The study aimed to investigate the language learning strategies and their contribution to the language competence of English major students in the teacher education program at Kapalong College of Agriculture Sciences and Technology. The researcher utilized a mixed-method design using the convergent parallel approach. Participants were English major students across all year levels at the college institution, with 204 students randomly selected for the quantitative phase and approximately 10 students purposively selected for the qualitative phase: 5 for in-depth interviews (...) and 5 for focused group discussions. The results indicated that both the level of language learning strategies and language competence were high; the findings were rejected, which reveals that there is significant relationship between them. Further, the findings from both the quantitative and qualitative phases largely converged however, there was one divergent indicator. The study confirmed that language learning strategies significantly impact the enhancement of language competencies among English major students, facilitating effective and efficient language use in realistic contexts. It is recommended that language learners must also prioritize memory strategies despite from the indicators’ lowest mean based from the results, such as mnemonic devices and spaced repetition techniques, to enhance vocabulary and grammar retention. Additionally, to improve speaking competency, students should engage in practical applications of the language within their specific contexts, allowing them to practice and develop fluency, essential for effective communication in professional, social, and academic environments. (shrink)

The Russian people are struggling to learn how to create a democracy and a market economy. This paper reviews the results of reform efforts to date and what the Russian people are learning as indicated by changes in answers to public opinion surveys. As a way to continue the social learning process in Russia we suggest the widespread use of process improvement methods in organizations. This paper describes some Russian experiences in using process improvement methods and proposes (...) a strategy for spreading the use of these methods through universities and then through businesses and government agencies. As people use process improvement methods, they gain confidence in their ability to improve the functioning of organizations and society. (shrink)

A shared narrative in the literature on the evolution of cooperation maintains that social _learning_ evolves early to allow for the transmission of cumulative culture. Social _norms_, whilst present at the outset, only rise to prominence later on, mainly to stabilise cooperation against the threat of defection. In contrast, I argue that once we consider insights from social epistemology, an expansion of this narrative presents itself: An interesting kind of social norm — an epistemic coordination norm (...) — was operative in early and important instances of specialised social learning. I show how there’s a need for such norms in two key social learning strategies and explain how this need is constituted. In assessor-teaching (e.g. Castro et al., 2019b, 2021), epistemic coordination norms allow agents to coordinate around the _content_ of social learning, i.e., what is to be known and how this is to be done. These norms also allow agents to coordinate around the form of cultural learning in what’s sometimes called strategic social learning (Laland, 2004; Hoppitt & Laland, 2013; Heyes, 2018, Chap. 5) and elsewhere. Broadly speaking, this concerns how cultural learning is organised within the social group. The upshot is that the evolution of social learning and social norms are intertwined in important and underappreciated ways from early on. The above matters as it informs our views about the evolution of social norms more generally. Truly _social_ norms emerged to coordinate a plurality of complex behaviours and interactions, amongst them specialised social learning. I substantiate this view by contrasting it with Jonathan Birch’s views on the evolution of norms. What results is a general but cohesive narrative on the early evolution of social norms. (shrink)

The English language is immensely rich in terms of vocabulary. When learning vocabulary, successful students employ specific strategies. Several studies have been conducted to explore the vocabulary learning strategies (VLS) English language learners employ. However, there is a lack of empirical research on the topic in Afghanistan. Therefore, the aims of this study were to 1) explore the VLS undergraduate English learners employ; 2) examine the correlation between VLS and gender; 3) examine the correlation between VLS and students’ (...) year of studies; and 4) examine the correlation between VLS and students’ English proficiency level. The study used a descriptive-quantitative research design. The study discovered that metacognitive and memory strategies were the most frequently used, while social strategies were the least frequently used. Moreover, the correlation results revealed that metacognitive strategies were more prevalent among males, while memory strategies were more popular among females. (shrink)

This qualitative study utilized the narrative approach to determine the advantages and disadvantages of printed modular distance learning in terms of lesson preparation and assessment of students’ outputs based on the experiences of six teachers in a public elementary school in Negros Occidental in the School Year 2021-2022, the strategies they employed in lesson preparation and assessment of students’ outputs, and the insights they gained into their strategies when they engaged in printed modular distance learning modality. The findings (...) reveal the following: (a) Modules are readily available for the only advantage of the printed modular distance learning in terms of lesson preparation; (b) Students’ outputs are well-thought-out for the only advantage of the printed modular distance learning in terms of assessment of students’ outputs; (c) Lessons are inappropriate and lesson preparation is delayed for the disadvantages of printed modular distance learning in terms of lesson preparation; (d) The authenticity of students’ outputs is dubitable for the only disadvantage of printed modular distance learning; (e) Be creative and flexible for the strategies employed by teachers in lesson preparation; (f) Verify the authenticity for the only strategy employed by teachers in the assessment of students’ outputs; (g) Flexibility and creativity may make lesson preparation easy for the insights gained by teachers into their strategies in terms of lesson preparation; and (h) Time management and appropriate assessment tools may facilitate assessment of students’ outputs for the insights gained by teachers into their strategies in terms of assessment of students’ outputs. The teachers were able to prepare their lessons and assess their students’ outputs despite the drawbacks of printed modular distance learning with effective strategies. (shrink)

Amidst the challenges that teachers are facing nowadays, teachers resiliency in this new tough learning environment seemed to be an unexplored area. Thus, it is crucial to conduct studies that would explore factors that increase teachers resiliency particularly amidst teachers work-related stress and emotional exhaustion. This study explores the moderating effect of social support to self- efficacy and stress management strategies toward teachers resiliency employing descriptive-correlational with moderation design. teachers resiliency. The respondents were one hundred one (101) public (...) elementary school teachers who are currently associated with the four (4) public elementary schools in San Francisco District for the school year 2022-2023 using online survey questionnaire as the main instrument in gathering the data. The findings revealed that both teachers self-efficacy and stress management strategies have a significant relationship in teachers resiliency. This suggests that teachers must also be persistent in strengthening their self-efficacy and developing their stress management strategies to sustain their resiliency. Results also showed that social support effectively moderates the relationship between self-efficacy and teachers resilience. At the same time, it indicated that the higher self-efficacy of teachers was associated with a lower level of social support. Likewise, social support effectively moderates the relationship between stress management strategies and teachers resilience. Results also indicated that the higher level of stress management strategies was associated with lower level of social support. Individuals in the workplace especially supervisors and co-workers must consider providing their colleagues especially those with lower level of self- efficacy and stress management strategies with the necessary social support that they need to be resilient. (shrink)

