Facts are stubborn things since they always remain in their original shape the very moment they start breathing. The same goes true for the fact that a major portion of the human population has been experiencing a never-ending circle of terrible problems, both on an individual level as well as societal. This is certainly not a false calculation because there have been many concrete evidences of lifelong severe poverty cases around the globe and its associated evils which include but not limited to illiteracy, health hazards, social exclusion, and low life expectancy. The true rescue is likely to come through education which remains a potent instrument to raise all humans to a desired level of humanity. A true education makes a society realize that true humanity and civilization is much beyond just self-centered careerism where a person only looksfor their advantage nothing else. In this context,Hizmet Movement Schools should be given full attentionin a bid to educate children and young adults regarding the true meaning of humanity and universality. The Movement schools are contributing their great share by operating 1400 schools in more than 170 countries in particular the United States of America. The real motivation behind these schools isFethullahGülen, a Turkish activist and Muslim scholar who has been a strong supporter of intercultural dialogue amongst people. These schools strongly oppose violence by following a series of democratic and spiritual values wherein teaching is regarded nothing less than an endless service (Hizmet) to students, and mankind in general.
{"title":"Bringing Up Peace Advocators through Education: Gulen Movement Schools","authors":"Suleyman Celik","doi":"10.18843/RWJASC/V8I4/04","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I4/04","url":null,"abstract":"Facts are stubborn things since they always remain in their original shape the very moment they start breathing. The same goes true for the fact that a major portion of the human population has been experiencing a never-ending circle of terrible problems, both on an individual level as well as societal. This is certainly not a false calculation because there have been many concrete evidences of lifelong severe poverty cases around the globe and its associated evils which include but not limited to illiteracy, health hazards, social exclusion, and low life expectancy. The true rescue is likely to come through education which remains a potent instrument to raise all humans to a desired level of humanity. A true education makes a society realize that true humanity and civilization is much beyond just self-centered careerism where a person only looksfor their advantage nothing else. In this context,Hizmet Movement Schools should be given full attentionin a bid to educate children and young adults regarding the true meaning of humanity and universality. The Movement schools are contributing their great share by operating 1400 schools in more than 170 countries in particular the United States of America. The real motivation behind these schools isFethullahGülen, a Turkish activist and Muslim scholar who has been a strong supporter of intercultural dialogue amongst people. These schools strongly oppose violence by following a series of democratic and spiritual values wherein teaching is regarded nothing less than an endless service (Hizmet) to students, and mankind in general.","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125839619","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 : 2017-07-01DOI: 10.18843/rwjasc/v8i3(1)/18
Dara Hamid Mohammed
INTRODUCTION:Applied linguistics includes studies on areas of psycholinguistics, languages, language -learning disorders and so on. The present study focuses on language learning and the relevant issues. According to the previous studies of applied linguistics, there are various ways of learning a language. There are other models of language acquisition based on such sciences as philosophy and behavioral psychology.This study is devoted to language learning and its obstacles as a fundamental topic in applied linguistics. The study utilizes a descriptive-analytic method, since it mostly focuses on language learning.The present study is important because it investigates language learning from a new perspective. According to previous studies, behavioral, biological and sociological scientists work on language learning, as well. There are some vital questions that are always addressed by the researchers in those fields: "Is language learning a natural ability or a social phenomenon? What are the secrets of language acquisition? What are the prerequisites for language comprehension? What is the relation between language and thought?The present study tries to answer the above questions, and to discover the main barriers to language learning. The paper is comprised of three parts:The first part deals with a background of the subject, and some language-learning topics.The second part studies language from behavioral and cognitive perspectives.Third part is devoted to language learning, based on applied linguistics.Findings will be presented in the conclusion section, and the paper ends in a list of references.PART ONE: APPLIED LINGUISTICS ALONG WITH RELEVANT TERMS AND DEFINITIONS:The study of applied linguistics began in the mid 20th century (the term "applied linguistics" was firstly introduced by the Institute of Learning English Language in Michigan University in 1946). That institute was very well-known for teaching English, and it was managed by Robert Lado and Charles Fries. Their works were published in Journal of Applied Linguistics - Language Learning. Later on, the School of Applied Linguistics started in Edinburgh University in Scotland (Abdulrahman, 1995).Applied linguistics is a part of linguistics which deals with psycholinguistics (Kozmanawane, ), language learning, and the barriers to it. According to (Sharif, 2010), applied linguistics is a part of linguistics, devoted to theoretical linguistics, covering such areas as lexicography, language learning, language disorders, error analysis, and acquisition of a second language. Applied linguistics obtains information from other sciences such as psychology, sociology, anthropology etc. "Applied linguistics is a linguistic phenomenon related to a special situation from outside the system of language" (Sharif, 2010).Ahmad Mustafa Abulkhair states that applied linguistics covers various topics like learning a foreign language, translation, lexicography, language disorders and comparative linguis
