Writing this article aims to interpret the legitimacy of classical era leadership in the story of Aśwamedhika Parwa. The method used in this study is descriptive qualitative with an interpretive analysis model. This type of research is classified as library research with a study of humanities based on a hermeneutic approach. In general, Aśwamedha Yajña is a symbolic ceremony to strengthen the legitimacy of leadership. Even though there is such an assumption, understanding the importance of symbolic legitimacy has illustrated that Aśwamedha Yajña is an ancient ritual tradition that was commonly carried out by kings in ancient times. To obtain legal legitimacy, there are three ways that can be taken, namely symbolic, procedural and material. Symbolically, legitimacy can be obtained by using values and traditions in society. Procedurally, legitimacy can be obtained through general elections. Materially, legitimacy is carried out by providing material to gain support. Of the three ways, Aśwamedha Yajña belongs to the symbolic and material categories. In the Anugīta Parwa section there is a fable of a golden weasel attending the Aśwamedha Yajña ceremony. The fable is a revolutionary interpolation containing criticism of the large-scale yajña practices. The philosophy of Tri Guṇa Yajña also contributes to providing a narrative about the implementation of yajña which is both abstract and real in religious activities.
{"title":"Aśwamedha Yajña As A Legitimation Legitimation Hegemony Based On Dharma","authors":"Made Urip Dharmaputra","doi":"10.37329/ijms.v1i1.2306","DOIUrl":"https://doi.org/10.37329/ijms.v1i1.2306","url":null,"abstract":"Writing this article aims to interpret the legitimacy of classical era leadership in the story of Aśwamedhika Parwa. The method used in this study is descriptive qualitative with an interpretive analysis model. This type of research is classified as library research with a study of humanities based on a hermeneutic approach. In general, Aśwamedha Yajña is a symbolic ceremony to strengthen the legitimacy of leadership. Even though there is such an assumption, understanding the importance of symbolic legitimacy has illustrated that Aśwamedha Yajña is an ancient ritual tradition that was commonly carried out by kings in ancient times. To obtain legal legitimacy, there are three ways that can be taken, namely symbolic, procedural and material. Symbolically, legitimacy can be obtained by using values and traditions in society. Procedurally, legitimacy can be obtained through general elections. Materially, legitimacy is carried out by providing material to gain support. Of the three ways, Aśwamedha Yajña belongs to the symbolic and material categories. In the Anugīta Parwa section there is a fable of a golden weasel attending the Aśwamedha Yajña ceremony. The fable is a revolutionary interpolation containing criticism of the large-scale yajña practices. The philosophy of Tri Guṇa Yajña also contributes to providing a narrative about the implementation of yajña which is both abstract and real in religious activities.\u0000 ","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73750285","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}
Eko Adi Saputra, Ida Ayu Gede Desiana Wijaya Ningsih
Education is a teaching and learning process, a habit, skill, and human knowledge that is taught from generation to generation. Meanwhile, character is the learning of character, traits and habits of individuals in everyday life. Character education is a systematic education that has the goal of instilling the expected character values in students. The rapid development of globalization has made the government prioritize character education, seeing the character of the Indonesian nation decline, this can be seen from the phenomenon that has begun to leave the importance of character education. Data collection techniques used in this study were observation, interviews and documentation. The results of this study are: (1) The learning process of Hindu religious education can build students with character; (2)The results of this study will show that the application of student character building in learning Hinduism requires understanding as a curriculum implementer; (3) Increasing teacher competence in using and being a solution by prioritizing Pancasila principles in the independent curriculum, which instills Character Education in every lesson seen from religious values, independence, integrity, and mutual cooperation, and (4) Turning schools into schools that prioritize the character of students, are innovative and dynamic so that students are motivated. In this case Character Education continues to be seriously and sustainably trained in order to produce national assets and as a facilitator for students through learning activities at school, it is hoped that students will not only have good competence, but character, integrity and have commendable morals, especially at Petra Berkat Denpasar.