Reading tough books to achieve excellent marks, perform well in class, and gain attention from teachers and parents is less likely to drive students. Students used to evaluate their language learning requirements, define the abilities they wished to develop, pick effective study techniques, and set aside gadgets when studying. They also used to read the question before looking for hints in the relevant content, extract the essential lines that convey the major ideas, concentrate on titles, names, numbers, quotations, or (...) instances, and comprehend the overall context to infer an option. The survey discovered that most of the time, students utilized it to determine the progress of their learning and create learning objectives. It was also found that there was a link between the exogenous variables and the academic performance of students. (shrink)

What makes fast, cumulative cultural evolution work? Where did it come from? Why is it the sole preserve of humans? We set out a self-assembly hypothesis: cultural evolution evolved culturally. We present an evolutionary account that shows this hypothesis to be coherent, plausible, and worthy of further investigation. It has the following steps: (0) in common with other animals, early hominins had significant capacity for social learning; (1) knowledge and skills learned by offspring from their parents began to (...) spread because bearers had more offspring, a process we call CS1 (or Cultural Selection 1); (2) CS1 shaped attentional learning biases; (3) these attentional biases were augmented by explicit learning biases (judgements about what should be copied from whom). Explicit learning biases enabled (4) the high-fidelity, exclusive copying required for fast cultural accumulation of knowledge and skills by a process we call CS2 (or Cultural Selection 2), and (5) the emergence of cognitive processes such as imitation, mindreading and metacognition – ‘cognitive gadgets’ specialised for cultural learning. This self-assembly hypothesis is consistent with archaeological evidence that the stone tools used by early hominins were not dependent on fast, cumulative cultural evolution, and suggests new priorities for research on ‘animal culture’. (shrink)

We evaluate the asymptotic performance of boundedly-rational strategies in multi-armed bandit problems, where performance is measured in terms of the tendency (in the limit) to play optimal actions in either (i) isolation or (ii) networks of other learners. We show that, for many strategies commonly employed in economics, psychology, and machine learning, performance in isolation and performance in networks are essentially unrelated. Our results suggest that the appropriateness of various, common boundedly-rational strategies depends crucially upon the social context (...) (if any) in which such strategies are to be employed. (shrink)

At this time of pandemic, people will have to co-exist with the COVID-19. The need to ‘strategically’ cope with this inevitable situation still remains to be explored in various depths, most especially in the area of education during flexible teaching and learning. Using Focus Group Discussion and other forms of instrumentation, this qualitative study found that both teachers and students as ‘frontliners’ employed coping strategies including acceptance, building strong and solid social support, cultivating self-reliance and resourcefulness, practicing self-discipline, (...) and establishing an academic support community. (shrink)

This study sought to investigate the Human Resource and Management (HRM) Program of a preschool hereinafter referred to as the Early Years Learning Center (EYLC) in Mandaluyong City for purposes of this research study. This is a qualitative case study that delved particularly into the issue of employee retention, especially of seasoned teachers and staff of the subject learning center. It used the interview method to generate an in-depth analysis as it revisited its HRM Program. To triangulate the (...) data gathered, documents from websites and social media as well as artifacts were also utilized. There is a dearth of research on the Human Resource and Management Program in preschool education. Most studies are from India and China. In terms of the HRM Program in education, SWOT analysis was frequently used to help improve the program. There were negligible sources that used the balanced scorecard at the preschool level. Hence, a combination of the SWOT analysis and the Balanced Scorecard method were utilized - the SWOT Analysis to determine the problems the learning center faces vis-à-vis its HRM Program, and the balanced scorecard in the search for a solution or strategy to help solve the problem. Based on the study, these combined tools proved to be effective in revisiting the HRM Program of schools. After interviewing the Directress of EYLC, findings disclosed that to be able to improve the retention of employees in the learning center, the focus should be given to the hiring policies and procedures keeping in mind the job security of its targeted employees. This brings forward concerns over advertising schemes utilizing different venues and platforms as well as issues involving the provision of seasoned employees with a retirement package, comprehensive Health Management Organization (HMO), and a continuing professional development program. (shrink)

Gerontology together with its subfields, such as social gerontology, geragogy, educational gerontology, political gerontology, environmental gerontology, and financial gerontology, is still a relatively new academic discipline that is currently intensively developing, expanding research fields and combining various theoretical and practical perspectives. The interdisciplinarity, transdisciplinarity, and multidisciplinarity of research on ageing and old age, despite its vast thematic, methodological and theoretical diversity, have a common denominator, which is the focus of research work on improving the quality of life of older (...) people. It is the concern for the components of quality of life such as welfare and well-being as well as focus on learning about phenomena conditioning successful ageing that has become motivators and premises hidden or visible in many texts included in the Research Topic “Perspectives and Theories of Social Innovation for Ageing Population.” The Research Topic that we are presenting to our readers is unique not only because of its size but above all because of its novelty and social involvement, visible in the content of individual chapters. The presented collection includes 17 articles prepared in total by 76 authors from the following countries: China, Finland, Germany, Ghana, Hungary, Ireland, Israel, Italy, Japan, the Netherlands, Poland, Portugal, Slovenia, Spain, Sweden, the United Kingdom, and the United States. Two journals were combined with this Research Topic: “Frontiers in Public Health” and “Frontiers in Sociology.” The presented Research Topic contains seven types of articles covering: two community case studies, eight original research articles, two perspective articles, one hypothesis and theory paper, one policy and practice review, one methods article, and two book reviews. The rationale to start work on this set of texts was the desire to continue and deepen the research analyses of the editors of this set, which concern the development of social innovations for the ageing population as well as changes of public policy on ageing. This Research Topic deals with topics covering issues such as social learning, intergenerational transmission, senior entrepreneurship, creative content creation by older adults, care services, raising the independence of older people in their living environments, dementia challenges, the image of the older generation in local social policies, new trends in qualitative research on old age, strategies for dealing with chronic diseases, the use of digital tools in health education, the silver economy/longevity economy, age-friendly environments, the diversity of structures and social services, preparation for old age, and food safety. The wide variety of submitted texts shows several selected and, according to the authors, current challenges that contemporary seniors have to face. The articles comprising this Research Topic are organized according to five themes. (shrink)

