Exploring the Benefit of Blogs Dependency for Assessing Students’ Intellectual Achievement

Blogs stand out among many social media that allows teacher and students to maintain a running dialogue in various aspect of the teaching and learning process. It comes in form of thoughts, ideas, tests, short-works/homework and assignment to enhance interactivity between the teacher’s knowledge base and students’ comments and reflections. This paper promotes the use of blogs in assessing students’ intellectuals while comparing the use of blogging for assessment as well as the use of traditional assessment. The study stresses scoring on paper versus scoring on blogs, students that we're able to complete their visitation of the blogs were noted to enjoy and benefit greatly compare to those that could not finish theirs and whether the performance of male bloggers may be different from that of female bloggers. 45 students involved in this study from among degree students of Achievers University. The research study was done within a semester. The achievement test was the major instrument used to collect data from the same students that were exposed to two different tests (Paper Test/Traditional Test and Blogging Test) after proper classroom teaching. The results got were analyzed using mean, SD and T-test statistics. From the findings, it was succinctly shown that the scores of students engaged in blogs far better than when they initially tested traditionally. In the same trend, those students that completed their test on blogs demonstrated high performance than their counterparts that could not. Further, the results also made it crystal clear that students were distributed equally on blogging regardless of their gender differences. The findings from the interview conducted established the fact that the use of a blog for assessment saves student time, the distance for learning and having quick result as feedback. The student has a high interest in the use of a blog for academic purposes rather than only the social affairs of the student. The paper contributes to the existing knowledge by turning blogs as social media into academic media that can foster the academic achievement of students and can also be used to assess students better than traditional assessment.

The Animal Within

Humanity has succeeded to accomplish a great deal. Our evolution exhibits immense power and accomplishments. Among the wide spectrum of human achievements are symbols, paintings, language, writing, printing, Internet, architecture and design. All function as lifechanging manifestations of human intellectual achievement, amplified by multiple communication tools which have unified individuals under the tag of shared culture. The Cambridge Dictionary defines culture as “the way of life, especially the general customs and beliefs, of a particular group of people at a particular time”, but does today’s culture really reflect my deepest values and beliefs?

Culture, young people and wellbeing

Culture is the bedrock of nations. It is the collective manifestation of human intellectual achievement and will continue to determine societal responses to issues big and small. Our attitudes towards abuses of power, multilateralism and market failure are undoubtedly moulded through exposure to our cultural tapestry – literature, comedy, music and more.

«Spain for Europe» and «Europe for Spain» Concepts in Discussions of Spanish Intellectuals

Concepts «Spain for Europe» and «Europe for Spain» in discussions of Spanish intellectuals. The study analyzes the views of Spanish thinkers and historians, most notably of «Generation 98», about Spain’s role in Europe and vice versa. The problem of the conceptualizations of the notions «Spain for Europe» or «Europe for Spain» for Spain came at the end of the nineteenth – in the beginning of the twentieth century after the defeat in the war of 1898, for Ukraine it became relevant as a result of the realization of the European choice of Ukraine, since both counties were thinking at different times how to find their place in Europe and determine what they can bring to the circle of European peoples. The self-conceptualization of Spain as a member of the European family began after the defeat in the war of 1898, when Spain lost its last colonies: Cuba and the Philippines. The defeat in this war has made appear a galaxy of thinkers who have taken up the revival of Spain’s spirit, one can say of its self-esteem, power and might by explaining its place in Europe. Generation 98 has become the foundation not only for later thinkers and scholars but also for politicians. We can find their ideas in the Eurocentric discourse of F. Franco and in the speeches of his ministers. M. de Unamuno became the most famous and respected figure of this generation, and his thesis on the interpenetration of cultures as a basis for their coexistence, on the mutual development and usefulness of cultures, is a vivid realization of the symbiosis of both concepts. Therefore, the two concepts mentioned in the title can be realized in parallel and do not exclude each other. Consequently, the concepts of «Spain for Europe» and «Europe for Spain» are originated by the Spanish thinkers and intellectuals of the generation 98. In their discourse, it is difficult to single out the dominant concept, but the most important, in our view, is the intellectual achievement of M. de Unamuno, who successfully combines the two concepts, emphasizing that «Europeanization of Spain» must occur simultaneously with the «Spanishization of Europe» because both sides have something to offer each other, especially in the spiritual scope.

