„Добрият учител представя на учениците си света като динамичен и незавършен“
(Интервю с проф. д.п.н. Адриана Дамянова)
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(Интервю с проф. д.п.н. Адриана Дамянова)
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The majority of knowledge and technology transfer models relate to universities of technology and natural sciences whose commercialization potential allows them easily to adapt their outcomes to market demands. This, however, is not the case for universities of economics and business. Therefore, the aim of this paper relied on systematic literature studies performed with the use of a snowball sampling method. It was followed by an empirical study comprising nearly 60 in-depth interviews, 20 innovation audits and seven intellectual property valuations in Special Purpose Entity of Poznan University of Economics and Business. The study attempts to fulfil a research gap concerning the role of business schools in the commercialization of scientific research in Poland and other CEE countries.
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The author compares the new Law on Higher education with program demands of the Croatian Social-Liberal Party. This is a two-level comparison: a direct comparison of excerpts from the text and the articles of the Law and an indirect comparison of fundamental principles and general policies. The Law pays a lip service to the requirements for private universities, autonomy ana ideological neutrality. In the implementation of the Law the procedures as well as the Law itself have been contravened. This is illustrated by a detailed outline of the unsatisfactory provisions of the Law and the University of Zagreb Statute regarding students.
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The ratio of the second and fourth fingers (2D:4D ratio) is a sexually dimorphic trait, with men tending to have lower values than women. This ratio has been related to prenatal testosterone concentrations and addictive behaviors including problematic video-gaming. We aimed to investigate the possible association between 2D:4D ratios and Internet addiction and whether such a relationship would be independent of impulsivity. Methods: A total of 652 university students (369 women, 283 men), aged 17–27 years, were enrolled in the study. Problematic and pathological Internet use (PPIU) was assessed using the Internet Addiction Test (IAT). The participants also completed the Barratt Impulsiveness Scale (version 11; BIS-11) and had their 2D:4D ratios measured. Results: 2D:4D ratios were not significantly different in women with PPIU and in those with adaptive Internet use (AIU). Men with PPIU exhibited lower 2D:4D ratios on both hands when compared with those with AIU. Correlation analysis revealed that 2D:4D ratios on both hands were negatively correlated with IAT scores among men, but not among women. The multiple linear regression analysis revealed that age, duration of weekly Internet use, impulsiveness, and 2D:4D ratios on the right hand were independently associated with IAT scores among men, and impulsivity did not mediate the relationship between 2D:4D ratios and PPIU. Conclusions: For men, 2D:4D ratios on the right hand were inversely correlated with Internet addiction severity even after controlling for individual differences in impulsivity. These findings suggest that high prenatal testosterone levels may contribute to the occurrence of PPIU among men.
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The authors examined the challenges of “brain drain” in the context of implementing the ideas of academic mobility in the Ukrainian higher education area. The problem was examined from the point of view of two methodological positions: firstly, in the context of the global trend of globalization, it actualizes the problem globally; secondly, in the context of the contradictions of post-colonial (post-totalitarian, etc.) sociocultural landscape of Ukraine, which gives the problem under study a specific nature. The authors proposed a methodological tool for the further study of the problem of social capital loss as a result of the implementation of academic mobility programs.
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In German (education) policy and school pedagogy the concept of “inclusion” was for a long time understood – both in schools and in society – as a concept for the integration of people with disabilities. Inclusion in a broader sense – meaning the appreciation of the diversity of all members of the community to ensure equal opportunities in schools and the wider society – has entered the educational policy and educational discourse only relatively recently. The debate about inclusive school education in Germany is closely linked to the discourse about the PISA-studies – especially regarding the school achievements of students with migrant background: The international comparative PISA studies have shown that the performance levels of students with migrant backgrounds (who usually come from lower social strata) do not reach the desired level. As a result the concept of the Inclusive School was developed (among others) to help these students. This concept seeks to change the schools in order to meet the specific needs of all school children in Germany and to provide equal educational opportunities for all. Inclusion at schools has now become an important guiding principle both in educational policy and in pedagogical discourse. However, school practice is still lagging behind.
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In our paper the role of primary and secondary sozialization in successful matric is analysed. The research is based on half-structured qualitative lifeway interviews (N=25), these interviews were given by multiply disadvantaged students of University of Pécs, members of Wlislocki Henrik Student College. The sample is unrepresentative. Our results show sozilization circumstances of successful matric.