应用语言学包括心理语言学、语言学、语言学习障碍等领域的研究。本研究的重点是语言学习及其相关问题。根据以往应用语言学的研究，学习语言有多种方式。还有其他基于哲学和行为心理学等科学的语言习得模型。作为应用语言学的一个基础课题，本研究致力于研究语言学习及其障碍。本研究主要以语言学习为研究对象，采用了描述分析法。本研究的重要意义在于它从一个新的角度来研究语言学习。根据之前的研究，行为、生物学和社会学科学家也在研究语言学习。这些领域的研究人员总是要解决一些至关重要的问题:“语言学习是一种自然能力还是一种社会现象?”语言习得的秘密是什么?语言理解的先决条件是什么?语言和思想的关系是什么?本研究试图回答上述问题，并发现语言学习的主要障碍。本文由三个部分组成:第一部分介绍了本课题的背景，以及一些语言学习方面的问题。第二部分从行为和认知的角度研究语言。第三部分是基于应用语言学的语言学习。研究结果将在结论部分提出，论文以参考文献列表结束。第一部分:应用语言学及其相关术语和定义:应用语言学的研究始于20世纪中期(“应用语言学”一词最早是1946年由密歇根大学英语学习研究所提出的)。那所学院以教授英语而闻名，由罗伯特·拉多和查尔斯·弗里斯管理。他们的研究成果发表在《应用语言学杂志-语言学习》上。后来，苏格兰爱丁堡大学开设了应用语言学学院(Abdulrahman, 1995)。应用语言学是研究心理语言学(Kozmanawane，)、语言学习及其障碍的语言学的一部分。根据(Sharif, 2010)，应用语言学是语言学的一部分，致力于理论语言学，涵盖词典编纂、语言学习、语言障碍、错误分析、第二语言习得等领域。应用语言学从其他学科如心理学、社会学、人类学等获取信息。“应用语言学是从语言系统之外与特定情况相关的语言现象”(Sharif, 2010)。Ahmad Mustafa Abulkhair指出，应用语言学涵盖各种主题，如学习外语，翻译，词典编纂，语言障碍和比较语言学，这是应用语言学的另一个分支(Abulkhair, 2006)。应用语言学是一门新兴的科学，1-教授和学习第一语言2-学习外语3-语言规划4-社会语言学5-心理语言学6-处理语言障碍7-翻译8-词典编纂9-比较语言学10-计算语言学很明显，以上是科学的主要分支，如社会语言学和心理语言学(Crystal, 1981)。此外，语言学习包括学习第一语言和学习外语。此外，应用语言学积累了关于语言本质的信息，这些信息可用于研究语言的基础(Corder, 1974)。Ahmad Abulkhair认为应用语言学有两个方面，语言学和应用语言学。…
{"title":"APPLIED LINGUISTICS AND LANGUAGE LEARNING","authors":"Dara Hamid Mohammed","doi":"10.18843/rwjasc/v8i3(1)/18","DOIUrl":"https://doi.org/10.18843/rwjasc/v8i3(1)/18","url":null,"abstract":"INTRODUCTION:Applied linguistics includes studies on areas of psycholinguistics, languages, language -learning disorders and so on. The present study focuses on language learning and the relevant issues. According to the previous studies of applied linguistics, there are various ways of learning a language. There are other models of language acquisition based on such sciences as philosophy and behavioral psychology.This study is devoted to language learning and its obstacles as a fundamental topic in applied linguistics. The study utilizes a descriptive-analytic method, since it mostly focuses on language learning.The present study is important because it investigates language learning from a new perspective. According to previous studies, behavioral, biological and sociological scientists work on language learning, as well. There are some vital questions that are always addressed by the researchers in those fields: \"Is language learning a natural ability or a social phenomenon? What are the secrets of language acquisition? What are the prerequisites for language comprehension? What is the relation between language and thought?The present study tries to answer the above questions, and to discover the main barriers to language learning. The paper is comprised of three parts:The first part deals with a background of the subject, and some language-learning topics.The second part studies language from behavioral and cognitive perspectives.Third part is devoted to language learning, based on applied linguistics.Findings will be presented in the conclusion section, and the paper ends in a list of references.PART ONE: APPLIED LINGUISTICS ALONG WITH RELEVANT TERMS AND DEFINITIONS:The study of applied linguistics began in the mid 20th century (the term \"applied linguistics\" was firstly introduced by the Institute of Learning English Language in Michigan University in 1946). That institute was very well-known for teaching English, and it was managed by Robert Lado and Charles Fries. Their works were published in Journal of Applied Linguistics - Language Learning. Later on, the School of Applied Linguistics started in Edinburgh University in Scotland (Abdulrahman, 1995).Applied linguistics is a part of linguistics which deals with psycholinguistics (Kozmanawane, ), language learning, and the barriers to it. According to (Sharif, 2010), applied linguistics is a part of linguistics, devoted to theoretical linguistics, covering such areas as lexicography, language learning, language disorders, error analysis, and acquisition of a second language. Applied linguistics obtains information from other sciences such as psychology, sociology, anthropology etc. \"Applied linguistics is a linguistic phenomenon related to a special situation from outside the system of language\" (Sharif, 2010).Ahmad Mustafa Abulkhair states that applied linguistics covers various topics like learning a foreign language, translation, lexicography, language disorders and comparative linguis","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132023802","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 : 2017-07-01DOI: 10.18843/RWJASC/V8I3(1)/05
Hashem M. Karami
INTRODUCTION:Terrorism dates back to first instances of violence utilization to affect political issues. The Sicarii were a group of Jews who killed their enemies to dislodge Roman rulers from the land of Judea. Hashashin, etymology of English word "assassin", refers to a Shiite Ismaili sect living in Iran and Syria during 11-13 century A.D. They caused lots of fear and terror in their era by assassinating Abbasid and Saljoughian political leaders. The word "terrorism" in its contemporary sense means the "government of fear" stemming from Maximillian Robespierre government in 1793 after French Revolution. He killed the enemies of revolution and created a dictatorship to stabilize his rein. He believed that his procedure was required for transition from kingdom to liberal democracy. He was quoted to say: "Subdue by terror the enemies of liberty, and you will be right, as founders of the Republic". (Zalman, 2017) The actions and speechs of Robespierre formed a scheme and foundation for today's terrorists who believe violence leads to a better political system.Oxford Dictionary defines "terrorism" as follows: "The unlawful use of violence and intimidation, especially against civilians, in the pursuit of political aims". Based on the above definition, a terrorist action is a violent and unlawful action especially against civilians to achieve a political goal. Terrorism is similar to a disease that propagates in the society because of political system inefficiency. Thus, any attempt to study this phenomenon requires an assessment of weaknesses and problems in the political system and its policy -making. In other words, terrorism can be considered as a function of malfunctions in the political systems. Based on Silke "people are not born terrorist. They do not wake up and decide to plant a bomb on a populated street. We need to realize that terrorism is a process, "Terrorism is a choice; it is a political strategy selected from a range of options" (Cinar, 2009).To understand why a group of people do terrorist actions, we need to investigate the terrorism foregrounds, and political, social, economic, religious and psychological context in which the terrorist grew up. In fact, clear understanding of terrorism context and roots, is the first step towards fight against terrorism and taking any action against it.Since it is not feasible to investigate all aspects of terrorism in a single article, the author deals with the most important factors and roots of terrorism in his own opinion i.e. social and political ones. This article aims to study the social and political roots of terrorism in Iraq from 2003 to 2017. Iraq has been one of the most dangerous countries of the world since 2003, suffering from terrorism, civil war, fugitiveness, and political instability. Based on Global Terrorism Index (GTI), Iraq was at the top of list among 163 countries in 2015 with a score of 10. (Institute for Economics & Peace, 2015) It repeated its stand in 2016 scoring 9.96