This article examines two questions about scientists’ search for knowledge. First, which search strategies generate discoveries effectively? Second, is it advantageous to diversify search strategies? We argue pace Weisberg and Muldoon, “Epistemic Landscapes and the Division of Cognitive Labor”, that, on the first question, a search strategy that deliberately seeks novel research approaches need not be optimal. On the second question, we argue they have not shown epistemic reasons exist for the division of cognitive labor, identifying the errors that (...) led to their conclusions. Furthermore, we generalize the epistemic landscape model, showing that one should be skeptical about the benefits of social learning in epistemically complex environments. (shrink)

Communication strategies to shape public opinion can be applied to the philosophical program of conceptual engineering. I propose to look for answers to the implementation challenge for conceptual engineering on similar challenges that arise in other contexts, such as that of social movements. I claim that conceptual engineering is successfully practiced in other areas with direct consequences on the political landscape, and that we can apply to philosophy what we might learn from those successful practices. With that end in (...) mind, I explain the psychological approach to conceptual engineering. I present what has been called “the implementation challenge”, which is the problem that emerges from the possibility of control over the content of our concepts. The challenge consists in that if there is not such a control, conceptual engineering is not implementable. Then, I review some of the reactions that have been given to that challenge, and I defend the feasibility of conceptual engineering appealing to the collective action frames that social movements endorse as an instance of a successful kind of conceptual engineering and derive some strategies that might be of use for conceptual engineering in philosophy. Finally, I reply to some anticipated objections to my proposal. (shrink)

One of the important components considered in this research approach is given by the study on teaching-learning strategies, methods and techniques in the lessons aimed at organizing economic activities. It is understood that such a topic takes into account, on the one hand, a series of aspects related to an economic issue, and on the other hand, issues of a methodological / didactic nature found in the teaching-learning-assessment activity. At the same time, the approach that is intended to (...) be highlighted reflects the practical-theoretical dimension of such a possible approach in class. Under these conditions, the research approach assumed involves an analysis focused, on the one hand, on the theoretical aspects related to the approached topic, and on the other hand, on the conceptual-theoretical operationalization with practical implications. In other words, there is an interest in valorizing and capitalizing on the contents approached both theoretically and practically. Therefore, it is considered that we will analyze, from a theoretical and pragmatic perspective, the strategies, methods and teaching-learning techniques at the level of economic-themed classes, also revealing the impact it has in the economic-educational dimension. (shrink)

The objective of this case study concentrated on examining the learning gap, going through some components of the transformation process, and coming up with some ways for aiding students who were experiencing lost learning. A qualitative research design was utilized by the researchers to understand and solve the cases related to Mathematics learning difficulties. Creswell (2008) asserts that qualitative research can be used to discover and comprehend the significance that certain people or groups assign to social (...) or human issues. The researchers used purposive sampling to determine 15 student participants to understand the cases of learning loss and prescribe better interventions to the students. To solve the problems associated with loss of learning experienced by the learners after remote learning, a case study will be utilized as the strategy of inquiry since it fits the situation that is to focus the said key cases, discuss some transforming process, and develop interventions. After analyzing the interviews, researchers identified three common themes across the three cases which serve to clarify the learners' experiences after the post-remote learning: the learners' learning experiences during remote learning, factors that caused learning loss in Mathematics, and learners' coping strategies. In a deeper analysis, the impact of distance learning on students during the pandemic goes beyond just the difficulties in learning and understanding lessons which resulted in difficulty in learning math during in-person classes. The lack of in-person interaction with classmates and teachers also contributes to a sense of isolation and boredom, negatively affecting students' overall well-being and mental health. (shrink)

The COVID-19 pandemic worsens the crises generated by neoliberal capitalism. The “economic resiliency” of the Philippines is not a strength for the struggling masses rather a “financial strength” for the exporter and importer of surplus capital, e.g. the creditors and investors, favoring the few against the many. The lens and jargon of multilateral development banks bear bourgeois morality and myth describing the Philippine economy and the Filipinos “resilient” amid perennial crises brought by neoliberal ideology. Emphasizing “economic infrastructure” over the “ (...) class='Hi'>social infrastructure”, e.g. public healthcare, the Philippines attracts the surplus capital of foreign investors but not the confidence of the people as bureaucrat capitalists gain from contracts with the government. When COVID-19 strikes, the Filipinos remind themselves of the need for “social infrastructure” in public health. The COVID-19 pandemic is a reminder since the people already recognize the government’s lack of capacity in dealing with regular maladies like dengue. Though many are organizing themselves in addressing the negligence of “social infrastructure” by the government, a lot more clamor individually through social media for quality public service during the pre-pandemic period, amid the COVID-19, and most likely in the post-pandemic time. It is in this context that this practice note asks: how do Filipinos respond to the government’s response and how should they respond amid and during the post-COVID period? The note benchmarks from the theoretical foundations of social movements as it learns from people providing praxis of mobilizations in different countries for the Filipinos to adopt in their activism and to adapt their strategies when dealing with the “new normal”. (shrink)

There have been numerous initiatives to increase access to higher education for those residing in marginalised locales in Wales. However, entrance in itself does not guarantee success and it is important for educators and policy makers to explore issues of retention. Classed and relational positionings often conflict with non-traditional students' education trajectories and sometimes contribute to their withdrawal from academia. In response to this challenge the current paper focuses on the accounts of non-traditional students in Communities First[1] areas who took (...) an undergraduate social science module with The Open University in Wales. Importantly, rather than reading these barriers to progression as students' individual difficulties, the paper considers how educational cultures can create and perpetuate disadvantage. Exploring students' accounts of pedagogy and administration, the paper focuses on online provision in distance learning and offers a range of strategies that could potentially improve the delivery of an Open University module and students' experiences in future presentations. (shrink)

This paper reflects on lessons learned from a validated model of international collaboration based on research and practice. During the European Year for Active Ageing, a partnership of seven organizations from the European Union plus Turkey implemented the Lifelong Learning Programme partnership “Connecting Generations‘ which involved universities, non-governmental organizations, third age Universities and municipalities in collaboration with local communities. Reckoning that Europe has dramatically changed in its demographic composition and is facing brand new challenges regarding intergenerational and intercultural solidarity, (...) each partner formulated and tested innovative and creative practices that could enhance better collaboration and mutual understanding between youth and senior citizens, toward a more inclusive Europe for all. Several innovative local practices have experimented, attentively systematized and peer-valuated among the partners. On the basis of a shared theoretical framework coherent with EU and Europe and Training 2020 Strategy, an action-research approach was adopted throughout the project in order to understand common features that have been replicated and scaled up since today. (shrink)