{"title":"Implementation of Student Character Building in Hindu Religious Education for Class IX Students of SMP Petra Berkat Denpasar","authors":"Eko Adi Saputra, Ida Ayu Gede Desiana Wijaya Ningsih","doi":"10.37329/ijms.v1i1.2259","DOIUrl":"https://doi.org/10.37329/ijms.v1i1.2259","url":null,"abstract":"Education is a teaching and learning process, a habit, skill, and human knowledge that is taught from generation to generation. Meanwhile, character is the learning of character, traits and habits of individuals in everyday life. Character education is a systematic education that has the goal of instilling the expected character values in students. The rapid development of globalization has made the government prioritize character education, seeing the character of the Indonesian nation decline, this can be seen from the phenomenon that has begun to leave the importance of character education. Data collection techniques used in this study were observation, interviews and documentation. The results of this study are: (1) The learning process of Hindu religious education can build students with character; (2)The results of this study will show that the application of student character building in learning Hinduism requires understanding as a curriculum implementer; (3) Increasing teacher competence in using and being a solution by prioritizing Pancasila principles in the independent curriculum, which instills Character Education in every lesson seen from religious values, independence, integrity, and mutual cooperation, and (4) Turning schools into schools that prioritize the character of students, are innovative and dynamic so that students are motivated. In this case Character Education continues to be seriously and sustainably trained in order to produce national assets and as a facilitator for students through learning activities at school, it is hoped that students will not only have good competence, but character, integrity and have commendable morals, especially at Petra Berkat Denpasar.","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80969569","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 writing this article is to describe and interpret historical content, especially in the Hindu Religion and Moral Education textbook Class VIII SMP Curriculum 2013. The method used in this research is descriptive qualitative with a critical-comparative analysis model. The type of research used is library research. The approach model used is a heuristic approach related to history. Data collection was carried out based on an analysis of literature studies or document studies by utilizing various sources to then be analyzed and interpreted as research results. In the heuristic approach, researchers used three stages, namely collecting data sources, content analysis and interpretation. The results in this study indicate that narrative descriptions about history that are so short are like a resume in the 2013 Curriculum 2013 Hindu Religion and Moral Education textbook. After being compared with other sources, the researcher also found an incompatibility in the sources of information in the textbooks. So that the interpretation does not give rise to ambiguous meanings, the researcher also conducts content analysis by connecting data and facts and providing an interpretation of the main issues that are the object of study. In carrying out the interpretation, researchers are still guided by secondary sources and tertiary sources. Secondary sources used in this study include books, scientific research journals and other references from the population.
{"title":"Analysis Of Historical Content In Textbooks Hindu Religious Education And Characteristics Class VIII Junior High School Curriculum 2013","authors":"I. P. Darma Sucipta","doi":"10.37329/ijms.v1i1.2329","DOIUrl":"https://doi.org/10.37329/ijms.v1i1.2329","url":null,"abstract":"The purpose of writing this article is to describe and interpret historical content, especially in the Hindu Religion and Moral Education textbook Class VIII SMP Curriculum 2013. The method used in this research is descriptive qualitative with a critical-comparative analysis model. The type of research used is library research. The approach model used is a heuristic approach related to history. Data collection was carried out based on an analysis of literature studies or document studies by utilizing various sources to then be analyzed and interpreted as research results. In the heuristic approach, researchers used three stages, namely collecting data sources, content analysis and interpretation. The results in this study indicate that narrative descriptions about history that are so short are like a resume in the 2013 Curriculum 2013 Hindu Religion and Moral Education textbook. After being compared with other sources, the researcher also found an incompatibility in the sources of information in the textbooks. So that the interpretation does not give rise to ambiguous meanings, the researcher also conducts content analysis by connecting data and facts and providing an interpretation of the main issues that are the object of study. In carrying out the interpretation, researchers are still guided by secondary sources and tertiary sources. Secondary sources used in this study include books, scientific research journals and other references from the population.\u0000 ","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86257174","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}
Carme García Yeste, Ane López de Agileta, Elena Duque, María Padrós Cuxart
There is an extensive literature on the importance of the use of scientific evidence on teaching methods in higher education institutions. However, there is a gap in how evidence is used for decision making that affects students and staff in universities. This article is a contribution to the existing gap, making the analysis of a specific case on how Catalan universities have managed the decision making regarding their staff in the face of the pandemic situation with the COVID-19. In this article, through the interview with managers and faculty from different Catalan universities, it will be shown to what extent these university institutions have opted for decision making in the management of the situation based on scientific evidence or simply compliance with government regulations.