{"title":"THE POLITICAL AND SOCIAL ROOTS OF TERRORISM IN IRAQ (2003-2017)","authors":"Hashem M. Karami","doi":"10.18843/RWJASC/V8I3(1)/05","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3(1)/05","url":null,"abstract":"INTRODUCTION:Terrorism dates back to first instances of violence utilization to affect political issues. The Sicarii were a group of Jews who killed their enemies to dislodge Roman rulers from the land of Judea. Hashashin, etymology of English word \"assassin\", refers to a Shiite Ismaili sect living in Iran and Syria during 11-13 century A.D. They caused lots of fear and terror in their era by assassinating Abbasid and Saljoughian political leaders. The word \"terrorism\" in its contemporary sense means the \"government of fear\" stemming from Maximillian Robespierre government in 1793 after French Revolution. He killed the enemies of revolution and created a dictatorship to stabilize his rein. He believed that his procedure was required for transition from kingdom to liberal democracy. He was quoted to say: \"Subdue by terror the enemies of liberty, and you will be right, as founders of the Republic\". (Zalman, 2017) The actions and speechs of Robespierre formed a scheme and foundation for today's terrorists who believe violence leads to a better political system.Oxford Dictionary defines \"terrorism\" as follows: \"The unlawful use of violence and intimidation, especially against civilians, in the pursuit of political aims\". Based on the above definition, a terrorist action is a violent and unlawful action especially against civilians to achieve a political goal. Terrorism is similar to a disease that propagates in the society because of political system inefficiency. Thus, any attempt to study this phenomenon requires an assessment of weaknesses and problems in the political system and its policy -making. In other words, terrorism can be considered as a function of malfunctions in the political systems. Based on Silke \"people are not born terrorist. They do not wake up and decide to plant a bomb on a populated street. We need to realize that terrorism is a process, \"Terrorism is a choice; it is a political strategy selected from a range of options\" (Cinar, 2009).To understand why a group of people do terrorist actions, we need to investigate the terrorism foregrounds, and political, social, economic, religious and psychological context in which the terrorist grew up. In fact, clear understanding of terrorism context and roots, is the first step towards fight against terrorism and taking any action against it.Since it is not feasible to investigate all aspects of terrorism in a single article, the author deals with the most important factors and roots of terrorism in his own opinion i.e. social and political ones. This article aims to study the social and political roots of terrorism in Iraq from 2003 to 2017. Iraq has been one of the most dangerous countries of the world since 2003, suffering from terrorism, civil war, fugitiveness, and political instability. Based on Global Terrorism Index (GTI), Iraq was at the top of list among 163 countries in 2015 with a score of 10. (Institute for Economics & Peace, 2015) It repeated its stand in 2016 scoring 9.96","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121925064","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 : 2017-07-01DOI: 10.18843/RWJASC/V8I3(1)/09
Hossein Mehranfar, Kamaran Shama Rasol
INTRODUCTION:Universities are from among important training and research centers in every country. Hence, elevating and developing the scientific and educational levels of a society depend on properly training human capitals, along with cultivating their talent and creativity. In fact, training at universities can be of a dynamic nature only when it starts fostering innovations and using novel teaching methods. According to Maker (1982), when people are forced to imitate rather than express their views and when they are encouraged to exercise only discipline and orderliness instead of doing meaningful works, creativity disappears. Utilizing traditional and inactive teaching methods by professors precludes students from developing their continuous and autonomous decision-making and learning potentials. As a result, the learning process will be gradually boring and it will not only play no role in innovation and creativity, but it will also lead to scientific recession and make them feel indifferent to scientific activities. Therefore, professors must believe that their role in the learning process is not just the transfer of scientific facts, but they should also provide conditions using modern training methods in a way that learning, creativity and the way of thinking be taught to students.In a recent study carried out by Andala & Ng'umbi (2016) on the students of Kenyata University in Rwanda, it is shown that various methods of teaching students have a significant impact on their efficiency. From among those methods, collaborative methods and discussion groups have the most positive effects and traditional teaching methods have the least impact on students' efficiency. Ganyaupfu (2013) has assessed the impact of the three methods of "teaching-centered method", "student-centered method" and "teacher-student-centered method" in one of South Africa's Universities on students' performance; the results show that the method of the highest impact on students' efficiency and educational progress is the teacher-student-centered method. Gurayshi, Musapour and Abasi (2011) reported in their study that active teaching methods are of great significance especially in teaching physics.Werf (2005), Teddlie & Reynolds (2000) and Sammons (1995) have shown in their researches that an effective teaching method takes place when a variety of teaching methods and techniques is used skillful manner. Some researchers including Cortright (2005), Cahyadi (2004) and Falconer (2001) have reported that an increase in conceptual understanding that itself leads to the better solving of quantitative problems and the higher ability to retain knowledge happens when teaching is presented in an active and interactive manner.In a longitudinal study on technical students, Felder and Felder (1998) found that the efficiency rate and learning average of students who had been trained using active methods were by far more than those trained using traditional methods.Dykstra et al. (1992)
