scholarly journals ПРОМЕНА СТАВА СТУДЕНАТА ФИЛОЗОФИЈЕ ПОВОДОМ ДЕСЕТ ЕСТЕТИЧКИХ ТЕЗА – АНАЛИЗА ПОДАТАКА СПРОВЕДЕНОГ ИСТРАЖИВАЊА

2021 ◽  
Vol 3 (1) ◽  
pp. 67-79
Author(s):  
Душан Миленковић
Keyword(s):  
Historical Overview ◽  
School Year ◽  
Before And After ◽  
History Of ◽  
Second Year ◽  
Academic Year ◽  
The Way

In this paper, I analyze the data obtained from the research conducted by the Department of Philosophy of the Faculty of Philosophy in Niš, Serbia during the academic year 2018/2019. The research collected data about the change of the attitude of students of philosophy regarding various theoretical statements, which students rated before and after attending courses in philosophy. By completing a specially prepared questionnaire before the first and after the second semester, students of the second year of philosophy evaluated, among other things, ten aesthetic statements. Analyzing the information collected, I look at how the teaching of the courses “History of Aesthetics 1” and “History of Aesthetics 2” (which these students attended during this school year) influenced the change that occurred in their attitude toward these statements. In addition to examining the results regarding the change of the attitude of students after the second semester, the paper also explores other data obtained in the research, which point to certain problems in the way a historical overview of aesthetic conceptions in these courses is approached.

scholarly journals An Evaluation of the Implementation of a UK School-Based Running Program

Children ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. 151
Author(s):  
Anna E. Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Primary Schools ◽  
Average Distance ◽  
Multiple Time ◽  
School Year ◽  
School Based ◽  
Before And After ◽  
The Uk ◽  
High Level ◽  
Academic Year ◽  
Over Time

The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

scholarly journals UTICAJ KURSEVA IZ ETIKE NA MORALNE INTUICIJE STUDENATA FILOZOFIJE

2021 ◽  
Vol 3 (1) ◽  
pp. 55-65
Author(s):  
Bojan Blagojević
Keyword(s):  
Moral Intuitions ◽  
History Of Ethics ◽  
Before And After ◽  
History Of ◽  
Second Year ◽  
Significant Change ◽  
Students Attitudes ◽  
Ethics Courses ◽  
The Impact

In this paper, we analyze part of the research conducted within the project “The impact of philosophy courses on students’ attitudes” which concerns the impact of History of Ethics courses on the moral intuitions of second-year philosophy students at the Faculty of Philosophy in Nis. Students evaluated the statements given in a specially designed questionnaire on two occasions (before and after listening to the courses). By analyzing possible changes in the answers given by the students, we try to determine whether the courses they have attended in the meantime have led to a significant change in their moral intuitions.

scholarly journals THE ABILITY OF THE SECOND YEAR STUDENTS OF SMK NEGERI NIBAAF IN WRITING NARRATIVE TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Florida Tay Kabosu ◽  
Imanuel Kamlasi
Keyword(s):  
Qualitative Method ◽  
Language Use ◽  
Personal Narrative ◽  
Narrative Text ◽  
Narrative Writing ◽  
Writing Test ◽  
School Year ◽  
Second Year ◽  
Difficult Part ◽  
The Way

Abstract:In this research discussed about how the students the ability writing narrative text of the personal narrative tex in the story. This study aims to answer the problems: have the students mastered to write narrative text. What aspect writing of narrative text is still difficult for them to master to write. To what level is their ability on writing narrative text categorized. In this study, the writer use descriptive qualitative method and the way to get the data, the writer use the writing test. The populations of this study is the second grand students of SMK Negeri Nibaaf in the school year 2019/2020 consisting of class XII TRRH 21 students, but only 10 students were choosen as sample of this study. The result of finding show that the second ability in composing narrative writing with the instrument given is categorized good. It is SMK Negeri Nibaaf have abilities in composing a good narrative writing. It can be seen from the averange score of content is 4,1 vocabulary is 3,6 and language use is 3,8. After analized the data and got the result, the are some conclusion are all the students have mastered narrative writing. on the basic of the averange score good, vocabulary is difficult part of aspect of narrative writing. the students level of mastery is categorized good. It is based on the data that there are 4 of 10 on this level of mastery. Therefore, the second students of SMK Negeri Nibaaf have mastered in writing.Keywords: Ability, writing, narrative.

