Linkages between PISA Results and E-Working

The PISA tests are considered as a quality measurement for education. If it is so, then their high results might influence the proportion between blue and white collars. As the intellectually demanding functions can be more easily executed over the internet, in a long term, this fact should be reflected in a growing proportion of e-working. To study this assumption, we examine adopting e-working within selected thirty-five countries. Research questions were formed as follows: Is there a demonstrable influence of favorable PISA results on the overall rates of e-working in certain states? Is it possible to sustain different components with e-working? Can appropriate e-working legislation contribute to the overall rates of e-working at a state’s level? Our study adopted Spearman’s Rho correlation using 4 numerical variables to measure the strength of association between pairs of variables – the proportion of e-working and four country’s PISA averages in Mathematics, Science, Reading and Financial Literacy. Its results indicate a positive correlation: the probability of e-working increases with the PISA results growth. Further, Qualitative Content Analysis was used. Based on our data e-working will not go away and it is time to update law on e-working. Governments should formalize rights and duties. Face-to-display work is likely to be an unstoppable evolution at workplace. These components affected higher e-workability. These results draw attention to how e-working is becoming major element in common life with some challenges and difficulties and that we need to study these two influencer factors in order to optimize its arrangements. Doi: 10.28991/esj-2021-01277 Full Text: PDF

EMPOWERING PARENTS IN INTRODUCTION TO SCIENCE IN EARLY AGE CHILDREN WITH THE THEME "SCIENCE IS FUN"

The responsibility of introducing science to early childhood should not only be borne by PAUD teachers, but it should also have been introduced by parents at home. This empowerment activity is focused on how the introduction of science to AUD can be done by parents at home, what media can be made by parents to introduce science to early childhood. The target activities are the Kumanis nagari community and Tanjung Bonai Aur Sijunjung Regency who have children aged 2 years - 6 years. The preparatory phase carried out includes: survey and stabilization and determination of location and targets. The Stages of the Workshop are as follows: 1) Techniques to read fairy tales about science: reading narratives, vocal techniques of cartoon characters to the sounds of animals, nature and various types of machines as well as "story telling" to participants, 2) Techniques of making fairy tales with natural themes, 3) Techniques to make science play tools for AUD as well as simulating the use of these tools. Evaluation of activities is carried out during the process and the end of the training. As for evaluating these activities, we conducted a questionnaire. From the questionnaire assessment it can be concluded that the activity participants were satisfied and gained new knowledge for their activities

9. Using other fields

‘Using other fields’ looks at the connections between philosophy and other fields of systemic enquiry, from psychology and history to physics, economics, and computer science. Reading history is the closest we get to conducting experiments in politics, creating theories of political philosophy. Social anthropology helps us understand different cultures, beliefs, and arguments. Linguistics matters, as language is the essential medium of philosophy and looking for valid patterns across words helps us to assess philosophical experiments. Connections and messages in computer science, hypotheses in economics and mathematics, and perceptions in the sciences, all combine to inform our understanding of philosophy.