大学来自各国重要的培训和研究中心。因此，提高和发展一个社会的科学和教育水平取决于对人力资本的适当培训，以及对他们的才能和创造力的培养。事实上，只有当大学开始培养创新和使用新颖的教学方法时，大学的培训才能具有活力。根据Maker(1982)，当人们被迫模仿而不是表达自己的观点，当他们被鼓励只练习纪律和秩序而不是做有意义的工作时，创造力就消失了。教授使用传统的、不活跃的教学方法阻碍了学生持续自主决策和学习潜力的发展。这样一来，学习过程就会逐渐枯燥，不仅对创新和创造没有任何作用，而且还会导致科学的衰退，使他们对科学活动感到冷漠。因此，教授必须相信，他们在学习过程中的作用不仅仅是传递科学事实，他们还应该提供条件，使用现代训练方法，以一种将学习、创造力和思维方式传授给学生的方式。Andala & Ng'umbi(2016)最近对卢旺达肯雅塔大学的学生进行的一项研究表明，各种教学方法对学生的效率有显著影响。在这些方法中，合作方法和小组讨论的效果是最积极的，而传统的教学方法对学生的效率影响最小。Ganyaupfu(2013)评估了南非某大学“以教学为中心”、“以学生为中心”和“以师生为中心”三种方法对学生成绩的影响;结果表明，对学生效率和教育进步影响最大的方法是以师生为中心的方法。Gurayshi, Musapour和Abasi(2011)在他们的研究中指出，积极的教学方法尤其在物理教学中具有重要意义。Werf(2005)、Teddlie & Reynolds(2000)和Sammons(1995)的研究表明，当各种教学方法和技巧被熟练地使用时，就会产生有效的教学方法。包括Cortright(2005)、Cahyadi(2004)和Falconer(2001)在内的一些研究人员报告说，当教学以积极和互动的方式进行时，概念理解的增加本身会导致更好地解决定量问题，并提高记忆知识的能力。Felder and Felder(1998)在对技术类学生的纵向研究中发现，采用主动方法训练的学生的效率和学习平均水平远远高于采用传统方法训练的学生。Dykstra et al.(1992)认为，在教学中进行讨论可以使学生有自己的想法，而当允许学生思考、提问和建立学生之间的联系时，就会出现这种问题。导致大学和教育系统在应用主动学习方法方面取得成功的因素之一是拥有熟悉并享受教育、职业和专业技能的科学合格教师。然而，使用这些方法可能会遇到一些障碍，其中包括时间和地理限制，对教学方法的不熟悉，实施困难，学生人数众多等。在基础科学领域采用主动方法教学更为重要，因为这些领域不断尝试发现自然界的未知元素，创新和复杂的科学和技术是其课程文本的一部分;此外，这些领域的实验课程和实验测试的存在是采取积极有效的教学方法的主要原因之一。…
{"title":"INVESTIGATING THE USE OF ACTIVE TEACHING METHODS BY LECTURERS AT THE PHYSICS DEPARTMENT OF THE UNIVERSITY OF GARMIAN","authors":"Hossein Mehranfar, Kamaran Shama Rasol","doi":"10.18843/RWJASC/V8I3(1)/09","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3(1)/09","url":null,"abstract":"INTRODUCTION:Universities are from among important training and research centers in every country. Hence, elevating and developing the scientific and educational levels of a society depend on properly training human capitals, along with cultivating their talent and creativity. In fact, training at universities can be of a dynamic nature only when it starts fostering innovations and using novel teaching methods. According to Maker (1982), when people are forced to imitate rather than express their views and when they are encouraged to exercise only discipline and orderliness instead of doing meaningful works, creativity disappears. Utilizing traditional and inactive teaching methods by professors precludes students from developing their continuous and autonomous decision-making and learning potentials. As a result, the learning process will be gradually boring and it will not only play no role in innovation and creativity, but it will also lead to scientific recession and make them feel indifferent to scientific activities. Therefore, professors must believe that their role in the learning process is not just the transfer of scientific facts, but they should also provide conditions using modern training methods in a way that learning, creativity and the way of thinking be taught to students.In a recent study carried out by Andala & Ng'umbi (2016) on the students of Kenyata University in Rwanda, it is shown that various methods of teaching students have a significant impact on their efficiency. From among those methods, collaborative methods and discussion groups have the most positive effects and traditional teaching methods have the least impact on students' efficiency. Ganyaupfu (2013) has assessed the impact of the three methods of \"teaching-centered method\", \"student-centered method\" and \"teacher-student-centered method\" in one of South Africa's Universities on students' performance; the results show that the method of the highest impact on students' efficiency and educational progress is the teacher-student-centered method. Gurayshi, Musapour and Abasi (2011) reported in their study that active teaching methods are of great significance especially in teaching physics.Werf (2005), Teddlie & Reynolds (2000) and Sammons (1995) have shown in their researches that an effective teaching method takes place when a variety of teaching methods and techniques is used skillful manner. Some researchers including Cortright (2005), Cahyadi (2004) and Falconer (2001) have reported that an increase in conceptual understanding that itself leads to the better solving of quantitative problems and the higher ability to retain knowledge happens when teaching is presented in an active and interactive manner.In a longitudinal study on technical students, Felder and Felder (1998) found that the efficiency rate and learning average of students who had been trained using active methods were by far more than those trained using traditional methods.Dykstra et al. (1992) ","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127765846","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}
INTRODUCTION:Conflict has been part and parcel of the North East region since the time India got its independence from the British in 1947 and the gradual reorganization of its states and international borders. The region has been afflicted by conflicts ranging from demand for autonomy to fights over resources. Humanitarian measures like immediate relief after and crisis interventions during conflicts while very important are not enough. There is a growing need in the region for pre and post conflict interventions and trauma healing for a just and sustainable peace and development. As such, there are many Non Governmental Organisations (NGOs) ranging from international to national and local working sometimes in isolation and other times in tandem with each other to build peace in the region. Different strategies ranging from advocacy, counseling, capacity building, and mediation to awareness creation are employed for various target groups such as top level to middle level as well as the grass roots level. The purpose of the present study was to examine the impact and relevance of a peace education programme implemented by North East Diocesan Social Service Society (NEDSSS) among children (peace club members) in schools in the states of Nagaland, Manipur and Tripura respectively.LITERATURE REVIEW:According to Harris and Morrison (2003), peace education is both a philosophy and a process. The philosophy of peace education teaches an understanding and compassion for life through nonviolence. The process of peace education exposes students to tools to create and maintain a safe and sustainable world. Peace education teaches important skills such as listening, reflecting, problem solving, cooperating and solving conflicts. Momodu (2009) posit that peace education is a behavioural and attitudinal change mechanism which aims at: pre-empting conflict (build-up); preventing conflict outbreaks; resolving conflict and promoting a culture of peace. Oshita (2006) believes that the aim of peace education becomes not just educating for peace but educating for a 'peace capacity'. Peace education is essentially a peace empowerment strategy which mainly equips individuals with the knowledge and skills to prevent and manage conflict at intra/inter-personal or intra/inter-group levels. Salomon (2002) re-echoes that "peace education is unique because it deals with relations between groups, not individuals". By and large, peace is a culture and a peoples' way of life, which can be promoted or propagated through education as a tool. Therefore, the whole essence of peace education is to promote the culture of nonviolence as against the culture of violence in responding to conflict between or among individuals and groups.Peace Education, its contexts, actors, and interpretations have a long and changing history. As a field it consists of several multidisciplinary sub-fields, each with different perspectives and approaches. The concept Peace Education has, both in history
