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1
Escobar, Samuel. "Recruitment of Students; for Mission". Missiology: An International Review 15, n.º 4 (octubre de 1987): 529–45. http://dx.doi.org/10.1177/009182968701500409.
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Students have always been deeply involved in world mission. This came to a focus particularly in the history of the Student Volunteer Movement and in the current work of the Intervarsity Christian Fellowship. Three other international student movements are examined to assess their contribution to this worldwide task. Finally, an effort is made to evaluate how the vision of these several movements is related to the task of recruiting students for world missions.
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Lee, Elizabeth M. "Low-socioeconomic Status Students Organizing around Class on Campus". Social Currents 5, n.º 6 (22 de junio de 2018): 512–30. http://dx.doi.org/10.1177/2329496518781354.
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While scholars have developed stronger understandings of challenges facing low-socioeconomic status (SES) students, there has been very little examination of students’ advocacy on their own behalves. The last 10 years have seen a substantial and rapid increase in low-SES students organizing campus groups to provide safe space, activism, and/or education around class inequality at selective and highly selective colleges and universities. By utilizing literature on other student activist movements, I make two contributions. First, I extend the existing work on student activism to include a contemporary and growing movement around socioeconomic inequality that is—unlike many previous campus movements—largely operating independently of a broader, noncampus social movement. Second, I detail the challenges students face in seeking changes on their own campuses, which I argue are both specific to their roles as activists and also exacerbated, in many cases, by their positions as low-SES students. These findings, therefore, help to further illuminate the ways that socioeconomic inequality is maintained on college campuses over time and also to highlight a growing campus-based social movement.
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Shu, Jing y Lesleyanne Hawthorne. "Asian female students in Australia: Temporary movements and student migration". Journal of the Australian Population Association 12, n.º 2 (noviembre de 1995): 113–30. http://dx.doi.org/10.1007/bf03029313.
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Arisnawawi, Arisnawawi y Ashari Ismail. "MAHASISWA BERCADAR DAN GERAKAN SOSIAL (KAJIAN TENTANG PERSPEKTIF DAN PARTISIPASI MAHASISWA BERCADAR TERHADAP GERAKAN SOSIAL UNIVERSITAS NEGERI MAKASSAR)". PREDESTINATION: Journal of Society and Culture 1, n.º 2 (31 de diciembre de 2020): 87. http://dx.doi.org/10.26858/prd.v1i2.17950.
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Veiled students are a representation of the teachings of Islam. This religion has several commands or recommendations. Among them help people who are oppressed or wronged. This religious suggestion has a substantial correlation with the aims of the social movement of the UNM student demonstrations. Namely to help people who are oppressed or oppressed. Seeing the harmony between religious advice and the goals of the social demonstration movement, in reality it is rare or even never seen that UNM-veiled students are present in a series of UNM demonstration social movements. This study aims to find out how the perspective of UNM veiled students towards the social movement of UNM student demonstrations and how the participation of UNM veiled students in social movements in general. This research uses a qualitative approach. Location and research informants are at Makassar State University, which are spread over various faculties. Determination of informants is done by purposive sampling involving 20 individuals as informants. The data collection technique was done by observing, interviewing and documenting. Based on the research results, it can be concluded that the perspective of UNM-veiled students towards the social movement of demonstrations at UNM consists of a positive perspective and a negative perspective. The form of participation of UNM veiled students in carrying out social movements is divided into two forms. Namely participation in physical or tangible form and participation in physical or intangible form.
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Manduchi, Patrizia. "Students and Dissent in Egypt". Oriente Moderno 95, n.º 1-2 (7 de agosto de 2015): 125–44. http://dx.doi.org/10.1163/22138617-12340078.
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This essay aims to describe the Egyptian university movement from the birth of University in Egypt (1908) until the end of Nasser period (1970). A particular focus is provided on the political and social role that students’ opposition movements assumed during all the national events, both in the liberal-monarchic age and under the Nasser presidency. A special attention has been payed to the evolution of Islamic student organizations inside Egyptian universities. The ultimate goal is to stress, with an historical perspective, the relations between the history of universities and students movements as a part of the past and recent history of Egypt. The analysis of the history of thought, the progressive evolution of civil society, the complex articulation of political discourse, the authoritarian and repressive regimes, the censorship, is relevant to better understand the actual political Egyptian context.
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Moses, Nigel R. "Student Organizations as Historical Actors: The Case of Mass Student Aid". Canadian Journal of Higher Education 31, n.º 1 (30 de abril de 2001): 75–120. http://dx.doi.org/10.47678/cjhe.v31i1.183379.
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The National Federation of Canadian University Students (NFCUS) and the Canadian Union of Students (CUS) had historicity; that is, they helped transform the field of historical action by convincing business, government, university administrators and public opinion on the need for mass student-aid programs and low tuition fees. From the 1950s to the mid-1960s, NFCUS and CUS campaigned for government-funded mass student-aid; in fact, it was their number one "national affairs" concern. Governments responded to the NFCUS and CUS accessibility lobby with the Canada Student Loan Program (CSLP) in 1964, the Ontario Student Assistance Plan (OSAP) in 1966 and "frozen" tuition fees by 1967. The achievement of the CSLP divided Quebec and English- Canadian students and began a process of removing traditional student movement catalysts. NFCUS's and CUS's lobby for non-repayable student bursaries was co-opted. However, the level of accessibility to post- secondary education was unprecedented and, in part, provided the social conditions for the emergence of new social movements.
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Maiwan, Mohammad. "HEGEMONI, KEKUASAAN, DAN GERAKAN MAHASISWA ERA 1990-AN: PERSPEKTIF DAN ANALISA". Jurnal Ilmiah Mimbar Demokrasi 16, n.º 1 (31 de octubre de 2016): 49–69. http://dx.doi.org/10.21009/jimd.v16i1.1182.
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ABSTRACT
The student movement that emerged in the 1990s was a response to the authoritarian New Order policies. Although New Order succeeded in economic development but lead to inequality. Student activists form an alliance with pro-democracy groups such as NGOs, unions, farmers, and critical opposition groups. Therefore, their movements become an important part of the pro-democracy movement. In general the issues presented students are: First, the issues of democratization and human rights. Secondly, issues related to land, environment and labor. In addition to address issues of local and national, their movements also a response of international issues To control the student movement, the government established the SMTP (Student Senate Higher Education), accompanied by harsh measures. Nevertheless, their movement is still weak and disunited. The existence of a strong student movement and spread emerge when the economic crisis hit Indonesia, dropping of President Soeharto in May 1998.
Keywords: Student movement, politics, New Order, 1990s-era.
