Pub Date : 2018-03-02DOI: 10.26417/ejser.v12i1.p177-183
Ma Nan, S. Mei
This research focuses on the analysis of the in Arabic writing skill at Ningxia University of China. The research focuses on two main questions: how do students are proficient in writing skill, and how can teachers have a good command of the skills of writing. The aim of this research is teaching and learning skill for writing in Arabic lessons. The researchers explained the reasons for error in writing to students. This research was based on the collection of information for world scholars and their theories. This research was used by observation and questionnaire for digital analysis, according to the observations of writing skill and by the data analysis, the researcher will benefit from the teaching and learning skill of writing in Arabic in this university. During the case of correct analytical study, the research followed the inductive approach, the descriptive approach and the analytical approach. This research was based on the inductive and descriptive approach for collecting information of the world scholars and their theories. The research analyzes the data to use analytical approach. The research sample consisted of 100 male and female students from this university. It collected 100 copies of the questionnaire for students. The researchers used the spss tool to perform the number analysis. At the end of the research results, in view of the fact that students specializing in Arabic obtained good results in the written tests conducted in this research. The researchers found that students tend to textbooks to acquire the skill of writing in Arabic.
{"title":"Learning Arabic writing skill at Ningxia University China: Analysis study","authors":"Ma Nan, S. Mei","doi":"10.26417/ejser.v12i1.p177-183","DOIUrl":"https://doi.org/10.26417/ejser.v12i1.p177-183","url":null,"abstract":"This research focuses on the analysis of the in Arabic writing skill at Ningxia University of China. The research focuses on two main questions: how do students are proficient in writing skill, and how can teachers have a good command of the skills of writing. The aim of this research is teaching and learning skill for writing in Arabic lessons. The researchers explained the reasons for error in writing to students. This research was based on the collection of information for world scholars and their theories. This research was used by observation and questionnaire for digital analysis, according to the observations of writing skill and by the data analysis, the researcher will benefit from the teaching and learning skill of writing in Arabic in this university. During the case of correct analytical study, the research followed the inductive approach, the descriptive approach and the analytical approach. This research was based on the inductive and descriptive approach for collecting information of the world scholars and their theories. The research analyzes the data to use analytical approach. The research sample consisted of 100 male and female students from this university. It collected 100 copies of the questionnaire for students. The researchers used the spss tool to perform the number analysis. At the end of the research results, in view of the fact that students specializing in Arabic obtained good results in the written tests conducted in this research. The researchers found that students tend to textbooks to acquire the skill of writing in Arabic.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130410312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/ejser.v12i1.p58-61
Lulzim R.Murtezani
The progressively higher cognitive criteria, which modern school starting from the yearly school years, imposes on students, demand greater individual engagement by the teachers in the affective component. In function of the right management of the education, the determined social climate in the class is a necessary pre-condition. The basic structural components of this climate are the interactions of the students themselves, which reflect mainly through two opposed tendencies: pro-social and aggressive behavior. In this article, we analyze these two components of the social climate from the aspect of the theoretical studies, i.e. their reflection in the school practice. Also, we pay attention to the strategies which have been proven to be efficient in the control of the aggressive behavior. We conclude by discussing key findings and identifying areas for further research to create a vital, open and democratic educational culture of tolerance and by arguing that the prevention of youth violence should be a national priority.
