Pub Date : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.3
Christian Schachtner
The objective of the research project is a comprehensive look at the international requirements of further education and its pain points in the age of digitalization. The Prior work of the upskilling survey serves the aspect that society is becoming more individualistic and less predictable in terms of educational opportunities. It is the biggest challenge in the organization of continuing education for adults to achieve their interest and benefits for larger target groups by taking into account their individual situations. The approach of the panel study series, which has been published annually since 2019, is based in its 2021 edition on a partially standardized questionnaire of 2000 participants, in which 10 countries were represented. Each European, African, Asian, or South American country participated with 200 respondents each. The results show that digitization is playing an increasing role in the acceptance of continuing education because nowadays teaching with flexible teaching via online teaching is the clear preference. The implications of this upskilling study are that a large proportion of respondents are looking for personal fulfillment as a basis for professional change. Not the primary perspective on job openings is relevant in education because skills and individualistic preferences lead to a change of sectors or a higher position being achieved. The value of the paper lies in the proof of the connection that remote-controlled and flexible continuing education courses are an opportunity to integrate personal and professional development into the everyday life of modern and individual society.
{"title":"Upskilling as an Internationally Recognized System of a Resilient Education Society","authors":"Christian Schachtner","doi":"10.22492/issn.2435-1202.2022.3","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.3","url":null,"abstract":"The objective of the research project is a comprehensive look at the international requirements of further education and its pain points in the age of digitalization. The Prior work of the upskilling survey serves the aspect that society is becoming more individualistic and less predictable in terms of educational opportunities. It is the biggest challenge in the organization of continuing education for adults to achieve their interest and benefits for larger target groups by taking into account their individual situations. The approach of the panel study series, which has been published annually since 2019, is based in its 2021 edition on a partially standardized questionnaire of 2000 participants, in which 10 countries were represented. Each European, African, Asian, or South American country participated with 200 respondents each. The results show that digitization is playing an increasing role in the acceptance of continuing education because nowadays teaching with flexible teaching via online teaching is the clear preference. The implications of this upskilling study are that a large proportion of respondents are looking for personal fulfillment as a basis for professional change. Not the primary perspective on job openings is relevant in education because skills and individualistic preferences lead to a change of sectors or a higher position being achieved. The value of the paper lies in the proof of the connection that remote-controlled and flexible continuing education courses are an opportunity to integrate personal and professional development into the everyday life of modern and individual society.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125211645","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.23
Jessica deBruyn, R. V. Campenhout
Student attitudes toward STEM subjects decline as they progress through primary and secondary school, making interventions even more critical for students in these age groups. Integrating educational robotics into the classroom has been shown to increase student perceptions of STEM topics while also having many other positive learning benefits such as increased mastery of STEM concepts and STEM degree achievement. Furthermore, research on mindset in school-aged children found that students who held growth mindset beliefs had higher learning outcomes, persistence, and self-esteem compared to students who held fixed mindset beliefs. In this observational study, an educational robotics curriculum was implemented across grades 3–8 in an urban private school consisting primarily of underserved, minority students. The same robotics kit was used across all ages with differentiation in the STEM labs taught to different ages. The technology teacher—the principal investigator for this study—recorded results from a growth mindset survey and journaled about student reactions to the robotics curriculum as the school year progressed. Observations about student prior experience, attitudes, self-beliefs, and mastery are used to draw insights on the effects of educational robotics for underserved student populations. As the body of research on STEM learning through educational robotics expands and robotics increasingly becomes considered a standard in primary and secondary education, it is critical to consider the needs of students encountering robotics for the first time and how to support and grow their attitudes and mindsets. experience with robotics. Through observation and journaling, patterns emerged related to student mindset on ability. This study aims to provide initial findings on mindsets of traditionally underserved students through a brief survey as well as an analysis of the teacher’s observations. As studies have found that mindsets are meaningful for minority and low-income students (Aronson et al., 2002; Claro et al., 2016), investigating how the students at STBCA perceive their ability when introduced to educational robotics can provide insights into future practices to benefit students.