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Pfaff-Czarnecka, Joanna. "Shaping Asia Through Student Mobilities". American Behavioral Scientist 64, n.º 10 (9 de agosto de 2020): 1400–1414. http://dx.doi.org/10.1177/0002764220947753.
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While most Asian students still opt for Western universities when envisioning international destinations, growing numbers turn to Asian countries and their universities. This new development has received increasing attention among practitioners and policy makers, while social science research only recently turned to Asia-to-Asia students’ international flows. This contribution offers, first, a literature review, reflecting on trends and the magnitude of inter-Asian students’ movements. These movements are seen as multiple and complex mobilities, not only in spatial but also in the social and ideational sense. Student strategies in making choices while moving to foreign Asian universities as well as their pathways within the social spaces of universities—paying attention to the multiscalar dimensions of movements and the assemblages they recreate—constitute the second part of the article. The third and main part discusses what we learn about the changing shape of Asia while following students’ pathways and aspirations. These movements shape Asia’s academic space that is embedded in the shifting dimensions of Asian economies, polities, social negotiations, cultures, and values.
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Backman, Erik, Gunn Nyberg y Håkan Larsson. "Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective". European Physical Education Review 26, n.º 1 (20 de marzo de 2019): 111–27. http://dx.doi.org/10.1177/1356336x19837287.
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The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.
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Zulfah, Umi. "Penerapan Gerakan Senam Ceria Untuk Meningkatkan Minat Siswa Dalam Kegiatan Fisik Motorik Kelompok B Di Pos Paud Terpadu Kartini Kota Surabaya". MOTORIC 3, n.º 1 (6 de agosto de 2019): 7–14. http://dx.doi.org/10.31090/m.v3i1.868.
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In children aged PAUD activeness in various activities is necessary for the development of large muscle and small muscle. In doing cheerful exercise is very helpful for the development of students in motoric physical activities. The research entitled ”Application of Cheerful Gymnastic Movement to Increase Students’Interest in Group B Physical Motoric Activities at Kartini Integrated Education Post” has the aim to describe the application of cheerful gymnartic movements that are used to increase student interest and explain the application of cheerful gymnastic movements can increase student interest. This research is classroom action research (PTK). The data collection method use observation. Data analysis techniques used descriptive qualitative and quantitative deskriptive percentages. The results of the study showed that (1) the application gymnastic movements to group B students was carried out continuously.(2) The results of the research in the first cycle and second cycle are known to have increased from 54,375% to 85% of the everage number of students. From these results it can be concluded that cheerful gymnastic can increase students’ interest in group B physical motor activities at the Surabaya Kartini Integrated Education Pos can be proven
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Rohmani, Rohmani. "PEMBELAJARAN IPA BERBASIS MULTIMEDIA INTERAKTIF UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR SISWA". Eksponen 9, n.º 1 (14 de abril de 2019): 67–78. http://dx.doi.org/10.47637/eksponen.v9i1.134.
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This paper aims to study science learning using interactive multimedia based on the level of interest in students learning. The learning interest is one of the determining factors of student learning outcomes. The students who have high learning interest in a lesson will have better outcomes than the students who have low learning interest. The ability of a teacher to help improve student learning interest is needed to improve student learning achievement. Selection of the right learning media is one of the way to help students improve their learning interest in a lesson. Interesting and interactive learning media will make students interested in using the media, so that the students' interest in learning will be indirectly more increased than before using the learning media. Interactive learning media can make students to do various movements such as eye movements in observing something that is on the learning media and also the brain movements for thinking, thus the students will be able to stay focus on the material that is being studied. The media that is capable of carrying out these functions which are then referred to as interactive multimedia.
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Hoffrogge, Ralf. "Emanzipation oder Bildungslobby?" PROKLA. Zeitschrift für kritische Sozialwissenschaft 34, n.º 134 (1 de marzo de 2004): 149–56. http://dx.doi.org/10.32387/prokla.v34i134.646.
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At the end of 2003 German students started their biggest protest-movement since the year 1997. The article gives a short inside-view of the actual protests, combined with a historical analysis of German student movements in the past. The analysis shows that the students dilemma between demanding "more money for our university" and further emancipatoric aims. Mter a period of educational lobbyism in the nineties, today students seem to re-invent the political protest.
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Peterson, Abby. "Wounds That Never Heal: On Anselm Kiefer and the Moral Innocence of the West German Student Movements and the West German New Left". Cultural Sociology 6, n.º 3 (2 de mayo de 2012): 367–85. http://dx.doi.org/10.1177/1749975512445427.
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The West German student movements, the student generation of Anselm Kiefer, were a part of the West German awakening as to their collective guilt for the atrocities committed in the Second World War – the Germans-as-perpetrators debate. They entered this debate with a proclamation of innocence, which Anselm Kiefer did not share. In this article I use the empirical lens of biography and the artistic performances of moral self-incrimination in order to understand the collective moral dilemmas posited by the West German students’ proclamation of innocence, their position to maintain a moral high ground in their struggle. Kiefer provoked the German Left by recovering the horror of the Holocaust that the Germans in the post-war period (the 1968 students included) mostly wanted just to go away. Movement artist scholars not only challenge the wider society with their truth-claims, they challenge the movement itself, extending the cognitive boundaries for what can be acknowledged at a given moment in the movement’s history.
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BALLANTYNE, KATHERINE. "“Students Are [Not] Slaves”: 1960s Student Power Debates in Tennessee". Journal of American Studies 54, n.º 2 (4 de enero de 2019): 295–322. http://dx.doi.org/10.1017/s0021875818001482.
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This article examines 1960s student power debates at Tennessee universities. It makes three main arguments. First, student protests overin loco parentisrestrictions fit into an emerging student demand for autonomy more broadly, even in a politically and culturally conservative state like Tennessee. Second, these student power debates complicate the 1960s movements declension narrative, since Tennessee student activism peaked in 1970. Third, though black and white students both demanded greater personal autonomy, continued racial inequities on and off Tennessee campuses rendered their experiences distinct.
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Doyle-Baker, Patricia K., Andrew Ladle, Angela Rout y Paul Galpern. "Smartphone GPS Locations of Students’ Movements to and from Campus". ISPRS International Journal of Geo-Information 10, n.º 8 (31 de julio de 2021): 517. http://dx.doi.org/10.3390/ijgi10080517.