{"title":"Social Versus the Aggressive Behavior of the Students in the School Context: the Theoretical Approaches","authors":"Lulzim R.Murtezani","doi":"10.26417/ejser.v12i1.p58-61","DOIUrl":"https://doi.org/10.26417/ejser.v12i1.p58-61","url":null,"abstract":"The progressively higher cognitive criteria, which modern school starting from the yearly school years, imposes on students, demand greater individual engagement by the teachers in the affective component. In function of the right management of the education, the determined social climate in the class is a necessary pre-condition. The basic structural components of this climate are the interactions of the students themselves, which reflect mainly through two opposed tendencies: pro-social and aggressive behavior. In this article, we analyze these two components of the social climate from the aspect of the theoretical studies, i.e. their reflection in the school practice. Also, we pay attention to the strategies which have been proven to be efficient in the control of the aggressive behavior. We conclude by discussing key findings and identifying areas for further research to create a vital, open and democratic educational culture of tolerance and by arguing that the prevention of youth violence should be a national priority.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126139063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/EJSER.V12I1.P184-188
Gulnar Aqiq Jafarzade
Following a historical appraisal and the progress of literature and poetry during the Qajar era, this article focuses on the specific literary environment in nineteenth century. As literature has effect in all areas such as cultural, social and other affairs, it is important to remember that Qajars’ rulers Fathali Shah and Nasiraddin Shah had an influential role in the comprehensive evolution of the literary environment in this period. Literary chronicles covered the works written during Qajar dynasty can be considered the most important sources for researching literary processes. Circle of poets inside and outside of the court led the new founded literary movement “bazgasht†(“Return†), turning to the their predecessors for the inspiration in this period. The most important and wealthy genre of literature were tazkiras (biographical books of anthology), based on the original source materials in Arabian, Persian, and sometimes in Turkish, especially written about poets and poetry.
{"title":"Literary Chronicles of the Qajars’ Epoch","authors":"Gulnar Aqiq Jafarzade","doi":"10.26417/EJSER.V12I1.P184-188","DOIUrl":"https://doi.org/10.26417/EJSER.V12I1.P184-188","url":null,"abstract":"Following a historical appraisal and the progress of literature and poetry during the Qajar era, this article focuses on the specific literary environment in nineteenth century. As literature has effect in all areas such as cultural, social and other affairs, it is important to remember that Qajars’ rulers Fathali Shah and Nasiraddin Shah had an influential role in the comprehensive evolution of the literary environment in this period. Literary chronicles covered the works written during Qajar dynasty can be considered the most important sources for researching literary processes. Circle of poets inside and outside of the court led the new founded literary movement “bazgasht†(“Return†), turning to the their predecessors for the inspiration in this period. The most important and wealthy genre of literature were tazkiras (biographical books of anthology), based on the original source materials in Arabian, Persian, and sometimes in Turkish, especially written about poets and poetry.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131980276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/EJSER.V12I1.P215-227
V. Kılıç, A. T. Gokce
In this study, it was aimed to examine the educational problems of basic education students migrating from Syria encountered in the schools. The research study group involved 37 Syrian students, 4 school managers and 18 teachers who were willing to participate to the research from four different secondary schools. The study group was chosen according to accessibility criterion. The data were collected through interviews. Therefore, the data was analyzed according to the qualitative methods. In the analysis of data collected by using face to face interview technique and semi-structured interview form, the content analysis method was used. According to the research results, it was determined that Syrian students have a language problem, especially during their education. They had sufficient knowledge of the Turkish language to manage their daily lives, however, academically the knowledge was concluded as insufficient. The main problems occurring among Syrian students are communication skills and adaptation. Main causes of these two problems are the differences between the ethnic origin among the Syrians students and the integration and communication with Turkish students. The Syrian students can be divided into two group as Syrian Kurdish or Syrian Arab. Both groups indicate that it is hard to communicate with each other due to the language difference. Furthermore, the Syrian girls expressed that they have more difficulties in being accepted and making friends, which causes the feeling that they are left alone. The findings of the research reveal that Syrian parents do not visit the school and that their skills of understanding and speaking Turkish are far behind their children's ability to understand and speak Turkish. According to the students 'views, the main reason for their parents' not visiting the school is the language problem. According to the data obtained from the interviews conducted by the administrators, guidance teachers and class teachers of the schools, it has been determined that some Syrian students have problems in integration during school, lack of motivation for the classes, and a more introvert student profile compared to other students. On the other hand, it was also stated that it was uncommon that Syrian students were included or had caused for any improper circumstances at school or were involved in any disciplinary case.