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In our study of denominational special colleges as higher education system is performing effectively investigated complementary and belong to the system, specific tasks as well as talent development institutions, and relies on the concepts of education sociology interpreted the academic world of colleges for advanced studies. In the course of our work to date, that the capital institutions, especially in the professional academic preparation for life dominates, while provincial counterparts to create a strong, cohesive community is the goal. The rular institutions college students at least as well in these talent development in institutions of higher status than the capital city student peers.
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The article presents the analysis of the national socio-cultural space in the context of developing new philosophical and educational paradigms as the ways out of the educational crisis that is characterized by urgent necessity for creating a new system of training highly qualified specialists in the postmodern era, their ideological orientation meeting requirements and challenges of the globalized time. It focuses on the search for a new paradigm of national education, which is subject to the postmodern impacts with introduction of European ethical values and is determined by the moral status change of a modern identity and value orientations and is emphasized by the processes of globalization, the lag in the information space and the methodological crisis in the humanities as well. A new pragmatic and instrumental vector of philosophy of education is offered. It states that a powerful impulse to the personality’s development, humanity and civilization is given by the philosophical comprehension of the world formed by mastering philosophical knowledge in higher educational establishments. The article states that a new paradigm of education should consider philosophy as a general theory of education, the structure of philosophical knowledge being a "tool" of the teaching and educational process focused on a certain educational outcome, which is aimed at the formation of new philosophical systems of future specialists in accordance with the world changing and the development of planetary and space thinking to ensure the survival of humanity and civilization. This new educational paradigm based on the interaction of philosophy of education and training in the theoretical reconstruction of the communication forms and methods between generations makes it possible to define education as a purposeful cognitive activity of people to gain knowledge, skills and abilities and to improve them, it defines upbringing as a deliberate systematic formation of qualitative characteristics of a person by means of impacts. In the approaches to both education and training a key position is clearness of purpose, a uniting factor being an educational outcome which consists in forming intellectual and spiritual potential of a person. Pragmatic and instrumental orientation of a contemporary education interprets the worldview of the individual as the level of philosophical understanding of the world and identifies the cognitive richness of the worldview in the context of the spiritual dimensions of the individual, intra-personal and socially specified vectors of the individual’s value orientations are represented through the individual’s consciousness. Determination of the inner and socially specified values allows to distinguish a general direction of forming a hierarchy of the values, marked by the approval of the priority of human and humanistic principles in the context of psychological and pedagogical approaches to the problem of forming a new identity as an integral cultural entity . The most complete representative of the spiritual world is consciousness, because of its specificity and non-objectiveness (the presence of perception, demonstration and correlation of feelings, thoughts in each image). The main representatives of consciousness regarding the spiritual world of any individual are such characteristics as knowledge, intentionality, attention, self-report in one’s actions and unity expressed in the integrity of all components of the outer and inner experience. The formation of a new identity involves primarily the formation of valuable components of one’s worldview, which consists in understanding philosophical knowledge as a special spiritual phenomenon and identifying its place in culture, its relationship with other spiritual phenomena (the forms of social consciousness) – science, art, religion and so on. It follows that the system of education (from concept to meaningful content) must take into account and reconstitute the specificity of spirituality to the full: only in this case it can effectively solve the problem of forming an ethical and socially responsible individual. In pragmatic and instrumental targeting of higher education a separate problematic symptom of contemporary philosophical knowledge is the presence of its various theoretical constructions due to the phenomenon of virtual reality. In particular philosophical and theological knowledge significantly deepen understanding of the life matrix of a person as a universal mechanism of the integral energy structure creating a harmonious interaction between earthly and heavenly life plans. Basing on the energy life matrix of a person, we propose to define a semantic matrix of philosophical knowledge, which significantly expands the capacity of the individual’s consciousness and increases the level of spirituality, and thus of the humanity. The issue of spirituality today is a strategic one for the humanity from the position of necessity for its survival, because the understanding of spirituality influences not only a man but the society in the whole. Action of the mechanism of forming a new worldview of the individual is based on the global laws of the Universe: motion, energy exchange, cooperation, unity, logic of nature, critical mass, uncertainty. Philosophical knowledge matrix is based, respectively, on the triune basis of life: energy exchange, consciousness, spirituality. Energy exchange in a human life (and nature) occupies the main place and takes a directing role in life, moving a person to live, create, communicate and learn more. Understanding the law of energy exchange makes it possible to work out a strategy and tactics of forming the worldview of a new type of personality by means of philosophy. Thus, pragmatic and instrumental direction of philosophy of education consists in the dual role of philosophy in contemporary society : a new personality is formed by the categories of philosophy of education, and training is performed by means of philosophy in higher school.