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For many university students, commuting to and from campus constitutes a large proportion of their daily movement, and therefore it may influence their ability and willingness to spend time on campus or to participate in campus activities. To assess student engagement on campus, we collected smartphone GPS location histories from volunteers (n = 280) attending university in a major Canadian city. We investigated how campus visit length and frequency were related to characteristics of the commute using Bayesian regression models. Slower commutes and commutes over longer distances were associated with more time spent but less frequent visits to campus. Our results demonstrate that exposure to campus life, and therefore the potential for student engagement, may relate not just to whether a student lives on or near campus, but also to urban environmental factors that interact to influence the commuting experience.
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Desposato, Scott y Gang Wang. "THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES". Journal of East Asian Studies 20, n.º 3 (noviembre de 2020): 317–51. http://dx.doi.org/10.1017/jea.2020.16.
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AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.
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Altbach, Philip G. y Manja Klemencic. "Student Activism Remains a Potent Force Worldwide". International Higher Education, n.º 76 (12 de mayo de 2014): 2–3. http://dx.doi.org/10.6017/ihe.2014.76.5518.
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Student activism remains a potent force worldwide. Recently, students were instrumental in the collapse of the regime in Ukraine, and were key forces in the Arab Spring movements. Students, however, are unable to ensure that their views will be reflected in the governments that emerge from unrest. Students also are active participants in campus events, and have often been instrumental in shaping higher education policy.
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Rumahuru, Yance Z. "Socio-Religious Movement of Religious Affiliated Student Organizations After Social Conflict in Ambon". Al-Albab 5, n.º 2 (1 de diciembre de 2016): 251. http://dx.doi.org/10.24260/alalbab.v5i2.505.
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This article examines student social movements with a focus of student activities in extra-campus organizations, especially the Islamic Students Association (HMI) and the Indonesian Christian Students’ Movement (GMKI) at the campus of the Pattimura University, State College of Islamic Studies Of Ambon and the State College of Protestant Christian Studies Ambon, which aims to describe forms of student social movements in responding to social issues and development in the city of Ambon and Maluku after the conflict. The data of this study were collected using a qualitative method approach through observation, interviews and document study. Therefore, this study is qualitative, the data were analyzed qualitatively and presented descriptively. This study found that first, cadres or members of HMI and GMKI always strive to master public spaces on campus through the distribution of their cadres to occupy strategic positions in the executive bodies or the student senate, even the seniors who have become lecturers in structural positions on campus, which in turn can affect campus policies. Second, the activities in the movement of HMI and GMKI have similarities in terms of responding to social issues, by paying attention to a few aspects including socio-religious issues, local political issues and post-conflict community development.
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Hormel, Leontina M. "Practicing Social Activism through Problem-Based Learning". Humanity & Society 33, n.º 3 (agosto de 2009): 169–84. http://dx.doi.org/10.1177/016059760903300302.
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This article proposes a problem-based group project that encourages students to make connections between classroom and community. The project fosters transformative education; social activism becomes more tangible to students who learn to strategize around social issues. The following discussion highlights the goals and process of teaching with an assignment that simulates the creation of a social movement and describes examples of student actions in introductory social movements courses. The class project forges creative and effective social activism.
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Cabalín-Quijada, Cristian. "Online and mobilized students: The use of Facebook in the Chilean student protests". Comunicar 22, n.º 43 (1 de julio de 2014): 25–33. http://dx.doi.org/10.3916/c43-2014-02.
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Considering the relationship between new social media and youth political actions, the purpose of this article is to describe the use of Facebook during the 2011 Chilean student movement, through a content and textual analysis of Facebook’s page of the Student Federation of the University of Chile (FECH). In 2011, Chile experienced massive mobilizations for seven months. These were perhaps the most important social protests in Chile's recent history, where young people played a leading role in the discussion over education. During these events, Facebook was one of the digital social networks most widely used by the mobilized organizations. In FECH’s case, it utilized Facebook mainly to call for protest actions, to highlight the achievements of the movement, and to indicate their opponents. However, most of the content published on this Facebook page was produced by traditional media, demonstrating that conventional communication strategies of social movements are interrelated with new innovative practices. Therefore, this article rejects technological determinism, because it does not recognize the complex characteristics of student and youth movements. Considerando la relación entre los nuevos medios digitales y la acción política de los jóvenes, el objetivo de este artículo es describir el uso de Facebook durante el movimiento estudiantil chileno de 2011, a través de un análisis de contenido y textual de la página de Facebook de la Federación de Estudiantes de la Universidad de Chile (FECH). En 2011, Chile experimentó una serie de movilizaciones, quizás las más importantes de su historia reciente, donde los jóvenes fueron los protagonistas de la discusión sobre la educación. Durante estas manifestaciones, Facebook fue una de las redes sociales en Internet más utilizadas por las organizaciones participantes. En el caso de la FECH, esta agrupación estudiantil usó Facebook principalmente para convocar a las acciones de protestas, para resaltar los logros del movimiento y para señalar quiénes eran sus adversarios. Sin embargo, la mayor parte del contenido publicado fue generado por los medios de comunicación tradicionales, demostrando que en el nivel comunicacional también se entrelazan las estrategias usuales de los movimientos sociales con las nuevas prácticas más innovadoras. Por lo tanto, se rechaza la visión del determinismo tecnológico, porque no da cuenta de los fenómenos complejos que caracterizan el desarrollo de los movimientos estudiantiles y juveniles.
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Hetemi, Atdhe. "Student movements in Kosova (1981): academic or nationalist?" Nationalities Papers 46, n.º 4 (julio de 2018): 685–703. http://dx.doi.org/10.1080/00905992.2017.1371683.
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The 1980s caught Albanians in Kosova in interesting social, political, and psychological circumstances. Two diametrically opposed dogmatic dilemmas took shape: “illegal groups” – considerably supported by students – demanded the proclamation of the Republic of Kosova and/or Kosova's unification with Albania. On the other side of the spectrum, “modernists” – gathering, among others, the political and academic elites – pushed for the improvement of rights of Kosovars guaranteed under the “brotherhood and unity” concept advocated within the Socialist Federal Republic of Yugoslavia (SFRY). This paper outlines the nature of demonstrations that took place in March and April 1981 and the corresponding responses of political and academic elites. Stretching beyond symbolic academic reasons – demands for better food and dormitory conditions – the study points to the intense commitment of the students to their demands, often articulated in nationalistic terms. Was it inevitable that the structure of the SFRY would lead to those living in Kosova as a non-Slavic majority in a federation of “Southern Slavs” to articulate demands for national self-rule? It is necessary to highlight these political and social complexities through analytical approaches in order to track the students' goals and to reexamine assumptions behind the “modernist” agenda. In that vein, the paper analyzes the conceptual connections and differences between student reactions and modernists' positions during the historical period under discussion here.