{"title":"The Problems of Syrian Students in the Basic Education in Turkey","authors":"V. Kılıç, A. T. Gokce","doi":"10.26417/EJSER.V12I1.P215-227","DOIUrl":"https://doi.org/10.26417/EJSER.V12I1.P215-227","url":null,"abstract":"In this study, it was aimed to examine the educational problems of basic education students migrating from Syria encountered in the schools. The research study group involved 37 Syrian students, 4 school managers and 18 teachers who were willing to participate to the research from four different secondary schools. The study group was chosen according to accessibility criterion. The data were collected through interviews. Therefore, the data was analyzed according to the qualitative methods. In the analysis of data collected by using face to face interview technique and semi-structured interview form, the content analysis method was used. According to the research results, it was determined that Syrian students have a language problem, especially during their education. They had sufficient knowledge of the Turkish language to manage their daily lives, however, academically the knowledge was concluded as insufficient. The main problems occurring among Syrian students are communication skills and adaptation. Main causes of these two problems are the differences between the ethnic origin among the Syrians students and the integration and communication with Turkish students. The Syrian students can be divided into two group as Syrian Kurdish or Syrian Arab. Both groups indicate that it is hard to communicate with each other due to the language difference. Furthermore, the Syrian girls expressed that they have more difficulties in being accepted and making friends, which causes the feeling that they are left alone. The findings of the research reveal that Syrian parents do not visit the school and that their skills of understanding and speaking Turkish are far behind their children's ability to understand and speak Turkish. According to the students 'views, the main reason for their parents' not visiting the school is the language problem. According to the data obtained from the interviews conducted by the administrators, guidance teachers and class teachers of the schools, it has been determined that some Syrian students have problems in integration during school, lack of motivation for the classes, and a more introvert student profile compared to other students. On the other hand, it was also stated that it was uncommon that Syrian students were included or had caused for any improper circumstances at school or were involved in any disciplinary case.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120912958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/ejser.v12i1.p53-57
Sophio Moralishvili, Vladimer Adeishvili
The aim of the paper is to find out if university teacher effectiveness is connected to the school-related experience. It also gives a brief overview of the related literature to the teacher effectiveness and tries to reveal the major qualities of effective teaching. Generally, teaching is a multidimensional process comprising a number of separable dimensions or instructor attributes, which sometimes are difficult to evaluate. The study was carried out to find out if university teacher effectiveness is connected to the school-related experience. We used primarily interviews, which were designed, as far as possible, to allow the students to talk freely about their University professors, using the terms and expressions of their own. Six university professors were selected; three of them did not have any school-related experience and three had experience of working at schools for different periods. The paper concludes that school-related experience is not a success factor in teacher effectiveness.
{"title":"Analysis of Teacher Effectiveness at ATSU Pedagogical Faculty","authors":"Sophio Moralishvili, Vladimer Adeishvili","doi":"10.26417/ejser.v12i1.p53-57","DOIUrl":"https://doi.org/10.26417/ejser.v12i1.p53-57","url":null,"abstract":"The aim of the paper is to find out if university teacher effectiveness is connected to the school-related experience. It also gives a brief overview of the related literature to the teacher effectiveness and tries to reveal the major qualities of effective teaching. Generally, teaching is a multidimensional process comprising a number of separable dimensions or instructor attributes, which sometimes are difficult to evaluate. The study was carried out to find out if university teacher effectiveness is connected to the school-related experience. We used primarily interviews, which were designed, as far as possible, to allow the students to talk freely about their University professors, using the terms and expressions of their own. Six university professors were selected; three of them did not have any school-related experience and three had experience of working at schools for different periods. The paper concludes that school-related experience is not a success factor in teacher effectiveness.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133128922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/EJSER.V12I1.P189-199
Irene Cavalieri, Helena Almeida
Social intervention integrates multidisciplinary and participative concepts and practices that, in different areas, contribute to social processes of empowerment, one of the intervention paradigms in contemporary society. The use of the term empowerment has been recurrent in the fields of psychological and social intervention and its definition implies the contribution of various knowledge. This requires the operational contextualization of its definition. Based on a review of the literature, this article intends to conceptualize and contextualize empowerment as a strategic process of intervention. It is structured around three topics that present the relations of power in contemporary society, as well as the conceptual process of empowerment and social participation. It produces a reflexive work combining various theoretical approaches of empowerment in order to define differente analitycal dimentions of the concept, and to produce a conceptual model that can be later operacionalized in empirical research.
