of legal reasoning. Law faculties must respond to the needs of the professional environment, including by offering courses focused on the development of competences for students, aiming primarily at developing skills that allow critical reflection on the effects of legal norms on regulated social relations, including transversal competences, such as the training of skills to develop logical-legal reasoning, the training of skills to analyse relevant judicial practice or the ability to analyze and criticize, where appropriate, legal norms.
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In a few pages, I have tried, synthetically, to express my personal views on legal education, answering the questions that emerged on the occasion of the anniversary of the Faculty of Law in Timisoara, which, incidentally, is the initiator of useful and appreciated projects in the Romanian legal environment, as this one will certainly be. Starting from the idea that law and legal education are at the core of a democratic society and that the training of valuable lawyers maintains a set of values specific to it, we answered some actual questions. In short, we have noted the grid system for assessing knowledge, the inflation of legal acts, legal education in schools, coordination between academia and the labour market, which, by deepening the science of administration, could add value to the body of civil servants, the importance of specialization through Erasmus programs for both students and teachers, and the fact that not enough importance is given to legal research.
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Cum aţi plasa educaţia juridică în contextul educaţiei în general din România? Cât de mult depinde succesul educaţiei juridice de produsul educaţiei preuniversitare? În acest sens, credeţi că ar fi utile şi posibile anumite reforme în învăţământul preuniversitar (spre exemplu, un accent mai mare pe gândirea ştiinţifică şi seculară, pe educaţia politică pluralistă, pe ameliorarea statutului social al profesorilor)?
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This article-interview provides some personal and subjective answers to a variety of questions about legal education in Romania, both general and very specific. The main idea emerging from the content of the responses is that Romanian education, including pre-university education, needs to focus on adaptability, both of the system itself and as a skill to be passed on to pupils and students. Any reform of legal education will have to face, in addition to the limits of pre-university education, the subsequent limits of the entrance examinations for specific professions. So far, none of these seem to be moving in a direction that emphasizes adaptability, which means that the effects of higher education reform have limited potential for real success.
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Any enterprise with some social purpose should periodically assess itself. To answer questions regarding legal education, we should start from asking ourselves „what do we want in our legal and Judicial system?”. The essay proposes some answers. What is certain is that any legal system needs agents possessing solid general and legal knowledge, substance and means of expression, experience, integrity, morality, intelligence, conscience, dignity, honor, courage, balance, generosity, humanism. The Education system is entrusted with the mission of cultivating these qualities.
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We want students to progress towards the goals we set out to achieve in the syllabus. We want them to use the acquired knowledge and skills, to learn to be independent. But how do we help them get to that point? The value of a law degree is increasingly being judged based on how many graduates are „employable” rather than on a generic assessment of the advantages of legal education. We need a change in the current thinking frameworks to face the challenges of the 21st century, and above all we need dialogue and debate. Summarizing the ideas that will be presented in the following lines, we can say that the law school should harmonize its missions with the demands of sustainability, being responsible to adjust its values, as well as its policies and curricula accordingly. A careful balance is needed in setting priorities, at the same time, preserving students’ freedom and recognizing the responsibility of universities in providing a broad knowledge and skills base for society. To improve legal education and make it more flexible, coherent and open to the needs of society, it must be treated as a process that encourages constructive critical thinking, curiosity and the emancipation of students. For the same reasons, designing the curriculum should be a collegial and collaborative process involving the entire academic community and external partners, representatives of the „labour market” as well as representatives of the „civil society”. Only with a bit of patience, these small-scale forms of „resistance” to the challenges of the future or the present itself will allow us to acquire, through legal education, the „openness to closure” that we need so much (in the sense of the willingness to refuse the charms that make us too comfortable with the present).
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The fundamental principle and objective from the perspective of which Romanian legal education should be rebuilt is that of the acquisition of what is essential, of what is most precious, by transmitting, discovering, understanding and assuming the values and knowledge that really matter – to timiotaton. Translating this principle into legal education means replacing or doubling the objective of acquiring knowledge with that of creating the intellectual mechanisms through which knowledge and values essential to legal sciences and to individual and collective human progress can be understood, assumed, transmitted and created. In this material we have explained the essential role of to timiotaton for the modernization of Romanian legal education and for its transformation into an internationally performing system. At the same time, we have proposed some ideal solutions/directions of legal education in our country, in the most realistic and constructive way for a modern society, based on a strong, stable and predictable legal system.
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Through the answers to the questionnaire, several possible ideas for reforming the legal education in Romania are drawn up. These include: the dialogue with the legal professions, the reformation of pre-university and university curricula, the establishment of methodological landmarks for teaching law.
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The text presents the initiative behind the survey in this special issue of the Romanian Journal of Private Law, the stakes of the debate on legal education in Romania and brief explanations for the questions selected to be addressed to the guests. It also contains a personal selection of ideas, nuances or insights from each of the contributors.