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Gungwu, Wang. "Student movements: Malaya as outlier in Southeast Asia". Journal of Southeast Asian Studies 44, n.º 3 (octubre de 2013): 511–18. http://dx.doi.org/10.1017/s0022463413000374.
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For the past three decades, student movements in most countries in the world have been beaten back, but there are signs that some may be returning. In response to the Arab Spring, students participated fully in Tahrir Square and beyond. The student elections in Egypt that followed, however, seem to have been divided according to the various links that each student group had with the political groups contending for state power, like the Muslim Brotherhood and other Islamists on the one side, against secular and revolutionary groups on the other. It is not certain if the student elections really reflected the overall mood of the country or whether they were simply shaped by political protagonists outside the campuses.
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Levent, Yanlik. "A Test for Soviet Internationalism: Foreign Students in the USSR in the Early 1960s". Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, n.º 1 (16 de febrero de 2021): 21–32. http://dx.doi.org/10.37482/2687-1505-v071.
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For leftist movements internationalism, as a principle of Marxism-Leninism, has always been of great importance. The paper discusses Soviet internationalism in relation to foreign students in the USSR in the early 1960s. The author emphasizes some characteristics of the first stages of ideological struggle between Soviet and Chinese communists in connection with the international youth movement and dwells on three demonstrations of foreign students in the Soviet Union. The first one took place on August 5, 1962 in Red Square and was arranged by a militant leftist Japanese student organization Zengakuren against Soviet nuclear tests. After returning home, their leader Nemoto filed a lawsuit against the Soviet police. However, this campaign failed to provoke anti-Soviet hysteria, but revealed lack of unity between the movements. On December 18, 1963, a demonstration of African students took place in Red Square following the death of Assare-Addo, a medical student from Ghana. This incident is considered against the background of conflicts with African students and a diplomatic crisis in the end of 1961, caused by student demonstrations in Guinea, which were supported by Guinean students in the Soviet Union. During the third demonstration on March 17, 1964, about 50 Moroccan students broke into the Moroccan embassy in Moscow and organized a sit-in to protest the death sentences against 11 people in Morocco who had allegedly planned to assassin King Hassan II. Thus, the correlation between socialist statehood and the principle of internationalism showed a certain pattern: when there is a state, internationalism is put to a serious test. The first protests of foreign students in the USSR clearly prove this point.
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Stephani, Mesa Rahmi, Lutfi Nur, Burhan Hambali, Adang Suherman y Herman Subarjah. "ANALISIS PERBANDINGAN MOTIVASI BELAJAR SISWA DAN INTENSITAS GERAK PADA MODEL PEMBELAJARAN TAKTIS DAN TEKNIS PADA PERMAINAN INVASI". Jurnal Pendidikan Jasmani dan Olahraga 4, n.º 2 (26 de septiembre de 2019): 225–30. http://dx.doi.org/10.17509/jpjo.v4i2.19926.
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This study aims to look at differences in motivation and physical intensity in junior high school students through tactical and technical learning models in invasion games. This study used an experimental method with a post-test control group design. Sample selection using cluster random sampling was chosen to determine the experimental group and the control group. Each class consists of 24 students. From each class 8 students were taken (4 men; 4 women) because of the limited availability of the Polar Global Positioning System (GPS) instrument. Student motivation is measured using a questionnaire. Data is processed using independent sample t-test. The results showed that there were differences in the motivation and intensity of student movements in the tactical and technical learning model groups. The intensity and motivation of students in the tactical learning model group is higher than the technical learning model. The implications of this study can be used as empirical data related to motivation and intensity of movement influenced by tactical learning models in invasion games. So that the achievement of physical fitness can be obtained by taking into account the intensity of student movement during the Physical Education learning objectively.
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Gebresellassi, Saron. "A Perspective on Higher Education Through the Lens of a Student Activist". LEARNing Landscapes 3, n.º 2 (2 de marzo de 2010): 37–42. http://dx.doi.org/10.36510/learnland.v3i2.334.
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Both historically and present day, students and youth have been at the forefront of social justice movements. Environmental justice, defence of undocumented students, whistleblower protection, international solidarity and labour rights are among a myriad of issues which have emerged to expand the range and scope of equitable education politics within student movements. This commentary provides a perspective on higher education through the lens of one student activist. This reflection shares some thoughts on the implications of high tuition fees for marginalized communities and emphasizes the importance of youth activism in advancing the struggle for accessible postsecondary education and socioeconomic justice domestically and abroad.
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NELSON, MATTHEW J. "Embracing the Ummah: Student Politics beyond State Power in Pakistan". Modern Asian Studies 45, n.º 3 (28 de abril de 2011): 565–96. http://dx.doi.org/10.1017/s0026749x11000242.
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AbstractStudies of student politics in Pakistan often focus on the competition between ‘secular’ and ‘religious’ student groups—for example, the leftward-leaning National Students Federation, regional parties with a broadly secular orientation like the Pakhtun Students Federation, the Islami Jamiat-e-Tuleba (Islamic Students Association), and sectarian groups like the (Shi'a) Imamia Students Organization. This paper describes the emergence of an increasingly violent stalemate between and amongst these groups since the 1960s. It then argues that for a growing number of students this stalemate produced a certain disenchantment with exclusionary efforts to control the ‘state-based Muslim nationalism’ that lay behind the formation of Pakistan itself. Seeking alternatives, these disenchanted students developed an interest in non-state-based forms of Muslim solidarity—forms that rejected the constraints of territorial Muslim nationalism in favour of transnational movements focused on the revitalization of Muslim solidarity on a truly global scale—movements like the (Deobandi) Tablighi Jama'at and the (Barelwi) Da'wat-e-Islami. Tracing this development, this paper takes up one application of Talal Asad's argument that alternative expressions of religion (and religious solidarity) are ‘produced’ by specific political circumstances. It also examines this formulation in the light of other theories that take an interest in the effects—indeed the potentially ‘democratizing’ effects—of protracted political stalemates.
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Nemkov, Pavel A. "THE FORMATION OF STUDENTS’ CIVIL IDENTITY AS PART OF RUSSIAN STUDENT MOVEMENT’S ACTIVITY". Social and Political Researches 9, n.º 4 (2020): 121–34. http://dx.doi.org/10.20323/2658-428x-2020-4-9-121-134.