The Pomodoro technique is a timed-based strategy used in fighting procrastination and found to increase academic performance. However, its effect on academic learning in a synchronous remote learning modality has yet to be investigated. The study used a mixed triangulation semiexperimental design using a whole sample (N=46), following all ethical equivalence procedures. The genetics concept mastery of the students was tested using a researcher-made test. ANCOVA results revealed that students taught using Pomodoro yielded significantly better concept mastery (...) in genetics than the lecture method. This study contributes to the evaluation of one science teaching strategy compatible with remote learning modality. (shrink)

We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and (...) too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills. (shrink)

Artificial intelligence has historically been conceptualized in anthropomorphic terms. Some algorithms deploy biomimetic designs in a deliberate attempt to effect a sort of digital isomorphism of the human brain. Others leverage more general learning strategies that happen to coincide with popular theories of cognitive science and social epistemology. In this paper, I challenge the anthropomorphic credentials of the neural network algorithm, whose similarities to human cognition I argue are vastly overstated and narrowly construed. I submit that three alternative (...) supervised learning methods—namely lasso penalties, bagging, and boosting—offer subtler, more interesting analogies to human reasoning as both an individual and a social phenomenon. Despite the temptation to fall back on anthropomorphic tropes when discussing AI, however, I conclude that such rhetoric is at best misleading and at worst downright dangerous. The impulse to humanize algorithms is an obstacle to properly conceptualizing the ethical challenges posed by emerging technologies. (shrink)

The Covid-19 virus has affected everyone, and some are still getting better. The changes the pandemic brought about pushed us to use conventional survival methods. It is necessary for both teachers and students to quickly switch to an entirely new method to carry on with their school program This study aims to ascertain the elementary teachers' attitude toward changes and how it mediates the job-related issues that the pandemic brought about, particularly in the mode of delivery of learning during (...) these times, as well as its impact on the coping response that the teachers use to cope up with these changes. To assess the current state of the variable, the research employs a descriptive survey methodology. The study revealed that teacher respondents’ profiles were significantly influenced by the coping response; the data presented that age is the only variable with a significant relationship with the coping response, while between job-related issues and coping strategies, the data show that the distribution/retrieval of modules influences all facets of coping strategy. It is also found that the respondent’s job-related issues significantly correlate with all the attitudes toward change. Most evidently the effect of the authentic assessment and students’ engagement with the teacher’s resistance to these changes in distance learning. This study recommends that school conduct seminars promoting work-life balance as well as administrators assisting teachers when it comes to the use of technology. (shrink)

The study aims to identify the efficiency of the university education performance from the perspective of postgraduate and undergraduate students in international and Palestinian universities. The analytical descriptive approach was used for this purpose and the questionnaire was used as a main tool for data collection. The study community consists of: post graduate students, (23850) graduate students and (146355) undergraduate students. The sample of the study was 378 graduate students and 383 undergraduate students. The random stratified sample was used. The (...) Statistical Package of Social Sciences (SPSS) was also used for data analysis. The study reached a number of results, the most important of which are: The level of efficiency of educational performance in Palestinian and international universities from the point of view of postgraduate and undergraduate students was high. And that there are significant differences between the average views of the sample of the study on the efficiency of educational performance in Palestinian and international universities attributed to the University and to the benefit of international universities. The study concluded many recommendations, the most important of which is the necessity of continuing to develop e-learning strategies that affect the efficiency of educational performance and research commensurate with the university's position in the local and international community, which puts it on the best classification between local and international universities through e-learning. (shrink)

Online education has become an essential component of education. Thus, several factors, such as the student’s learning strategy and motivation, generally contribute to their academic success. This study investigates the relationship between learning strategies, motivation, and online learning environment among 150 first-year college students. Employing correlational design, the statistical findings of the study reveal that the r coefficient of 0.59 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, (...) leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between learning strategies, motivation, and the online learning environment. (shrink)

The study aimed to identify E- Learning strategies and their relation to the efficiency of research performance in foreign and Palestinian universities (University of Ottawa, Munster, Suez Canal, Al-Azhar, Islamic, Al-Aqsa). The analytical descriptive approach was used for this purpose, and relying on the questionnaire as a main tool for data collection. The study society is from the senior management, where the number of senior management in the universities in question is 206. The random stratified sample was selected and (...) (SPSS) was used for statistical data analysis. The study found a significant relationship between E- Learning strategies and the efficiency of research performance in universities. It also reached the participation of senior management in the research that develops the university performance in the Palestinian universities. The senior management indicated that they do not care to follow the policies of implementing the development of scientific research. While the senior management in foreign universities indicated that they are interested in following up the policies of implementing the development of scientific research. The study also showed that senior management in Palestinian universities does not care about providing the appropriate budget for E- Learning. The study recommended that the senior management of Palestinian universities should provide an E- Learning budget and encourage employees to continue using E- Learning strategies. The administration in the Palestinian universities should adopt and support outstanding research, and the need to encourage interest in the implementation of policies for the development of scientific research. (shrink)

Generalized Darwinism models cultural development as an evolutionary process, where traits evolve through variation, selection, and inheritance. Inheritance describes either a discrete unit’s transmission or a mixing of traits. In this article, we compare classical models of cultural evolution and generalized population dynamics with respect to blending inheritance. We identify problems of these models and introduce our model, which combines relevant features of both. Blending is implemented as success-based social learning, which can be shown to be an optimal (...) strategy. (shrink)

This study focuses in testing the power of reciprocity and leadership as collective action incentive structures and cooperation economic benefits in explaining collective action initiation in the context of a post-communist transition economy. The paper is based on a structured survey targeting Albanian export-oriented farmers. Different from most previous studies, this paper uses both regression analysis and machine learning procedure which is better suited for analysing non-linear relationships. The empirical findings are at odds with common sense that non-cooperation is (...) the dominant strategy, because the presence of tolerant reciprocators and leadership resources provide promising incentive structures for collective action development. KEYWORDS: Albania, collective action, collective action benefits, incentive structures, leadership, power, reciprocity. (shrink)

