Relevant bibliographies by topics / World Festival of Youth and Students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'World Festival of Youth and Students'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "World Festival of Youth and Students"

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Averyanova, Ekaterina A. "The Komsomol of Mordovia held festivals of youth and students in the second half of the 1950s." Humanitarian: actual problems of the humanities and education 20, no. 2 (August 20, 2020): 162–73. http://dx.doi.org/10.15507/2078-9823.050.020.202002.162-173.

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Introduction. Festival forms of socio-cultural behavior, as an algorithm for displaying agitation, educational, and entertainment functions during mass events, have recently become the object of study. The need for scientific generalization creates an environment of mutual understanding to strengthen intercultural dialogue, have highlighted the attention to historical experience of such cross-cultural events, for analysis of strategies and mechanisms of translation of information and forms of behavior to create understanding in society and among the participants, promoting a positive image of the country. The subject of the study was the methods of youth mobilization used by the Komsomol in the Mordovian ASSR, during the VI (Moscow, July 28 – August 11, 1957; 3,400 participants; 131 countries; the motto “For peace and friendship”) and VII (Austria, Vienna; 18,000 participants; 112 countries; motto “For peace, friendship and peaceful coexistence”) of the World youth and student festivals (WFMS). Materials and Methods. Materials from the archives of the Republic of Mordovia, statistical data, as well as scientific literature were used to solve the research tasks. The research was conducted on the principle of historicism, objectivity and consistency. The statistical method was used for data processing. Results. Based on the study of archival sources and available scientific literature were the main problems of the festival movement, as well as the participation of Mordovia Komsomol festivals of youth and students in the second half of 1950-ies. Against the background of increasing participation of the Komsomol in the festival movement, the processes of self-organization and innovative activity of Komsomol organizations in conducting youth policy are shown. Discussion and Conclusion. As you know, such festivals have been held since 1947. They are organized by the world Federation of democratic youth (WFDY) and the International Union of students (IUS). The decision to create the WFDY and hold festivals was made at the world conference of youth and students in London in 1945. The tradition of holding irregular festivals of left-wing youth organizations is still attractive in modern youth politics. The XIX festival was held in Russia (Moscow/Sochi; October 14–22, 2017, 185 countries, the motto “For peace, solidarity and social justice, we fight against imperialism-respecting the past, we build the future”. VI world festival of youth and students 1957 (Moscow), still perceived as a unique event for the Soviet Union in the framework of international cultural policy during the cold war. In the article, through the activities of the Komsomol of Mordovia, an attempt is made to consider the goals and objectives of the VI and VII world festival of youth and students, in the context of the youth festival policy in the Soviet Union. As it is known, in the 1950s, the festival movement was organized in the format of traditional political, social and cultural events for the Soviet society. However, it should be taken into account that during their implementation, new forms of communication, methods of mobilization, and broadcasting of information were also born to create mutual understanding among young people.
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Sawert, Daniel. "New Materials for Studying Preparation and Staging of the 6th World Festival of Youth and Students in 1957." Herald of an archivist, no. 2 (2018): 550–63. http://dx.doi.org/10.28995/2073-0101-2018-2-550-563.