导言:自从1947年印度从英国手中获得独立，并逐渐重组其邦和国际边界以来，冲突一直是东北地区不可分割的一部分。该地区一直受到各种冲突的困扰，从要求自治到争夺资源。人道主义措施，如冲突后的立即救济和冲突期间的危机干预，虽然非常重要，但还不够。为了实现公正和可持续的和平与发展，该地区越来越需要在冲突前和冲突后进行干预和创伤愈合。因此，有许多非政府组织(ngo)，从国际到国家和地方，有时孤立地工作，有时相互配合，以建立该地区的和平。针对不同的目标群体，从高层到中层，再到基层，采用了不同的策略，从倡导、咨询、能力建设、调解到提高意识。本研究的目的是审查东北教区社会服务协会(NEDSSS)分别在那加兰邦、曼尼普尔邦和特里普拉邦学校的儿童(和平俱乐部成员)中实施的和平教育方案的影响和相关性。文献综述:Harris and Morrison(2003)认为和平教育既是一种哲学，也是一种过程。和平教育的理念是通过非暴力教导人们对生命的理解和同情。和平教育的过程使学生接触到创造和维持一个安全和可持续的世界的工具。和平教育教授重要的技能，如倾听、反思、解决问题、合作和解决冲突。Momodu(2009)认为和平教育是一种行为和态度的改变机制，其目的是:先发制人的冲突(积累);防止冲突爆发;解决冲突，促进和平文化。Oshita(2006)认为和平教育的目的不仅仅是为了和平而教育，而是为了培养“和平能力”。和平教育本质上是一种赋予和平权力的战略，主要是使个人具备在个人内部/人际之间或群体内部/群体之间预防和管理冲突的知识和技能。所罗门(2002)重申“和平教育是独特的，因为它处理的是群体之间的关系，而不是个人之间的关系”。总的来说，和平是一种文化和人民的生活方式，可以通过教育作为一种工具来促进或传播。因此，和平教育的全部本质是在应对个人和群体之间的冲突时促进非暴力文化，而不是暴力文化。和平教育及其背景、行动者和解释有着悠久而不断变化的历史。作为一个领域，它由几个多学科的子领域组成，每个子领域都有不同的观点和方法。和平教育的概念，无论是在历史上还是在今天，都被解释为一个伦理、道德、宗教和哲学问题。关于战争与和平学科，如历史、政治和社会科学，已经讨论了通往和平社会的道路，而和平教育作为处理冲突的技能和能力的发展根植于心理学和教育学理论(Andersson等人，2011年，第1页)。自上世纪80年代以来，对和平教育的关注大大增加(Harris, 2008;特林,1996)。这种趋势是普遍的，并采取不同的形式和定义在不同的文化(哈里斯，1990)。非洲和南美谈到“发展教育”和“人权教育”;而和平教育在印度被称为“甘地研究”。在北欧，和平教育的主要动机是国际军备的高昂费用，因此经常使用“裁军教育”一词。日本人指的是二战结束时投在他们国家的原子弹;和平教育在这里被称为“原子弹教育”。．．．
{"title":"NURTURING A CULTURE OF PEACE IN SCHOOL CHILDREN","authors":"C. Catherine","doi":"10.18843/RWJASC/V8I3/09","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3/09","url":null,"abstract":"INTRODUCTION:Conflict has been part and parcel of the North East region since the time India got its independence from the British in 1947 and the gradual reorganization of its states and international borders. The region has been afflicted by conflicts ranging from demand for autonomy to fights over resources. Humanitarian measures like immediate relief after and crisis interventions during conflicts while very important are not enough. There is a growing need in the region for pre and post conflict interventions and trauma healing for a just and sustainable peace and development. As such, there are many Non Governmental Organisations (NGOs) ranging from international to national and local working sometimes in isolation and other times in tandem with each other to build peace in the region. Different strategies ranging from advocacy, counseling, capacity building, and mediation to awareness creation are employed for various target groups such as top level to middle level as well as the grass roots level. The purpose of the present study was to examine the impact and relevance of a peace education programme implemented by North East Diocesan Social Service Society (NEDSSS) among children (peace club members) in schools in the states of Nagaland, Manipur and Tripura respectively.LITERATURE REVIEW:According to Harris and Morrison (2003), peace education is both a philosophy and a process. The philosophy of peace education teaches an understanding and compassion for life through nonviolence. The process of peace education exposes students to tools to create and maintain a safe and sustainable world. Peace education teaches important skills such as listening, reflecting, problem solving, cooperating and solving conflicts. Momodu (2009) posit that peace education is a behavioural and attitudinal change mechanism which aims at: pre-empting conflict (build-up); preventing conflict outbreaks; resolving conflict and promoting a culture of peace. Oshita (2006) believes that the aim of peace education becomes not just educating for peace but educating for a 'peace capacity'. Peace education is essentially a peace empowerment strategy which mainly equips individuals with the knowledge and skills to prevent and manage conflict at intra/inter-personal or intra/inter-group levels. Salomon (2002) re-echoes that \"peace education is unique because it deals with relations between groups, not individuals\". By and large, peace is a culture and a peoples' way of life, which can be promoted or propagated through education as a tool. Therefore, the whole essence of peace education is to promote the culture of nonviolence as against the culture of violence in responding to conflict between or among individuals and groups.Peace Education, its contexts, actors, and interpretations have a long and changing history. As a field it consists of several multidisciplinary sub-fields, each with different perspectives and approaches. The concept Peace Education has, both in history","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123628327","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 : 2017-07-01DOI: 10.18843/RWJASC/V8I3(1)/04
H. Ali
INTRODUCTION:Drug abuse is a real threat to societies and it is one of the most complex problems facing today societies. It is not less dangerous than terrorism, because it affects all forms of social and economic activities: human health, and mental, psychological and social conditions. It may affect the security and stability of the community through the deviant behavioral distortions. There are close ties between drug abuse and crime of all kinds such as murder, theft, rape and smuggling, etc. It damages economy, as well. Drug abuse may stem from the poor capacity of society in production, lack of potential jobs, and low employment rate.The growing number of drug abusers threatens all levels of society. No one is safe, and it will become more complicated when we take insufficient preventive and clinical means into account. This calamity is global, multilateral and severe. The abusers' population grew to 185 million people, based on the latest UN report in 2004. This figure was 5 million more than previous sensus in 2003. This amounts to 3% of the world's population, and demonstrates the intensity of the problem.Due to the leakage of large quantities of drugs into Iraq, it is required to seek ways to restrict its prevalence and to treat the patients. Consequently, this study attempts to address the causes of the drug abuse, and the relevant preventive measures. This study aims to provide authorities with information which assists them in addressing the problem and protecting the society against its consequences.STRUCTURE OF RESEARCH:Research Problem: It is difficult to estimate the real number of drug abusers, since people are reluctant to declare themselves as addicts and the formal statistics represents only 10% of the real population. The nature of the problem is complicated in Arab societies because of political, religious and moral reasons. Lack of diagnosis and registration of drug addicts, as well as shortage of adequate health centers make available statistics unreliable.A reason for the unknown dimension of the problem in Iraqi society is the absence of clinical facilities for addicts. On this basis, our study tries to answer the following questions:-What factors lead to drug abuse?-What is the role of the society and the competent authorities in dealing with this phenomenon?THE IMPORTANCE OF RESEARCH:The severity of the phenomenon (drug abuse) necessitates the investigation of relevant factors and their impact on the behavior of the abusers from social, economic and productivity perspectives. The seriousness of this problem requires us to strive for all possible ways to access the basic information, and to enable authorities to develop an integrated program addressing the problem. .RESEARCH OBJECTIVES:1. We try to provide as much information as possible about this phenomenon and find ways to prevent drug abuse and treat its complications.2. We intend to present the problem of drug abuse to our society, because the evidence indicates t