This study focuses on the step-to-step procedure in creating Facebook Social Learning Group (FBSLG) and the perception of students on using FBSLG as learning management tool. Descriptive method was employed in this study participated by two hundred eighty (280) teacher education students in Nueva Ecija University of Science and Technology – College of Education during the academic year 2020-2021 who were purposively selected based on the criteria set by the researcher. Five simple steps on creating FBSLG were (...) discussed by the researcher. Using the adapted survey questionnaire, the data revealed that the students strongly agreed on the four aspects of perception about FBSLG namely: pedagogical affordance, social affordance, technological affordance, and their overall perception on the platform. Some worries of the students on the platform were addressed like the safety of sharing ideas in the FBSLG and some technical difficulties were encountered. It is concluded that the FBSLG is a good platform of conducting classes during this time of pandemic, so the use of this platform to other subjects is highly recommended. (shrink)

The recent news of a 13-year-old Singaporean prodigy graduating from an Australian university has sparked discussion about Singapore’s approach to nurturing exceptional young talents, especially after it was revealed that the boy had been previously rejected by a local university because of his young age. Some have called for an increased flexibility to allow such young people to skip levels in Singapore - parents of intellectually advanced children often cite concerns that their children are disengaged and bored at school. The (...) fear is real - keeping these students at the same level as their peers could potentially squander their potential and impede their growth. Yet, on the flip side, accelerating their academic journey could potentially jeopardise their social and emotional development, which could negatively impact their ability to connect and work well with their peers in their adulthood. Nonetheless, this debate brings to light the need for more effective strategies to meaningfully engage students with diverse abilities and learning paces. (shrink)

The development of nuclear energy technologies in the second half of the 20th century came with great hopes of rebuilding nations recovering from the devasta-tion of the Second World War or recently released from colonial rule. In coun-tries like France, India, the USA, Canada, Russia, and the United Kingdom, nuclear energy became the symbol of development towards a modern and technologically advanced future. However, after more than six decades of experi-ence with nuclear energy production, and in the aftermath of the (...) Fukushima nuclear disaster, it is safe to say that nuclear energy production is not without its problems.Some of these problems have their origins in the very materiality of the technolo-gies involved. For example, not only does the use of highly radioactive materials give rise to risks for the current generation (e.g., in the potential for disaster when reactors melt down) but high-level radioactive waste from nuclear energy production presents a serious intergenerational problem for which an acceptable final solution or its implementation remains elusive. Moreover, nuclear energy technologies have specific social and political consequences. For example, they have been said to be authoritarian technologies (Winner, 1980), requiring cen-tralized authority, secrecy, and technocratic decision-making. While some of these problems could have been foreseen before nuclear energy technologies were introduced, others only arose after these technologies were already integrated into the social and infrastructural fabric of our lives. Addition-ally, new technologies (e.g., Generation III, III+ and IV reactors) are still being developed, bringing with them new and uncertain hazards and risks. Ignorance and uncertainty about the possible deleterious effects of introducing a new technology are inevitable, especially if the technology is complex, large time-scales are involved, or risks depend on social or political factors unforeseen in the design stage. However, this should not deter us from developing and intro-ducing new technologies. Rather, it should motivate us to organize these ‘exper-iments’ with new technologies in society in such a way that we can learn about their possible hazards and risks as effectively and responsibly as possible (van de Poel, 2011, 2015). In this way, it is possible to minimize risks and avoid unwant-ed moral, social or political developments. However, organizing such experi-ments responsibly also means that one could come to the conclusion that continuing an experiment is no longer responsible or desirable. Should we be prepared for such a scenario, and if so, how could we do that? One possible strategy to tackle this issue is that the technology and its introduction should be reversible. The aim of this thesis is to further explore this strategy by answering the following main research question (RQ) and accompanying subquestions (SQ):RQ: What are the implications of reversibility for the responsible develop-ment and implementation of nuclear energy technologies?SQ1: Under what conditions can nuclear energy technologies be considered reversible?SQ2: Why should nuclear energy technologies be reversible?SQ3: If so, how could the reversibility of nuclear energy technologies be achieved?After the introductory chapter 1, the chapters that form the main body of this dissertation each provide a distinct contribution to answering the three subques-tions and, by extension, the main research question. Guided by three historical case studies of nuclear energy technology development (i.e., India, France and the USA), chapter 2 answers the first subquestion by formulating the two condi-tions under which it can be considered reversible, i.e., 1) the ability to stop the further development and deployment of a that technology in society, and 2) the ability to undo the undesirable outcomes (material, institutional or symbolic) of the development and deployment of the technology. Chapter 3 subsequently tackles the second subquestion by establishing the general desirability of technological reversibility by virtue of its relation to responsibility in Emmanuel Levinas’ ethical phenomenology. It argues that technology development is a legitimate response to responsibility but inevitably falls short of the responsibility that inspires it, incessantly calling for technological and political change in the process. Having thus argued that nuclear energy technologies should ideally be reversible, chap-ters 4 and 5 work towards specific strategies to achieve technological reversibil-ity. Chapter 4 first investigates the processes that make it difficult to stop the further development and implementation of a nuclear energy technology in society, thus provid-ing input on how to fulfill the first condition for the reversibility of nuclear energy technologies. To do so, it presents a phenomenological perspective on technology and its adoption based on the work of Alfred Schutz. It also explores different ways in which technology adoption drives the processes of path depend-ence towards technological lock-in. Chapter 5 examines the history of geological disposal of high-level radioactive waste in the USA. It identifies a number of concrete policy pitfalls that could lead to lock-in and that should consequently be avoided. It also presents a number of general design strategies that could facilitate the undoing of undesirable consequences of a technology, thus providing input on how to fulfill the second condition for the reversibility of nuclear energy technol-ogies.Chapter 6 summarizes the central findings of the thesis and explains how these help to answer the research questions. On top of this, it reflects on a number of complications connected to reversibility considerations. Based on this, it is concluded that the question of irreversibility and reversibility is context- and technology-specific and a matter of degree. The chapter concludes with a reflec-tion on generalizations and limitations of the results. Finally, chapter 7 discusses the implications of this dissertation’s results for responsibly experimenting with nuclear energy technologies in society. (shrink)

Social media platforms have been rapidly increasing the number of informational labels they are appending to user-generated content in order to indicate the disputed nature of messages or to provide context. The rise of this practice constitutes an important new chapter in social media governance, as companies are often choosing this new “middle way” between a laissez-faire approach and more drastic remedies such as removing or downranking content. Yet information labeling as a practice has, thus far, been mostly (...) tactical, reactive, and without strategic underpinnings. In this paper, we argue against defining success as merely the curbing of misinformation spread. The key to thinking about labeling strategically is to consider it from an epistemic perspective and to take as a starting point the “social” dimension of online social networks. The strategy we articulate emphasizes how the moderation system needs to improve the epistemic position and relationships of platform users — i.e., their ability to make good judgements about the sources and quality of the information with which they interact on the platform — while also appropriately respecting sources, seekers, and subjects of information. A systematic and normatively grounded approach can improve content moderation efforts by providing clearer accounts of what the goals are, how success should be defined and measured, and where ethical considerations should be taken into consideration. We consider implications for the policies of social media companies, propose new potential metrics for success, and review research and innovation agendas in this regard. (shrink)

We argue that the core social being system is unlike other core systems in that it participates in frequent, widespread learning. As a result, the social being system is less constant throughout the lifespan and less informationally encapsulated than other core systems. This learning supports the development of the precursors of bias, but also provides avenues for preempting it.

Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive learning environments. This paper synthesizes 32 literature sources systematically highlighting the importance of recognizing cultural backgrounds, building relationships, adapting instruction, and promoting critical consciousness. Recognition of students' backgrounds enhances academic achievement and engagement, while positive relationships foster belonging and well-being. Adapting instruction meets diverse needs and improves outcomes. Promoting critical consciousness empowers students to challenge stereotypes and address social injustices. Ongoing professional development and support are (...) essential for effective implementation. By addressing these areas, educational institutions can create equitable and inclusive environments. Further research is needed to explore effective strategies for recognizing cultural backgrounds, investigate the impact of inclusive communities, study strategies for diverse learning needs, and examine the outcomes of promoting critical consciousness. Addressing these gaps enhances understanding and informs evidence-based practices in culturally responsive teaching. -/- . (shrink)

Concerns about the risks of unmitigated greenhouse gas emissions are growing. At the same time, confidence that international policy agreements will succeed in considerably lowering anthropogenic greenhouse gas emissions is declining. Perhaps as a result, various geoengineering solutions are gaining attention and credibility as a way to manage climate change. Serious consideration is currently being given to proposals to cool the planet through solar-radiation management. Here we analyze how the unique and nontrivial risks of geoengineering strategies pose fundamental questions at (...) the interface between science and ethics. To illustrate the importance of integrated ethical and scientific analysis, we define key open questions and outline a coupled scientific-ethical research agenda to analyze solar-radiation management geoengineering proposals. We identify nine key fields of coupled research including whether solar-radiation management can be tested, how quickly learning could occur, normative decisions embedded in how different climate trajectories are valued, and justice issues regarding distribution of the harms and benefits of geoengineering. To ensure that ethical analyses are coupled with scientific analyses of this form of geoengineering, we advocate that funding agencies recognize the essential nature of this coupled research by establishing an Ethical, Legal, and Social Implications program for solar-radiation management. (shrink)

Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and (...) learning of climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down into fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed. (shrink)

We claim that scientists working with deep learning (DL) models exhibit a form of pragmatic understanding that is not reducible to or dependent on explanation. This pragmatic understanding comprises a set of learned methodological principles that underlie DL model design-choices and secure their reliability. We illustrate this action-oriented pragmatic understanding with a case study of AlphaFold2, highlighting the interplay between background knowledge of a problem and methodological choices involving techniques for constraining how a model learns from data. Building successful (...) models requires pragmatic understanding to apply modelling strategies that encourage the model to learn data patterns that will facilitate reliable generalisation. (shrink)

This article is a comparative study between predictive processing (PP, or predictive coding) and cognitive dissonance (CD) theory. The theory of CD, one of the most influential and extensively studied theories in social psychology, is shown to be highly compatible with recent developments in PP. This is particularly evident in the notion that both theories deal with strategies to reduce perceived error signals. However, reasons exist to update the theory of CD to one of “predictive dissonance.” First, the hierarchical (...) PP framework can be helpful in understanding varying nested levels of CD. If dissonance arises from a cascade of downstream and lateral predictions and consequent prediction errors, dissonance can exist at a multitude of scales, all the way up from sensory perception to higher order cognitions. This helps understand the previously problematic dichotomy between “dissonant cognitive relations” and “dissonant psychological states,” which are part of the same perception-action process while still hierarchically distinct. Second, since PP is action-oriented, it can be read to support recent action-based models of CD. Third, PP can potentially help us understand the recently speculated evolutionary origins of CD. Here, the argument is that responses to CD can instill meta-learning which serves to prevent the overfitting of generative models to ephemeral local conditions. This can increase action-oriented ecological rationality and enhanced capabilities to interact with a rich landscape of affordances. The downside is that in today’s world where social institutions such as science a priori separate noise from signal, some reactions to predictive dissonance might propagate ecologically unsound (underfitted, confirmation-biased) mental models such as climate denialism. (shrink)

Climate negotiations under the United Nations Framework Convention on Climate Change have so far failed to achieve a robust international agreement to reduce greenhouse gas emissions. Game theory has been used to investigate possible climate negotiation solutions and strategies for accomplishing them. Negotiations have been primarily modelled as public goods games such as the Prisoner’s Dilemma, though coordination games or games of conflict have also been used. Many of these models have solutions, in the form of equilibria, corresponding to possible (...) positive outcomes—that is, agreements with the requisite emissions reduction commitments. Other work on large-scale social dilemmas suggests that it should be possible to resolve the climate problem. It therefore seems that equilibrium selection may be a barrier to successful negotiations. Here we use an N-player bargaining game in an agent-based model with learning dynamics to examine the past failures of and future prospects for a robust international climate agreement. The model suggests reasons why the desirable solutions identified in previous game-theoretic models have not yet been accomplished in practice and what mechanisms might be used to achieve these solutions. (shrink)

In this paper I argue that the search for explainable models and interpretable decisions in AI must be reformulated in terms of the broader project of offering a pragmatic and naturalistic account of understanding in AI. Intuitively, the purpose of providing an explanation of a model or a decision is to make it understandable to its stakeholders. But without a previous grasp of what it means to say that an agent understands a model or a decision, the explanatory strategies will (...) lack a well-defined goal. Aside from providing a clearer objective for XAI, focusing on understanding also allows us to relax the factivity condition on explanation, which is impossible to fulfill in many machine learning models, and to focus instead on the pragmatic conditions that determine the best fit between a model and the methods and devices deployed to understand it. After an examination of the different types of understanding discussed in the philosophical and psychological literature, I conclude that interpretative or approximation models not only provide the best way to achieve the objectual understanding of a machine learning model, but are also a necessary condition to achieve post hoc interpretability. This conclusion is partly based on the shortcomings of the purely functionalist approach to post hoc interpretability that seems to be predominant in most recent literature. (shrink)

