Suleiman Ari Maisule, J. Bamidele, Samson Olayemi Sennuga
Changes are inevitable in both civilization as a whole and in humans. The majority of the time, social change in a country is brought about on a global scale. The intentional and unintentional changes that occur in our culture are explained by a variety of theories. They include theories on conflict, evolution, and different agents of change like invention and finding. Our society, politics, family, and even our education have all been impacted by social change. Hence, the pre-colonial, colonial, military, and what might be referred to as the democratic eras are some of the stages that the Nigerian society has gone through. Although the society undergoes changes as a result of each step, this society's desire for change has not yet been fully satiated. There is a constant search for improved social reforms and conditions because change is a fact of life. Particularly in Nigeria, societal change has occurred over time and continues to occur. It is advised that Nigeria should preserve its native language because it has played a significant role in social change since the post-Colonial era. These changes can be attributed to a number of variables, including language education, technology, modernization, environment, population, etc. It does, however, demonstrate that there are additional variables at play.
{"title":"A Critical Review of Historical Analysis of Social Change in Nigeria from the Pre-Colonial To the Post-Colonial Period","authors":"Suleiman Ari Maisule, J. Bamidele, Samson Olayemi Sennuga","doi":"10.56734/ijahss.v4n4a8","DOIUrl":"https://doi.org/10.56734/ijahss.v4n4a8","url":null,"abstract":"Changes are inevitable in both civilization as a whole and in humans. The majority of the time, social change in a country is brought about on a global scale. The intentional and unintentional changes that occur in our culture are explained by a variety of theories. They include theories on conflict, evolution, and different agents of change like invention and finding. Our society, politics, family, and even our education have all been impacted by social change. Hence, the pre-colonial, colonial, military, and what might be referred to as the democratic eras are some of the stages that the Nigerian society has gone through. Although the society undergoes changes as a result of each step, this society's desire for change has not yet been fully satiated. There is a constant search for improved social reforms and conditions because change is a fact of life. Particularly in Nigeria, societal change has occurred over time and continues to occur. It is advised that Nigeria should preserve its native language because it has played a significant role in social change since the post-Colonial era. These changes can be attributed to a number of variables, including language education, technology, modernization, environment, population, etc. It does, however, demonstrate that there are additional variables at play.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125587233","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}
Phan Hong Nguyen, Tuong Nguyen Van, Truong Phan Nguyen Dong
The research aimed to clarify the role of self-directed learning in the learning process of English learners at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. There were 539 students participating in this research. Within this research, the self-directed learning scale by Bhrati et al (2020) was administrated and the English grades were evaluated by participants. The results revealed that most of the students were at a good level in learning English according to their self-record. Self-directed learning explained 43.9% of changes in English learning grades, which means the higher students practice self-directed learning in learning English, the more chances their English learning grades could be changed. Especially, planning and deploying learning activities, a factor of self-directed learning, contribute mainly to changes in the English grades of students. As the results, the research suggests that lecturers and school managers should introduce and equip students with good planning and deploying learning activities skills to improve English grades and English learning outcomes in general. Moreover, the study also indicated that family social economic status could be a factor contributing to improving students’ self-directed learning and English learning grades. It could imply that social policymakers could reference for further consideration social impacts resulting in improving community education outcomes.
{"title":"Influences of Students’ Self-Directed Learning on Their Grades in English as a Foreign Language Subject at the University Of Social Science and Humanities Vietnam National University Ho Chi Minh City","authors":"Phan Hong Nguyen, Tuong Nguyen Van, Truong Phan Nguyen Dong","doi":"10.56734/ijahss.v4n4a4","DOIUrl":"https://doi.org/10.56734/ijahss.v4n4a4","url":null,"abstract":"The research aimed to clarify the role of self-directed learning in the learning process of English learners at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. There were 539 students participating in this research. Within this research, the self-directed learning scale by Bhrati et al (2020) was administrated and the English grades were evaluated by participants. The results revealed that most of the students were at a good level in learning English according to their self-record. Self-directed learning explained 43.9% of changes in English learning grades, which means the higher students practice self-directed learning in learning English, the more chances their English learning grades could be changed. Especially, planning and deploying learning activities, a factor of self-directed learning, contribute mainly to changes in the English grades of students. As the results, the research suggests that lecturers and school managers should introduce and equip students with good planning and deploying learning activities skills to improve English grades and English learning outcomes in general. Moreover, the study also indicated that family social economic status could be a factor contributing to improving students’ self-directed learning and English learning grades. It could imply that social policymakers could reference for further consideration social impacts resulting in improving community education outcomes.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123573091","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}
This paper discussed the factors that hinder academic achievement of African American males from disadvantaged backgrounds with emphasis on Mississippi. These factors are applicable to other disadvantaged students from the same backgrounds. The factors originate from homes, individuals, communities, and schools. In addition, the paper proffered what African American males from disadvantaged backgrounds can do to overcome home, individual, community, and school factors that increase the odds of dropping out of school. The paper concluded that the causes of disadvantaged African American males dropping out of school originate from many sources. Finger pointing can only exacerbate the problem. Therefore, all stakeholders should work together to minimize or eliminate the problem of dropout for disadvantaged African American males and others from similar backgrounds in the Unites States and other regions of the world.