{"title":"Drug Abuse and Its Social Effects, Causes and Prevention in Iraq: An Analytical Social Study","authors":"H. Ali","doi":"10.18843/RWJASC/V8I3(1)/04","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3(1)/04","url":null,"abstract":"INTRODUCTION:Drug abuse is a real threat to societies and it is one of the most complex problems facing today societies. It is not less dangerous than terrorism, because it affects all forms of social and economic activities: human health, and mental, psychological and social conditions. It may affect the security and stability of the community through the deviant behavioral distortions. There are close ties between drug abuse and crime of all kinds such as murder, theft, rape and smuggling, etc. It damages economy, as well. Drug abuse may stem from the poor capacity of society in production, lack of potential jobs, and low employment rate.The growing number of drug abusers threatens all levels of society. No one is safe, and it will become more complicated when we take insufficient preventive and clinical means into account. This calamity is global, multilateral and severe. The abusers' population grew to 185 million people, based on the latest UN report in 2004. This figure was 5 million more than previous sensus in 2003. This amounts to 3% of the world's population, and demonstrates the intensity of the problem.Due to the leakage of large quantities of drugs into Iraq, it is required to seek ways to restrict its prevalence and to treat the patients. Consequently, this study attempts to address the causes of the drug abuse, and the relevant preventive measures. This study aims to provide authorities with information which assists them in addressing the problem and protecting the society against its consequences.STRUCTURE OF RESEARCH:Research Problem: It is difficult to estimate the real number of drug abusers, since people are reluctant to declare themselves as addicts and the formal statistics represents only 10% of the real population. The nature of the problem is complicated in Arab societies because of political, religious and moral reasons. Lack of diagnosis and registration of drug addicts, as well as shortage of adequate health centers make available statistics unreliable.A reason for the unknown dimension of the problem in Iraqi society is the absence of clinical facilities for addicts. On this basis, our study tries to answer the following questions:-What factors lead to drug abuse?-What is the role of the society and the competent authorities in dealing with this phenomenon?THE IMPORTANCE OF RESEARCH:The severity of the phenomenon (drug abuse) necessitates the investigation of relevant factors and their impact on the behavior of the abusers from social, economic and productivity perspectives. The seriousness of this problem requires us to strive for all possible ways to access the basic information, and to enable authorities to develop an integrated program addressing the problem. .RESEARCH OBJECTIVES:1. We try to provide as much information as possible about this phenomenon and find ways to prevent drug abuse and treat its complications.2. We intend to present the problem of drug abuse to our society, because the evidence indicates t","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"1973 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130076506","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}
INTRODUCTION:Drought is a natural disaster that is often referred to as creeping phenomenon and its impact spreads over many sectors of economy and society. These impacts are extensive in spatial extent and are complex to estimate. Drought produces both direct and indirect impacts. Direct impacts are usually physical, e.g. depletion of water resource, loss in agriculture production, higher livestock and wildlife mortality and wild fires. When the direct impacts are multiplied over region and societies they are referred to as indirect impacts, for example loss of agriculture production further causes reduced income for farmers, malnutrition, unemployment, migration and poverty etc. The impacts of drought are more complex in contemporary scenario because more economic sectors (for example, agriculture, industry, energy, tourism, transportation etc.) are affected by it.There is huge contrast in economic conditions, levels of development and poverty across regions and within societies. The variability in physical and ecological settings causes differences in socio- economic conditions and levels of development across drought prone regions of India. A developed society is the one in which all sections of population get sufficient opportunities to attain sources of income, production assets and have enough access to amenities such as education, information, health and nutrition. These factors play important role in making human beings to realize their development potential through individual and collective efforts (Rao, 1981). In this context, the drought prone regions are often characterised as developmental handicap, where the prevailing conditions restrict growth and development of economy in particular and of society as a whole.Poverty with its impact on rural economy continues to be the major challenge in drought prone regions. The persistence of poverty in these areas has been attributed both to the failure of the various policy interventions and to the inability of local natural resource base to provide sufficient livelihood opportunities because of depletion and degradation (Shylendra and Rani, 2004). Although, there have been policy interventions but people have been largely adopting various coping strategies on their own to overcome from hardships caused by recurring droughts. The coping strategies are defined as responses of an individual, group or society to challenging situation taking place within existing structures such as production systems (Erikson et.al., 2005; Ikaria, 2007). The coping strategies are not equally important in all regions - some are principal ones that could be observed across all regions and others are unique to regional specificities, varying from tendency to overuse the already degraded common property resources (Jodha, 1990) to diversification of agriculture and diversification of occupations, including search of alternative source of income through migration.Rural livelihood diversification is defined as the proc