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The article assesses archival materials on the festival movement in the Soviet Union in 1950s, including its peak, the 6th World Festival of Youth and Students held in 1957 in Moscow. Even now the Moscow festival is seen in the context of international cultural politics of the Cold War and as a unique event for the Soviet Union. The article is to put the 6th World Festival of Youth and Students in the context of other youth festivals held in the Soviet Union. The festivals of 1950s provided a field for political, social, and cultural experiments. They also have been the crucible of a new way of communication and a new language of design. Furthermore, festivals reflected the new (althogh relative) liberalism in the Soviet Union. This liberalism, first of all, was expressed in the fact that festivals were organized by the Komsomol and other Soviet public and cultural organisations. Taking the role of these organisations into consideration, the research draws on the documents of the Ministry of culture, the All-Russian Stage Society, as well as personal documents of the artists. Furthermore, the author has gained access to new archive materials, which have until now been part of no research, such as documents of the N. Krupskaya Central Culture and Art Center and of the central committees of various artistic trade unions. These documents confirm the hypothesis that the festivals provided the Komsomol and the Communist party with a means to solve various social, educational, and cultural problems. For instance, in Central Asia with its partiarchal society, the festivals focuced on female emancipation. In rural Central Asia, as well as in other non-russian parts of the Soviet Union, there co-existed different ways of celebrating. Local traditions intermingled with cultural standards prescribed by Moscow. At the first glance, the modernisation of the Soviet society was succesful. The youth acquired political and cultural level that allowed the Soviet state to compete with the West during the 6th World Festival of Youth and Students. During the festival, however, it became apparent, that the Soviet cultural scheme no longer met the dictates of times. Archival documents show that after the Festival cultural and party officials agreed to ease off dogmatism and to tolerate some of the foreign cultural phenomena.
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Kolobov, E. "THE SOVIET AND FOREIGN WRITERS AT THE SIXTH WORLD FESTIVAL OF YOUTH AND STUDENTS." Voprosy literatury, no. 4 (October 2, 2018): 215–29. http://dx.doi.org/10.31425/0042-8795-2018-4-215-229.

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The article examines the role of the Writers’ Union of the USSR and the country’s individual authors in the organization of the World Youth Festival in Moscow in 1957. The forum helped rekindle the literary connections and reestablish contacts with European and American writers which had been severed in the late 1930s. Besides, young writers from Africa, Asia and South America were able to visit the festival. This forum was a highly significant international event which grasped the attention of the writers from most Soviet republics and autonomous regions. Until now, this aspect has not been discussed neither in Russia nor abroad. The author provides a rich compendium of materials from the Russian State Archive of Literature and Art, some of which are in print for the first time.
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White, Katharine. "East Germany's Red Woodstock: The 1973 Festival between the “Carnivalesque” and the Everyday." Central European History 51, no. 4 (December 2018): 585–610. http://dx.doi.org/10.1017/s0008938918000754.

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AbstractScholars often depict the 1973 World Festival of Youth and Students—or, more colloquially, the Red Woodstock—as a momentary “departure” or “break” from everyday life, when the German Democratic Republic (GDR) briefly opened its borders to the youth of the world. Similarly, they suggest that, when the festival's nine days of festivities came to an end, the “pathos of revolution” disappeared just as quickly as it had come about, resulting in a return to the restraints of everyday life behind the “Iron Curtain.” By contrast, this article reconsiders the festival's significance by adopting an analytical framework from postsocialist theorists. In doing so, it reconceptualizes the Red Woodstock as a moment of globalized influences and youth engagement that not only reflected shifting societal norms, but also the East German state's commitment to international socialist solidarity. Soviet theorist Mikhail Bakhtin’s work on the “upside-down” nature of the carnival, as well as on society’s “grotesque body,” is useful in this regard, as it sets in sharp relief the extent to which one of the East German state’s greatest challenges resulted from its own embrace of international socialism. This was the case as young people from the GDR and beyond transformed the East German capital through a subtle appropriation, transformation, and even subversion of the state-generated discourse on international solidarity, in ways that had a lasting effect during the late socialist period.
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Peacock, Margaret. "The perils of building Cold War consensus at the 1957 Moscow World Festival of Youth and Students." Cold War History 12, no. 3 (February 22, 2012): 515–35. http://dx.doi.org/10.1080/14682745.2011.645809.

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Datsyshina, M. V. "Experience of “Hungarian”. The second World festival of youth and students in Budapest (August 14-28, 1949)." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2018): 113–20. http://dx.doi.org/10.20339/am.03-18.113.