This study aimed to explore the teachers' experiences in addressing the learning gaps during the resumption of in-person classes post-pandemic. Specifically, it sought to determine the learning recovery strategies implemented and the challenges encountered by the teachers. Six (6) teachers from DepEd Zamboanga City Division were involved in this study employing a qualitative-phenomenological research design. The participants were purposively selected based on the criteria defined in this paper. The data were collected through in-depth interviews with semi-structured interview questions. (...) The findings revealed that the teachers employed a multifaceted approach to bridge the learning gaps. These include conducting remedial reading and pull-out sessions, integrating basic reading activities in all subject areas, and using differentiated instructions and materials. However, teachers also encountered challenges related to the limited availability of resources, the need for professional development to address pedagogical changes, the lack of parental support, and absenteeism among learners. The research finding suggests intervention at the individual and system levels to mitigate the learning gaps. Policy recommendations include upskilling and plans of teachers, particularly in teaching beginning reading, increasing funding allocation for basic education resources, reviewing implementation of the learning recovery plans, and improving collaboration with parents and community stakeholders to support learners’ education. (shrink)

The rise of social media has created a new platform for communication and interaction, but it has also facilitated the spread of harmful behaviors such as cyberbullying. Detecting and mitigating cyberbullying on social media platforms is a critical challenge that requires advanced technological solutions. This paper presents a novel approach to cyberbullying detection using a combination of supervised machine learning (ML) and natural language processing (NLP) techniques, enhanced by optimization algorithms. The proposed system is designed to identify (...) and classify cyberbullying behavior in real-time, analyzing textual data from social media posts to detect harmful content. The model is trained on a large dataset of labeled instances of bullying and non-bullying content, using supervised ML algorithms such as Support Vector Machines (SVM), Decision Trees, and Random Forest. NLP techniques, including sentiment analysis, keyword extraction, and text vectorization, are employed to preprocess and transform the data into a format suitable for machine learning. T. (shrink)

There is widespread recognition at universities that a proper understanding of science is needed for all undergraduates. Good jobs are increasingly found in fields related to Science, Technology, Engineering, and Medicine, and science now enters almost all aspects of our daily lives. For these reasons, scientific literacy and an understanding of scientific methodology are a foundational part of any undergraduate education. Recipes for Science provides an accessible introduction to the main concepts and methods of scientific reasoning. With the help of (...) an array of contemporary and historical examples, definitions, visual aids, and exercises for active learning, the textbook helps to increase students’ scientific literacy. The first part of the book covers the definitive features of science: naturalism, experimentation, modeling, and the merits and shortcomings of both activities. The second part covers the main forms of inference in science: deductive, inductive, abductive, probabilistic, statistical, and causal. The book concludes with a discussion of explanation, theorizing and theory-change, and the relationship between science and society. The textbook is designed to be adaptable to a wide variety of different kinds of courses. In any of these different uses, the book helps students better navigate our scientific, 21st-century world, and it lays the foundation for more advanced undergraduate coursework in a wide variety of liberal arts and science courses. Selling Points Helps students develop scientific literacy—an essential aspect of _any_ undergraduate education in the 21 st century, including a broad understanding of scientific reasoning, methods, and concepts Written for all beginning college students: preparing science majors for more focused work in particular science; introducing the humanities’ investigations of science; and helping non-science majors become more sophisticated consumers of scientific information Provides an abundance of both contemporary and historical examples Covers reasoning strategies and norms applicable in all fields of physical, life, and social sciences, _as well as_ strategies and norms distinctive of specific sciences Includes visual aids to clarify and illustrate ideas Provides text boxes with related topics and helpful definitions of key terms, and includes a final Glossary with all key terms Includes Exercises for Active Learning at the end of each chapter, which will ensure full student engagement and mastery of the information include earlier in the chapter Provides annotated ‘For Further Reading’ sections at the end of each chapter, guiding students to the best primary and secondary sources available Offers a Companion Website, with: For Students: direct links to many of the primary sources discussed in the text, student self-check assessments, a bank of exam questions, and ideas for extended out-of-class projects For Instructors: a password-protected Teacher’s Manual, which provides student exam questions with answers, extensive lecture notes, classroom-ready Power Point presentations, and sample syllabi Extensive Curricular Development materials, helping any instructor who needs to create a Scientific Reasoning Course, ex nihilo. (shrink)

Autism is a psychopathological condition around which there is still much prejudice and stigma. The discrepancy between third-person and first-person accounts of autistic behavior creates a chasm between autistic and neurotypical (non-autistic) people. Epistemic injustice suffered by these individuals is great, and a fruitful strategy out of this predicament is much needed. I will propose that through the appropriation and implementation of methods and concepts from phenomenology and ecological-enactive cognitive science, we can acquire powerful tools to work towards greater (...) epistemic justice for autistic individuals. I will use the resources found in the skilled intentionality framework, integrated with various phenomenological theories. From these approaches, we can view autistic impairments and disability relationally and how epistemic enablement and disablement form. Phenomenology and its methods help us learn more about the perceptual and social experiences of autistic individuals. The voices of the autistics themselves will be of the greatest importance here. I will show that, through restructuring our landscape of affordances and with a greater phenomenological understanding of the autistic inner world, we can devise new strategies that afford greater epistemic enablement and epistemic justice. (shrink)

La investigación incorpora las experiencias de un grupo de personas artesanas de las provincias de Azuayy Cañar, en Ecuador. Tiene como objetivo reflexionar, desde un enfoque pedagógico centrado en la educaciónsocial y popular, sobre las prácticas profesionales de los colectivos artesanales y su relación con los procesosescolarizados de enseñanza y aprendizaje. El estudio aplica la metodología cualitativa con enfoque etnográfico.Los resultados no solo visibilizan que los espacios que ocupa el artesanado en el imaginario social están marcadospor bloqueos y restricciones (...) en el ejercicio profesional, también dan cuenta que los saberes que portan estáncondicionados por dimensiones étnicas y socioculturales, y que pese a contar con experiencias y conocimientosque no distan de los contenidos curriculares con los que se forma en el sistema educativo, son excluidos yconsiderados de menor valía. La investigación concluye que los métodos y procedimientos artesanales puedenser utilizados como elementos formativos potentes para fortalecer la identidad, la participación democrática,el diálogo de saberes, la justicia social y una verdadera educación intercultural. En consecuencia, la educaciónsocial y popular puede ayudar a promover la participación activa de artesanos y otros colectivos, y de esa maneracontribuir con la transformación y cambio de las estructuras desiguales desde una filosofía socioeducativa. (shrink)