{"title":"Power, Empowerment and Social Participation- the Building of a Conceptual Model","authors":"Irene Cavalieri, Helena Almeida","doi":"10.26417/EJSER.V12I1.P189-199","DOIUrl":"https://doi.org/10.26417/EJSER.V12I1.P189-199","url":null,"abstract":"Social intervention integrates multidisciplinary and participative concepts and practices that, in different areas, contribute to social processes of empowerment, one of the intervention paradigms in contemporary society. The use of the term empowerment has been recurrent in the fields of psychological and social intervention and its definition implies the contribution of various knowledge. This requires the operational contextualization of its definition. Based on a review of the literature, this article intends to conceptualize and contextualize empowerment as a strategic process of intervention. It is structured around three topics that present the relations of power in contemporary society, as well as the conceptual process of empowerment and social participation. It produces a reflexive work combining various theoretical approaches of empowerment in order to define differente analitycal dimentions of the concept, and to produce a conceptual model that can be later operacionalized in empirical research.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132695053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/ejser.v12i1.p213-214
Tereza Kopeck
Samuel Jefimovich Mangeim was born in Gomel in July of 1897. The story of his life is at least unusual. He was a Jew, Belarusian and a democrat. Three words that determined his uneasy destiny and each one of them could have been fatal for him. The story began on the Russian Front of the WWI. Samuel was enlisted in 1915 and fought for two years. After the October Revolution he took part in the Russian Civil War. Unfortunately, he was on the „wrong“ side – the White Army. After the victory of the Bolshevik Red Army he became undesirable and had to run away from Russia very quickly. He wore two shirts, two pairs of trousers and a coat, owning nothing more. Belarus had just lost the fight for independence and was engulfed by Poland and Russia. Homecoming was impossible. Meet Samuel Mangeim, a refugee from bolshevism. He decided to go to the capital city of Czechoslovakia – Prague. That was a good choice for two reasons. 1. There was a big and nationally varied Jewish community (32000 persons) and only moderate antisemitism. [7] 2. Czechoslovak government refused to recognize the violent breakdown of Belarus. Russian and Belarusian refugees were widely accepted and offered scholarship programs. [8] Samuel won a scholarship and graduated at the Charles University in 1927. He became a Czechoslovak citizen and accepted a Czech name. Meet MUDr. Jiři Mangeim, a dentist in Prague. MUDr. Jiři Mangeim was very successful and also forethoughtful. When the Nazis took control over Germany and started attacking Czechoslovakia, he catched his chance and applied for emigration passport to the USA. He embarked on the T.S.S. Statendam in October of 1938, only a few days after the Munich Agreement that ended the existence of Czechoslovakia as it was. Many of his colleagues were later deported to concentration camps and murdered. Meet Dr Jiri Mangeim, a refugee from Nazism. He was actually escaping from two deadly dangers. One of them was Hitler‘s Germany and another one appeared in 1948. The new Czechoslovak government was fully devoted to Stalin. Belarusian survivors of the WWII were deprived of Czechoslovak citizenship and then passed to Moscow. [8] But Dr. Jiri Mangeim arrived safely to the USA and was accepted again. He naturalized himself as George Mangeim and decided to supplement his education at the Harvard University. Then he got married and founded a family. Dr. George Mangeim died in 1959. Where can his name be found? Neither between the victims of the WWI nor between the victims of holocaust. Nor was it forgotten like many names of the executed officers of the White Army. It‘s engraved on the memorial wall of Temple Israel Congregation on Staten Island. R.I.P