随着学生进入小学和中学，他们对STEM科目的态度会下降，这使得干预对这些年龄段的学生来说更加重要。将教育机器人融入课堂已被证明可以提高学生对STEM主题的认知，同时还具有许多其他积极的学习益处，例如提高对STEM概念的掌握和STEM学位的成就。此外，对学龄儿童心态的研究发现，持有成长心态信念的学生比持有固定心态信念的学生有更高的学习成果、毅力和自尊。在这项观察性研究中，在一所主要由服务不足的少数民族学生组成的城市私立学校中，对3-8年级的教育机器人课程进行了实施。相同的机器人套件在所有年龄段都使用，在不同年龄段的STEM实验室中有差异。技术老师是这项研究的主要研究者，他记录了一项成长心态调查的结果，并记录了随着学年的进展，学生对机器人课程的反应。通过观察学生之前的经验、态度、自我信念和掌握程度，可以了解教育机器人对服务不足的学生群体的影响。随着通过教育机器人进行STEM学习的研究不断扩大，机器人越来越被认为是中小学教育的标准，考虑学生第一次接触机器人的需求以及如何支持和培养他们的态度和心态是至关重要的。有机器人技术经验。通过观察和记录，发现了与学生能力心态相关的模式。本研究旨在通过一个简短的调查以及对教师观察的分析，对传统上服务不足的学生的心态提供初步的发现。研究发现，心态对少数族裔和低收入家庭的学生很有意义(Aronson et al.， 2002;Claro等人，2016)，调查STBCA的学生在引入教育机器人技术时如何看待他们的能力，可以为未来的实践提供见解，从而使学生受益。
{"title":"Catching Up: An Observational Study of Underserved Primary and Secondary Student Mindsets When Introduced to Educational Robotics","authors":"Jessica deBruyn, R. V. Campenhout","doi":"10.22492/issn.2435-1202.2022.23","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.23","url":null,"abstract":"Student attitudes toward STEM subjects decline as they progress through primary and secondary school, making interventions even more critical for students in these age groups. Integrating educational robotics into the classroom has been shown to increase student perceptions of STEM topics while also having many other positive learning benefits such as increased mastery of STEM concepts and STEM degree achievement. Furthermore, research on mindset in school-aged children found that students who held growth mindset beliefs had higher learning outcomes, persistence, and self-esteem compared to students who held fixed mindset beliefs. In this observational study, an educational robotics curriculum was implemented across grades 3–8 in an urban private school consisting primarily of underserved, minority students. The same robotics kit was used across all ages with differentiation in the STEM labs taught to different ages. The technology teacher—the principal investigator for this study—recorded results from a growth mindset survey and journaled about student reactions to the robotics curriculum as the school year progressed. Observations about student prior experience, attitudes, self-beliefs, and mastery are used to draw insights on the effects of educational robotics for underserved student populations. As the body of research on STEM learning through educational robotics expands and robotics increasingly becomes considered a standard in primary and secondary education, it is critical to consider the needs of students encountering robotics for the first time and how to support and grow their attitudes and mindsets. experience with robotics. Through observation and journaling, patterns emerged related to student mindset on ability. This study aims to provide initial findings on mindsets of traditionally underserved students through a brief survey as well as an analysis of the teacher’s observations. As studies have found that mindsets are meaningful for minority and low-income students (Aronson et al., 2002; Claro et al., 2016), investigating how the students at STBCA perceive their ability when introduced to educational robotics can provide insights into future practices to benefit students.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122402845","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.11
Ching-Jung Fang
In the past, most of the methods to publicize social issues were Graphic Poster Design or TV advertisements. However, with the development of global Internet technology, people read newspapers and magazines less than before. Therefore, the value of print ads declined significantly after 2008. On the other hand, in 2016, the proportion of watching videos online surpassed that of watching TV in Taiwan for the first time, and mobile Internet has become the most common media for Taiwanese consumers. To let the new generation pay continuous attention to social issue advertisements, new technologies must be combined to enhance the value content of advertisements. This study is based on the fact that the population of some animals in Taiwan is decreasing, and they are even on the verge of extinction. Therefore, it is necessary to promote ecological conservation. The experiment process includes literature discussion, case studies on the ecological conservation poster works of the World Wide Fund for Nature, and the illustration works of three ukiyo-e-style artists. Finally, combine AR technology to design an AR advertisement for Taiwan's conservation animals. The results of this study show that the advertising environment evolves with the development of MarTech’s thinking and model, and advertising is everywhere. AR advertising with interactivity and immersion is gradually gaining consumers popularity. Social issue AR advertising uses text, images, and space to connect with the real world and it creates value to attract consumers willing to participate. It is effective in promoting the importance of ecological conservation and arousing people's awareness of ecological conservation. : This method causes an image to distort and transform under specific conditions, thereby creating a visual illusion. (11) Visual extension: This method requires an audience to infer the meaning of an image through imagination and extension. (12) Grafting and fusion: This method ignores technological limitations and combines two different objects that are correlated and complementary. (13) Heteromorphic imaging: This method uses the contrasting relationship between images to express a intended meaning.