{"title":"Factors That Promote the Academic Success of Disadvantaged Students","authors":"Benjamin C Ngwudike, Tabitha N. Otieno","doi":"10.56734/ijahss.v4n4a1","DOIUrl":"https://doi.org/10.56734/ijahss.v4n4a1","url":null,"abstract":"This paper discussed the factors that hinder academic achievement of African American males from disadvantaged backgrounds with emphasis on Mississippi. These factors are applicable to other disadvantaged students from the same backgrounds. The factors originate from homes, individuals, communities, and schools. In addition, the paper proffered what African American males from disadvantaged backgrounds can do to overcome home, individual, community, and school factors that increase the odds of dropping out of school. The paper concluded that the causes of disadvantaged African American males dropping out of school originate from many sources. Finger pointing can only exacerbate the problem. Therefore, all stakeholders should work together to minimize or eliminate the problem of dropout for disadvantaged African American males and others from similar backgrounds in the Unites States and other regions of the world.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122303369","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}
Dr. Gwendoline Ayuninjam, Dr. Tashana Howse, Dr. Jamye Curry Savage
This paper shares reflections from an empirical study on the experience of using Pintrich et al.’s (1991) Motivated Strategies for Learning Questionnaire (MSLQ) and learner logs to strengthen metacognition and self-regulated learning in students enrolled in two education courses: a) an educational foundations course, which focuses on critical and contemporary issues in education, and b) a mathematics course for elementary education majors, which studies geometry. Student reactions as well as the qualitative benefits and drawbacks of these tools are also shared. In addition, important pointers are highlighted in the following areas: designing pre-class work, providing feedback on the MSLQ, and using the MSLQ results to generate learner log prompts.
{"title":"Using Learner Logs to Enhance Metacognition in Two Teacher Education Courses","authors":"Dr. Gwendoline Ayuninjam, Dr. Tashana Howse, Dr. Jamye Curry Savage","doi":"10.56734/ijahss.v4n4a2","DOIUrl":"https://doi.org/10.56734/ijahss.v4n4a2","url":null,"abstract":"This paper shares reflections from an empirical study on the experience of using Pintrich et al.’s (1991) Motivated Strategies for Learning Questionnaire (MSLQ) and learner logs to strengthen metacognition and self-regulated learning in students enrolled in two education courses: a) an educational foundations course, which focuses on critical and contemporary issues in education, and b) a mathematics course for elementary education majors, which studies geometry. Student reactions as well as the qualitative benefits and drawbacks of these tools are also shared. In addition, important pointers are highlighted in the following areas: designing pre-class work, providing feedback on the MSLQ, and using the MSLQ results to generate learner log prompts.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132600820","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}
The paper analyzes the position of ancient history in primary school history teaching. Three program documents for history teaching, The Syllabus for Primary Schools from 2006, History Curriculum Proposal from 2016, and History Curriculum for Primary Schools and Gymnasiums from 2019, are compared and analyzed with respect to the prescribed teaching contents related to ancient history. The paper also analyzes history textbooks before and after the 2019 reform, comparing textbook topics and the number of pages dedicated to ancient history, as well as the relationship between the histories of the Ancient East and Egypt, ancient Greece, and ancient Rome.