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The article examines the most important problem of the formation of civic identity of students within the framework of children's social movements, especially the Russian movement of schoolchildren. In the theoretical part of the article, as a result of the analysis of a number of works of foreign and domestic researchers, the definition of the concept of civic identity is derived, including as part of a person's social identity; its significant differences from ethnic and national identity, its connection with the concept of citizenship, as well as the structural components of the concept of “civil identity” are considered. The article provides a description of the research methodology devoted to the study of the degree of formation of the components of civic identity among students of the 7th-9th grades of general educational organizations in Moscow (depending on their affiliation with the Russian movement of schoolchildren, any other children's social organization or lack of such affiliation). A hypothesis is also put forward about the significant role in the formation of the civic identity of students of the very possibility of their participation in project activities. According to the results of the study, it is concluded that belonging to any children's social organization has a positive effect on students' understanding of their civil rights, freedoms and responsibilities, on the separation of values existing in the state, as well as on the level of responsibility for their moral choice and the level of tolerance in relation to moral choosing another person. It is suggested that the activity component of civic identity among students who are members of the Russian schoolchildren movement is best developed due to the organization's use of project activities as the main way to facilitate the transfer of values to students, necessary for the formation of civic identity
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Kotok, Stephen, Erica Frankenberg, Kai A. Schafft, Bryan A. Mann y Edward J. Fuller. "School Choice, Racial Segregation, and Poverty Concentration: Evidence From Pennsylvania Charter School Transfers". Educational Policy 31, n.º 4 (1 de octubre de 2015): 415–47. http://dx.doi.org/10.1177/0895904815604112.
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This article examines how student movements between traditional public schools (TPSs) and charters—both brick and mortar and cyber—may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration.
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Johnston, Hank. "The Elephant in the Room: Youth, Cognition, and Student Groups in Mass Social Movements". Societies 9, n.º 3 (9 de agosto de 2019): 55. http://dx.doi.org/10.3390/soc9030055.
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Student and youth groups are often vanguard actors in turbulent times. This article proposes that when they are part of broader social movements, they can introduce strong age-cohort influences in a movement’s development. These influences derive from the balance between youths and adults in a movement and their interrelationships, especially over the long term when demands remain unanswered by the state. Other influences include resource availability, which tends to cluster with older generations, tactical specialization according to age cohorts, and the tendency of groups with younger members to be willing to take greater risks, be more passionate in their demands, and more militant in their tactics. In this report, we identified several empirically recognized cognitive dimensions relevant to youthful participation: (1) identity search, (2) risk taking, (3) emotionality, and (4) cognitive triggering. These cognitive factors of late adolescence and early adulthood can energize a movement when young cohorts participate but also run the risk of alienating older members and public opinion. We discussed how mass movements for political and/or cultural change are frequently intergenerational and how intergenerational relations can mitigate the inward-turning and militant tendencies of young adults. In broad movements for social change, these relations can create a division of labor in which students are the vanguard actors and the older members mobilize the social and material resources available to them. Under other conditions, youth and student groups wield a two-edged sword with the capability of energizing a movement or alienating older cohorts of militants and public opinion.
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Axelrod, Paul. "Student Life in Canadian Universities: The Lessons of History". Canadian Journal of Higher Education 20, n.º 3 (31 de diciembre de 1990): 17–28. http://dx.doi.org/10.47678/cjhe.v20i3.183083.
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This article explores the relationship between the history of the student experience and contemporary student life. It identifies enduring patterns in three areas: the social origins of students, student culture and activism, and the perceived academic quality of students. Reflecting their predominantly middle class backgrounds, university students have craved social status and feared the prospect of downward mobility, particularly in hard economic times. They have forged a student culture which serves to relieve academic tensions and strengthen their claim to social distinctiveness. Sexist outbursts by male students, past and present, speak to fundamental feelings of insecurity in the face of feminist movements. Political activism among a sizable minority of students, which predated the 1960s, now shows signs of re-emergence at a time when students sense that their long term goals may be frustrated. Finally, the professorial contention that students are academically less competent than ever has been heard before. A historical perspective, brought to this and other issues, should deepen understanding of the nature of student life.
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Gutierrez Keeton, Rebecca, Corina Benavides López y José M. Aguilar-Hernández. "“It Shaped Who I Am”: Reframing Identities for Justice Through Student Activism". Association of Mexican American Educators Journal 15, n.º 1 (11 de febrero de 2021): 1–28. http://dx.doi.org/10.24974/amae.15.1.414.
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On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students’ historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants’ identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis between previous learning and activism at CPP, and (d) building coalitions and kinship. Findings show that students act for social justice before they explore multiple identities. We conclude that activism impacts student identity development and offer recommendations for how to enhance this development to student activists, faculty, and administrators.
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Florentin, Alice. "Mental Preparation of Students Preceding the Course". Review of Artistic Education 17, n.º 1 (1 de marzo de 2019): 196–99. http://dx.doi.org/10.2478/rae-2019-0021.
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Abstract In the preparation of”complete actors” only the technical aspects are not decisive, they will not only train them for the level of mastery. Aerobic exercises, forexample, can only play a part in recreation and muscular development, but when we talk about the scenic movement that uses actors’ preparation, the situation changes; the future actor has to work out physical exercises by passing through the mental as well as the spiritual filter. Each student should think about how the exercises indicated by the teacher feel in their bodies, the reception may be different from the way the teacher / college actors / dancers experience the movement. In this context, the student is the only expert in what he likes to do with the movements indicated by the one in front of him, or what emotions are evoked when he experiences a choreographic phrase. This makes the study of acting or dance a form of art, and the difference is given by their inner experiences. the uniqueness of the body on the move.”
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Braghini, Katya Zuquim. "«Imagined Communities»: Student and Revolutionary Movements in the Headlines of Mass Media Newspapers and Magazines During the Brazilian Dictatorship". Espacio, Tiempo y Educación 6, n.º 1 (1 de enero de 2019): 41–62. http://dx.doi.org/10.14516/ete.255.
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Brazilian historiography emphasises student political practice as the main action of those students who were against the authoritarian and conservative regime. To explain the student movement through its political activity or subversion towards the established social patterns became commonplace when discussing the behaviour of much of 1960s youth. Even though such aspects are import, they take little account of other peculiarities of these students’ history. This article explores Anderson’s (2008) hypothesis on «imagined communities» – i.e. when people in a group establish synchronic identification through references given by daily communication – in this context. This highlights the emotional pandemic of the youth coalition of the 1960s, which spread to general political movements. From this perspective, the student movement is understood as an interaction among subjects of a similar age, mobilized by their identification with shared images, mainly on printed documents. This analysis reveals that in Brazil: 1) the students identified with the revolutionary youngsters in the magazines who would later become icons, such as Fidel Castro and Che Guevara; 2) The reports and «hearsay» of youth action, recorded in the articles and stimulated and amplified by street demonstrations, schematic readings, impromptu rallies, graffiti and slogans, etc. We discuss synchronicity as an aspect of this period of history that was associated with the sensory stimuli involved in demonstrations, as well as the creation of stereotypes and representations of youth.