{"title":"Beginning of the Course of the Catalan Universities towards the COVID-19: Evidence versus Negligence","authors":"Carme García Yeste, Ane López de Agileta, Elena Duque, María Padrós Cuxart","doi":"10.17583/rimcis.11322","DOIUrl":"https://doi.org/10.17583/rimcis.11322","url":null,"abstract":"There is an extensive literature on the importance of the use of scientific evidence on teaching methods in higher education institutions. However, there is a gap in how evidence is used for decision making that affects students and staff in universities. This article is a contribution to the existing gap, making the analysis of a specific case on how Catalan universities have managed the decision making regarding their staff in the face of the pandemic situation with the COVID-19. In this article, through the interview with managers and faculty from different Catalan universities, it will be shown to what extent these university institutions have opted for decision making in the management of the situation based on scientific evidence or simply compliance with government regulations.","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91369178","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}
Montserrat Iranzo-Domingo, Dolors Cañabate Ortíz, Albert Macaya Ruiz
Lately, the artistic world and the social world are more strongly linked. This article presents social dance being used as an instrument, a bridge and/or tool for groups of vulnerable people exhibiting the social characteristics of risk and/or exclusion. In social dance groups, dance is oriented towards different purposes; among one of which is therapeutic. In this paper, a sample obtained between 2010 and 2021 from support groups for female victims of male violence against women using dance therapy (DMT) is analysed. From this investigation, we observe the participants’ evolution and the benefits gained through employing dance and movement as a support for reorganizing and restructuring situations, joining the trichotomy of thoughts, feelings, and acts so these women are empowered to make vital decisions that will positively affect their recovery. The results show that one of the keys for this recovery is the connection between movement and emotion.
{"title":"Social Dance in Support Groups for Female Victims of Male Violence against Women","authors":"Montserrat Iranzo-Domingo, Dolors Cañabate Ortíz, Albert Macaya Ruiz","doi":"10.17583/rimcis.10881","DOIUrl":"https://doi.org/10.17583/rimcis.10881","url":null,"abstract":"Lately, the artistic world and the social world are more strongly linked. This article presents social dance being used as an instrument, a bridge and/or tool for groups of vulnerable people exhibiting the social characteristics of risk and/or exclusion. In social dance groups, dance is oriented towards different purposes; among one of which is therapeutic. In this paper, a sample obtained between 2010 and 2021 from support groups for female victims of male violence against women using dance therapy (DMT) is analysed. From this investigation, we observe the participants’ evolution and the benefits gained through employing dance and movement as a support for reorganizing and restructuring situations, joining the trichotomy of thoughts, feelings, and acts so these women are empowered to make vital decisions that will positively affect their recovery. The results show that one of the keys for this recovery is the connection between movement and emotion.","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74782995","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}
Nóra Dr. Obermayer, Tibor Dr. Csizmadia, Zsuzsanna Dr. Banász
The aim of the research is to provide a survey-based result on the individual digital skills and human characteristics of the workforce influenced by digital transformation. The online questionnaire is completed by managers and white collar workers of Hungarian manufacturing companies in spring 2021 (n=489). Descriptive statistics and relationship tests are used for analysing the results. The main findings are: (1) digital transformation reduced the demand for human labour, the workforces have basic digital skills used in a few parts of companies, and the digital transformation has increased the challenge in the lack of digital skills of the workforce. (2) Human characteristics are important as an impact of the digital transformation. (3) The size of the companies influences human characteristics changed as a result of the digital transformation. Managers have to focus on improving human and digital skills of the workforces needed in increasingly digital work environments, therefore providing adequate training is an urgent need while companies undergo digital transformation. The study investigates an important socio-technical phenomena determining how digital transformation places specific demands on individual digital skills. Significant human characteristics such as critical thinking, complex problem solving, adaptability, resilience and creativity are essential to successfully exploit the digital transformation.