{"title":"Content Value Analysis of Taiwan Social Issues Advertising Design Which Using AR","authors":"Ching-Jung Fang","doi":"10.22492/issn.2435-1202.2022.11","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.11","url":null,"abstract":"In the past, most of the methods to publicize social issues were Graphic Poster Design or TV advertisements. However, with the development of global Internet technology, people read newspapers and magazines less than before. Therefore, the value of print ads declined significantly after 2008. On the other hand, in 2016, the proportion of watching videos online surpassed that of watching TV in Taiwan for the first time, and mobile Internet has become the most common media for Taiwanese consumers. To let the new generation pay continuous attention to social issue advertisements, new technologies must be combined to enhance the value content of advertisements. This study is based on the fact that the population of some animals in Taiwan is decreasing, and they are even on the verge of extinction. Therefore, it is necessary to promote ecological conservation. The experiment process includes literature discussion, case studies on the ecological conservation poster works of the World Wide Fund for Nature, and the illustration works of three ukiyo-e-style artists. Finally, combine AR technology to design an AR advertisement for Taiwan's conservation animals. The results of this study show that the advertising environment evolves with the development of MarTech’s thinking and model, and advertising is everywhere. AR advertising with interactivity and immersion is gradually gaining consumers popularity. Social issue AR advertising uses text, images, and space to connect with the real world and it creates value to attract consumers willing to participate. It is effective in promoting the importance of ecological conservation and arousing people's awareness of ecological conservation. : This method causes an image to distort and transform under specific conditions, thereby creating a visual illusion. (11) Visual extension: This method requires an audience to infer the meaning of an image through imagination and extension. (12) Grafting and fusion: This method ignores technological limitations and combines two different objects that are correlated and complementary. (13) Heteromorphic imaging: This method uses the contrasting relationship between images to express a intended meaning.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126245218","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.13
Rosemarie A. Tayoto
{"title":"Self-Care Plan of College Freshman Students During the Covid-19 Pandemic in the Philippines","authors":"Rosemarie A. Tayoto","doi":"10.22492/issn.2435-1202.2022.13","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.13","url":null,"abstract":"","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124086516","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.4
Jeanette Delgado
Teachers need to be connected to other teachers for their professional development and some do this through social media sharing that can be seen through educational hashtags across Twitter. Teachers from different cultural experiences, states, and countries communicate and reflect on educational topics. The purpose of this study was to explore how nine K-12 teachers’ levels of participation on Twitter influenced their reflection on pedagogical practices. The conceptual framework was based on a depth of reflection model and Fischer’s richer ecologies of participation model. The data were collected from interviews, reflective journals, and teachers' Tweets. Then, two levels of coding (a priori coding and emergent codes) were applied to analyze the data collected. The results showed how teachers participated on Twitter and the different levels of participation. The levels of participation included the following teachers’ roles: lurkers, contributors, consumers, curators, meta-designers, or moderators. The teachers' Tweets about building professional identity, exchanging ideas, learning new skills, and professional connectedness were also described and analyzed. Teachers’ connectedness on Twitter showed a depth of reflection among the following levels: critical reflection, reflection, understanding, and non-reflective/ descriptive. The study can help districts and school administrators to evaluate the power of teachers' tweets on social media as a tool for personal growth, professional engagement, and learning.
