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The impacts of the novel coronavirus (hereafter COVID-19) pose one of the greatest crises of our generation. The policy decisions that the US and Chinese governments take will shape the current order of international relations, the global supply chain of medical supplies, and US–China relations. The COVID-19 crisis leads to the empirical puzzles: how do the two great world powers construct their narratives on the global pandemic and toward each other? What are the meanings, if any, of fear in US–China relations? This study explores the narrative of fear that is constituted in the US and China discourse. The historical analogies, such as the Boxer Indemnity, sick man of Asia, and Pearl Harbor attack, offer great examples to the political construction of the "fearful” other through specific representations amid the outbreak of COVID-19. Specifically, they have become the "cultural scripts” that define how they interact and who they are. The article proceeds as follows. First, this study examines the current literature of realism, constructivism, and discourse analysis. Second, it proposes a comparative framework for understanding the expressions of fear and threat perceptions for both countries. Specifically, the "Pearl Harbor Moment” from the US, and "the Boxer Indemnity” from the Chinese government substantially shape the landscape of US–China relations. Third, it highlights how the political elites appropriate these historical analogies in constructing their political identities and offers insights into the future of US–China relations. Finally, this article concludes with thoughts on the studies on the struggle of great powers and implications for pandemic politics.
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COVID-19 has shown the inescapable connectedness of human beings. The virus does not defer to any geography, be it physical, mental or spiritual. Hard questions about collective and personal priorities and responsibilities loom in the face of disease, death and financial ruin. Mysticism is concerned with these questions, which highlight the boundary between life as we know it and the great Unknown. Many mystics embark on their spiritual journey as a result of severe crisis or trauma. Perennialism, social constructivism, and participatory theory are modern theoretical and philosophical perspectives on mysticism. These theories are presented and discussed in this chapter with the purpose of identifying arguments for or against mysticism as a unifying inter-religious meta-narrative in the context of COVID-19. The discussion and conclusion find a unifying narrative in its acknowledgement of altruism as a universal theme within the different mystical traditions. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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Educational Escape rooms are game-based environments that may involve students of all school orders in engaging learning experiences. COVID- 9 pandemic has increased the proliferation of escape rooms in a digital format whose use appeared meaningful for their generative effects on knowledge acquisition and on 21st century skills development. Nevertheless, the design of educational escape rooms is an essential process requiring a deep knowledge of both game design principles and learning design approaches. Moreover, teachers and educators willing to design and to experiment escape rooms with their students need to know how to connect these principles belonging to apparently distant fields and to balance them, to make these learning environments effective from an educational point of view and, at the same time, highly and intrinsically motivating. The aim of this contribution is to focus on the design related aspects of educational digital escape rooms, providing a pedagogical foundation and discussing implications for learning. A Design-Based Research (DBR) has been conducted, involving two cohorts of undergraduate students who attended the Game-based learning course in the last two academic years. The educational escape rooms designed by them in the two editions of the course, corresponding to two iterations of a DBR cycle, were compared to investigate if the progressive enhancement of the design approach has affected the quality of the realized educational escape rooms. From evaluation of DEERs designed by students a taxonomy was derived that, listing the main design characteristics for the development of DEERs, can be used as a tool that can guide educational designers in the development of effective DEERs, where game aspects are closely intertwined with the educational ones.