{"title":"Double Refugee: From the White Army to the Harvard University","authors":"Tereza Kopeck","doi":"10.26417/ejser.v12i1.p213-214","DOIUrl":"https://doi.org/10.26417/ejser.v12i1.p213-214","url":null,"abstract":"Samuel Jefimovich Mangeim was born in Gomel in July of 1897. The story of his life is at least unusual. He was a Jew, Belarusian and a democrat. Three words that determined his uneasy destiny and each one of them could have been fatal for him. The story began on the Russian Front of the WWI. Samuel was enlisted in 1915 and fought for two years. After the October Revolution he took part in the Russian Civil War. Unfortunately, he was on the „wrong“ side – the White Army. After the victory of the Bolshevik Red Army he became undesirable and had to run away from Russia very quickly. He wore two shirts, two pairs of trousers and a coat, owning nothing more. Belarus had just lost the fight for independence and was engulfed by Poland and Russia. Homecoming was impossible. Meet Samuel Mangeim, a refugee from bolshevism. He decided to go to the capital city of Czechoslovakia – Prague. That was a good choice for two reasons. 1. There was a big and nationally varied Jewish community (32000 persons) and only moderate antisemitism. [7] 2. Czechoslovak government refused to recognize the violent breakdown of Belarus. Russian and Belarusian refugees were widely accepted and offered scholarship programs. [8] Samuel won a scholarship and graduated at the Charles University in 1927. He became a Czechoslovak citizen and accepted a Czech name. Meet MUDr. Jiři Mangeim, a dentist in Prague. MUDr. Jiři Mangeim was very successful and also forethoughtful. When the Nazis took control over Germany and started attacking Czechoslovakia, he catched his chance and applied for emigration passport to the USA. He embarked on the T.S.S. Statendam in October of 1938, only a few days after the Munich Agreement that ended the existence of Czechoslovakia as it was. Many of his colleagues were later deported to concentration camps and murdered. Meet Dr Jiri Mangeim, a refugee from Nazism. He was actually escaping from two deadly dangers. One of them was Hitler‘s Germany and another one appeared in 1948. The new Czechoslovak government was fully devoted to Stalin. Belarusian survivors of the WWII were deprived of Czechoslovak citizenship and then passed to Moscow. [8] But Dr. Jiri Mangeim arrived safely to the USA and was accepted again. He naturalized himself as George Mangeim and decided to supplement his education at the Harvard University. Then he got married and founded a family. Dr. George Mangeim died in 1959. Where can his name be found? Neither between the victims of the WWI nor between the victims of holocaust. Nor was it forgotten like many names of the executed officers of the White Army. It‘s engraved on the memorial wall of Temple Israel Congregation on Staten Island. R.I.P","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134242420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/ejser.v12i1.p68-83
Veresné Somosi Mariann, Varga Krisztina
The study defines a process-oriented framework for measuring social innovation. Social initiatives focus on meeting the needs of the community and solving their problems The local, community-based innovative ideas have a significant role. During the systematic operation of innovation, the starting point (expression of local needs) and the definition of short and long term goals as induction factors are involved in the innovation process. The starting conditions are widening in the transformation with incentive and inhibiting factors, while the stakeholders of the innovation process are also determined. As a result of the transformation, territorial-specific results will be created complementing the economic and / or social impact of the given innovation. Indicators that help measure social innovation initiatives can be identified as prerequisites, conditions of implementation and sustainability criteria, defining the structured conditions of the innovation process per phase. In addition, several levels of social innovation efforts are possible. Measuring macro-level social innovation, it is necessary to examine regional contexts, with the method of analysis of the connection network, and also with a systematic approach. Regional social innovation measurement can be used to analyze local and regional cooperation and initiatives. The study analyzes the conditions and measurement possibilities of micro-level social innovation, their generating potential and investigates the speed of organizational innovation. An example of good practice in the municipality is presented as a case study, defining the conditions that help to evaluate social innovation by determining a process-oriented framework.