{"title":"Teacher’s Twitter Levels of Participation and Depth of Reflection on Pedagogical Practices","authors":"Jeanette Delgado","doi":"10.22492/issn.2435-1202.2022.4","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.4","url":null,"abstract":"Teachers need to be connected to other teachers for their professional development and some do this through social media sharing that can be seen through educational hashtags across Twitter. Teachers from different cultural experiences, states, and countries communicate and reflect on educational topics. The purpose of this study was to explore how nine K-12 teachers’ levels of participation on Twitter influenced their reflection on pedagogical practices. The conceptual framework was based on a depth of reflection model and Fischer’s richer ecologies of participation model. The data were collected from interviews, reflective journals, and teachers' Tweets. Then, two levels of coding (a priori coding and emergent codes) were applied to analyze the data collected. The results showed how teachers participated on Twitter and the different levels of participation. The levels of participation included the following teachers’ roles: lurkers, contributors, consumers, curators, meta-designers, or moderators. The teachers' Tweets about building professional identity, exchanging ideas, learning new skills, and professional connectedness were also described and analyzed. Teachers’ connectedness on Twitter showed a depth of reflection among the following levels: critical reflection, reflection, understanding, and non-reflective/ descriptive. The study can help districts and school administrators to evaluate the power of teachers' tweets on social media as a tool for personal growth, professional engagement, and learning.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124169818","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.5
Caitlin S. Cafiero
This paper presents a comparative case study of the history of special education in the United States and Japan along with an overview of contemporary public education in each nation. Are the same populations considered disabled in each system? Which, if any, disabled people receive special education services? American culture veers sharply towards individualism and in the classroom emphasis is often placed on preparing for standardized assessments of academic achievement. In contrast, Japanese public education focuses initially on developing the classroom as a unit and creating a strong community in which children are not othered for their differences, positive or negative, before the more competitive academic years begin. Particular attention is paid to the Japanese phenomenon of hikikomori, teenagers and young adults who have undergone voluntary withdrawal from society, as well as the increased diagnosis rate of ADHD in the US, two circumstances that appear to be highly culturally specific.
{"title":"The Impact of Cultural Development of Disabled Identity on Special Education Systems in the US and Japan: A Comparative Analysis","authors":"Caitlin S. Cafiero","doi":"10.22492/issn.2435-1202.2022.5","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.5","url":null,"abstract":"This paper presents a comparative case study of the history of special education in the United States and Japan along with an overview of contemporary public education in each nation. Are the same populations considered disabled in each system? Which, if any, disabled people receive special education services? American culture veers sharply towards individualism and in the classroom emphasis is often placed on preparing for standardized assessments of academic achievement. In contrast, Japanese public education focuses initially on developing the classroom as a unit and creating a strong community in which children are not othered for their differences, positive or negative, before the more competitive academic years begin. Particular attention is paid to the Japanese phenomenon of hikikomori, teenagers and young adults who have undergone voluntary withdrawal from society, as well as the increased diagnosis rate of ADHD in the US, two circumstances that appear to be highly culturally specific.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128955808","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.7
Natalia Albul, Annamaria Lambri
In teaching-oriented academic institutions, the focus is often mainly on teaching requirements rather than research components. Frequently, faculty have limited time to engage in research activities, and one of the strategies is to integrate empirical research into the teaching component. The purpose of this two-fold qualitative study was to generate creative learning environment characteristics and an adaptable prototype while engaging students in undergraduate research. The study took place at CIDA accredited interior design department, at American University in Dubai in the United Arabs Emirates. Two sections of twenty-two undergraduate Interior Design students in junior level studio voluntarily participated in the study led by two course instructors. The first step was to introduce the project and its relevance, and to provide background knowledge. Herman Miller Research Center contributed with contents and resources. Students participated in a variety of data gathering. Based on the analysis of the data, spatial layouts were elaborated, facilitating the faculty’s definition of creative learning environment characteristics and adaptable prototypes, shaped as regular modular forms allowing further module addition as the learning identity and its needs grow. As a creative learning environment needs to accommodate a variety of learners and adapt to different learning topologies (Hoy, 2013), three major characteristics were identified: flexibility; comfort and wellbeing; and technology. Students were exposed to an advanced level of research study that has provided preparation for a senior thesis project, while fulfilling program learning objectives. welcomes and encourages members’ inputs in a spirit of collaboration and advancement. The Learning space, both physical and digital, provides various and dynamic forms of learning through flexibility, personalization of experience and adaptability, nurturing learners' well-being and fostering a lifelong learning mindset. It responds to learning and needs with transformation and modification. Exploration of new and innovative learning opportunities is supported, helping to grow the overall learning experience.
