Do Personality Traits Influence the Association Between Depression and Dementia in Old Age?

Depression and personality traits are independent predictors of dementia or cognitive impairment. Despite the well-established relationship between these two psychosocial factors and dementia, no research has been documented on how personality traits can influence dementia in older adults exhibiting depressive symptoms. This study explores the influence of personality traits on the association between change in depression and dementia in old age. A population-based longitudinal cohort study involving two waves of data collected 5 years apart, containing 2210 American older adults, from the National Social Life, Health, and Aging Project to explore if personality traits influence how change in depression predicts the development of dementia. We assessed these relationships while adjusting for sociodemographic characteristics. Change in depression increased the likelihood of dementia at T2 by 4.2% (AOR = 1.04, p = 0.019) in the co-variate adjusted model. Personality traits, overall, did not influence how depression predicts the development of dementia. However, agreeableness individually nullified the effect of depression on the development of dementia, whereas extraversion was the only personality trait that significantly predicted dementia. Prosocial behaviors should be promoted in old age as these appear to be protective. In addition, early life education and a strong social support can keep the depression–dementia spectrum at bay in old age.

Public Education Policies in Turkey in the COVID-19 Crisis

COVID-19 was declared a pandemic on March 11, 2020. With the COVID-19 crisis, new problem areas have appeared in many areas such as business, trade, social life, education, and the health sector in countries where it is effective. One of the areas where this limitation and new problems arise is the field of education. States have imposed restrictions in education and training to reduce the rate of the pandemic's spread and have suspended face-to-face education. Firstly, Turkey closed the schools for a while and then the government announced “distance learning” efforts. However, distance education has not been fully settled in both the learners and teachers. This study aims to handle education policies in Turkey during the COVID-19 pandemic and try to examine possible solutions for problem areas, which existed because of the pandemic. For this purpose, with a descriptive method, the subject was examined. Because of the changing spirit of the pandemic, this study focused on the education policy from March 1, 2020 to March 1, 2021.

Hakikat Pendidikan Sepanjang Hayat Untuk Ditanamkan Pada Siswa Sekolah Dasar

Salah satu permasalahan yang ada dalam pembelajaran di sekolah berkenaan dengan pemahaman mengenai apa itu belajar menjadi salah satu sebab mengapa siswa merasa malas untuk belajar baik di rumah ataupun di sekolah. Satu masalah yang juga memberi andil terhadap penanaman konsep pendidikan sepanjang hayat pada diri siswa adalah kerap hilangnya kesadaran guru untuk menjadikan pribadinya sendiri sebagai pribadi yang memegang kuat konsep life long education. Rumusan masalah berupa bagaimana hakikat dari Pendidikan sepanjang hayat untuk menanamkan konsep long-life education pada anak sekolah dasar. Adapun tujuan dari penelitian ini adalah untuk memberikan gambaran hakikat Pendidikan sepanjang hayat dalam menanamkan konsep long-life education di sekolah dasar. Metode penelitian yang digunakan adalah jenis penelitian kualitataif dengan pendekatan deskriptif. Penelitian ini di lakukan pada sebuah sekolah dasar. Hasil penelitian menunjukkan Pendidikan sepanjang hayat dalam konteks siswa memeliki dua makna, pertama proses pendidikan yang menitikberatkan pada motivasi anggota siswa untuk memperoleh pengalaman belajar secara berkelanjutan. Kedua, Pendidikan sepanjang hayat merupakan landasan yang kuat bagi program program pendidikan dalam siswa yang mengarah pada upaya untuk menumbuhkan masyarakat gemar belajar. Pendidikan sepanjang hayatmerupakan suatu prinsip yang menjadi dasar seluruh organisasi sistem pendidikan yang ada. Dengan kata lain pendidikan sepanjang hayat tidak mengenal batas kelembagaan dan program sistem pendidikan. Ketika seorang guru menginginkan siswanya menjadi seorang pembelajar sepanjanghayat (life long learnear). Hal yang harus pertama kali disadari dan dilakukan oleh guru itu adalah menjadikan dirinya seorang pembelajar sepanjang hayat.