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Desktop documentary is a contemporary film and media practice that self-reflexivelyexplores technological limitations of the computer interface and its potentialitiesin order to create unconventional audio-visual works with elementsof documentary and experimental cinema. This paper envisages the possibilityof using desktop documentary methods and techniques within the context ofcurrent online education – the globally dominant model of knowledge transferand exchange during the COVID-19 pandemic. Therefore, the focus of thisarticle, in comparison to previous theoretical studies of desktop documentaries,which primarily investigated cinematic, artistic and media features of thisform, is transferred from aesthetic and poetic to pedagogical, methodologicaland epistemological issues. Although several scholar papers have already discussedthe possibility to employ desktop documentaries within the space ofclassrooms, their understanding of this practice was different from its contemporarymode theoretically acknowledged and creatively practiced by Kevin B.Lee, inaugurated with his paradigmatic film Transformers: The Premake. Lee’svision, namely, presupposes a more transgressive approach towards desktopfilmmaking, which entails various avant-garde and experimental cinematic andmedia techniques. Having as its starting point such bold methods, this articleconsiders, analyzes and critically evaluates desktop documentary strategies andtechniques relevant for online teaching: self-reflexive thought about technological limits and potentialities of online platforms; exploration of new digital aestheticswhich oppose predefined digital forms; speculative discourse based oncritical thought; online mode of lecture performance, etc. This paper thus opensthe possibility to transpose and integrate the concepts and techniques of desktopdocumentary, primarily marked by avant-garde and experimental traits, into thecreative methods of conducting the online teaching process – and eventually,after the termination of the pandemic, to preserve and expand them within thephysical spaces of schools, colleges and universities.
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In spite of the improvements in the inclusive policies and practices, Roma students are still underrepresented in higher education (HE) in Serbia. The main aim of this study is to ascertain contextual and personal factors of the success of Roma university students. Study participants were Roma studying at four public universities in Serbia who filled in a questionnaire on their family– and school-related experience, and participated in interviews on their educational trajectories, as well as in a two-day workshop dedicated to empowering students through reflecting upon their educational trajectories and personal strengths. Qualitative thematic analysis was applied on one open-ended question on life mottos from 89 questionnaires, 20 interviews and their products and elaborations of 16 workshop participants.It showed that psychological and instructional support from parents and teachers, in some cases – peers and Roma NGOs, together with scholarships and affirmative measures by enrolment, were important success factors. Students’ life mottos predominantly contained the themes of fight and persistence. Most personal strengths were related to proactivity and optimism. This points to a highly developed psychological capital of Roma university students. Besides continuous financial support, participants stressed that the provision of continuous psychosocial support, informal learning opportunities and opportunities for peer mentorship and networking would result in a higher number of Roma students in HE.
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The paper analyses mother tongue curricula and teaching in secondary vocational schools in the Republic of Croatia in the context of developing language and professional student competencies. Although fourteen education sectors have been defined in the planning and programming of professional-theoretical and practical educational content recognising significantly different communication needs of future experts in different education sectors, mother tongue curricula and teaching in these schools differ only slightly. The paper features field research conducted among Croatian language teachers (N = 92) working in secondary vocational schools. Based on the conducted analysis, this paper offers specific guidelines for possible improvements of framework programs and teaching in secondary vocational schools.
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The aim of this study is to examine the effect of dynamic core exercises to be applied for 8 weeks on body composition and some bio motor abilities (vertical jump, 10m – 30m speed, Wingate anaerobic power, back and leg strength) of young male football players playing in the youth field. The athletes (n=30) participating in the study were divided into 2 different groups, 15 as the experimental group (age: 15.73±0.96 years; body weight: 63.62±6.68 kg, height: 173.92±5.33 cm), and 15 as the control group (age: 15.60±0.96 years, body weight: 65.18±8.61 kg; height: 175.79±5.63 cm), by random sampling method. While the experimental group was doing football training 3 days a week, a dynamic core exercise program was applied for about 25 minutes beforehand. Control group participated only in football training. Athletes before the study and 8th at the end of the week, body fat percentage for body composition, bio motor abilities for 10 m - 30 m speed, vertical jump, Wingate anaerobic power test, back and leg strength measurements were taken. SPSS 25 software package program was used in the statistical analysis of the data. Intra-group analyses of the training effect were made with the Paired Simple T test, and between-group analyses were made with the Independent Simple T test. The level of significance was determined as (p<0.05). According to the analysed results, statistically significant differences were observed in experimental group's body composition, vertical jump, 10 m speed, absolute peak p, relative peak p, absolute average p, relative average p, back and leg strength values. As a result, we can say that dynamic core exercises improve the body composition and some bio motor abilities of young male football players playing in the youth field.
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