{"title":"Creative Learning Environment: A Collaborative Study Defining the Characteristics and the Adaptable Prototype","authors":"Natalia Albul, Annamaria Lambri","doi":"10.22492/issn.2435-1202.2022.7","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.7","url":null,"abstract":"In teaching-oriented academic institutions, the focus is often mainly on teaching requirements rather than research components. Frequently, faculty have limited time to engage in research activities, and one of the strategies is to integrate empirical research into the teaching component. The purpose of this two-fold qualitative study was to generate creative learning environment characteristics and an adaptable prototype while engaging students in undergraduate research. The study took place at CIDA accredited interior design department, at American University in Dubai in the United Arabs Emirates. Two sections of twenty-two undergraduate Interior Design students in junior level studio voluntarily participated in the study led by two course instructors. The first step was to introduce the project and its relevance, and to provide background knowledge. Herman Miller Research Center contributed with contents and resources. Students participated in a variety of data gathering. Based on the analysis of the data, spatial layouts were elaborated, facilitating the faculty’s definition of creative learning environment characteristics and adaptable prototypes, shaped as regular modular forms allowing further module addition as the learning identity and its needs grow. As a creative learning environment needs to accommodate a variety of learners and adapt to different learning topologies (Hoy, 2013), three major characteristics were identified: flexibility; comfort and wellbeing; and technology. Students were exposed to an advanced level of research study that has provided preparation for a senior thesis project, while fulfilling program learning objectives. welcomes and encourages members’ inputs in a spirit of collaboration and advancement. The Learning space, both physical and digital, provides various and dynamic forms of learning through flexibility, personalization of experience and adaptability, nurturing learners' well-being and fostering a lifelong learning mindset. It responds to learning and needs with transformation and modification. Exploration of new and innovative learning opportunities is supported, helping to grow the overall learning experience.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127808421","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.12
J. Hynes, R. Hynes, Janelle Hynes
The purpose of this paper is to explore how cycling enhances health and quality among minority groups. We see examples from empirical literature of how cycling supports female health and empowerment, how cycling improves quality of life for people with cognitive and physical disabilities, how cycling increases health equality among people of color, and how cycling can combat ageism. Overall, a cycle of health, body autonomy, quality of life, and education work together to support equality in minority groups. . A prime example of this is seen in the history of the bicycle. Not only is this tool for exercise used for promoting positive physical and mental health outcomes, but also in increasing the quality of life. This quality of life does not only refer to the improvement of physiological and psychological outcomes but also changes in the ability of the individual to participate equally in society as their counterparts (i.e., men, people without disabilities). This is seen with the suffragettes riding bicycles to promote the right for women to vote or individuals with Autism Spectrum Disorders utilizing cycling as a life-long leisure skill. This paper argues that through utilizing means of accessible physical activity (i.e., the bicycle) minority populations are able to find more equality within society through transportation, physical and mental health, and education.
