scholarly journals Exposure to queer characters in Konigsberg’s Openly Straight through social messaging

Literator ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Matthys J. Uys ◽  
Salomé Romylos ◽  
Carisma Nel
Keyword(s):  
Critical Literacy ◽  
Social Constructivism ◽  
Social Issues ◽  
Data Generation ◽  
Sexual Diversity ◽  
The Social ◽  
Entry Points ◽  
Language Classroom ◽  
Social Messages ◽  
Social Messaging

Research conducted by The Other Foundation has indicated that South Africans view the lives of queer individuals as lifestyle choice (34%), illness (12%), sin (5.10%), results of these individuals’ upbringing (3.80%) and/or resulting from the influence of ancestral spirits (3.70%). Advocacy and information about sexual orientation and sexual diversity through literary as characters may be instrumental in possibly changing negative perceptions of queer individuals. This article aims to show how a selected young adult queer novel, and the social messaging that emerges from the text, may be a potentially influential location for creating an awareness and better understanding of queer individuals. The aim of the investigation on which the article is based was to examine the possibility or viability of implementing critical literacy in secondary education systems in the language classroom as an opportunity to address social issues in heteronormative environments. The social messages found in queer texts may be used as entry points to fruitful discourse in language classroom environments. The study followed a qualitative approach with the use of critical hermeneutics as a strategy of inquiry and social constructivism as philosophical worldview. The queer text utilised was Openly Straight (2013) by Bill Konigsberg with the method of data generation being document analysis. The main findings were that queer texts should form part of the language classroom (as learners may read these texts critically and emphatically) and that Bill Konigsberg’s Openly Straight contained social messages that can contribute to positive influences on queer- and heterosexual readers.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

The Impact of Covid 19 on Pregnant Women and Child Health

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1367-1373
Author(s):  
Nikhil Sanjay Mujbaile ◽  
Smita Damke
Keyword(s):  
Social Issues ◽  
Middle Income ◽  
Web Based ◽  
Middle Income Countries ◽  
Low Middle Income Countries ◽  
The Social ◽  
Social Separation ◽  
The Impact ◽  
And Child Health ◽  
General Wellbeing

The Covid illness (COVID-19) pandemic has spread rapidly all through the world and has had a drawn-out impact. The Pandemic has done incredible damage to society and made genuine mental injury to numerous individuals. Mental emergencies frequently cause youngsters to deliver sentiments of relinquishment, despondency, insufficiency, and fatigue and even raise the danger of self-destruction. Youngsters with psychological instabilities are particularly powerless during the isolate and colonial removing period. Convenient and proper assurances are expected to forestall the event of mental and social issues. The rising advanced applications and wellbeing administrations, for example, telehealth, web-based media, versatile wellbeing, and far off intuitive online instruction can connect the social separation and backing mental and conduct wellbeing for youngsters. Because of the mental advancement qualities of youngsters, this investigation additionally outlines intercessions on the mental effect of the COVID-19 Pandemic. Further difficulties in Low Middle-Income Countries incorporate the failure to actualize successful general wellbeing estimates, for example, social separating, hand cleanliness, definitive distinguishing proof of contaminated individuals with self-disconnection and widespread utilization of covers The aberrant impacts of the Pandemic on youngster wellbeing are of extensive concern, including expanding neediness levels, upset tutoring, absence of admittance to the class taking care of plans, decreased admittance to wellbeing offices and breaks in inoculation and other kid wellbeing programs. Kept tutoring is critical for kids in Low Middle-Income Countries. Arrangement of safe situations is mainly testing in packed asset obliged schools. 

CSR@ 2%: A NEW MODEL OF CORPORATE SOCIAL RESPONSIBILITY IN INDIA

2018 ◽  
Vol 1 (3) ◽  
pp. 56-66
Author(s):  
Anupam Singh ◽  
Dr. Priyanka Verma
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Corporate Philanthropy ◽  
Social Issues ◽  
Business Community ◽  
Net Worth ◽  
The Social ◽  
Net Profit ◽  
Corporate Social ◽  
Indian Scenario

Corporate Social Responsibility (CSR) earlier applied as corporate philanthropy and has been in practice in India since ages. However, philanthropy in globalised and modern India does not solve the purpose in quantity and quality. Clause 135 of Company Act 2013 created huge hue and cry among the business community in India. As per clause 135 of the Companies Act, 2013, Every company with an annual turnover of 1,000 crore INR ($161 million) and more, or a net worth of 500 crore INR ($80 million) and more, or a net profit as low as five crore INR ($800,000) and more have to spend at least 2% of their average net profit over the previous three years on CSR activities. With the introduction of new Company act 2013 India became the first country in the world to have legislation for compulsory CSR spending. The paper aims at analyzing the motive of making CSR spending mandatory and it also attempts to explain the concept of CSR in the present Indian scenario, the social issues addressed by the Indian corporations, and methodologies adopted by them to address those issues.