Access to students’ perspectives on substance abuse is essential for effective youth intervention projects development. This study aimed to explore students’ perspectives on abuse of drugs and alcohol with probable development of student-led intervention strategies. The study was conducted at public universities in Zambia. Student’s perspectives on drugs and alcohol abuse were documented using a mixed method design that employed purposive and snowball sampling to select 200 respondents to questionnaires and 10 to in-depth interviews. A humanistic theory approach was applied (...) in the interpretation and analysis of the data collected. The findings showed that cannabis (30%) and codeine contained in Benylin (17%) were commonly abused. Further findings showed that students’ academic pressure was the leading cause of substance abuse (27%), followed by peer pressure (20%). Students knew that abuse of drugs and alcohol led to low academic performance, violence and theft, risks of contracting sexually transmitted infections (STIs), and other social maladjustments. The study recommends that institutions of learning increase student-led awareness campaigns, security surveillance on campus, and collaboration with government drug enforcement agencies. Institutions of learning should involve students in the planning of programmes to deal with drug and alcohol abuse. Contribution: The study will inform amendment of drug and alcohol abuse policies in institutions of learning. The study will contribute towards the UNESCO O3 PLUS project goal of making campuses safe and inclusive, and overall, the Sustainable Development Goal 3 and 4. The study serves as basis for scholars in the field of biblical theology engaged with justice, health and human development. The article is a contribution to the research project Biblical Theology and Hermeneutics. The results of this research can especially be utilised by scholars in the field of psychology of religion, the sociology of religion and practical theologians focusing on youth ministry. (shrink)

As the world grapples with the urgent need for sustainable development, the transition towards green energy stands as a critical imperative. Financing this transition poses significant challenges, requiring innovative approaches that align financial objectives with environmental sustainability goals. This review presents a conceptual framework for leveraging data-driven techniques in sustainable finance to facilitate the transition towards green energy. The proposed framework integrates principles of sustainable finance with advanced data analytics to enhance decision-making processes across the financial ecosystem. At its core, (...) the framework emphasizes the importance of harnessing vast datasets related to energy production, consumption, environmental impact, and financial performance. By leveraging machine learning algorithms and predictive modeling techniques, financial stakeholders can gain deeper insights into the risks and opportunities associated with green energy investments. Key components of the framework include data collection and aggregation, risk assessment, impact measurement, and investment optimization. Data sources range from traditional financial indicators to environmental metrics, social impact assessments, and geopolitical factors. Through comprehensive data analysis, financial institutions can assess the long-term viability and sustainability of green energy projects, while also evaluating potential social and environmental impacts. Risk assessment methodologies within the framework consider both financial risks, such as market volatility and regulatory uncertainty, and non-financial risks, such as climate change impacts and community resilience. By integrating these factors into risk models, investors can make more informed decisions that mitigate potential losses and maximize returns. Furthermore, impact measurement tools enable stakeholders to quantify the environmental and social benefits of green energy investments. By tracking metrics such as carbon emissions reduction, energy efficiency improvements, and job creation, investors can assess the contribution of their portfolios towards broader sustainability objectives. Finally, the framework incorporates investment optimization strategies that align financial goals with environmental objectives. Through portfolio diversification, asset allocation, and innovative financial instruments such as green bonds and impact investing funds, financial institutions can allocate capital more efficiently towards green energy projects. The conceptual framework presented herein offers a systematic approach to integrating data-driven methodologies into sustainable finance practices. By leveraging advanced analytics and comprehensive datasets, financial stakeholders can drive the transition towards green energy while simultaneously achieving financial returns and positive environmental outcomes. (shrink)

Students with visual impairments (VI) are among the groups of students needing specialized resources and supports for their school success. Using a scoping review, the institutional support services needed by visually impaired students were examined in this paper. It looked at different strategies for putting these students' institutional support into practice and collated such strategies into levels that can inform inclusive practices in higher institutions of learning. The study followed a PRISMA protocol to present a descriptive analysis of peer-reviewed (...) publications gathered from PubMed, Scopus, Google Scholars, and PsychInfo. Eight peer reviewed papers with a sample of 316 (303 post-secondary school students with VI and 13 teachers) were drawn for the study after eligibility assessment. It was found that post-secondary school students with VI still requires a number of institutional support modalities for their smooth career transition. Institutional support needs were described under the career challenges experienced by students with visual impairments and the needs for institutional support for building on smooth transition from school to career. It was deduced that student with VI still experiences barriers such as inadequately trained teachers, ill-equipped schools to address their needs, financial challenges, public stigma, accessibility, peer-to-peer acceptance and difficulties in learning at the university. The support needed from the institution were found to be those associated with academic support, integration into the social environment, need for institutional structural support services, and career transition intervention support. Practical implications demonstrates that educational institutions play a big part in helping visually impaired students in career transition. These implications can be built into a framework of action for institutional support for students with VI in schools as proposed in this paper. (shrink)

This paper aimed to discover the coping, initiatives, constraints, and challenges public secondary school teachers encounter in the new normal education. The central question of this paper lies in "What are the adapting and coping mechanisms of teachers and students in the distance learning modality amidst the pandemic?". This paper used the qualitative research design and employed a phenomenological approach to investigate secondary public-school teachers' coping mechanisms and initiatives in the new normal education. This paper focused on twelve public (...) secondary school teachers in Cagayan, Philippines. The research's findings are: (1) Most teachers encountered substantial challenges due to a lack of resources, student supervision, and duties. (2) Most teachers were constrained by the advent of the digital era. (3) Public-school teachers cope with their students' needs by employing effective initiatives and teaching strategies. (4) Despite their weariness and stress, teachers report positive outcomes such as tremendous enthusiasm and building connections with the school community. Meanwhile, the schools' adaptation to distant learning should be guided and encouraged by the following policies and concepts:(1) Access to technology for students. (2) Regular monitoring and feedback (3) Providing curriculum and instruction of the highest quality. Through this paper, teachers may benefit from adopting various coping techniques and activities for the new normal education. (shrink)