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Groves, Tamar. "Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982)". Espacio, Tiempo y Educación 7, n.º 1 (4 de enero de 2020): 163–80. http://dx.doi.org/10.14516/ete.334.
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Students eventually finish their degrees and are incorporated in the labour market. The impact of ex-activists of student movements on their workplace is a relatively unknown aspect of student mobilization. This article looks at how the exciting university years and the experience acquired in collective actions and protest are introduced in professional spheres. It uses the case of Spanish teachers to see how the spirit of the 1960s influenced professional mobilization in the Spanish Education system in the 1970s and 1980s. The article begins with contemporary discussions regarding professions and advocacy. It explores this notion across several professions, culminating in how it is used today with regard to teachers’ professionalism. The next section of the article looks at the students’ movement in Spain and how it combined international demands with the national struggle against the dictatorship. The relationship between the students’ movements and the mobilization of primary and secondary education is the issue of the following section. Finally, it looks at the struggle of teachers around several issues such as the access to and quality of education, the opening of preschools centers and teacher training in order to illustrate the effort to forge a social-professional identity tied to wider social struggles.
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Indrawati, Delia, Uzlifatul Hasanah, Neni Mariana, Vicky Dwi Wicaksono, Dwi Anggraeni Siwi, Para Mitta Purbosari y Arif Mahya Fanny. "Effectiveness of using Gebar modules (The Movement of Line Marching) for students in elementary school". Cypriot Journal of Educational Sciences 16, n.º 3 (30 de junio de 2021): 1052–64. http://dx.doi.org/10.18844/cjes.v16i3.5822.
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One innovation that can be developed based on the problem learning angle created is the movement of line marching skills as learning media alternatives for students. This study aims to determine the effectiveness of using the Gebar Modules. The sample comprised 30 students from grades 4A and 4B who were randomly selected with one-group pre-test–post-test design. The result showed that the designed module is feasible to use. First, the data show that the N-gain coefficient is 0.77, which indicates the module’s effectiveness on student-learning outcomes. Another data collection showed that 82% of the students could use a bow properly and 62% of the students can perform drill movements with the appropriate rules. In conclusion, this module makes students not only observe the things that shape the angle but also those that give them an angular shape by themselves so the material is etched deeper in their memory.
Keywords: Gebar module, learning outcomes, THE movement of line marching skills
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Han, Yijia y Lin Luo. "Research on the “Three Movements, Two Steps, Three Dimensions” online and offline hybrid teaching model--The Principles of Management as an example". E3S Web of Conferences 251 (2021): 03081. http://dx.doi.org/10.1051/e3sconf/202125103081.
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In the current social context, information technology and education teaching are deeply integrated, classroom teaching is gradually changing from “teacher-centred” to “student-centred”, and the traditional teaching mode is gradually changing to the online and offline hybrid teaching mode. In this paper, we analyse the limitations of traditional teaching methods and propose a hybrid online and offline teaching model based on the Principles of Management. This model combines online and offline teaching, changes the roles of teachers and students, promotes teaching with learning, and enhances interaction in the teaching process, creates an immersive classroom atmosphere, enhances students’ sense of access, realises the leap from Bloom’s first-order understanding to higher-order understanding through human-computer interaction, teacher-student interaction and student-student interaction, and cultivates students’ structured thinking, critical thinking and innovative thinking.
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Dachlan, Muhammad. "PERGESERAN IDEOLOGI MAHASISWA MUSLIM DI UNIVERSITAS MUHAMMADIYAH KENDARI". Dialog 39, n.º 1 (8 de agosto de 2017): 69–80. http://dx.doi.org/10.47655/dialog.v39i1.20.
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University students are young figures who are responsible as the nation successors thus they should have the vision and mission of nationality. However, this ideal condition can apparently not found in all universities. For example, the movement of the student organization at Muhammadiyah University Kendari was proven as not having the vision and mission of nationality. This study employed qualitative methods to describe the student organization at the University of Muhammadiyah Kendari. The findings reveal that: firstly, the university banned the growth and development of religious organizations other than IMM. Secondly, despite the university ban, student organization such as Gema Pembebasan (i.e. the development of HTI) kept appearing. Student religious movement on one hand is an encouraging phenomenon in the Islamic dawah and education. However, when it is not supervised with the concept of nationalism, the student organization of this kind will lead to radical movements in religious organizations.
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Wubbena, Zane. "A pedagogy for space: Visually framing the 2011 Chilean student movement". Policy Futures in Education 15, n.º 4 (29 de marzo de 2017): 460–80. http://dx.doi.org/10.1177/1478210317694501.
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The 2011 Chilean student protests were a powerful social movement aimed at transforming education and, with it, the social spaces and formations of daily life. This social movement was pedagogical because students transformed the city into a classroom to gain control over the production of space. In this vein, the student movement provided a catalyst for reconstituting public education as a universal social right. Based on the perspective of spatial educational theory, I conducted a visual framing analysis of three photographs taken during the 2011 Chilean student movement. I employed a four-tiered visual framing method. The three photographs were purposefully selected from different media sources to represent the three dimensions of spatial educational theory, including learning in conceived space, studying in lived space, and teaching in perceived space. In doing so, this article provides a novel way to explain spatial educational theory by visually operationalizing it as a pedagogy for space during the Chilean student movement. This article also works to broaden our conceptualization of student movements as pedagogical events for social transformation.
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Queiroz, Diego Felipe De Souza, Paula Chagas Bortolon y Rita de Cássia Machado da Rocha. "As ocupações estudantis e a reinvenção do espaço escolar facilitadas pelas tecnologias interativas". education policy analysis archives 25 (9 de octubre de 2017): 106. http://dx.doi.org/10.14507/epaa.25.2734.
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For years now, the severe crisis of the Brazilian educational system, from the depreciation of schools and of working conditions to the overall decline in what education means, has given rise to movements of student resistance and struggle that demand the improvement of education. In 2015, a new wave of protests started initially in São Paulo as a reaction to the government’s announcement to close more than 100 state schools, which spread to similar manifestations nationwide. In the state of Rio de Janeiro, students occupied over 80 schools. Boosted by interactive technologies, these students took the occupation of school spaces beyond, into a movement of opposition to the State power. The greatest innovation of the students’ Occupation was the subversion of traditional school logic, enabling the students to experience self-management and a new dynamic form of education.