A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

The Society of Devotees

2018 ◽  
Author(s):  
Gil Ben-Herut
Keyword(s):  
Social Issues ◽  
Social Diversity ◽  
Apparent Lack ◽  
The Social

The book’s third chapter examines the devotees’ society as it is described in the saints’ stories against the background of the tradition’s ideal of egalitarianism. The Kannada Śivabhakti tradition is famed for its uncompromising resistance to the Brahminical ideology of social supremacy, and the Ragaḷegaḷu stories exhibit different aspects of this resistance, one of which is the social diversity of the Śaiva protagonists. But it is exactly this diversity that distinguishes the social terrain of devotees in the stories from modern notions about egalitarianism. After noting Harihara’s apparent lack of interest in social issues having to do with the greater society beyond the Śaiva community, I consider how, by addressing in complicated ways specific social areas such as work, wealth, and the roles of women, the Ragaḷegaḷu stories qualify certain features of the egalitarian ideal.

scholarly journals Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel

2015 ◽  
Vol 17 (2) ◽  
pp. 92 ◽  
Author(s):  
Rawia Hayik
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Religious Diversity ◽  
Middle Eastern ◽  
Practitioner Inquiry ◽  
Religious Groups ◽  
Reader Responses ◽  
Region I ◽  
Language Classroom ◽  
Efl Students

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.

scholarly journals Social constructivism in mathematics? The promise and shortcomings of Julian Cole’s institutional account

Synthese ◽  
2021 ◽  
Author(s):  
Jenni Rytilä
Keyword(s):  
Social Constructivism ◽  
Mathematical Practice ◽  
Social Constructs ◽  
Socially Constructed ◽  
The Social ◽  
Characteristic Features ◽  
Core Idea ◽  
Social Entities ◽  
In Virtue Of ◽  
Mathematical Reality

AbstractThe core idea of social constructivism in mathematics is that mathematical entities are social constructs that exist in virtue of social practices, similar to more familiar social entities like institutions and money. Julian C. Cole has presented an institutional version of social constructivism about mathematics based on John Searle’s theory of the construction of the social reality. In this paper, I consider what merits social constructivism has and examine how well Cole’s institutional account meets the challenge of accounting for the characteristic features of mathematics, especially objectivity and applicability. I propose that in general social constructivism shows promise as an ontology of mathematics, because the view can agree with mathematical practice and it offers a way of understanding how mathematical entities can be real without conflicting with a scientific picture of reality. However, I argue that Cole’s specific theory does not provide an adequate social constructivist account of mathematics. His institutional account fails to sufficiently explain the objectivity and applicability of mathematics, because the explanations are weakened and limited by the three-level theoretical model underlying Cole’s account of the construction of mathematical reality and by the use of the Searlean institutional framework. The shortcomings of Cole’s theory give reason to suspect that the Searlean framework is not an optimal way to defend the view that mathematical reality is socially constructed.

scholarly journals Reflections on the L’Aquila trial and the social dimensions of disaster risk

2019 ◽  
Vol 28 (4) ◽  
pp. 434-445 ◽  
Author(s):  
Angelo Jonas Imperiale ◽  
Frank Vanclay
Keyword(s):  
Local Community ◽  
Social Issues ◽  
Local Level ◽  
Earthquake Swarm ◽  
Disaster Risk ◽  
Community Empowerment ◽  
Court Case ◽  
Civil Protection ◽  
Content Type ◽  
The Social

Purpose The purpose of this paper is to reflect on what can be learned about disaster risk reduction (DRR) from the L’Aquila trial of scientists. The court case was initiated because of a controversial meeting on 31 March 2009 of the Major Risks Committee (MRC), held under the auspices of the Italian Department of Civil Protection. The purpose of the meeting was to consider (prior to the fatal earthquake of 6 April 2009) disaster risk in the L’Aquila area, which was being affected by an earthquake swarm since October 2008. Design/methodology/approach The authors undertook a document analysis of trial materials, and a review of academic and media commentary about the trial. Findings The legal process revealed that disaster governance was inadequate and not informed by the DRR paradigm or international guidelines. Risk assessment was carried out only in a techno-scientific manner, with little acknowledgement of the social issues influencing risks at the local community level. There was no inclusion of local knowledge or engagement of local people in transformative DRR strategies. Originality/value Most previous commentary is inadequate in terms of not considering the institutional, scientific and social responsibilities for DRR as exposed by the trial. This paper is unique in that it considers the contents of the MRC meeting as well as all trial documents. It provides a comprehensive reflection on the implications of this case for DRR and the resilience of peoples and places at risk. It highlights that a switch from civil protection to community empowerment is needed to achieve sustainable outcomes at the local level.

scholarly journals The Social Issues Pedagogy vs. The Traditional Principles of Economics: An Empirical Examination

1998 ◽  
Vol 42 (1) ◽  
pp. 56-64 ◽  
Author(s):  
Paul W. Grimes ◽  
Paul S. Nelson
Keyword(s):  
Production Function ◽  
Standardized Test ◽  
Social Issues ◽  
Student Attrition ◽  
Empirical Examination ◽  
Educational Production Function ◽  
The Social ◽  
Educational Production ◽  
Economics Courses ◽  
Prior Experiences

Standardized test (TUCE) scores for students enrolled in a Social Issues course were compared to those of students in traditional Principles of Economics courses within the framework of a standard educational production function. The production function was estimated using Heckman's two-step procedure to correct for self-selection due to student attrition over the course of study. After controlling for student demographics, prior experiences, and academic aptitude, no significant test score differences were found between students in the Social Issues course and those in the Principles of Macroeconomics. However, Social Issues students were found to score significantly below students in the Principles of Microeconomics, ceteris paribus. The results also indicate that students had a higher probability of completion in the Social Issues course relative to a theory oriented Principles course.

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