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Shorohova, I. V. "PARTICIPATION OF ARTISTS OF KARELIA IN THE VIII WORLD FESTIVAL OF YOUTH AND STUDENTS IN HELSINKI IN 1962." Учёные записки Петрозаводского государственного университета 174, no. 5 (June 2018): 70–75. http://dx.doi.org/10.15393/uchz.art.2018.171.

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Williams, John Alexander. "Ecstasies of the Young: Sexuality, the Youth Movement, and Moral Panic in Germany on the Eve of the First World War." Central European History 34, no. 2 (June 2001): 163–89. http://dx.doi.org/10.1163/15691610152977938.

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In 1913 the bourgeois youth movement in Germany fell under the influence of a radical minority who called for complete emancipation from adult control. The two most influential youth movement publications of that year joined the language of countercultural rebellion with unconventional discussions of adolescent sexuality. Hans Blüher's book The German Wandervogel Movement as an Erotic Phenomenon argued that the adolescent boys and young adult male leaders of Wandervogel groups were bound together by homoerotic attraction and that these male leagues were of great benefit to the German nation. Der Anfang, a monthly journal written by adolescents and university students only tangentially related to the Wandervögel, proclaimed that Germany's young people were perfectly capable of self-education in all matters, including sexuality. The countercultural trend of 1913 culminated in the Hoher Meissner festival in mid-October.
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Piccini, Jon. "‘There is no Solidarity, Peace or Friendship with Dictatorship’: Australians at the World Festival of Youth and Students, 1957–1968." History Australia 9, no. 3 (January 2012): 178–98. http://dx.doi.org/10.1080/14490854.2012.11668436.

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Datsyshina, M. B. "The experience of the “Czech”: First World festival of youth and students in Prague (July 20 up to August, 1947)." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2018): 91–97. http://dx.doi.org/10.20339/am.1-18.091.

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Dissertations / Theses on the topic "World Festival of Youth and Students"

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Bateson, Lisa Anne. "A Follow-up Study of Ohio State University Extension's Youth Financial Literacy Program Real Money, Real World: Behavioral Changes of Program Participants." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1244049887.

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Eisenhammer, Miroslav. "Nucené nasazení studentů středních škol v období okupace." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-322540.

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Miroslav Eisenhammer Forced use of secondary school students during the occupation Supervisor: PhDr. Jan Gebhart, CSc., DSc. Abstract This dissertation deals with yet completely unprocessed issue of forced labor deployment of secondary and vocational school pupils in the Czech lands during the occupation by Nazi Germany. After the initial characteristics of the development of the German and the Protectorate economy and the Nazi attitude to use workforce of its own population and of occupied countries, the other chapter is devoted to the situation in the Czech education in 1939-1945. The Nazis considered the Czech intelligence as the enemy, so after the closure of Czech universities they deliberately restricted Czech secondary education. These restrictions did not have only national political, but also economic significance. From 1939 workers from the Czech lands were sent to work in the Reich. This trend increased significantly from 1942, when Germany intensified the expansion of war production and at the same time they started extensive program of forced labor of foreign workers in German industry. One of the labor sources were secondary school pupils, who the new legislation from February 1943 allowed to acknowledge de facto incomplete education based on the confirmed certificate in forced labor...
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Polák, Michael. "Politika ulice. Studentské protesty v Praze v letech 1962 - 1967." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-373794.

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This thesis deals with the genealogy of so-called "Strahov events", i.e. the protest of students from Strahov dormitories, which took place on October 31, 1967. The key question is why seemingly an insignificant event - a power outage - led to the collapse of the university organization of the Czechoslovak Union of Youth (ČSM). The thesis analyses the 1960s through optic of street politics, and examines manifestations of the particular student collectives that preceded the Strahov protest and which set up the implicit rules on how to enter the public space and what content it should bring in and how to avoid repressive reaction in the same time. In particular, it focuses on the majáles festival marches in 1965 and 1966 and the so- called Petřín incidents - the annual May Day clashes between the Public Security forces and the youth at Petřín hill. It helps to answer related questions: how these collectives influenced the origin, course and consequences of the Strahov demonstration. In addition, the thesis focuses on the process of creation of student social movement. It examines what the students expected in the 1960s, what was the purpose of their criticism and how their criticism was influenced by the context social transformations that took place in the state-socialist Czechoslovakia in the...
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Schuster, Casey Elizabeth. "The War in the Classroom: The Work of the Educational Section of the Indiana State Council of Defense during World War I." Thesis, 2012. http://hdl.handle.net/1805/3223.