{"title":"From Past to Present: The Position of Ancient History in Primary School History Teaching After the 2019 Croatian Education Reform","authors":"S. Filipović, Ivan Fremec","doi":"10.56734/ijahss.v4n4a3","DOIUrl":"https://doi.org/10.56734/ijahss.v4n4a3","url":null,"abstract":"The paper analyzes the position of ancient history in primary school history teaching. Three program documents for history teaching, The Syllabus for Primary Schools from 2006, History Curriculum Proposal from 2016, and History Curriculum for Primary Schools and Gymnasiums from 2019, are compared and analyzed with respect to the prescribed teaching contents related to ancient history. The paper also analyzes history textbooks before and after the 2019 reform, comparing textbook topics and the number of pages dedicated to ancient history, as well as the relationship between the histories of the Ancient East and Egypt, ancient Greece, and ancient Rome.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125188352","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}
This article uncovers women’s rights, education, and the appearance of women in the field of literature during the Tanzimat and Second Constitutional Period of Ottoman Empire in Turkiye and the contribution of several writers and women poets. Working with correspondence, institutional and Social Science Index, and Google scholar publications, I show how women were provided with educational opportunities, and what legal and social regulations were done for women to be seen in the field of literature during the Tanzimat and Second Constitutional periods. I argue the activities of Poets and writers like Namik Kemal, and Semsettin Sami and Women poets Makbule Lem’an Hanim, Yasar Nezihe Bukulmez, Nigar Hanim, Ihsan Raif Hanim, and Sukufe Nihal for women to be seen in the field of literature. This article concludes that during the Tanzimat and Second Constitutional periods, women’s liberation was experienced in all aspects of life. Women poets pioneered the beginning of women’s poetry.
{"title":"Women’s Rights, Education And The Appearance Of Women In The Field Of Literature During The Tanzimat And Second Constitutional Period Of Ottoman Empire","authors":"Sibel Karadeniz Yağmur","doi":"10.56734/ijahss.v4n3a7","DOIUrl":"https://doi.org/10.56734/ijahss.v4n3a7","url":null,"abstract":"This article uncovers women’s rights, education, and the appearance of women in the field of literature during the Tanzimat and Second Constitutional Period of Ottoman Empire in Turkiye and the contribution of several writers and women poets. Working with correspondence, institutional and Social Science Index, and Google scholar publications, I show how women were provided with educational opportunities, and what legal and social regulations were done for women to be seen in the field of literature during the Tanzimat and Second Constitutional periods. I argue the activities of Poets and writers like Namik Kemal, and Semsettin Sami and Women poets Makbule Lem’an Hanim, Yasar Nezihe Bukulmez, Nigar Hanim, Ihsan Raif Hanim, and Sukufe Nihal for women to be seen in the field of literature. This article concludes that during the Tanzimat and Second Constitutional periods, women’s liberation was experienced in all aspects of life. Women poets pioneered the beginning of women’s poetry.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130819871","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}
The purpose of this essay is to diffract ressentiment through decolonial theory. I would like to see what sort of light this sheds on the psychological undercurrents that impose barriers on colonial and decolonial thought, as well as on the conceptual dynamism of ressentiment. This essay is split into two different experiments in thought. The first will be to diffract ressentiment through the works of Gloria Anzaldúa, Édouard Glissant, and Gilles Deleuze. To this end, I will begin by providing an analysis of ressentiment as developed by Nietzsche in On the Genealogy of Morals and then supplement this with Deleuze’s analysis of ressentiment in Nietzsche & Philosophy. I will create a bridge with decolonial thought by interpreting Anzaldúa’s concept of the nopal de castilla and mestiza consciousness through the interpretive lens of ressentiment to show the affinity that exists between the work of Anzaldúa and Nietzsche. I will finish the first experiment by looking at ressentiment through some of the concepts Glissant offers us in the Poetics of Relation. In particular, I will argue that ressentiment resists the creolization of identity and culture, and that Glissant’s demand for the right to opacity for all is the sign of a thinking that has overcome ressentiment. The second experiment is to diffract ressentiment through Eduardo Viveiros de Castro’s Cannibal Metaphysics, beginning with an analysis of the most relevant points of that text for our discussion then putting our diffracted version of ressentiment in conversation with Amerindian perspectivism. However, this does not mean that I am aiming at a synthesis of ressentiment with Amerindian perspectivism. Rather, in the spirit of the Brazilian author’s post-structural anthropology, this essay sees only a disjunctive synthesis of the two: a ressentiment-becoming-Amerindian perspectivism and an Amerindian perspectivism-becoming-ressentiment (we will focus on developing the former). I hope that, by the end of this experiment, we may have a richer conceptual understanding of ressentiment by offering this concept an image of itself that only our decolonial thinkers and an Amerindian perspective can reveal.