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Kerstin Martens, Philipp Knodel & Michael Windzio: Internationalization of Education Policy. A New Constellation of Statehood in Education. Palgrave Macmillan, 2014, Basingstoke. XIX, 266 p.
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The phenomenon of academic mobility is a active part of Ukrainian and European higher education discourses. The documents dedicated to processes of development of European Higher Education Area (EHEA) as well as directions of modernization of higher education sphere at our country and abroad use academic mobility as a key factor that determines the future of higher education at ХХІ century. Academic mobility term is actively used during articulation of problems of building of global higher education sphere and trying to find the answer how ideas of academic mobility can be implemented at the context of Ukrainian educational tradition, or what potential has European Credit Transfer System (ECTS) etc. At the moment deep content of academic mobility phenomenon is paled into insignificance in front of developing of instruments of one’s implementation. According to mentioned situation, became actual need of discovering of content of this important term of higher education modernization discourse. Herewith it is actually to use contemporary philosophic methodological approaches. We attempt to use methodological approaches of meta-anthropology for analyze of academic mobility phenomenon takes place at the article. Meta-anthropology postulates three existential dimensions of being of a human (ordinary being, ultimate and transcendent ones). The ordinary being is a most abstract condition of human being without personal manifestations. It is defined by will of self-preservation and prolongation of generations. The ordinary being can be described by indeterminacy of own life way, fear of existential choice. Meta-anthropology understand this diminution of being as an impersonal, civilizational one. The ultimate dimension of being of a human is characterized by being-at-limit which products the personal basics through the negation of ordinary being. This dimension is a rise against predefined manner of human life, attainment to freedom. Acknowledged passage out of limits of ordinary being takes place at ultimate existential dimension of being. It also is a passage to existential space where person actualize one’s individual possibilities and became tragically lonely at the result of will of power, perception and creativity ones. Transcendent being of a human is a dimension where person performs the passage out of ordinary predefined being and ultimate one with its tragic loneliness. The basis of this dimension is a will of freedom and love which pushes person to self-creation, creation of productive communication space and conditions of personality eternal life. Usually when we are saying about academic mobility we leave out of our attention questions of person transformation concentrating of the facts of crossings of country borders, observation of rules of credit transfer system etc. From our standpoint mentioned facts are just formal, external. We propose an idea that growing of heuristic potential of person is a criterion of success of academic mobility act. Becoming a participant of academic mobility person is performed renovation of the set of own knowledge, competencies and skills that opened new horizons of creative searches at subject sphere. Using methodological approaches of meta-anthropology we discovered some aspects of implementation of academic mobility phenomenon. We found that academic mobility can’t actualize (or actualize at imitating form) at the ordinary existential dimension of being of a human. It happens because this dimension is defined by unwillingness to pass out the borders of person’s non-creative averaged way of living and thinking. Academic mobility at the ultimate being of a human is determined be will of power, perception and creativeness, but it stays only a mean for selfish growing up, for achievement of pragmatic goals based on depthless communication with eventual heuristic manifestations. Academic mobility actualizes at one’s true sense only at transcendent being of a human. At this dimension academic mobility becomes an instrument for an increment of heuristic potential of personality. The strategy of this academic mobility includes tolerance, poly-cultural thinking, humanism, understanding of Another’s value, openness, will of depth communication etc. At the article we analyze and expound ideas of educational discourse theorists form one side (I. Babin, V. Baidenko, Ya. Bolubash, A. Harmash, N. Karamysheva, V. Kremen, N. Seleznyova); form another side, ideas of theorists of Meta-anthropology scientific school (S. Krylova, N. Khamitov).
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This paper analyses work orientations and family formation strategies among college-educated Romani women in Hungary. We demonstrate through our in-group and inter-group intersectional analysis of the life stories of 53 women, gathered by in-depth interviews, how preferences regarding work and family are constructed in this group. We argue that there is no such thing as ‘free choice’ for our women in their struggle to reach their desired work–life balance. One of the hidden costs of their upward mobility, apart from the identity conflicts of many of them, is their difficulties in partner selection. Our research has also demonstrated how life-story narratives can illuminate the complex interplay between gender, class and ethnicity in relation to the construction of individual preferences regarding (paid) work and family. We argue, on the basis of our findings, that social categories such as class and ethnicity are still “strong” social facts that can shape people’s lives and construct their preferences. Comparing our high-achieving Romani sample with a sample of non-Roma Hungarian women having the same educational level, we aim to challenge established perceptions and break stereotypes about the “traditional” Romani and “modern” Hungarian woman.