{"title":"Companies on Thin Ice Due to Digital Transformation: The Role of Digital Skills and Human Characteristics","authors":"Nóra Dr. Obermayer, Tibor Dr. Csizmadia, Zsuzsanna Dr. Banász","doi":"10.17583/rimcis.10641","DOIUrl":"https://doi.org/10.17583/rimcis.10641","url":null,"abstract":"The aim of the research is to provide a survey-based result on the individual digital skills and human characteristics of the workforce influenced by digital transformation. The online questionnaire is completed by managers and white collar workers of Hungarian manufacturing companies in spring 2021 (n=489). Descriptive statistics and relationship tests are used for analysing the results. The main findings are: (1) digital transformation reduced the demand for human labour, the workforces have basic digital skills used in a few parts of companies, and the digital transformation has increased the challenge in the lack of digital skills of the workforce. (2) Human characteristics are important as an impact of the digital transformation. (3) The size of the companies influences human characteristics changed as a result of the digital transformation. Managers have to focus on improving human and digital skills of the workforces needed in increasingly digital work environments, therefore providing adequate training is an urgent need while companies undergo digital transformation. The study investigates an important socio-technical phenomena determining how digital transformation places specific demands on individual digital skills. Significant human characteristics such as critical thinking, complex problem solving, adaptability, resilience and creativity are essential to successfully exploit the digital transformation.","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81285694","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}
Rafael Marcos Sánchez, Irantzu Recalde Esnoz, Daniel Ferrández Vega
En marzo de 2020, los centros educativos tuvieron que irse a un formato online como consecuencia de la pandemia. Posteriormente, se regresó al aula con un formato híbrido hasta la presencialidad total. El presente trabajo analiza la percepción de los equipos directivos en referencia a la implementación de las competencias digitales durante la pandemia por el COVID-19. Para ello, se han realizado ocho entrevistas a equipos directivos de centros públicos, concertados y privados de la Comunidad de Madrid. Se obtuvieron tres escenarios muy marcados, una primera etapa de supervivencia y de incertidumbre para las escuelas sin un plan de desarrollo tecnológico; una segunda etapa de convivencia de lo presencial y lo digital con un refuerzo considerable de este último como resultado de la experiencia de la etapa anterior. Y, finalmente, una continuación de las competencias digitales en el formato presencial. Así mismo, muchos centros se encontraron con una brecha digital de las familias y una escasa formación del profesorado en competencias digitales. Esto se suplió con un trabajo coordinado por parte de los equipos directivos, una actitud positiva y la gran adaptabilidad a esta nueva situación para determinar planes adecuados y conseguir el aprendizaje de sus estudiantes.