“Books Were Not in Their Line”: The Material Book and the Deceptive Scene of Reading in To the Lighthouse

This chapter explores the overwhelming presence of reading in To the Lighthouse. Richardson argues that the act of being read is a major concern in the novel, including measuring intellectual achievement, literary disputes, and concerns about the endurance of authors over time. Most characters are inadequate readers, disparate from Woolf's own passionate experience as a reader.

Introduction: Pow Meng Yap and the culture-bound syndromes

PM Yap’s most significant intellectual achievement was his development of the concept of the culture-bound syndrome, which synthesized years of research into transcultural psychiatry, and situated this work within this field by drawing on elaborated nosological schema that challenged some of the ethnocentric assumptions made by previous psychiatrists who had tried to understand mental illnesses that presented in non-western cultures. This introduction to Yap’s 1951 paper emphasizes that Yap needs to be understood as working within the western tradition of transcultural psychiatry, and argues that his English training and his continual engagement with western psychiatric and philosophical frameworks is the best way to conceive of his contributions to this field. Yap’s paper, republished below as the Classic Text, was his first foray into comparative transcultural psychiatry.

An Intellectual Biography of Philo?

This introductory chapter provides an overview of an intellectual biography of Philo. Philo deserves an intellectual biography because he is an exceptionally rich and somewhat enigmatic author who has written in diverse genres and left behind one of the most voluminous oeuvres of antiquity. His intellectual achievement is impressive and innovative, worthy of being appreciated in its own right. Moreover, Philo experienced dramatic changes in his life. At a time when the eastern parts of the empire were becoming rapidly entangled with Roman structures of power and forms of discourse, Philo plays a key role in the negotiations between East and West. This book overcomes the evident obstacles of writing an intellectual biography of Philo by a comprehensive analysis of each of his series of works in its broader cultural context.

Understanding and Structure

This chapter explores two claims about metaphysical structure: that “carving nature at the joints” is a valuable intellectual achievement and that understanding is constituted by a “grasp” of explanatory structure, and the following claim about their relationship is defended: explanatory understanding requires “carving nature at the joints.” The existence of explanatory connections, to be “grasped” in understanding, requires the existence of natural “joints,” which must be represented in understanding. However, neither “carving nature at the joints” nor understanding is plausibly seen as “the aim of belief” or the “the aim of inquiry.” The chapter concludes with a discussion of the metaphysical preconditions for explanatory understanding through a discussion of the role of socially constructed properties in explanations: despite beign in some sense “non-natural,” such properties are real enough to ground the possibility of explanatory understanding. The fact that explanatory understanding requires “carving nature at the joints” therefore does not preclude the possibility of understanding in disciplines whose subject matters are plausibly understood as comprising socially constructed properties.

Using Mammon for Righteousness

Chapter 5 explores what happened when women approached existing coeducational schools offering restricted gifts to benefit women. These donations either forced a school to open its doors to women or increased the number of women admitted by providing scholarships for women or erecting a women’s building or a women’s dormitory. Like the college founders, these donors believed that women were capable of the same intellectual achievement as men but found that many of America’s best universities resisted coeducation. The women in this chapter, including Mary Garrett, and Phoebe Hearst and the gifts they gave show how money could be wielded to force changes that would benefit women, in the form of access to education and professions formerly restricted to men. Moreover, coeducation at these schools, including Johns Hopkins, Massachusetts Institute of Technology, and the University of California, Berkeley, was especially significant. If women were welcomed at these important institutions, they could demonstrate their intellectual and professional capabilities and equality with men.