Reviewer Acknowledgements for Review of European Studies, Vol. 12, No. 4, 2020.
《欧洲研究评论》，Vol. 12, No. 4, 2020。
{"title":"Reviewer Acknowledgements for Review of European Studies, Vol. 12, No. 4","authors":"Paige Dou","doi":"10.5539/res.v12n4p59","DOIUrl":"https://doi.org/10.5539/res.v12n4p59","url":null,"abstract":"Reviewer Acknowledgements for Review of European Studies, Vol. 12, No. 4, 2020.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90980809","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 identification of children and adolescents with characters from the television programs they watch is not limited to the time when they view the program. The connection with the characters continues across the use of various digital means and in various realms of the children’s lives. The purpose of the present study was to examine the connections between patterns of use of various media, the degree of identification with characters from the programs watched, and the fears and nightmares experienced by the children after watching these programs. This is a mixed-method study. Two hundred ninety-six Israeli children and adolescents participated in the study; 45 children and adolescents among those who completed questionnaires were interviewed. The data were collected in 2017-2018. The data revealed that negative identification with the show characters was higher among children than in adolescents. Positive identification with the characters was higher among viewers of scary programs, among those who suffered from nightmares and fears, and among those who perceived the characters and plot as realistic. It was found that interest in programs involving tension, drama, and action increases the risk of nightmares and fears after watching these programs.
{"title":"Watching of Scary TV Shows by Children and Youth, Identification With Characters, and Resulting Fears and Nightmares","authors":"G. Zilka, Chen Goldberg","doi":"10.5539/res.v13n1p1","DOIUrl":"https://doi.org/10.5539/res.v13n1p1","url":null,"abstract":"The identification of children and adolescents with characters from the television programs they watch is not limited to the time when they view the program. The connection with the characters continues across the use of various digital means and in various realms of the children’s lives. The purpose of the present study was to examine the connections between patterns of use of various media, the degree of identification with characters from the programs watched, and the fears and nightmares experienced by the children after watching these programs. This is a mixed-method study. Two hundred ninety-six Israeli children and adolescents participated in the study; 45 children and adolescents among those who completed questionnaires were interviewed. The data were collected in 2017-2018. The data revealed that negative identification with the show characters was higher among children than in adolescents. Positive identification with the characters was higher among viewers of scary programs, among those who suffered from nightmares and fears, and among those who perceived the characters and plot as realistic. It was found that interest in programs involving tension, drama, and action increases the risk of nightmares and fears after watching these programs.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90226264","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 intends to undergo a comparative study on George Eliot‘s Daniel Deronda (1876) and Sally Rooney‘s Normal People (2018). The nature friendships the characters display in the aforementioned novels are of various attributes. Principles of religious, economical, racial, and societal heritage come together to delineate the relationship the four characters experience and brandish. The theme of power struggle in interpersonal relationships and the related parameters in play will be discussed through the ideas of Michelle Foucault, Luce Irigaray, Emmanuel Levinas, Frank Lovett, Jacques Derrida, and Aristotle. Among the defining factors to be tended to, vulnerability, the element of time –futurity-, death, and the approach towards ―the other‖ are dominant. An almost two century-interval between the two literary works has marked a tremendous difference in the attitude of the protagonists towards friendship and conversion. The paper attempts to explore the inevitable factors, defining a friendship, the constituents empowering it along with those reducing it to an entity of its own negation.
{"title":"Normal People: Kudos to Vulnerability, A Tribute to Friendship","authors":"F. Pakdaman","doi":"10.5539/res.v12n4p49","DOIUrl":"https://doi.org/10.5539/res.v12n4p49","url":null,"abstract":"This paper intends to undergo a comparative study on George Eliot‘s Daniel Deronda (1876) and Sally Rooney‘s Normal People (2018). The nature friendships the characters display in the aforementioned novels are of various attributes. Principles of religious, economical, racial, and societal heritage come together to delineate the relationship the four characters experience and brandish. The theme of power struggle in interpersonal relationships and the related parameters in play will be discussed through the ideas of Michelle Foucault, Luce Irigaray, Emmanuel Levinas, Frank Lovett, Jacques Derrida, and Aristotle. Among the defining factors to be tended to, vulnerability, the element of time –futurity-, death, and the approach towards ―the other‖ are dominant. An almost two century-interval between the two literary works has marked a tremendous difference in the attitude of the protagonists towards friendship and conversion. The paper attempts to explore the inevitable factors, defining a friendship, the constituents empowering it along with those reducing it to an entity of its own negation.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90380604","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 objective of this study was to examine the breadth and depth of relationships with retirement and health regarding older adults’ physical activities. In addition, the possible implication of the relationships is to examine better understanding of how to stay active after retirement. Data from the American Association of Retirement Persons (AARP, Montenegro, 2015) telephone survey were used, which sampled persons, age range was 60-89 years old (n=134). Result indicated that health and physical activity factors affected retired older life satisfaction. It is not surprising that retired older adults are less satisfied when they have decreased physical health, but more satisfied when they engage in diverse physical activities or exercise after retirement (USDHHS, 2018). Given that aerobic and muscle strengthening activities contributed to improving physical function and reducing the risk of falls (Chodzko-Zajko et al., 2009; Spark et al., 2018), this study also supported the findings that aerobic and muscle strengthening activities with relative intensity level positively influenced the satisfaction levels of participants (USDHHS, 2018).