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The world is in crisis! While we are writing this introduction, the COVID-19 pandemic continues to hold many countries in its tight grip. Countries have gone into lock-down over the Omicron variant. People have lost their jobs. Above all, the current pandemic highlights the underlying long-term crises of racism and social inequality, whereas for example communities of color and individuals with lower socio-economic status are impacted disproportionally by the pandemic. The articles in this special issue reflect the new meaning of meaning. We discuss multidisciplinary perspectives on how meaning is experienced in different contexts and crises. Together, these articles show the personal and societal power of meaning, and stand for meaning in our globalized society. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID-19 era has changed the way most institutions operate, including museums and their educational activities. The aim of this paper is to investigate the types of online learning resources represented on museum websites, as well as to analyse their pedagogical features. Mixed research was applied, while the sample consists of museums included in the relevant portals that provide visibility for cultural institutions in Serbia. The analysis of the research results made it possible to determine the current level of development of pedagogical features of online museum learning resources and to identify opportunities for their improvement. © 2022 Avtor(ji)/The Author(s)
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Smith, argues Sagar, is more concerned with politics than morality, his work attuned to political struggles generating our ways of life and value orders. It remains commonplace to meet academics who still view Adam Smith as an egoist, a theorist of self-interest. [Extracted from the article] Copyright of Perspectives on Political Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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School leaders have faced significant challenges since the beginning of the COVID-19 pandemic. Distributed leadership has become the default leadership response implemented by schools to manage increased pressure. While Irish schools have traditionally operated behind a ‘closed-door', there has recently been a movement towards a shared model of leadership, and Irish school leadership policy currently endorses the adoption of a distributed leadership model. Increased interest and policy endorsement notwithstanding, distributed leadership remains an elusive concept. The aim of this study was to explore Irish post-primary school personnel's interpretations of distributed leadership and analyse these interpretations through a teacher empowerment lens with respect to Irish school leadership policy. This study reports the results of a thematic analysis of 363 survey responses provided by post-primary school personnel. Short's six dimensions of teacher empowerment were utilised to inform a framework for thematically analysing the participants' interpretations. An initial framework for enacting distributed leadership through an empowerment lens was outlined. Interpretations were found to diverge regarding (i) what is shared, (ii) who it is shared with, and (iii) how it is shared. This paper adds to the corpus of knowledge concerning how distributed leadership is understood in practice and will aid in informing future school leadership policy documents.
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The paper reports an investigation into the effectiveness of flipped classroom for teaching translation, storytelling, and local culture during the COVID-19 pandemic. A pre-test post-test nonequivalent group design was used to see the effect of the flipped technique. Due to the pandemic, all teaching activities following the students' independent study from videos could only be done online. The data were gathered through online tests, online questionnaires and online interviews. The results show that they did not make a significant gain in the three skills except for the story content in one of the experimental groups. The comparison between the three groups showed only a higher gain by the second experimental group in translation skill. Despite the result, the students expressed their positive attitude toward the flipped technique. The teacher, meanwhile, expressed concerns about reaching out to students living in remote areas and about monitoring students' cheating. Lack of preparation within the principles of Constructivism and self-regulated learning might have contributed to the results. As a whole, this research implies the necessity of comprehensive preparation in the teachers' and students' overall mindset about independent learning before they can embark on flipped classroom.
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Approximately two years after Coronavirus (COVID-19) was declared in 2020, virtually all aspects of how individuals live and work has changed. In particular, the COVID-19 Pandemic has intensified the responsibilities of healthcare professionals at home and work. The purpose of this qualitative phenomenological study aims to understand the role of work engagement and work-family enrichment in helping healthcare professionals who are mothers handle the COVID- 19 Pandemic. The main research question was: What are the lived experiences of work engagement and work-family enrichment in healthcare professionals who are mothers during the COVID-19 Pandemic? This study examines how healthcare professionals who are mothers reflect on their in-hospital experiences regarding their work engagement and work-family enrichment. This study examines the relationship between work engagement, work-family enrichment, and work-family conflict. The study was conducted using social constructivism as the theoretical framework. The current study was conducted in light of the COVID-19Pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Given the significant impact and the spread of the COVID-19 coronavirus, higher education institutions planned and invested significantly on education technologies. Schools around the globe are shifting to