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Indiana University-Purdue University Indianapolis (IUPUI)
When the United States entered World War I in April 1917, many Americans quickly rallied to support the nation. Among the numerous committees, organizations, and individuals that became active in the mobilization process were the forty-eight state councils of defense. Encouraged to form by President Wilson and his administration in the days and weeks following U.S entry in the war, the state councils grew as offshoots of the Council of National Defense and assisted in bringing every section of the country into a single scheme of work. Everyone was expected to do their part in WWI, whether they were fighting overseas or helping on the home front. The state councils, broken down into various sections and county, township, and high-school level councils, made sure that this was the case by reaching down into local communities and encouraging individuals to become involved in the war effort. Their work represented the embodiment of a “total war” philosophy and, yet, studies on these organizations are surprisingly scarce, giving readers an inadequate understanding of the American home front during the conflict. This thesis therefore places the focus directly on the state councils and examines the work they undertook to make the United States ready for, and most effective in wartime service. In particular, it explores the efforts of the Educational Section of the Indiana State Council of Defense. By concentrating on this one section, readers may gain a better understanding of the lengths that the state councils went to in order to put every person – teachers and students included – on a wartime footing.
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Books on the topic "World Festival of Youth and Students"

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World Festival of Youth and Students for Peace and Friendship. World youth votes for peace: On the results of the 12th World Festival of Youth and Students. Moscow: Novosti Press Agency Pub. House, 1985.

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Aksenov, Vladimir Aleksandrovich. Looking forward to the 12th World Youth Festival. Moscow: Novosti, 1985.

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Aksenov, Vladimir Aleksandrovich. Looking forward to the 12th World Youth Festival. Moscow: Novosti Press Agency, 1985.

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Davidow, Mike. Youth fights for its future: A US correspondent speaks about the 12th World Festival of Youth and Students in Moscow. Moscow: Novosti Press Agency, 1986.

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Il-sŏng, Kim. For friendship and solidarity among the youth and students of the world: Speech at the fourth session of the International Preparatory Committee for the 13th World Festival of Youth and Students, March 30, 1989. Pyongyang, Korea: Foreign Languages Pub. House, 1989.

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World Festival of Youth and Students for Peace and Friendship (12th 1985 Moscow, R.S.F.S.R.). Sali͡u︡t, festivalʹ!: Reportazh o XII Vsemirnom festivale molodezhi i studentov. Moskva: Planeta, 1986.

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Chŏndaehyŏp (Korea). Panmi chaju wa choguk ŭi pʻyŏnghwa tʻongil ŭl wihan Che 13-chʻa Segye Chʻŏngnyŏn Haksaeng Chʻukchŏn Chunbiwi. Che 13-chʻa Segye Chʻŏngnyŏn Haksaeng Chʻukchŏn chʻamga rŭl wihan Chŏndaehyŏp Chunbiwi che 1-chʻa chonghap pogosŏ. [Seoul]: Panmi chaju wa choguk ŭi pʻyŏnghwa tʻongil ŭl wihan Che 13-chʻa Segye Chʻŏngnyŏn Haksaeng Chʻukchŏn Chŏndaehyŏp Chunbiwi, 1989.

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Kim, Myŏng-ha. Chʻŏngnyŏn kwa chʻukchŏn. [Pʻyŏngyang]: Kŭmsŏng Chʻŏngnyŏn Chʻulpʻansa, 1989.