The Implementation of Artificial Intelligence in STEM-Based Creative Learning in the Society 5.0 Era

This research aimed at utilizing artificial intelligence in STEM-based creative learning in the society 5.0 era. The researchers investigated how an educator can utilize artificial intelligence and optimize it into a STEM-based learning process. STEM stands for Science, Technology, Engineering, and Math. The United States initiated it to combine the four disciplines integrated into a problem-based learning method and everyday contextual events. Artificial intelligence is an intelligence added to a system managed in a scientific context. Artificial intelligence is created and put into a machine (computer) to do work like humans. Several fields that use artificial intelligence include expert systems, computer games (games), fuzzy logic, artificial neural networks, and robotics. The researchers employed the literature review or library research by reviewing the results of various studies and collecting data from assorted references and sources. In conclusion, implementing artificial intelligence in STEM-based creative learning can be an alternative for an educator in the learning process. Artificial intelligence (AI) is expected to help educators in the creative learning process by implementing long-life education and showing behavioral changes in a better direction cognitively, affectively, and psychometrically, especially in the era of society 5.0.

The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

The Development of Home-School Partnership Courses: A Practice Based on Xingzhi Tao’s Life Education Theory

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of “life is education”, “society is school” and “integrating teaching, learning and practice” in Xingzhi Tao’s life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the home-school partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

ANALISIS PERAN PEREMPUAN DALAM MENANAMKAN NILAI-NILAI PENDIDIKAN ISLAM TERHADAP ANAK

All human beings are creatures of the one God. They are equal, regardless of cultural background. Therefore, they receive the same appreciation from God and that must be respected and glorified. Thus, discrimination based on gender, skin color, class, race, ethnicity, religion, and so on has no basis at all in the teachings of Tawhid. Only the level of taqwa to Allah is the measure of the difference. The concepts of biological and sociocultural differences between men and women view that biological differences between the two are considered natural, while social differences are considered cultural. Whatever the background of these differences, it is not a reason to justify each other because women have the same rights as men in all fields, including education, economy, social, culture, even law and defense and state security. Women deserve special rights. Women should have important roles as well as recognition in various aspects of life. Education for women is very important. Educating women is a fundamental and critical necessity, so they can play their role properly and correctly and give contribution as productive members of the society.

A Critique of Muḥammad Shahrūr's Views on the Qur’ān, the Ḥadīth Corpus, Sharīᶜah, and Early Islamic Scholarship

This article describes the life, education, and thoughts of Muhammad Shahrūr, whose discourse on Islam generated confusion and much in the way of polemical debate. His controversial bias favoured modernity, influenced by modern Western epistemology, traditions, and secularism. The author applies qualitative content analysis to select writings. The analysis unveils his position (s) in light of mainstream Islam and focusses on Shahrūr’s approach to Islamic religious thought via (1) theories of Non-Synonymity and Limit; (2) his view of the Ḥadīth and Sharīᶜah; (3) the status of Muslim women with regard to polygamy, dress code and feminism; (4) the law of inheritance; (5) western culture and civilization; and (6) evolution; democracy, nationalism and pluralism, etc.

Study of Tao Xingzhi's View on Life Education

Tao Xingzhi is one of the most famous educators in modern China. The concept of life education is one of the most important components of his education ideological system. It is a comprehensive system ranging from the education content and methods to the purpose of education. The concept of "life is education" and "society are school" are its core point. The goal, content, the method of life education have been elaborated. These educational theories are still shining today, and still have important reference value for China's current educational innovation, cultural innovation and the implementation of the strategy of strengthening educational power.

Review on Life Education for College Students under the Background of Epidemic

The outbreak of COVID-19 in 2020 put the major issue of life education on the agenda again. For young students, life education can not only help them have an objective, comprehensive and dialectical understanding of life, but also help to improve the quality of their whole life. Colleges and universities should carry out life education courses for students from the perspective of gratitude for life, awe of life, confronting death and achieving life. In addition, colleges and universities should also explore the establishment of a normalized Long-term mechanism to enrich the realization channels of life education, and adhere to the education mode combining school guidance with extracurricular practice.