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Destrinelli, D. y L. Leony. "Meningkatkan Keterampilan Gerak Tari Melalui Strategi Praktik Berpasangan Kelas IV SD Negeri 66/IV Kota Jambi". Jurnal Gentala Pendidikan Dasar 4, n.º 1 (13 de junio de 2019): 41–63. http://dx.doi.org/10.22437/gentala.v4i1.6850.
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Abstract. This study aims to describe the application of paired practice strategies (Practice Rehearsal Pairs) to improve dance movement skills of students in 4th grade elementary school dance learning. This research was conducted in 66 / IV Public Elementary School in Jambi City in the even semester of the 2018/2019 academic year. This type of research is classroom action research, which consists of II cycles with procedures starting from planning, implementation, observation, and reflection. The subjects of this study were grade IVB students of SD 66 / IV in Jambi City. Instrument Data collection used was teacher action observation and practice test (performance) of student dance movement skills. Data were analyzed qualitatively and quantitatively. The results of the percentage of student practice tests (performance) amounted to 45% with less categories in the first cycle and increased in the second cycle by 82.5% in the good category. From the results of this study, it was concluded that by implementing a paired practice strategy (Practice Rehearsal Pairs) can improve students' dance skills in fourth grade elementary school dance learning.
Keywords: Practice Rehearsal Pairs, dance movements skills
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Shinta, Lucia Geneviave Bella, Adelia Febriani y Utami Widiati. "Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, n.º 2 (19 de junio de 2021): 611–21. http://dx.doi.org/10.31004/obsesi.v6i2.1366.
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Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics
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Türkoğlu, Didem. "Student protests and organised labour: Developing a research agenda for mobilisation in late neoliberalism". Current Sociology 67, n.º 7 (12 de septiembre de 2019): 997–1017. http://dx.doi.org/10.1177/0011392119865768.
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Students have a long history of protesting the introduction or rise of tuition fees. However, political parties do not often endorse their demands. Even the centre-left, which is known for its redistributive policies, does not necessarily ally itself with the student opposition to fees. In this article, the author focuses on the impact of social movement–organised labour alliances on the opposition of political parties to government policy. The author argues that such alliances have a unique impact on centre-left parties, especially in relation to non-labour issues. Two examples of this alliance are presented, emerging from the quite different political contexts of Germany and Turkey. In Germany, student movements failed to block the introduction of tuition fees in 2006. However, in 2008–2011, after students established a deeper alliance with organised labour, tuition fees were scrapped. In Turkey, student movements had been protesting tuition fees for a quarter of a century before an alliance with labour gained the support of social democrats in 2011. These case studies suggest that labour–movement alliances are effective in shifting social democratic politics in higher education policy because of labour’s experience and know-how in alliance building with centre-left parties and the student mobilisation’s potential to make tuition fees an electoral issue cross-cutting party allegiances. This finding suggests that scholars need to take the degree of engagement in opposition alliances into account, in addition to union density, in order to more accurately measure the political power of organised labour. This point has implications for analysing a variety of policy outcomes in policy areas exposed to permanent austerity measures.
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Susanto, Achwan y Rony Syaifullah. "MENINGKATKAN HASIL BELAJAR MERODA SENAM LANTAI MELALUI PENGGUNAAN ALAT BANTU PEMBELAJARAN". PHEDHERAL 15, n.º 1 (12 de mayo de 2018): 1. http://dx.doi.org/10.20961/phduns.v15i1.50573.
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<p><em>The purpose of this research is to improve learning outcomes of basic locomotor movements of walking and running through the medium of learning in class V SDLB Erha Pabelan Semarang 2017/2018.</em></p><p><em>This research is a classroom action research. This study was conducted in two cycles, each cycle consisting of two meetings. Subjects in this Class Action Research is a fifth grade students SDLB Erha Pabelan Semarang totaling 7 students consisted of five boys and two student daughters. Sources of data in this study come from students, researchers and teachers who act as collaborators.</em></p><em>Data collection technique used tests and observation. The validity of the data using the technique of triangulation data. Analysis of data using qualitative descriptive technique that is based on a qualitative analysis of the percentage. Results of research on pre-cycle only two students who completed (28.57%) and 5 students are not completed (71.42%). In the first cycle of learning basic movements locomotor result students who have completed as many as four students (56.67%) and 3 students are not completed (42.85%). With the acquisition of affective (57.14%), psychomotor (57.14%) and cognitive (71.42%). In the second cycle was obtained in student learning outcomes that have been completed by 6 students (85.71%) and 1 student is not completed (14.28%). With the acquisition of affective (85.71%), psychomotor (80%) and cognitive (76.67%) Based on the analysis of the first cycle and the second cycle showed an increase in the targeted achievement. Based on the results obtained the conclusion that: The use of the application of instructional media can improve learning outcomes basic motion forehand push in table tennis in Class V SDLB Erha Pabelan Semarang academic year 2017/2018. </em>
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Zahro, Siti, Atma Risanti, Fajar Raya Ferdinal Kusuma Bakti, Indah Ramadhania Safitri y Wahyu Rosa Ningtias. "Inovasi Senam Ceria Khusus Untuk Tunagrahita Ringan di SLB Tamima Mumtaz". Jurnal KARINOV 3, n.º 1 (19 de enero de 2020): 27. http://dx.doi.org/10.17977/um045v3i1p27-30.