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Panteleevich, Moshni͡a︡ga Viktor, and Zhvitiashvili A. Sh, eds. Rolʹ vsemirnykh festivaleĭ molodezhi i studentov v borʹbe za mir i sot͡s︡ialʹnyĭ progress: Nauchno-analiticheskiĭ obzor. Moskva: INION AN SSSR, 1985.

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Kim, Myŏng-ha. Chʻŏngnyŏn kwa chʻukchŏn. [Pʻyŏngyang]: Kŭmsŏng Chʻŏngnyŏn Chʻulpʻansa, 1989.

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Book chapters on the topic "World Festival of Youth and Students"

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Kotek, Jöel. "The World Youth Festival of Berlin, 1951." In Students and the Cold War, 189–99. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_11.

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Kotek, Jöel. "The World Youth Festival in Prague, 1947." In Students and the Cold War, 107–24. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_7.

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Kotek, Jöel. "The Creation of the World Assembly of Youth." In Students and the Cold War, 168–73. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_9.

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Kotek, Jöel. "The Creation of the World Federation of Democratic Youth." In Students and the Cold War, 62–85. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_5.

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Nicholson, Timothy. "East African Students in a (Post-)Imperial World." In Children, Childhood and Youth in the British World, 109–26. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-48941-8_7.

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Archer, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.

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Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.
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Shek, Daniel T. L. "Using Students’ Weekly Diaries to Evaluate Positive Youth Development Programs: Are Findings Based on Multiple Studies Consistent?" In Quality of Life of Chinese People in a Changing World, 119–31. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-94-007-0224-0_9.

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Rodden, John G. "Marooned in the Workers’ Paradise: Cold War Catechetics, 1951–61." In Repainting the Little Red Schoolhouse. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195112443.003.0010.

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August 12, 1951. It’s a brilliant Sunday afternoon in the eastern sector of Berlin, the DDR’s capital, now an urban showplace of 1.7 million residents and proudly known on road signs as Berlin, Hauptstadt der DDR—a simple declaration of the SED’s ongoing claim to the entire city as DDR territory. The boulevards are clean and neat in Alexanderplatz, the downtown area of East Berlin. Windows are bedecked with flowers, and flags from every nation of the globe festoon the buildings, which are draped with tapestries displaying the goal of world socialism in dozens of languages: Friede, Pokoj, Paix, Beke, Pax, Pace, Peace. But a walk off the main drag casts doubt on whether there is much cause to preen: six years after the war’s close, block after block of row houses are still gutted. The decrepit trolley cars are slow-moving war survivors; postwar automobiles are nowhere to be seen, except for a few “official” vehicles of the government and People’s Police. Rubble lines every side street. The National Reconstruction Program, a much-publicized campaign to repair the DDR’s war-scarred cities, is not slated to begin until late fall. Economic reconstruction is barely under way. But ideological reconstruction is well advanced. Waves of Blueshirts, 100 abreast, pass at the rate of 30 ranks per minute in the gala marking the climax of the two-week World Festival of Youth and Students for Peace. Sponsored by the international Communist Youth Organization, this year’s festival dwarfs its predecessors in Prague (1947) and Budapest (1949), as well as the “Storm Berlin” Deutschlandtreffen (German rally) of 500,000 youth in May 1950. The theme for the 1951 festival is “Stalin’s Call to Arms for Peace.” The vast majority of the participants belong to the FDJ and JP, which together boast almost three million members. Down the treeless center parkway of Unter den Linden—the lime trees were cut down years ago—and from the side streets filled with debris sweep one million East Germans, along with 26,000 foreign guests from 104 countries.
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Manzano, Valeria. "The World of the Students." In The Age of Youth in Argentina, 44–68. University of North Carolina Press, 2014. http://dx.doi.org/10.5149/northcarolina/9781469611617.003.0003.