{"title":"How Does Social Innovation Contribute to Solving Social Problems? A Process-Oriented Framework for Measuring Social Innovation","authors":"Veresné Somosi Mariann, Varga Krisztina","doi":"10.26417/ejser.v12i1.p68-83","DOIUrl":"https://doi.org/10.26417/ejser.v12i1.p68-83","url":null,"abstract":"The study defines a process-oriented framework for measuring social innovation. Social initiatives focus on meeting the needs of the community and solving their problems The local, community-based innovative ideas have a significant role. During the systematic operation of innovation, the starting point (expression of local needs) and the definition of short and long term goals as induction factors are involved in the innovation process. The starting conditions are widening in the transformation with incentive and inhibiting factors, while the stakeholders of the innovation process are also determined. As a result of the transformation, territorial-specific results will be created complementing the economic and / or social impact of the given innovation. Indicators that help measure social innovation initiatives can be identified as prerequisites, conditions of implementation and sustainability criteria, defining the structured conditions of the innovation process per phase. In addition, several levels of social innovation efforts are possible. Measuring macro-level social innovation, it is necessary to examine regional contexts, with the method of analysis of the connection network, and also with a systematic approach. Regional social innovation measurement can be used to analyze local and regional cooperation and initiatives. The study analyzes the conditions and measurement possibilities of micro-level social innovation, their generating potential and investigates the speed of organizational innovation. An example of good practice in the municipality is presented as a case study, defining the conditions that help to evaluate social innovation by determining a process-oriented framework.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130604915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/EJSER.V12I1.P170-176
Suo Yan Ju, S. Mei
{"title":"Perceptions and Practices of Blended Learning in Foreign Language teaching at USIM","authors":"Suo Yan Ju, S. Mei","doi":"10.26417/EJSER.V12I1.P170-176","DOIUrl":"https://doi.org/10.26417/EJSER.V12I1.P170-176","url":null,"abstract":"","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116067210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-02DOI: 10.26417/EJSER.V12I1.P228-228
J. C. Zagalaz, Belén San Pedro Veledo, M. L. Z. Sánchez
We present a work that arises from the knowledge of many disseminated physical education (PE) data for women, which was more difficult due to the wide dispersion and diversity of training centers and degrees that were issued during the Franco dictatorship, as well as due to the discrimination of the PE and those who taught it, which caused many difficulties for the recognition of its importance to improve health and social welfare. The objective is to recover the history of the feminine PE (EFF) in Spain during the Franco regime (1939-1975), to know the past and project a sustainable future of the PE in schools. The study is qualitative, using a historical-descriptive methodology, accompanied by unstructured interviews. They have used deliberate sources (written biographies, chronicles, photographs...) and accidental sources (curricula, organization of education) and, as primary sources, the most prominent interviews. The results allow several conclusions to be drawn, highlighting that the Feminine Section (SF) had a decisive influence in the evolution and development of the education of Spanish women, in general and of their PE in particular.
{"title":"Female Physical Education in Spain during the Franco Dictatorship","authors":"J. C. Zagalaz, Belén San Pedro Veledo, M. L. Z. Sánchez","doi":"10.26417/EJSER.V12I1.P228-228","DOIUrl":"https://doi.org/10.26417/EJSER.V12I1.P228-228","url":null,"abstract":"We present a work that arises from the knowledge of many disseminated physical education (PE) data for women, which was more difficult due to the wide dispersion and diversity of training centers and degrees that were issued during the Franco dictatorship, as well as due to the discrimination of the PE and those who taught it, which caused many difficulties for the recognition of its importance to improve health and social welfare. The objective is to recover the history of the feminine PE (EFF) in Spain during the Franco regime (1939-1975), to know the past and project a sustainable future of the PE in schools. The study is qualitative, using a historical-descriptive methodology, accompanied by unstructured interviews. They have used deliberate sources (written biographies, chronicles, photographs...) and accidental sources (curricula, organization of education) and, as primary sources, the most prominent interviews. The results allow several conclusions to be drawn, highlighting that the Feminine Section (SF) had a decisive influence in the evolution and development of the education of Spanish women, in general and of their PE in particular.","PeriodicalId":149654,"journal":{"name":"European Journal of Social Sciences Education and Research","volume":"247 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115004098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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