online learning to slow the spread of the disease and gradually becoming a way of life between teacher and student engagement. An important question is whether this eLearning technologies are effective in engaging learners in teaching and learning practices. This paper investigates factors that may influence eLearning strategies on learner's academic engagements using findings from empirical based research. The study reviewed the learning theories which includes behaviourism, constructivism, cognitivism and connectivism. The theories of connectivism suitably fits into the goal of the study. To achieve the objective, the study adopted quantitative research, specifically, a survey was administered to a sample of 70 students to test the model developed by this study empirically. The findings indicated that learners' overall eLearning engagements was moderate. Also, the result indicates that the network teachers have a moderate positive relationship with the student's eLearning engagements while network learning and network students have a weak positive relationship with student engagements with ICTs. The eLearning model was developed for higher education institutions and postulated to be a crucial skill set for the 21st century learner. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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This study was designed to test a regression model of event centrality and contingencies of self-worth as predictors of posttraumatic growth (PTG), drawing from Constructivist Self Development Theory (CSDT;Saakvitne et al., 1998). In order to participate in the study, participants had to experience at least one adverse childhood experience (ACE) and had to be 18 years or older. Individuals who experienced sexual abuse before 18 years old were excluded from the study to prevent significant discomfort to these individuals (Mersky et al., 2019). Due to conducting the study during a global pandemic, COVID-19 questions were included in the study and used in the correlations, regression model, and post-hoc analyses. Significant results included event centrality and God's love were positively correlated with PTG. Other contingencies of self-worth were not significantly correlated with PTG. Two demographic variables (marital status and education level) were significantly correlated with PTG and used as covariates in the regression model. One result indicated COVID-19 impacting participant's answers was significantly correlated with PTG, and thus, this also was used as a covariate in the regression model. Event centrality and God's love were found to significantly predict PTG in a sequential multiple regression. Post-hoc analyses suggested ACEs affected participants' coping skills during the COVID-19 pandemic, changes in self-worth occurred as a result of the pandemic, and participants made meaning of their traumatic experiences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The historical origins of concept maps are in Science Education. In 1972, Joseph Novak created this knowledge representation technique to identify conceptual changes in topics in Biology. After 50 years, concept maps are approaching maturity at a time of enormous social transformations caused by the Covid-19 pandemic that impact Education. The authors take advantage of the celebration of the 50th anniversary of concept maps to reflect on the stagnation or growth of research on concept maps, considering the specific production in Science Education. This paper aims to reflect on the current moment of research on concept maps from the analysis of academic literature and a historical perspective of the development and application of concept maps. The perspectives on the horizon suggest that growth is more likely than stagnation if two conditions are fulfilled by researchers and professors: (1) the expansion of theoretical perspectives that inform the use of concept maps and (2) the adoption of a new set of values that emphasize educational praxis as a process, avoiding the focus on the product that characterizes a final point in the learning process. © 2022 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.
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The following document reports the experiences and life skills developed under the current didactic situation in Sports and Exercise Science. In particular, the manuscript discusses the pedagogic theories that should be fostered to improve the return to campus. The real-life experiences are presented in light of the Social and Emotional Learning and the Learning by Doing theories. The following document aims to reflect on social constructivism and embodied theories to improve the new (post-covid) learning environment. The introduction focuses on the Quality Assurance Agency for Higher Education benchmark statement and progresses to the most recent Blended approaches. With reflections upon in-class assessments, spaces and pace. In conclusion, the cartesian dualism (body-mind) is discussed and ideas for future research in pedagogy are presented to improve teaching and learning experiences in the post-covid scenario. Insegnare Scienze Motorie: esperienze e abilità di un docente universitario. Il documento ha come scopo quello di riflettere sul costruttivismo sociale e sulle embodied theories per migliorare il nuovo ambiente di apprendimento (post-covid). Il seguente documento riporta le esperienze e le abilità sviluppate nell‘attuale situazione didattica, nello specifico riguardo le scienze motorie. In particolare, nel testo sono discusse le teorie pedagogiche che dovrebbero essere incoraggiate per migliorare il ritorno in aula. Le esperienze didattiche sono presentate alla luce delle teorie dell‘apprendimento sociale ed emotivo e del Learning by Doing. L‘introduzione si concentra sul Quality Assurance Agency for Higher Education benchmark e presenta i più recenti approcci didattici definiti Blended, con l'aggiunta di riflessioni su valutazioni, spazi e ritmo della classe. In conclusione, viene discusso il dualismo cartesiano (corpo-mente) e vengono presentate idee per future ricerche in pedagogia al fine di migliorare le esperienze di insegnamento e di apprendimento nello scenario post-covid.