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Saul, Mark. "The Julia Robinson Mathematics Festival: A Complement and Alternative to Competitions." In Engaging Young Students in Mathematics through Competitions — World Perspectives and Practices, 235–52. World Scientific, 2020. http://dx.doi.org/10.1142/9789811209826_0014.

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Conference papers on the topic "World Festival of Youth and Students"

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Reynolds, Rebecca J., and Marjenah Gilpatrick. "DIFFERENTIATION: ADDRESSING BIAS INVOLVED IN TEACHER CONFLICT WITH STUDENTS." In World Conference on Child and Youth. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/26731037.2020.2102.

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Gunarhadi, Gunarhadi, Munawir Yusuf, Subagya Subagya, Mohd Hanafi bin Mohd Yasin, and Mohd Mokthar Bin Tahar. "EXPLORING THE UNIQUENESS OF POST SCHOOL TRANSITION PROGRAM FOR STUDENTS WITH DISABILITIES IN SPECIAL EDUCATION: A STUDY ON CURRICULUM DIVERSIFICATION IN INDONESIA." In World Conference on Child and Youth. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/26731037.2019.1102.

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Koryakina, G. M., and S. A. Bondarchuk. "SPECIFICS OF CORPORATE IDENTITY DEVELOPMENT FOR EVENTS (ON THE EXAMPLE OF THE DESIGN OF THE FS FESTIVAL «COSMOS» BY DESIGN STUDENTS)." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2020. http://dx.doi.org/10.22250/iss.2020.39.

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The article highlights the specifics of studying corporate identity in its historical, structural-constructive and color-visual context by the example of building the corporate identity of the "COSMOS" festival, which is supposed to be held in Lipetsk as part of the celebration of the world space week.
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Pacsuta, István. "Hallgatók infokommunikációs szokásai értékválasztásuk mentén." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.199.