这篇文章的目的是通过非殖民化理论来消除怨恨。我想看看这对给殖民主义和非殖民主义思想设置障碍的心理暗流以及怨恨的概念动力有什么样的启示。这篇文章分为两个不同的思想实验。首先是通过格洛丽亚Anzaldúa、Édouard格利桑特和吉尔·德勒兹的作品来解读怨恨。为此，我将首先提供尼采在《道德谱系》中对怨恨情绪的分析，然后用德勒兹在《尼采与哲学》中对怨恨情绪的分析进行补充。我将通过解释Anzaldúa的nopal de castilla和mesestiza意识的概念，通过怨恨的解释镜头，建立一个非殖民思想的桥梁，来展示Anzaldúa和尼采作品之间存在的亲和力。我将通过Glissant在《关系诗学》中提供给我们的一些概念来观察怨恨，以此结束第一个实验。特别是，我将论证怨恨抵制身份和文化的克里奥尔化，而Glissant对所有人不透明权利的要求是一种克服怨恨的思想的标志。第二个实验是通过Eduardo Viveiros de Castro的《食人形而上学》来分析怨恨，首先分析文本中最相关的点，然后将我们的怨恨的衍射版本与美洲印第安人的视角主义进行对话。然而，这并不意味着我的目标是将怨恨与美洲印第安人的观点结合起来。相反，在这位巴西作家的后结构人类学精神中，本文只看到了两者的分离综合:一种怨恨变成了美洲印第安人的视角主义和一种美洲印第安人的视角主义变成了怨恨(我们将重点关注前者的发展)。我希望，在这个实验结束时，我们可能会对怨恨有一个更丰富的概念性理解，为这个概念提供一个只有我们的非殖民化思想家和美洲印第安人的视角才能揭示的形象。
{"title":"The Cannibal’s Antidote For Resentment: Diffracting Ressentiment Through Decolonial Thought","authors":"Pedro Brea","doi":"10.56734/ijahss.v4n3a8","DOIUrl":"https://doi.org/10.56734/ijahss.v4n3a8","url":null,"abstract":"The purpose of this essay is to diffract ressentiment through decolonial theory. I would like to see what sort of light this sheds on the psychological undercurrents that impose barriers on colonial and decolonial thought, as well as on the conceptual dynamism of ressentiment. This essay is split into two different experiments in thought. The first will be to diffract ressentiment through the works of Gloria Anzaldúa, Édouard Glissant, and Gilles Deleuze. To this end, I will begin by providing an analysis of ressentiment as developed by Nietzsche in On the Genealogy of Morals and then supplement this with Deleuze’s analysis of ressentiment in Nietzsche & Philosophy. I will create a bridge with decolonial thought by interpreting Anzaldúa’s concept of the nopal de castilla and mestiza consciousness through the interpretive lens of ressentiment to show the affinity that exists between the work of Anzaldúa and Nietzsche. I will finish the first experiment by looking at ressentiment through some of the concepts Glissant offers us in the Poetics of Relation. In particular, I will argue that ressentiment resists the creolization of identity and culture, and that Glissant’s demand for the right to opacity for all is the sign of a thinking that has overcome ressentiment. The second experiment is to diffract ressentiment through Eduardo Viveiros de Castro’s Cannibal Metaphysics, beginning with an analysis of the most relevant points of that text for our discussion then putting our diffracted version of ressentiment in conversation with Amerindian perspectivism. However, this does not mean that I am aiming at a synthesis of ressentiment with Amerindian perspectivism. Rather, in the spirit of the Brazilian author’s post-structural anthropology, this essay sees only a disjunctive synthesis of the two: a ressentiment-becoming-Amerindian perspectivism and an Amerindian perspectivism-becoming-ressentiment (we will focus on developing the former). I hope that, by the end of this experiment, we may have a richer conceptual understanding of ressentiment by offering this concept an image of itself that only our decolonial thinkers and an Amerindian perspective can reveal.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133538754","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}
Since the late 1990s, studying great power rivalry based on the approach from militarized interstate disputes (MIDs) has become increasingly prevalent. Also since the beginning of the 21st century, the competitive relationship between the US and China, the two leading great powers in Indo-Pacific, has become a focal point of studies in international relations. The escalation of the conflict is apparent in the economic realm and expanding into the security realm. To prove the increase of MIDs in China-US relations is to shed light on the escalation of this great power rivalry. It is argued in this article that the two sides have obviously engaged in a great power strategic rivalry since Obama’s adjustment of policy priority towards Asia-Pacific. Militarized disputes become increasingly frequent, displaying forces is the regular way the two leading great powers compete with each other, and the South China Sea and Taiwan Strait are the two points of tension.