{"title":"A Case for the Bicycle: How Cycling Can Promote Equality","authors":"J. Hynes, R. Hynes, Janelle Hynes","doi":"10.22492/issn.2435-1202.2022.12","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.12","url":null,"abstract":"The purpose of this paper is to explore how cycling enhances health and quality among minority groups. We see examples from empirical literature of how cycling supports female health and empowerment, how cycling improves quality of life for people with cognitive and physical disabilities, how cycling increases health equality among people of color, and how cycling can combat ageism. Overall, a cycle of health, body autonomy, quality of life, and education work together to support equality in minority groups. . A prime example of this is seen in the history of the bicycle. Not only is this tool for exercise used for promoting positive physical and mental health outcomes, but also in increasing the quality of life. This quality of life does not only refer to the improvement of physiological and psychological outcomes but also changes in the ability of the individual to participate equally in society as their counterparts (i.e., men, people without disabilities). This is seen with the suffragettes riding bicycles to promote the right for women to vote or individuals with Autism Spectrum Disorders utilizing cycling as a life-long leisure skill. This paper argues that through utilizing means of accessible physical activity (i.e., the bicycle) minority populations are able to find more equality within society through transportation, physical and mental health, and education.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123592335","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 : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.14
Jaymee Abigail K. Pantaleon, Luzviminda L. Uy, Eduarda V. Dino
There is an increase of mental health concerns among university students, compared to previous generations, as relationships and academic demands become more complex. The researchers explored students’ perceptions and the experiences they go through in seeking help, specifically problem awareness, decision to seek help and support system. 14 respondents from different colleges and universities in Metro Manila participated in this qualitative study. Thematic analysis was used to process data gathered from the interviews. Key results were help-seeking can come from both informal (family and friends) and professional help (counselors, psychologists), one’s outlook towards help-seeking can be connected to the individual’s decision to seek help and quality of support system is evident in the process of help-seeking, from problem recognition to decision to seek help. Hence, help-seeking behavior is an important psychological process to understand to effectively deliver counseling services and advocate progressive mental health programs in our universities and counseling centers. The findings highlight the crucial role of practitioners and policy makers to explore the relevance of its guidance programs in relation to the needs of the stakeholders, university students.
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Pub Date : 2022-07-07DOI: 10.22492/issn.2435-1202.2022.17
B. Ngulube
Many researchers agree on the notion that neoliberalism is shaping the world today and some even argue that the economics curriculum promotes this ideology because of its emphasis on transferable and flexible skills. The contention is that there is a strong connectivity between neoliberal discourse and economics. Therefore, it is fundamental to investigate if economics lecturers subscribe to neoliberal principles. The study utilised a qualitative research method using focus group interviews. Data analysis revealed that neoliberal principles inform the teaching of economics and that on their own, these principles are sound. Accordingly, this ideology should not be criticised for causing economic and social hardships because the real danger to society is inequality and unemployment , these are the defining economic challenges faced by many societies today. Therefore, narrowing the inequality gap should be each nation’s fiscal policy priority.
{"title":"Neoliberal Principles: Lecturers’ Perspective","authors":"B. Ngulube","doi":"10.22492/issn.2435-1202.2022.17","DOIUrl":"https://doi.org/10.22492/issn.2435-1202.2022.17","url":null,"abstract":"Many researchers agree on the notion that neoliberalism is shaping the world today and some even argue that the economics curriculum promotes this ideology because of its emphasis on transferable and flexible skills. The contention is that there is a strong connectivity between neoliberal discourse and economics. Therefore, it is fundamental to investigate if economics lecturers subscribe to neoliberal principles. The study utilised a qualitative research method using focus group interviews. Data analysis revealed that neoliberal principles inform the teaching of economics and that on their own, these principles are sound. Accordingly, this ideology should not be criticised for causing economic and social hardships because the real danger to society is inequality and unemployment , these are the defining economic challenges faced by many societies today. Therefore, narrowing the inequality gap should be each nation’s fiscal policy priority.","PeriodicalId":359774,"journal":{"name":"– The IAFOR Conference on Educational Research and Innovation: 2022 Official Conference Proceedings","volume":"726 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124811055","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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