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Alapvető célunk, hogy számos korábbi vizsgálat adatbázisát felhasználva megalkossunk egy kategóriarendszert, amelynek felhasználásával megismerhető a fiatalok – szűkebben véve a felsőoktatásban részt vevő hallgatók – értékválasztása, annak motivációi. Ehhez elengedhetetlen, hogy a korábbi elemzéseink során kialakított értékrendszerek érvényességét ellenőrizzük. Tervezett előadásunkban arra keressük a választ, hogy a „kapcsolatorientált” hallgatók valóban aktívabbak a közösségi média által kínált lehetőségek kihasználásában, infokommunikációs szokásaik összhangban vannak-e értékválasztásukkal? A kérdőívvel történt adatfelvételek során használt értéksor a World Value Survey (WVS) által használt értékeken, értéksoron alapszik (Inglehart, 2000 és Inglehart – Baker, 2000). A Regionális Egyetem Kutatócsoport 2005-ös és 2010-es kérdőíves lekérdezésen alapuló adatbázisát felhasználva korábban meghatároztuk a hallgatói „értékcsoportokat”, feltártuk a hallgatók értékstruktúráját. A 2016-os Magyar Ifjúságkutatás adataira támaszkodva (A Kutatópont Kft. engedélyével) lehetőségünk nyílik arra, hogy az eddigi eredményeinket, kategóriáinkat összevessük egy jóval nagyobb minta, azaz a Kárpát-medence fiataljainak értékstruktúrájával, az általunk felállított kategóriák érvényességét ellenőrizzük. Az eredményekből kiderül, hogy az értékválasztás során felmért attitűd jellegű választások, vagyis az értékek rangsora milyen mértékben jár együtt az infokommunikációs eszközök használatából következtethető közösségiorientált viselkedéssel. Másként fogalmazva a „kapcsolatorientált” hallgatók mennyivel aktívabbak „anyagias” társaiknál? Nagyobb ívű elméleti vonatkozású vállalásunk, hogy megalkossunk egy, az ifjúságra alkalmazható értékrendszer-kategóriát, amely az ifjúság megváltozott társadalmi körülményei között is alkalmazható. Gyakorlati szempontból az értékrendszerek megfelelő alátámasztottság mellett egyéb társadalmi cselekvések esetén is prediktív funkcióval bírhatnak, vagyis az értékválasztás alapján regisztrálható különbségek a társadalmi élet különböző színterein (oktatás, munka világa, közösségi kapcsolatok) eltérő viselkedéseket vetítenek előre. .----- Students' info communication habits along their value choice ----- Our basic aim is to establish a category system using the database of many previous research, and by using this category system to learn about the value choice, and the motivation behind that value choice of the youth – more narrowly the value choice of students in higher education. To do so, it is essential to check the validity of the value systems established during our previous analysis. In our planned presentation we are looking for the answer whether “relationship-oriented” students are really more active in taking the advantages of the opportunities offered by social media, and whether their infocommunication habits are in line with their value choices. The values used in the survey are based on the values, value- lines applied by the World Value Survey (WVS) (Inglehart 2000 and Inglehart -Baker, 2000). Using the database of the 2005 and 2010 survey of the Regional University’s research team, we determined the „value groups”, and we explored the value structure of the students. Relying on the data from 2016 Hungarian Youth Research (with the permission of Kutatópont Kft.) we have the opportunity to compare our current results and categories against a considerably greater sample, namely against the value structure of the youth of the Carpathian Basin, therefore we can check the validity of the categories we established. The results show the extent to which the attitude-type choices assessed during value-selection, namely the ranking of values, are associated with community-oriented behaviour, that can be concluded from the use of infocommunication tools. In other words, how much more active “relationship-oriented” students are than their “material-oriented” peers. Our broader theoretical commitment is to create one value system category valid for the young which can also be applied in the changed social circumstances of the youth. From a practical point of view, value systems, with adequate support, can have a predictive function in case of other social actions, namely the differences registered in value choice project different behaviours in other spheres of social life (education, world of work, community relations).
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Radics, Krisztina. "Hazai és nemzetközi trendek az olvasásnépszerűsítés terén." In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.11.

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Reading, either in the traditional or digital form is a concern, whose importance today’s youth must be aware of. The representative national reading surveys of 2017 and 2019 of reading and library use habits carried out within the framework of the My library project demonstrated the declining popularity of reading. Furthermore, results of international reading comprehension surveys, especially the PISA tests pertaining to the specific ability of Hungarian students confirm this tendency. What can be done? What methods can we use to promote reading for the youth of the digital world? Programs popularizing reading can give potential answers. Since libraries play a significant role and they are perhaps the most influential in popularizing reading the opinion of the library profession related to these programs should be explored. In my presentation I compare domestic and international trends related to the popularization of reading. I will also introduce the results of an on-line questionnaire-based survey concerning the library profession’s views on the efficiency of such programs along with discussing the potential role of libraries and the expectations for the future.
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Ali, Ruba, Jolly Bhadra, Nitha Siby, and Noora Al-Thani. "From Sports To Science: Designing Sports Products to Experience Science and Engineering." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0268.

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Sports can have a substantial impact on fostering cognitive and non-cognitive skills in youth leading to higher productivity. Its potential to integrate within diverse academic subjects makes it an ideal choice to attract high school students to grasp the emphasis of STEM fields and careers. In the midst of gradual educational reformations in Qatar, a novel sports driven STEM program was launched to derive the competencies in the secondary students and enhance their STEM literacy and aspirations. Sports, being an intrinsic motivator favored by the Qatari students, instigating active participation and inspiration, is integrated to the innovative learning approach, thereby acknowledging the relevance of science to real world applications. The 248 participants from 15 secondary schools actively engaged in the program comprising sports product based scientific workshops and an engineering design challenge, bridging the gap between science and sports. Results implicating the active involvement of the students, manifesting the quintessential 21st century skills in engineering products, were drawn out from mixed methods. Quantitative statistical analysis of pre-post surveys, review of sports products and the substantiating observations of the facilitators successfully validate the application of diverse dispositions in the program. Student attitudes towards STEM fields and careers apparently augmented by virtue of the program outcomes is also interpreted from the analysis.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Hellen dos Santos Clemente Damascen, Cláudia, Indiara Viana Ribeiro Ajame, Lara Rodrigues dos Santos Cesário, Shirles Bernardo Gome, and Bianca Gomes da Silva Muylaert Monteiro de Castro. "Human Rights Education: raising awareness of rights as a prevention of bullying in schools." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212371.