{"title":"Health Benefits of Staying Active After Retirement","authors":"Hyunsook Kang, Mihae Bae","doi":"10.5539/res.v12n4p43","DOIUrl":"https://doi.org/10.5539/res.v12n4p43","url":null,"abstract":"The objective of this study was to examine the breadth and depth of relationships with retirement and health regarding older adults’ physical activities. In addition, the possible implication of the relationships is to examine better understanding of how to stay active after retirement. Data from the American Association of Retirement Persons (AARP, Montenegro, 2015) telephone survey were used, which sampled persons, age range was 60-89 years old (n=134). Result indicated that health and physical activity factors affected retired older life satisfaction. It is not surprising that retired older adults are less satisfied when they have decreased physical health, but more satisfied when they engage in diverse physical activities or exercise after retirement (USDHHS, 2018). Given that aerobic and muscle strengthening activities contributed to improving physical function and reducing the risk of falls (Chodzko-Zajko et al., 2009; Spark et al., 2018), this study also supported the findings that aerobic and muscle strengthening activities with relative intensity level positively influenced the satisfaction levels of participants (USDHHS, 2018).","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82675297","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 essay briefly charts how Europe first emerged as a concept, leading gradually to visions about its future, increasingly informed by practical federal and confederal models elsewhere. In literary terms, Europe‟s emerging dystopians rarely placed their visions in projected European futures, whether political or geographical. However, as post-war Europe has become increasingly integrated and as European organisations – particularly the European Union (EU) – have become increasingly well-established, so literary dystopian depictions of „Europe‟ and „Brussels‟ have duly started to emerge. Brief consideration of three case studies reveals recurring themes that suggest Europeans‟ worst fears about their futures are the returns, in some form, of their pasts.
{"title":"Europe’s Dystopian Futures: Perspectives on Emerging European Dystopian Visions and Their Implications","authors":"M. Westlake","doi":"10.5539/res.v12n4p20","DOIUrl":"https://doi.org/10.5539/res.v12n4p20","url":null,"abstract":"The essay briefly charts how Europe first emerged as a concept, leading gradually to visions about its future, increasingly informed by practical federal and confederal models elsewhere. In literary terms, Europe‟s emerging dystopians rarely placed their visions in projected European futures, whether political or geographical. However, as post-war Europe has become increasingly integrated and as European organisations – particularly the European Union (EU) – have become increasingly well-established, so literary dystopian depictions of „Europe‟ and „Brussels‟ have duly started to emerge. Brief consideration of three case studies reveals recurring themes that suggest Europeans‟ worst fears about their futures are the returns, in some form, of their pasts.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86376189","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 research was aimed to develop student vlog for community communication through social lab under the ECT Vlog project. In this study, a social lab consists of 3 communities near King Mongkut‘s University of Technology Thonburi. Other objectives of this study were to determine the quality of the media and activities in this research, to evaluate the perception and the satisfaction of the sampling group towards the student vlog under the ECT Vlog project which was held in the second semester of the academic year 2019. The tools in this study consisted of questionnaires for the quality and the media presentation, the perception assessment form, and the satisfaction questionnaire. The sampling group in this study consisted of 100 followers of the ECT Vlog facebook page who had watched 12 student vlog video clips and were willing to participate in this research. They were chosen using purposive sampling method. The research results have shown that the researchers created 12 Student Vlog video clips for community communication through social lab with 3 communities near King Mongkut‘s University of Technology Thonburi. The team of creators consisted of the researchers and undergraduate students from the ETM 358 Marketing Communication course. The team analyzed, designed, developed, implemented and evaluated the video clips according to the ADDIE Model which consists of 5 steps. The team analyzed the data, designed the contents and developed 12 student vlog clips and then asked 3 experts in contents and 3 experts in media presentation to evaluate the quality of the video clips. It was found that the quality of contents was at a very good level (?̅? = 4.61, S.D = 0.38( and that the quality of media presentation was at a very good level (?̅?= 4.62, S.D = 0.43(. Afterwards, the researchers distributed the student vlog clips on the ECT Vlog facebook page and assessed the perception of the sampling group. It was found that their perception was at a high level ( ?̅?= 4.50, S.D = 0.58(. The sampling group expressed a high level of satisfaction towards the student vlog (?̅?= 4.43, S.D = 0.67(, confirming the research hypotheses. It can be concluded that the development of student vlog for community communication through social lab was of good quality and that it could be used in other contexts.