{"title":"Economic Structure of Drought Prone Regions of India","authors":"N. Kaushik, S. Rai","doi":"10.18843/RWJASC/V8I3/10","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3/10","url":null,"abstract":"INTRODUCTION:Drought is a natural disaster that is often referred to as creeping phenomenon and its impact spreads over many sectors of economy and society. These impacts are extensive in spatial extent and are complex to estimate. Drought produces both direct and indirect impacts. Direct impacts are usually physical, e.g. depletion of water resource, loss in agriculture production, higher livestock and wildlife mortality and wild fires. When the direct impacts are multiplied over region and societies they are referred to as indirect impacts, for example loss of agriculture production further causes reduced income for farmers, malnutrition, unemployment, migration and poverty etc. The impacts of drought are more complex in contemporary scenario because more economic sectors (for example, agriculture, industry, energy, tourism, transportation etc.) are affected by it.There is huge contrast in economic conditions, levels of development and poverty across regions and within societies. The variability in physical and ecological settings causes differences in socio- economic conditions and levels of development across drought prone regions of India. A developed society is the one in which all sections of population get sufficient opportunities to attain sources of income, production assets and have enough access to amenities such as education, information, health and nutrition. These factors play important role in making human beings to realize their development potential through individual and collective efforts (Rao, 1981). In this context, the drought prone regions are often characterised as developmental handicap, where the prevailing conditions restrict growth and development of economy in particular and of society as a whole.Poverty with its impact on rural economy continues to be the major challenge in drought prone regions. The persistence of poverty in these areas has been attributed both to the failure of the various policy interventions and to the inability of local natural resource base to provide sufficient livelihood opportunities because of depletion and degradation (Shylendra and Rani, 2004). Although, there have been policy interventions but people have been largely adopting various coping strategies on their own to overcome from hardships caused by recurring droughts. The coping strategies are defined as responses of an individual, group or society to challenging situation taking place within existing structures such as production systems (Erikson et.al., 2005; Ikaria, 2007). The coping strategies are not equally important in all regions - some are principal ones that could be observed across all regions and others are unique to regional specificities, varying from tendency to overuse the already degraded common property resources (Jodha, 1990) to diversification of agriculture and diversification of occupations, including search of alternative source of income through migration.Rural livelihood diversification is defined as the proc","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132289052","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}
Research carried out aims to improve students' learning activities on the subjects of civic education by using model Snowball Throwing in elementary school. The research method is using action research methods and implemented by two cycles whereby in each cycle conducted two meetings in the classroom. Each cycle has four stages of implementation including planning, action, observation, and reflection. ata was collected by using observation and questionnaires with fifth grade students study subjects elementary school 104214 Kedai Durian, Deli Tua Subdistrict of Deli Serdang District. The study was conducted at the academic year 2016/2017 the number of students 30 students consisting of 12 male students male and 18 female students. The research showed that in the initial conditions, the value of classical completeness student learning activities through observation sheets of 36.67% with a lower category. After the action on the first cycle of classical completeness values obtained 73.33% of student learning activities. In the second cycle of classical completeness value reached 83.33% with a very high category.
{"title":"SNOWBALL THROWING LEARNING MODEL IMPLEMENTATION IN ORDER TO INCREASE STUDENT CIVIC EDUCATION LEARNING OUTCOMES","authors":"M. Ginting","doi":"10.18843/RWJASC/V8I3/13","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3/13","url":null,"abstract":"Research carried out aims to improve students' learning activities on the subjects of civic education by using model Snowball Throwing in elementary school. The research method is using action research methods and implemented by two cycles whereby in each cycle conducted two meetings in the classroom. Each cycle has four stages of implementation including planning, action, observation, and reflection. ata was collected by using observation and questionnaires with fifth grade students study subjects elementary school 104214 Kedai Durian, Deli Tua Subdistrict of Deli Serdang District. The study was conducted at the academic year 2016/2017 the number of students 30 students consisting of 12 male students male and 18 female students. \u0000The research showed that in the initial conditions, the value of classical completeness student learning activities through observation sheets of 36.67% with a lower category. After the action on the first cycle of classical completeness values obtained 73.33% of student learning activities. In the second cycle of classical completeness value reached 83.33% with a very high category.","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132561041","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 : 2017-07-01DOI: 10.18843/RWJASC/V8I3(1)/16
S. Rasooli, Sarkawt Ghazi Salar