{"title":"China-Us Militarized Interstate Disputes (2001-2022): The Escalation Of The Great Power Rivalry","authors":"Anh Thi Van Vu","doi":"10.56734/ijahss.v4n3a6","DOIUrl":"https://doi.org/10.56734/ijahss.v4n3a6","url":null,"abstract":"Since the late 1990s, studying great power rivalry based on the approach from militarized interstate disputes (MIDs) has become increasingly prevalent. Also since the beginning of the 21st century, the competitive relationship between the US and China, the two leading great powers in Indo-Pacific, has become a focal point of studies in international relations. The escalation of the conflict is apparent in the economic realm and expanding into the security realm. To prove the increase of MIDs in China-US relations is to shed light on the escalation of this great power rivalry. It is argued in this article that the two sides have obviously engaged in a great power strategic rivalry since Obama’s adjustment of policy priority towards Asia-Pacific. Militarized disputes become increasingly frequent, displaying forces is the regular way the two leading great powers compete with each other, and the South China Sea and Taiwan Strait are the two points of tension.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116337597","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}
This story tells the preparations for the foundation phase, the opening, and operation of the German University in Cairo (GUC), a private enterprise looking back on a success story of about twenty years. Early 2001 the decision was made to establish the GUC under the patronage of the two German public universities Stuttgart and Ulm, with full support of the Ministry of Higher Education and Arts (MWK), BadenWurttemberg, Germany. GUC was opened on 5. October 2003 for the first 900 students, through an EgyptianGerman state inauguration ceremony, by the President of the Arab Republic of Egypt Hosni Mubarak, and the German Chancellor Gerhard Schroeder. Five years after the opening GUC became already the leading private university in Egypt. Actually, about 13,000 students are enrolled and more than 2,000 graduates (Bachelors, Masters and PhDs) have been educated by GUC and got excellent positions in Egypt and other countries – for the pleasure of themselves, their families and finally GUC. The GUC is the biggest and most successful project of transnational education of the German Academic Exchange Service (DAAD) – in 2015 about 42% of all students in German Transnational Education Projects were enrolled in GUC.
{"title":"The German University In Cairo (GUC)","authors":"D. Fritsch","doi":"10.56734/ijahss.v4n3a5","DOIUrl":"https://doi.org/10.56734/ijahss.v4n3a5","url":null,"abstract":"This story tells the preparations for the foundation phase, the opening, and operation of the German University in Cairo (GUC), a private enterprise looking back on a success story of about twenty years. Early 2001 the decision was made to establish the GUC under the patronage of the two German public universities Stuttgart and Ulm, with full support of the Ministry of Higher Education and Arts (MWK), BadenWurttemberg, Germany. GUC was opened on 5. October 2003 for the first 900 students, through an EgyptianGerman state inauguration ceremony, by the President of the Arab Republic of Egypt Hosni Mubarak, and the German Chancellor Gerhard Schroeder. Five years after the opening GUC became already the leading private university in Egypt. Actually, about 13,000 students are enrolled and more than 2,000 graduates (Bachelors, Masters and PhDs) have been educated by GUC and got excellent positions in Egypt and other countries – for the pleasure of themselves, their families and finally GUC. The GUC is the biggest and most successful project of transnational education of the German Academic Exchange Service (DAAD) – in 2015 about 42% of all students in German Transnational Education Projects were enrolled in GUC.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124455137","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}
George Padilla, Velma D. Menchaca, Astrid Gandaria
School social workers have a long history in American education and much research is needed to better understand their role and impact in schools. Texas schools employ one of the highest numbers of school social workers in the country, but there is also little to no research related to their demographics, working conditions, or effectiveness. Only one recent study on Texas school social workers was found in the research literature. This report analyzes Texas state reports, available to the public on the internet or by specific request from the Texas Education Agency, to develop a descriptive and exploratory overview of school social work implementation in Texas. The purpose of the report is to support increased understanding of Texas school social workers and incite further and deeper research into their work and success.
{"title":"Texas School Social Workers: Who And Where Are They?","authors":"George Padilla, Velma D. Menchaca, Astrid Gandaria","doi":"10.56734/ijahss.v4n3a1","DOIUrl":"https://doi.org/10.56734/ijahss.v4n3a1","url":null,"abstract":"School social workers have a long history in American education and much research is needed to better understand their role and impact in schools. Texas schools employ one of the highest numbers of school social workers in the country, but there is also little to no research related to their demographics, working conditions, or effectiveness. Only one recent study on Texas school social workers was found in the research literature. This report analyzes Texas state reports, available to the public on the internet or by specific request from the Texas Education Agency, to develop a descriptive and exploratory overview of school social work implementation in Texas. The purpose of the report is to support increased understanding of Texas school social workers and incite further and deeper research into their work and success.","PeriodicalId":339909,"journal":{"name":"International Journal of Arts, Humanities & Social Science","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121739290","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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