Decriminalizing Cell Phones

2021 ◽  
pp. 87-101
Author(s):  
Glenn Henry Rhoades
Keyword(s):  
Social Justice ◽  
Formative Assessment ◽  
Graphic Novels ◽  
Cell Phones ◽  
School Year ◽  
The Future ◽  
Before And After ◽  
History Of ◽  
Future Of Education

The purpose of this chapter is to discuss cell phones in the classroom before and after the pandemic. The author discusses the problematic history of cell phones in the classroom, and how teachers have struggled and fought against them, many times outright banning cell phones. Instead of this approach, the case is made for the need for students to learn how to use them, and why they are so useful in the classroom for both formative assessment and feedback. Next, this chapter discusses how the author leveraged cell phones during the period of crisis instruction at the end of the 2019-2020 school year. The author was able to launch and successfully complete a unit that combined social justice themes, graphic novels, and podcasting – all of which utilizing cell phones. Finally, specific tools, resources, and strategies are shared and discussed that were used during this time, with recommendations for the future of education no matter how it may look.

scholarly journals SURVEY OF LEARNING PHYSICAL EDUCATION FOR SPORTS AND HEALTH IN THE COVID19 ERA AT MTS NEGERI 1 BOYOLALI ACADEMIC YEAR 20202021

PHEDHERAL ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 10
Author(s):  
Aroh Abatin ◽  
Hanik Liskustyawati ◽  
Abdul Aziz Purnomo Shidiq
Keyword(s):  
Student Interest ◽  
Online Teachers ◽  
Process Stage ◽  
Survey Techniques ◽  
School Year ◽  
Self Confidence ◽  
Preparation Stage ◽  
Before And After ◽  
Teachers And Students ◽  
Academic Year

<p><em>This study aims to determine: (1) the implementation of assessments by teachers of students during the Covid-19 era PJOK learning at MTs Negeri 1 Boyolali in the 2020/2021 school year; (2) constraints faced by teachers in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali in the 2020/2021 school year; (3) the level of student interest in learning in the Covid-19 era PJOK at MTs Negeri 1 Boyolali in the 2020/2021 school year; (4) the obstacles faced by students in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali in the 2020/2021 school year. This research uses qualitative research methods with survey techniques. The research samples were teachers and students of MTs Negeri 1 Boyolali who were domiciled. The subjects of this study included 5 PJOK teachers and 105 students out of 1041 people based on the Stratified Random Sampling. Data collection techniques with questionnaire techniques (questionnaire). The results of this study are as follows: (1) The implementation of an assessment by the teacher of students during the Covid-19 era PJOK learning at MTs Negeri 1 Boyolali, which is carried out well in terms of attitudes, aspects of skills and aspects of knowledge because the teacher has a strategy in implementing the assessment at each aspect as well as the teacher's awareness that these three aspects are equally important in learning PJOK; (2) The constraints faced by the teacher in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali, in the learning preparation stage in the form of difficulties in making various materials and planning learning equipment, for the learning process stage the teacher experienced dissatisfaction and discomfort in delivering learning PJOK online, teachers find it difficult to monitor and provide direction for each participant; (3) The level of interest in students' learning towards Covid-19 Covid-19 PJOK Learning at MTs Negeri 1 Boyolali, from the indicators of happy feelings driven by sincerity and enthusiasm when participating in learning, from indicators of interest driven by the desire to achieve achievement in learning outcomes, awareness of the importance of health, hobbies , and can increase self-confidence, and for indicators of student involvement attentively and material can be accessed before and after learning; (4) The constraints faced by students in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali, in the learning opening process is the difficulty of finding learning resources, when the core process of students is less interacting with teachers and friends, and when learning closes participants students cannot overcome difficulties even though the teacher has provided solutions.</em></p>

scholarly journals An evaluation of the implementation of a UK school-based running programme