{"title":"Student Vlog for Community Communication Through Social Lab","authors":"P. Princhankol, Kuntida Thamwipat","doi":"10.5539/res.v12n4p32","DOIUrl":"https://doi.org/10.5539/res.v12n4p32","url":null,"abstract":"This research was aimed to develop student vlog for community communication through social lab under the ECT Vlog project. In this study, a social lab consists of 3 communities near King Mongkut‘s University of Technology Thonburi. Other objectives of this study were to determine the quality of the media and activities in this research, to evaluate the perception and the satisfaction of the sampling group towards the student vlog under the ECT Vlog project which was held in the second semester of the academic year 2019. The tools in this study consisted of questionnaires for the quality and the media presentation, the perception assessment form, and the satisfaction questionnaire. The sampling group in this study consisted of 100 followers of the ECT Vlog facebook page who had watched 12 student vlog video clips and were willing to participate in this research. They were chosen using purposive sampling method. The research results have shown that the researchers created 12 Student Vlog video clips for community communication through social lab with 3 communities near King Mongkut‘s University of Technology Thonburi. The team of creators consisted of the researchers and undergraduate students from the ETM 358 Marketing Communication course. The team analyzed, designed, developed, implemented and evaluated the video clips according to the ADDIE Model which consists of 5 steps. The team analyzed the data, designed the contents and developed 12 student vlog clips and then asked 3 experts in contents and 3 experts in media presentation to evaluate the quality of the video clips. It was found that the quality of contents was at a very good level (?̅? = 4.61, S.D = 0.38( and that the quality of media presentation was at a very good level (?̅?= 4.62, S.D = 0.43(. Afterwards, the researchers distributed the student vlog clips on the ECT Vlog facebook page and assessed the perception of the sampling group. It was found that their perception was at a high level ( ?̅?= 4.50, S.D = 0.58(. The sampling group expressed a high level of satisfaction towards the student vlog (?̅?= 4.43, S.D = 0.67(, confirming the research hypotheses. It can be concluded that the development of student vlog for community communication through social lab was of good quality and that it could be used in other contexts.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86530491","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 goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained “shackled” to their critical attitude and failed to break through the “wall of self-criticism” and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.
{"title":"Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson","authors":"G. Zilka","doi":"10.5539/RES.V12N4P1","DOIUrl":"https://doi.org/10.5539/RES.V12N4P1","url":null,"abstract":"The goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained “shackled” to their critical attitude and failed to break through the “wall of self-criticism” and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91151901","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}
In this paper, an analysis of the Europe 2020 strategy indicators has been carried out. The strategy defined three priorities for European countries: Smart, Inclusive and Sustainable growth. These goals (developing an economy based on knowledge and innovation, fostering high employment levels, and promoting a more resource-efficient and greener economy) were measured by eight headline indicators, related to employment, research and innovation, renewables and energy, education and poverty. For each indicator, a target has been set, and the eight indicators are subject to regular statistical monitoring and reporting. Europe 2020 is perhaps not a complete set of indicators for measuring the progress of societies and the quality of life of their citizens, but it is a very important recognition of European institutions that GDP alone is not enough and that it must necessarily be integrated with measures that take into account equity and sustainability. The paper analyses the trends of the Europe 2020 indicators, considering the target reached or not, synthesizing the results using an Alkire-Foster method and clustering the 27 European countries, in order to highlight convergence processes among the Member States (MSs) in the ten years taken into account by the Strategy. After almost10 years, the EU has not reached most of the targets set in 2010, and many MSs are well behind schedule.