INTRODUCTION:Education is a major mission for a university, a professor, or an instructor. Improving teaching quality leads to improvement of education at universities. Lecturer evaluation is one of the procedures used to this end. Educational evaluation is a process through which relevant data are collected and converted to information useful for decision-making (Shakurnia et al. 2011). Through evaluation process, the collected information helps us to review diverse aspects of lecturers' performance, and judge about their competence and qualification. It also helps to decide on measures to boost lecturers' competence and improve acquisition process (Peterson 2000).Almost every country that engaged in educational issues, are active on evaluation of lecturers. Asking for students' opinion is one of the common evaluation methods increasingly used at educational centers of the world including Iraq. Easy scoring procedure, pre-defined evaluation behaviors, and great number of studies devoted to its reliability and validity have made it as a golden standard for deciding on employment and promotion of lecturers (Kolitch & Dean 1999). Due to the importance of the process, the evaluation should include variables influential in teaching process. Results of research conducted show that students' evaluations are affected by such factors as scientific status and popularity of lecturers, gender and Personality traits of students, difficulty or simply of the courses, timing of the class, timing of evaluation, expected scores by students, rigor of the lecturer, and amusing teaching procedure, etc. (Shakurnia et al. 2006).Some of studies indicate that students' opinion may be affected by factors not relevant to lecturer evaluation. On this regard, numerous studies have been conducted to approve or reject this type of evaluation. Aultman (2006) believes that lecturer evaluation by students can provide valuable feedbacks to improve education. He has a particular belief to formative evaluation of lecturer by students. On the other hand Mason et al (1995) stated that the lecturers evaluation by students, have not scientific accuracy. Because students don't have enough knowledge and they don't know whether lecturers offer subjects related to their or not. As a result, students' awareness to judge and evaluate this part of the performance of lecturer does not seem enough.Despite harsh criticism of lecturers' evaluation by students, most of the studies show that students are valid sources of information about lecturers. Lecturer evaluation scores are reported to be valid and reliable (Emery et al. 2003). The most prominent goal of evaluation in education and educational systems is awareness of present status and its distance from desirable status. The evaluation data can be used in a comprehensive and strategic plan to improve the existing conditions and optimize the utilization of present facilities and resources to achieve the intended goals (Fich 2003).Educational a
导言:教育是一所大学、教授或教师的主要任务。提高教学质量是提高大学教育质量的根本途径。讲师评价是为此目的所采用的程序之一。教育评估是收集相关数据并将其转换为对决策有用的信息的过程(Shakurnia et al. 2011)。通过评估过程，收集到的信息有助于我们审查讲师的各个方面的表现，并判断他们的能力和资格。它还有助于决定提高讲师能力和改善习得过程的措施(Peterson 2000)。几乎每一个从事教育事业的国家都在积极评价讲师。在包括伊拉克在内的世界各地的教育中心，征求学生意见是越来越普遍的评价方式之一。简单的评分程序，预先定义的评价行为，以及对其信度和效度的大量研究，使其成为决定讲师聘用和晋升的黄金标准(Kolitch & Dean 1999)。由于教学过程的重要性，评价应包括对教学过程有影响的变量。研究结果表明，学生的评价受讲师的科学地位和受欢迎程度、学生的性别和人格特征、课程的难度或简单性、上课时间、评价时间、学生的期望分数、讲师的严谨性、教学过程的趣味性等因素的影响(Shakurnia et al. 2006)。一些研究表明，学生的意见可能会受到与讲师评价无关的因素的影响。在这方面，已经进行了许多研究，以赞成或反对这种评价。Aultman(2006)认为，学生对讲师的评价可以为改进教育提供有价值的反馈。他特别相信学生对讲师的形成性评价。另一方面，Mason等人(1995)认为学生对讲师的评价，没有科学的准确性。因为学生没有足够的知识，他们不知道讲师是否提供与他们相关的科目。因此，学生判断和评价讲师这部分表现的意识似乎不够。尽管学生对讲师的评价提出了严厉的批评，但大多数研究表明，学生是讲师信息的有效来源。据报道，讲师评价分数是有效和可靠的(Emery et al. 2003)。教育和教育系统评价的最突出目标是认识到现状及其与理想状态的距离。评估数据可以用于全面的战略计划，以改善现有条件，优化现有设施和资源的利用，以实现预期目标(Fich 2003)。教育管理者询问大学生对教师教学方式的意见，并根据这些意见进行决策。这种类型的评估已经在许多应用中使用，例如决定讲师的职业(晋升，就业等)。因此，研究其信度和效度，以确保所得结果的精密度和准确性是很重要的(Skakurnia et al. 2011)。在过去的几十年里，由于大学生评价的快速增长，研究人员试图审查问卷，消除其不足，提高结果的效度和信度(Wachtel 1998)。Dewinstanley(2007)调查了大学生对讲师的评价，并得出结论，结果的可靠性取决于学生的数量。学生人数的增加会带来更可靠的结果。每个班级至少需要30名学生才能获得可靠的结果。…
{"title":"Students' Evaluation of Geography-Lecturers' Performance at University of Garmian in Academic Year 2016-2017","authors":"S. Rasooli, Sarkawt Ghazi Salar","doi":"10.18843/RWJASC/V8I3(1)/16","DOIUrl":"https://doi.org/10.18843/RWJASC/V8I3(1)/16","url":null,"abstract":"INTRODUCTION:Education is a major mission for a university, a professor, or an instructor. Improving teaching quality leads to improvement of education at universities. Lecturer evaluation is one of the procedures used to this end. Educational evaluation is a process through which relevant data are collected and converted to information useful for decision-making (Shakurnia et al. 2011). Through evaluation process, the collected information helps us to review diverse aspects of lecturers' performance, and judge about their competence and qualification. It also helps to decide on measures to boost lecturers' competence and improve acquisition process (Peterson 2000).Almost every country that engaged in educational issues, are active on evaluation of lecturers. Asking for students' opinion is one of the common evaluation methods increasingly used at educational centers of the world including Iraq. Easy scoring procedure, pre-defined evaluation behaviors, and great number of studies devoted to its reliability and validity have made it as a golden standard for deciding on employment and promotion of lecturers (Kolitch & Dean 1999). Due to the importance of the process, the evaluation should include variables influential in teaching process. Results of research conducted show that students' evaluations are affected by such factors as scientific status and popularity of lecturers, gender and Personality traits of students, difficulty or simply of the courses, timing of the class, timing of evaluation, expected scores by students, rigor of the lecturer, and amusing teaching procedure, etc. (Shakurnia et al. 2006).Some of studies indicate that students' opinion may be affected by factors not relevant to lecturer evaluation. On this regard, numerous studies have been conducted to approve or reject this type of evaluation. Aultman (2006) believes that lecturer evaluation by students can provide valuable feedbacks to improve education. He has a particular belief to formative evaluation of lecturer by students. On the other hand Mason et al (1995) stated that the lecturers evaluation by students, have not scientific accuracy. Because students don't have enough knowledge and they don't know whether lecturers offer subjects related to their or not. As a result, students' awareness to judge and evaluate this part of the performance of lecturer does not seem enough.Despite harsh criticism of lecturers' evaluation by students, most of the studies show that students are valid sources of information about lecturers. Lecturer evaluation scores are reported to be valid and reliable (Emery et al. 2003). The most prominent goal of evaluation in education and educational systems is awareness of present status and its distance from desirable status. The evaluation data can be used in a comprehensive and strategic plan to improve the existing conditions and optimize the utilization of present facilities and resources to achieve the intended goals (Fich 2003).Educational a","PeriodicalId":243104,"journal":{"name":"Researchers World","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133605101","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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