2020 ◽  
Author(s):  
Anna Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Primary Schools ◽  
Average Distance ◽  
Multiple Time ◽  
School Year ◽  
School Based ◽  
Before And After ◽  
Multiple Time Points ◽  
High Level ◽  
Academic Year ◽  
Over Time

Abstract Background The adoption of school-based running programmes has rapidly increased in recent years. However, there is a lack of information on how these initiatives are implemented, and how generalisable and sustainable they are. This study evaluated the implementation of a school-based running programme, Marathon Kids (MK), over 7 months. The aim was to understand the context within which MK was implemented in each of the schools and the key elements of implementation including reach, fidelity and dose. Methods This study used a mixed method, single group before-and-after design strengthened by multiple interim measurements. Five state-funded primary schools in Leicestershire, UK participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via measures at multiple levels (i.e. school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. Results Marathon Kids achieved good reach, with all pupils opting to participate at some point during the academic year. All schools implemented MK with good fidelity, although the level of implementation varied between schools and over time. The average number of MK sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometres and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the programme and continued to implement MK until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation of MK and the frequency of delivery. Conclusions Marathon Kids is a simple, inexpensive and versatile physical activity programme which can be implemented by schools with relative at ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, is likely necessary to sustain participation in the longer term.

scholarly journals The realistic and idealistic concept of substance: Kant and his predecessors

2017 ◽  
Vol 60 (3) ◽  
pp. 105-129
Author(s):  
Andrija Soc
Keyword(s):  
Thomas Aquinas ◽  
Philosophical Tradition ◽  
Philosophical System ◽  
Duns Scotus ◽  
Before And After ◽  
History Of ◽  
The One ◽  
Key Aspects ◽  
Continuity And Discontinuity ◽  
The Way

The main goal of this paper is to explore the continuity and discontinuity in how different philosophical systems understand the concept of substance. At the beginning of the paper, I draw a distinction between formal criteria for what it means to be a substance and the question of what satisfies those criteria. I then analyze Aristotle?s, medieval and modern views on substance in order to show that, in spite of other considerable differences among them, Aristotle, Thomas Aquinas, Duns Scotus, Descartes, Locke and Hume all identify the same criteria for being the substenc. The differences between them, I then claim, lie in the way they answer the question of what satisfies the criteria. The most radical conclusion, as will be clear, is drawn by Hume, who famously believes that there is nothing that really satisfies traditional formal criteria for substantiality. In the last part of the paper, I analyze Kant?s idealist view and show that it is his only within his philosophical system that we can find a complete break with the philosophical tradition and quite differing criteria for substantiality. It will be shown that, for Kant, substance is no longer something that should be the basis for the properties of objects that exist independently of us, but the way in which human cognitive powers understand some key aspects of the phenomenological domain of the knowable. The upshot of this discussion is that the history of the idea of substance can be divided on the period before and after Kant, where it is Kant, rather than Descartes, the one who truly diverges from the traditional philosophical pardigms about substance.