{"title":"An Analysis of the Performance of European Union Countries in the Light of Europe 2020 Strategy Indicators","authors":"E. Grimaccia","doi":"10.5539/RES.V12N4P12","DOIUrl":"https://doi.org/10.5539/RES.V12N4P12","url":null,"abstract":"In this paper, an analysis of the Europe 2020 strategy indicators has been carried out. The strategy defined three priorities for European countries: Smart, Inclusive and Sustainable growth. These goals (developing an economy based on knowledge and innovation, fostering high employment levels, and promoting a more resource-efficient and greener economy) were measured by eight headline indicators, related to employment, research and innovation, renewables and energy, education and poverty. For each indicator, a target has been set, and the eight indicators are subject to regular statistical monitoring and reporting. Europe 2020 is perhaps not a complete set of indicators for measuring the progress of societies and the quality of life of their citizens, but it is a very important recognition of European institutions that GDP alone is not enough and that it must necessarily be integrated with measures that take into account equity and sustainability. The paper analyses the trends of the Europe 2020 indicators, considering the target reached or not, synthesizing the results using an Alkire-Foster method and clustering the 27 European countries, in order to highlight convergence processes among the Member States (MSs) in the ten years taken into account by the Strategy. After almost10 years, the EU has not reached most of the targets set in 2010, and many MSs are well behind schedule.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90775031","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 21st century, the United States has gradually felt the insecurity brought by structural pressure, and then shifted its strategic focus to the Asia-Pacific region. The Obama administration put forward "Pivot to Asia", and Trump has abandoned the legacy of the previous administration and constructed his own discourse system. He put forward the "Indo-Pacific strategy", which has been expanded in both degree and contents. Meanwhile, China has taken a variety of corresponding strategies respectively. These include the Belt and Road Initiative and a community with a shared future for mankind and the strategic thought of major country diplomacy with Chinese characteristics. These two countries’ communicating model has changed from mutual hedging to all-round competition. With the change of US Asia Pacific (Indo-Pacific) strategy, this article uses the neoclassical realism theory to analyze them in detail, and analyzes the factors that influence the change of US strategies and the transformation of Sino-US relations from the system level, the national level and the individual level. Apart from that, their comprehensive competition has added challenges and difficulties to the construction of coordination, cooperation and stability.
{"title":"From Mutual Hedging to All-Round Competition — The Strategic Transformation of Sino-US relations","authors":"Yan MeiJiao","doi":"10.5539/res.v12n3p88","DOIUrl":"https://doi.org/10.5539/res.v12n3p88","url":null,"abstract":"Since the 21st century, the United States has gradually felt the insecurity brought by structural pressure, and then shifted its strategic focus to the Asia-Pacific region. The Obama administration put forward \"Pivot to Asia\", and Trump has abandoned the legacy of the previous administration and constructed his own discourse system. He put forward the \"Indo-Pacific strategy\", which has been expanded in both degree and contents. Meanwhile, China has taken a variety of corresponding strategies respectively. These include the Belt and Road Initiative and a community with a shared future for mankind and the strategic thought of major country diplomacy with Chinese characteristics. These two countries’ communicating model has changed from mutual hedging to all-round competition. With the change of US Asia Pacific (Indo-Pacific) strategy, this article uses the neoclassical realism theory to analyze them in detail, and analyzes the factors that influence the change of US strategies and the transformation of Sino-US relations from the system level, the national level and the individual level. Apart from that, their comprehensive competition has added challenges and difficulties to the construction of coordination, cooperation and stability.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74843475","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}
V. D. Gil-Vera, Isabel Cristina Puerta-Lopera, Catalina Quintero-López
Currently, most schools in the world use ICT, which is why students must make use of computers and mobile devices in and out of schools. Thanks to the use of technology, students are more interested and motivated to learn, considering that motivation is one of the main engines of learning, since it encourages activity and thought. On the other hand, motivation makes students spend more time working and therefore they are more likely to learn more. The aim of this paper was to present a clustering of European countries according to the number of desktop computers available to students in primary schools (ISCED 1), lower secondary schools (ISCED 2) and upper secondary schools (ISCED 3). Was used the database developed by the ES Open Data Portal for the year 2019 on "ICT in Education". For the classification were used the hierarchical clustering and K-means techniques and the statistical software Rcran 3.6.3. These techniques were used as they have the ability to group a large number of elements into clusters, based on the similarity learned. This paper concludes that the countries with the highest GDP are not the ones that have the most desktop computers in their schools. Bulgaria is the country with the major number of desktop computers in their schools.
{"title":"Clustering Applied to the Education: A K-means and Hierarchical Application","authors":"V. D. Gil-Vera, Isabel Cristina Puerta-Lopera, Catalina Quintero-López","doi":"10.5539/res.v12n3p66","DOIUrl":"https://doi.org/10.5539/res.v12n3p66","url":null,"abstract":"Currently, most schools in the world use ICT, which is why students must make use of computers and mobile devices in and out of schools. Thanks to the use of technology, students are more interested and motivated to learn, considering that motivation is one of the main engines of learning, since it encourages activity and thought. On the other hand, motivation makes students spend more time working and therefore they are more likely to learn more. The aim of this paper was to present a clustering of European countries according to the number of desktop computers available to students in primary schools (ISCED 1), lower secondary schools (ISCED 2) and upper secondary schools (ISCED 3). Was used the database developed by the ES Open Data Portal for the year 2019 on \"ICT in Education\". For the classification were used the hierarchical clustering and K-means techniques and the statistical software Rcran 3.6.3. These techniques were used as they have the ability to group a large number of elements into clusters, based on the similarity learned. This paper concludes that the countries with the highest GDP are not the ones that have the most desktop computers in their schools. Bulgaria is the country with the major number of desktop computers in their schools.","PeriodicalId":92134,"journal":{"name":"Review of European studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85998405","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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