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Amid a long period of deskilling in art school curricula, craft has been denigrated as inferior to art and confining for artists, but can craft liberate imagination? The purpose of this study was to understand the relationship between an adult learner's self-perceived capacity for imaginative expression in representational drawing and the development of her artisanal judgment during a self-directed program of classical study, online and in-person, over a period of 22 months (mostly during the coronavirus pandemic). The researcher created, coded, and analyzed drawings, photographs, field notes, diaries, and video recordings to track cognitive events and situative factors encountered in the process of learning to draw. Rooted in Kantian philosophy and guided by Polanyi's theory of tacit knowing, an analytic interpretation of findings revealed the role of knowledge (empirical, axiomatic, tacit) and epistemically felicitous falsehoods in achieving constructive perception, a capability suited to imaginative expression in drawing and the predominant challenge of navigating complex attentional dynamics. Findings also described the role of embodied modalities, which constituted a somatic activity system, in grounding cognition and supporting learning transfer. Exploration of communities of practice served as a rite of passage, bringing to light artistic apparatus and valuable opportunities for peer learning. The inquiry exposed the author's unhelpful assumptions about imagination and identified methods for developing it that could be earned, not merely gifted: elaborative sketching, engaging with art, visual research, perceptual and recollective drawing, constructive drawing, and problem finding. This firsthand processual account of adult learning recommends a holistic approach to constructivist pedagogy over naive, or trivial conceptualizations of constructivism in drawing curricula. In addition to helping novice artists heal the breach between skill-building and imagination, the study contributes to literature, in educational psychology and social sciences generally, on adult learning and cognition in the arts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Context in implementation science includes not only characteristics of a setting in which an intervention will be delivered, but also social systems (e.g., interrelationships). Context is dynamic and interacts with both, the intervention and its implementation. Therefore, contextual analysis is recognized as an indispensable part of implementation science methodology: it provides the foundation for successful and sustainable implementation projects. Yet, driven by the prevailing post-positivist understanding of context, contextual analysis typically focuses on individual characteristics of context i.e., contextual dynamics and interactions go unnoticed. Conducting contextual analysis from a constructivist perspective promotes a multilayered approach, building a more comprehensive understanding of context, and thus facilitating successful implementation. In this article, we highlight the limitations of prevailing perspectives on context and approaches to contextual analysis. We then describe how contextual analysis can be enriched by working from a constructivist perspective. We finish with a discussion of the methodological and practical implications the proposed changes would entail. Emerging literature attempts to address both the concept of context and methods for contextual analysis. Various theories, models and frameworks consider context, however, many of these are reductionistic and do not acknowledge the dynamic nature of context or interactions within it. To complement recent conceptualizations of context, we suggest consider the following five constructivist concepts: 1) social space; 2) social place; 3) agency; 4) sensation; and 5) embodiment. We demonstrate the value of these concepts using COVID-19 vaccination uptake as an example and integrate the concepts in the Context and Implementation of Complex Interventions (CICI) framework-an implementation science framework that pays ample attention to context. To study context from a constructivist perspective, we also suggest additional considerations in view of methodologies for data collection and analysis, e.g., rapid ethnographic methods. A constructivist perspective contributes to a stronger conceptualization of contextual analysis. Considering the five constructivist concepts helps to overcome contextual analysis' current shortcomings, while revealing complex dynamics that usually go unnoticed. Thus, more comprehensive understanding of context can be developed to inform subsequent phases of an implementation project, thereby maximizing an intervention's uptake and sustainability.