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The issue of whether hypersexual behaviours exist among university students is controversial because many of these individuals engage in sexual exploration during their time at university. To date, little is known about the correlates of hypersexual behaviours among university students in the UK. Therefore, the aims of this exploratory study were two-fold. Firstly, to explore and establish the correlates of hypersexual behaviours, and secondly, to investigate whether hypersexuality among university students can be predicted by variables relating to negative mood states (i.e., emotional dysregulation, loneliness, shame, and life satisfaction) and consequences of hypersexual behaviour. Methods: Survey data from 165 British university students was analysed using regression analyses. Results: The full regression model significantly predicted hypersexual behaviours. However, only a small number of predictor variables (i.e., gender, consequences of hypersexual behaviours, life satisfaction and emotional dysregulation) accounted for the significant unique influence on hypersexual behaviours among the sample. Conclusions: The study empirically supported the concept of hypersexual disorder. The implications of these findings are also discussed.
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Excessive usage of smartphones may induce social problems, such as depression and impairment of social and emotional functioning. Moreover, its usage can impede physical activity, but the relationship between smartphone addiction and physical activity is obscure. Therefore, we examined the relationship and the impact of excessive smartphone use on physical activity. Methods: This study collected data through the structured questionnaire consisting of general characteristics, the number and hours of smartphone usage, and the Smartphone Addiction Proneness Scale (SAPS) from 110 Chinese international students in Korea. The body composition and physical activity, such as the total daily number of steps and consumed calories, were measured. Results: In this study, high-risk smartphone users showed less physical activity, such as the total number of steps taken and the average consumed calories per day. Moreover, their body composition, such as muscle mass and fat mass, was significantly different. Among these factors, the hours of smartphone use revealed the proportional relationship with smartphone addiction (β = 0.209, p = 0.026), while the average number of walking steps per day showed a significant reverse proportional tendency in participants with smartphone addiction (β = –0.883, p < 0.001). Conclusions: Participants with smartphone addiction were less likely to walk for each day. Namely, smartphone addiction may negatively influence physical health by reducing the amount of physical activity, such as walking, resulting in an increase of fat mass and a decrease of muscle mass associated with adverse health consequences.
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Alexander Fenton (Shotts, 26 June 1929 – Edinburgh, 9 May 2012), professor emeritus of Scottish Ethnology, is known in his own country and in Europe as an outstanding scholar of Scottish country life who established European ethnology in Scotland. He put his region on the map of European ethnology and at the same time introduced the concept, scope and even the name of this field of research into Scottish research. Besides participating in scholarly discourse in Scotland and internationally, he also spoke a language that was understood by the general public in his own country and on field trips he was able to speak with farmers in many countries of Europe in their Germanic, neo-Latin, Slav or other native language. His great achievement for European ethnology is reflected in the words with which a well known public figure began the obituary in The Independent (“Sandy Fenton was among the very greatest scholars of the Ethnology and Antiquities of Scotland”, [Sir] Tam Dalyell, 15 May 2012). The use of the familiar form of his name here is no exception: everyone at home and abroad addressed Professor Fenton as Sandy. From the international viewpoint his work represented a major contribution to the attainment of the main goal of European ethnology. The discipline of Ethnologia Europaea “has set itself the task of breaking down not only the barriers which divide research on Europe from general ethnology, but also the barriers between the different national schools within the continent. It will ensure the presentation of all the basic results of regional investigations and serve as a forum for fruitful discussion” (editorial address by the Danish professor of European Ethnology in the journal Ethnologia Europaea, 1984).
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Research into Internet addiction (IA) has increased greatly over the last decade. Despite its various definitions and general lack of consensus regarding its conceptualisation amongst researchers, instruments for measuring this phenomenon have proliferated in a number of countries. There has been little research on IA in Portugal and this may be partly due to the absence of standardised measurement tools for assessing IA. Methods: This study attempted to address this issue by adapting a Portuguese version of the Internet Addiction Test (IAT) via a translation-back translation process and Confirmatory Factor Analysis in a sample of 593 Portuguese students that completed a Portuguese version of the IAT along with questions related to socio-demographic variables. Results: The findings suggested that the IAT appears to be a valid and reliable instrument for measuring IA among Portuguese young adults as demonstrated by its satisfactory psychometric properties. However, the present findings also suggest the need to reword and update some of the IAT’s items. Prevalence of IA found in the sample was 1.2% and is discussed alongside findings relating to socio-demographic correlates. Limitations and implications of the present study are also discussed. Conclusions: The present study calls for a reflection of the IAT while also contributing to a better understanding of the basic aspects of IA in the Portuguese community since many health practitioners are starting to realise that Internet use may pose a risk for some individuals.
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