Adaptation of primary school students to educational activities

2021 ◽  
pp. 86-100
Author(s):  
Valentina S. Gappoeva ◽  
Zinaida G. Habaeva
Keyword(s):  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
Mental Performance ◽  
School Students ◽  
Educational Activities ◽  
School Year ◽  
Before And After ◽  
Academic Year

The peculiarities of the psycho-functional and physical development of primary children school determine the need for strict control over the state of their mental performance and the characteristics of the development of fatigue during the school year. Taking into account the available data in the literature on gender differences in children of the same age in terms of the implementation of educational activities, the state of mental performance of students was assessed depending on their gender. The indicators of mental performance and fatigue of 2nd-grade students involved in a developmental program were determined using proofreading tests (tables by V.Ya. Anfimov) modified by M.V. Antropova with employees. The level of mental performance of students was calculated according to the intensity (the number of viewed signs) and quality (the number of mistakes and % of unmistakable work) of work, taking into account the sex of the subjects at the beginning and at the end of the academic year according to the indicators of the daily and weekly dynamics of the measured parameters. There were found higher indicators of mental performance in girls at the beginning of the school year, determined by both the intensity and the quality of the work performed. At the end of the academic year, significant differences in the estimated parameters, in terms of daily and weekly dynamics in boys and girls are not revealed. The data obtained indicate the adequacy of the intellectual load on students in this educational institution. The results of a comparative analysis of the mental performance of students before and after lessons (the beginning and end of the school year, daily and weekly dynamics) indicate an increase in the mental performance of children due to the educational process and manifested itself, first of all, in the quality of the work performed.

scholarly journals Account of a Foretold Death: Analysing the Response to the Pandemic in Spanish Schools

2021 ◽  
Vol 7 (4) ◽  
pp. 42-52
Author(s):  
Alicia Chabert
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Potential Effect ◽  
National Guidelines ◽  
Digital Competence ◽  
School Year ◽  
Use Of Technology ◽  
Valencian Region ◽  
Academic Year ◽  
The Way

The COVID-19 pandemic has had a profound impact on education, not only due to its dramatic interruption of the school year (2019-2020) but also its potential effect on many aspects regarding teaching in the future. In particular, focusing on Spain, this year’s events have also highlighted the lack of digital resources and preparedness of the schools, which has resulted in some difficulties when adapting to the new circumstances. In this paper, the author will start by explaining how the digital competence has developed into an indispensable competence for learning in the past decade, which the current global pandemic has emphasised even more. As a consequence of this pandemic, schools and education centres remained closed from March 2020 to the end of the academic year in Spain. This article focuses on the importance of technology accessibility and digital competence in language learning, as well as the way it was overlooked in practice. The immediate response from the Ministry of Education will be analysed and compared to the way teachers and schools in the Valencian region (Spain) supported the students during the enforced lockdown in the last trimester of the academic year in primary school. For this, teachers in four schools in Castellon (Valencian region) were interviewed, and drawing from their replies, the current reality of the use of technology in primary school will be examined and compared to the national guidelines and frameworks provided for educators. Questionnaires were used and analysed using a qualitative approach, while comparing the current situation to the expected response according to the educative guidelines.

scholarly journals Living with Herbert: Mediating Survival and Resilience

2019 ◽  
Vol 8 (4) ◽  
pp. 136-155
Author(s):  
Samira Rajabi
Keyword(s):  
Brain Tumor ◽  
Brain Stem ◽  
Doctoral Program ◽  
Medical Field ◽  
New School ◽  
School Year ◽  
Second Year ◽  
The Way

In my second year of my doctoral program I was struck by a debilitating bout of vertigo. Not certain of what was happening or why my body suddenly seemed to be in a spinning room that no one else was experiencing, I consulted trusted family and friends in the medical field for an explanation. Most of my friends dismissed my concern as the stress of a new school year or just the circumstances that befall someone who has always been clumsy. I, however, was not swayed in my concern and paying attention to the material realities of my body, I went to the doctor. Over the next several weeks I went from specialist to specialist until an MRI was ordered and a cause was identified. A large benign brain tumor was found, growing off of my hearing and balance nerves and pushing against my brain stem. I was told that though the tumor was benign, it had grown larger than the space available to it, that I was losing my hearing and balance and without treatment I would most certainly die in a few years because of the way the tumor was growing in the space my brainstem required.

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