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Educational institutions consist of spaces for interaction and sociability, therefore, these spaces are composed of a multiplicity of people, each with their individualities, being, therefore, a locus of coexistence with diversity and of creating access opportunities for the equalization of opportunities. From this perspective, research on Human Rights Education means directing citizens in the fight for their rights and for a fairer society, as a form of full realization of citizenship. This research, at first, discusses the various forms of violence that occur in youth, especially those that occur in the school space, highlighting the causes and consequences of physical, psychological, symbolic violence and one of the most worrying in the world scenario: the " bullying". The general objective is to verify the existence and manifestations of violence in the school environment among students, teachers, managers and employees to understand the relationship that young people have with their peers, identifying the forms of violence called "bullying" that occur in the environment in an attempt to reflect on how such practices can be fought through Human Rights Education. Therefore, the methodology used will be qualiquantitative and will consist of a literature review, which will aim to situate human rights and bullying as objects in the field of socio-legal studies. Documentary analysis of laws dealing with human rights and education will be carried out, as well as field research, through which the questionnaire will be used as a data collection instrument to understand the perception of high school students about bullying and the disrespect for differences. The work will also involve quantitative analysis in the analysis of data to verify the incidence of bullying, its modalities and how Human Rights Education can contribute to respecting and valuing differences. With the completion of this research, it is expected to provide educators and students of educational institutions, an analysis of the importance of forming a culture of respect for human dignity, diversity, multiplying information and experiences that contribute to participatory awareness, rethinking the citizen reality of the population involved and reinforcing the socio-political-cultural identity of social segments and groups, based on the school reality and on Human Rights Education
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Zakharova, Nadira. "A Study on Young People's Environmental Awareness." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-34.

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The study of ecological consciousness as a system of interrelated structural components of mentality, expressed in the awareness of the individual’s attitude towards the surrounding reality, is currently relevant due to the contradiction between the need to develop the ecological culture of the subject of activity and the insufficient level of socio-ecological activity. The study is aimed at defining the specific traits of ecological consciousness among today’s students. The main research method is a survey, the data of which has been processed by the means of mathematical statistics. The methodological foundations of the research are the provisions on the integral structure of ecological consciousness (system level), on the reflexion as a process of individuality self-consciousness and personal unity of the inner world with the outer world around it; on the structuralism of the psychological phenomenon, which implies that the system of ecological consciousness is conditioned by the properties of structure, according to hierarchical specificity. The study has resulted in the revelation of trends in affective, reflexive and motivative constituents of ecological consciousness. The substance of ecological consciousness components has been defined. The cognitive-evaluation component manifests itself in the dynamics of the development of environmental competence; evaluation of the results of socio-environmental activities. The reflexive component is characterised by the ability to recognise the fresponsibility for one’s actions in the world around us. The affective component is determined according to the development of positive emotions in connection with socio-environmental activities. The motivational component manifests itself in the dynamics of the motives of the activity to transform the surrounding reality. The regulatory-behavioural component is represented in student youth by a set of active actions to transform their immediate environment. The novelty of the research consists in determining the peculiarities of the relationship between personal characteristics and the level of development of the ecological consciousness of young people, the specificity of the content of the components of ecological consciousness.
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