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Evolving official Russian identifications of Georgia amount to a dangerous securitisation of this small neighbour – achieved through a focus not on Georgia itself but on Western engagement in the region. With the long absence of face-to-face diplomatic encounters and contact, the Russian idea of Georgia as a ‘Western proxy' has become entrenched. This article advances a social explanation of Russian foreign policy that speaks to geopolitical explanations in foregrounding great power interaction and security by drawing on insights from a discourse-theoretical reading of securitisation theory. It adds value to social explanations by showing how the identification of another political entity can be changed into that of a ‘proxy' through its integration into a larger ‘radically different other', and how this expansion occurs in interplay with interpretations of physical manifestations of the larger ‘radically different other' in the ‘proxy'. Finally, it draws attention to the impact of physical encounters on foreign policy in these times of COVID-19, war, and growing isolationism in world affairs.
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The COVID-19 pandemic has imposed significant challenges on education worldwide, particularly in areas with limited online teaching experience. The research design is based on constructivism learning theory and the technology acceptance model. A questionnaire was also distributed to a university of finance and economics in China. Structural equation model was used to test the influence mechanism of social media interaction on college students' willingness to use e-learning platform continuously. The positive moderating effect of online teaching context on this mechanism is further analyzed. Therefore, the use of social media in the online teaching process in higher education institutions should be encouraged, and a good online teaching context should be fostered.
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Creating a circle from the August 2017 Rohingya eviction from Myanmar into Bangladesh to a possible return to Rakhine, this chapter contains narratives from three junctures: pre-camp, camp, and post-camp. Whereas the first traces the Rohingya origin, thus dwelling upon history, discrimination, religion, and the relevant external context permitting internal ethnic cleansing/genocide, the second explores camp dynamics, unraveling new forms of intersectionality, gender vulnerability-and-balancing actions, and COVID responses, leaving the post-camp section to evaluate the rudderless human security ship, humanitarian innovations redressing camp exigencies and possibly benefiting civil society, as well as imparting global education against local needs, to find out what role inherent/tainted memory will play in jump-starting relocated lives. How that circle triumphs against a looming dead-end leaves food for thought for interim rehabilitation/relocation purposes. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Creating a circle from the August 2017 Rohingya eviction from Myanmar into Bangladesh to a possible return to Rakhine, this chapter contains narratives from three junctures: pre-camp, camp, and post-camp. Whereas the first traces the Rohingya origin, thus dwelling upon history, discrimination, religion, and the relevant external context permitting internal ethnic cleansing/genocide, the second explores camp dynamics, unraveling new forms of intersectionality, gender vulnerability-and-balancing actions, and COVID responses, leaving the post-camp section to evaluate the rudderless human security ship, humanitarian innovations redressing camp exigencies and possibly benefiting civil society, as well as imparting global education against local needs, to find out what role inherent/tainted memory will play in jump-starting relocated lives. How that circle triumphs against a looming dead-end leaves food for thought for interim rehabilitation/relocation purposes. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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This research identifies the critical factors of student engagement and distance learning that will improve academic performance during a pandemic. The fuzzy Delphi method and fuzzy analytical hierarchy process method are applied to this research, which is a multicriteria decision-making technique. A survey is conducted and evaluated based on experts' opinions. The social constructivism theory was selected to be applied here;it supports student engagement and distance-learning factors' relationships with academic performance. After the analysis, the six most significant factors are evaluated. It is observed that Social isolation (C1), Technology effectiveness (C2), Social status enhancement (C3), Student Competency (C4), Motivation (C5), and Satisfaction (C6) are the highest-ranking factors that increase academic performance. On the basis of the results, it is suggested that management's primary responsibility is to provide training and guidance to instructors/teachers to enhance, motivate the students, and create opportunities for every student to improve their academic performance in a pandemic situation through distance learning.