{"title":"Retos de los Equipos Directivos para la Gestión del Centro Educativo en Tiempos de Pandemia COVID-19","authors":"Rafael Marcos Sánchez, Irantzu Recalde Esnoz, Daniel Ferrández Vega","doi":"10.17583/rimcis.10793","DOIUrl":"https://doi.org/10.17583/rimcis.10793","url":null,"abstract":"En marzo de 2020, los centros educativos tuvieron que irse a un formato online como consecuencia de la pandemia. Posteriormente, se regresó al aula con un formato híbrido hasta la presencialidad total. El presente trabajo analiza la percepción de los equipos directivos en referencia a la implementación de las competencias digitales durante la pandemia por el COVID-19. Para ello, se han realizado ocho entrevistas a equipos directivos de centros públicos, concertados y privados de la Comunidad de Madrid. Se obtuvieron tres escenarios muy marcados, una primera etapa de supervivencia y de incertidumbre para las escuelas sin un plan de desarrollo tecnológico; una segunda etapa de convivencia de lo presencial y lo digital con un refuerzo considerable de este último como resultado de la experiencia de la etapa anterior. Y, finalmente, una continuación de las competencias digitales en el formato presencial. Así mismo, muchos centros se encontraron con una brecha digital de las familias y una escasa formación del profesorado en competencias digitales. Esto se suplió con un trabajo coordinado por parte de los equipos directivos, una actitud positiva y la gran adaptabilidad a esta nueva situación para determinar planes adecuados y conseguir el aprendizaje de sus estudiantes.","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85888689","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}
En marzo de 2022, un 60% de personas en España se identifican como religiosas (creyentes). Este porcentaje es el más bajo de los datos disponibles en las series históricas. En el año 2000, era del 80%, mientras que en 2019 era del 70%. Casi todas las personas que se identifican como creyentes indicant que son católicas. La variabilidad de la identificación religiosa puede verse por género, edad, estudios alcanzados e ideología. Se han fusionado 102 archivos de datos del Centro de Investigaciones Sociológicas (CIS) en España y obtenido una muestra de 340.532 personas entre enero de 2013 y febrero de 2022. Este archive incluye información adicional de la ocupación de las personas entrevistadas, de su situación professional y de su actividad económica. Con esta información hemos creado un modelo de clases sociales (muestra de 268.261 personas) siguiendo la clasificación de Erikson, Goldthorpe y Portocarero (EGP). Los resultados muestran que la identificación religiosa varía significativamente por clases sociales: los de clases sociales altas se identifican menos como personas religiosas (creyentes).
{"title":"Creyentes Religiosos en España por Clases Sociales: Resultados de 268.261 Personas: 2013 to 2022","authors":"Leopoldo Cabrera, Felipe Rosa-González","doi":"10.17583/rimcis.10708","DOIUrl":"https://doi.org/10.17583/rimcis.10708","url":null,"abstract":"En marzo de 2022, un 60% de personas en España se identifican como religiosas (creyentes). Este porcentaje es el más bajo de los datos disponibles en las series históricas. En el año 2000, era del 80%, mientras que en 2019 era del 70%. Casi todas las personas que se identifican como creyentes indicant que son católicas. La variabilidad de la identificación religiosa puede verse por género, edad, estudios alcanzados e ideología. Se han fusionado 102 archivos de datos del Centro de Investigaciones Sociológicas (CIS) en España y obtenido una muestra de 340.532 personas entre enero de 2013 y febrero de 2022. Este archive incluye información adicional de la ocupación de las personas entrevistadas, de su situación professional y de su actividad económica. Con esta información hemos creado un modelo de clases sociales (muestra de 268.261 personas) siguiendo la clasificación de Erikson, Goldthorpe y Portocarero (EGP). Los resultados muestran que la identificación religiosa varía significativamente por clases sociales: los de clases sociales altas se identifican menos como personas religiosas (creyentes).","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76613725","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}
Almudena Macías León, Francisco Cosano Rivas, Auxiliadora Durán Durán
The radicalisation of young immigrants in Europe is a phenomenon of scientific and political relevance. The study aimed to analyse the degree of consensus on the differential influence on the radicalisation process of various factors (attitudinal, contextual, historical and protective), primarily included in the VERA-2, related to multiple socio-demographic categories and the processes of radicalisation in opinion and action. Applying a Delphi analysis methodology, the results point to the difficulty of reaching a consensus on the differential influence of the factors that affect the radicalisation of young migrants according to the categories examined. This consensus is appropriate concerning the distinction between radicalisation in action and radicalisation in opinion, showing the multiplicity of influential factors, especially in the case of radicalisation in opinion. The importance of protective, contextual, and attitudinal factors is evident for this type of radicalisation, while for radicalisation in action, a high consensus is reached on historical and contextual factors. Interventions aimed at the attitudinal sphere, rejection and prevention of violence, active policies of social inclusion, and spaces for intercultural dialogue and community participation are proposed as lines of work to prevent the radicalisation of young immigrants.
{"title":"Radicalisation in Immigrant Youth: Differential Influence Analysis of Psychosocial Factors","authors":"Almudena Macías León, Francisco Cosano Rivas, Auxiliadora Durán Durán","doi":"10.17583/rimcis.10383","DOIUrl":"https://doi.org/10.17583/rimcis.10383","url":null,"abstract":"The radicalisation of young immigrants in Europe is a phenomenon of scientific and political relevance. The study aimed to analyse the degree of consensus on the differential influence on the radicalisation process of various factors (attitudinal, contextual, historical and protective), primarily included in the VERA-2, related to multiple socio-demographic categories and the processes of radicalisation in opinion and action. Applying a Delphi analysis methodology, the results point to the difficulty of reaching a consensus on the differential influence of the factors that affect the radicalisation of young migrants according to the categories examined. This consensus is appropriate concerning the distinction between radicalisation in action and radicalisation in opinion, showing the multiplicity of influential factors, especially in the case of radicalisation in opinion. The importance of protective, contextual, and attitudinal factors is evident for this type of radicalisation, while for radicalisation in action, a high consensus is reached on historical and contextual factors. Interventions aimed at the attitudinal sphere, rejection and prevention of violence, active policies of social inclusion, and spaces for intercultural dialogue and community participation are proposed as lines of work to prevent the radicalisation of young immigrants.","PeriodicalId":43006,"journal":{"name":"International and Multidisciplinary Journal of Social Sciences-RIMCIS","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75938311","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}
Effective time management plays a major role in the performance society, and not only psychological, but also socio-cultural and pedagogical factors are involved in students' effective organization of time. Mainstream scientific discourse has argued that effective learning depends to a large extent on students' organizational skills. However, researchers have paid scant attention to the socio-cultural and pedagogical aspects that are involved in the development of these skills. The purpose of this article is to critically analyze the dominant scientific narratives on the study of the effective use of time by students. To this end, this study was designed based on a critical review of the literature from 1990 to 2021. The Web of Science and Scopus databases were consulted. A total of 51 papers met the inclusion criteria. The results suggest that learning to organize and optimize academic time is important for social coordination, well-being and achievement of students' academic and life goals. However, the acceleration of instructional time has a major emotional impact on the school population. The conclusion is the need to investigate the subjective and collective experiences of students on the emotional impact that speed, work overload and multitasking have on their academic and personal lives.
有效的时间管理在绩效社会中起着重要的作用，学生有效地组织时间不仅涉及心理因素，还涉及社会文化和教学因素。主流科学论述认为，有效的学习在很大程度上取决于学生的组织能力。然而，研究人员很少关注这些技能发展所涉及的社会文化和教学方面。本文的目的是批判性地分析关于学生有效利用时间研究的主流科学叙述。为此，本研究的设计基于对1990年至2021年文献的批判性回顾。查阅了Web of Science和Scopus数据库。共有51篇论文符合纳入标准。结果表明，学会组织和优化学习时间对学生的社会协调、幸福感以及学业和生活目标的实现具有重要意义。然而，教学时间的加快对学校人口产生了重大的情感影响。结论是有必要调查学生的主观和集体经验，速度，工作过载和多任务处理对他们的学术和个人生活的情感影响。
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