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Pengabdian ini bertujuan untuk membantu pendampingan dalam menerapkan Senam Ceria Khusus (SCK) untuk meningkatkan kesehatan jasmani dan kemampuan motorik pada siswa tunagrahita dengan level ringan di Sekolah Luar Biasa (SLB) Tamima Mumtaz. Hal ini dikarenakan anak-anak Tunagrahita di SLB tersebut hanya melakukan aktifitas didalam ruangan dan belum ada kegiatan yang mendukung kesehatan jasmani dan perkembangan motoriknya melalui gerakan senam. Senam ini diiringi dengan musik yang ceria dan menyenangkan untuk lebih menarik minat siswa dalam mengikuti gerakan senam tersebut. Senam ini terdiri dari gerakan pemanasan, gerakan inti, dan gerakan pendinginan. Metode yang digunakan dalam pengabdian masyarakat ini adalah pendekatan secara personal mulai perkenalan personal, melakukan aktivitas diluar ruang kelas, menciptakan SCK, dan mengajak siswa untuk memperagakan. Dalam pelaksanaannya, SCK di SLB Tamima Mumtaz siswa sangat antusias mengikuti gerakan SCK. Sedangkan kendala yang dihadapi adalah 1) siswa sulit dikontrol saat melakukan senam, 2) satu siswa harus didampingi oleh satu pendamping untuk membetulkan gerakannya, dan 3) singkatnya waktu pelaksanaan membuat siswa sulit mengulang gerakan. Kata kunci— SLB Tamima Mumtaz, Senam Ceria Khusus, Tunagrahita Ringan.AbstractThis service aims to assist assistance in implementing Special Cheerful Gymnastics (SCK) to improve physical health and motor skills in mentally disabled students with mild levels in Tamima Mumtaz Extraordinary Schools (SLB). This is because Tunagrahita children in SLB only do indoor activities and there are no activities that support physical health and motor development through gymnastic movements. This gymnastics is accompanied by cheerful and fun music to further attract students' interest in following the gymnastic movements. This exercise consists of heating movements, core movements, and cooling movements. The method used in this community service is a personal approach from personal introductions, conducting activities outside the classroom, creating SCK, and inviting students to demonstrate. In its implementation, the SCK at Tamima Mumtaz SLB students were very enthusiastic about participating in the SCK movement. While the obstacles faced are 1) students are difficult to control when doing gymnastics, 2) one student must be accompanied by one companion to correct their movements, and 3) the short time of implementation makes it difficult for students to repeat the movements.Keywords— SLB Tamima Mumtaz, Special Cheerful Gymnastics, Light Developmental Disabilities
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Chutkyi, Аndrii. "Student Academic Union of Kyiv Commercial Institute of the beginning at the 20th century". Universum Historiae et Archeologiae 3, n.º 1 (15 de noviembre de 2020): 41. http://dx.doi.org/10.15421/26200104.
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The aim of the article is to explore the reasons and the essence of pro-government sympathies in the student surrounding in the Ukrainian lands at the beginning of the 20th century, when they were a part of the Russian Empire. The article is based on the analysis of the statute and biographies of the members of the student Academic Union in Kyiv Commercial Institute; to identify factual material to supplement the reconstruction of the history of students in Ukraine in the early XX century, in particular the daily life of students and their corporate consciousness. Research methods are synthesis of general scientific (analysis, objectivity, synthesis, generalization) and special scientific (historical-genetic, historical-systemic, comparative, prosopographical) methods. The main result is the introduction of a set of archival documents related to the student Academic Union and its members to the scientific circulation. This allowed to characterize the representatives of the youth of that time, who were included into the academic movement, and to analyze their paths in the student years. In particular, it was found that representatives of the titular ethnic group of the empire were mainly included into the academic movements. But other nationalities, who were active, also were involved in it. The vast majority of participants of the academic movement were characterized as those who had high ambitions and unsatisfactory financial situation. Accordingly, they joined this movement with purely pragmatic purpose, and it was testified by the circumstances of World War I, when the vast majority of such individuals used all possibilities to avoid mobilization. This discrepancy between the number and the real percentage of sincere adherents of the imperial power in pro-government organizations in general partly explains the latter's inflated calculations on the impossibility of the emergence of powerful internal protest movements. The other reason is ignoring the thought of the masses by the Russian Empire government. The practical importance is to create a scheme for further research of pro-government movements in modern Ukraine. Also, it can help to develop approaches to detect appropriate manipulations in information space and fight with them effectively. The originality is due to the intensification of the theme of the fifth column in national history. The type of article is empirical.
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Pickett, Samuel Harris. "The Chilean Winter: A Student Revolution". IU Journal of Undergraduate Research 4, n.º 1 (16 de diciembre de 2018): 04–09. http://dx.doi.org/10.14434/iujur.v4i1.24207.
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The 2011 Chilean Winter was a student movement that fought to end the rampant inequality found in the nation’s neoliberal education policies, which found their origins in the reforms enacted during the 1980s by Chilean dictator General Augusto Pinochet. In response to the nation’s economic crisis, he attempted to cut government spending by decentralizing and privatizing the education system. The results were largely unfavorable; Chilean education came to be known for its socioeconomic stratification, unequal schools, and its exorbitantly expensive universities. Despite the undoubtedly negative outcome of Pinochet’s policies, they remained relatively untouched until student movements in 2006 and 2011 began to challenge them. Although almost all of the issues that the 2011 Chilean Winter addressed were the result of Pinochet’s policies, it would be incorrect to claim that the students were protesting his reforms. Instead, the movement was a reaction to the failure of the nation’s post-dictatorship governments, the Concertación coalition and right-centrist presidency of Sebastián Piñera, to restructure Chile’s neoliberal education system despite its numerous problems. This work aims to disprove the erroneous view of many newspapers and academic journals that the student movement was caused directly by Pinochet’s policies. In other words, I wish to separate protest against the legacy of the Pinochet reforms—that is the current system—from protest against the reforms themselves. The work will be divided into two main sections. The first section will focus on demonstrating the lasting impact of Pinochet’s education programs, with a particular emphasis on statistical studies performed by other researchers. The second section will be devoted to analyzing the roots of the 2011 student movement. This part of the investigation will focus on rhetoric from the students themselves, especially movement leader Camila Vallejo.
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Hensby, Alexander. "Millbank tendency: The strengths and limitations of mediated protest ‘events’ in UK student activism cycles". Current Sociology 67, n.º 7 (12 de septiembre de 2019): 960–77. http://dx.doi.org/10.1177/0011392119865761.
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UK students’ desire to create disruptive, media-friendly ‘events’ during the 2010–11 protests against fees and cuts is reflective of wider cycles and processes in student activism history. First, constant cohort turnover restricts students’ ability to convert campaigns into durable movements, necessitating that they must periodically ‘start from scratch’. This informs a second process, namely the need to gain the attention of mainstream media, as this can potentially amplify students’ grievances far beyond their own organizational capacities. Both have shaped student activism over the past 50 years, compelling contemporary students to create protest events that live up to their radical history. These processes were evident in autumn 2010, when an NUS demonstration saw students attack and briefly occupy Conservative Party headquarters at 30 Millbank. The protest’s mass mediation was central to activists’ ‘eventing’ processes, and provided the spark for the radical UK-wide campaign that followed. Yet once the fees bill was passed by Parliament, students’ dependency on mainstream media cycles was quickly exposed. With ‘mediatization’ tendencies having dogged student activism since the 1960s, this article argues that creating ‘events’ epitomizes students’ longstanding strengths and limitations as society’s ‘incipient intelligentsia’.
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Risley, Amy. "Think Globally, Act Locally: Community-Engaged Comparative Politics". PS: Political Science & Politics 52, n.º 4 (12 de abril de 2019): 733–36. http://dx.doi.org/10.1017/s1049096519000544.
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ABSTRACTThis article describes how comparative politics specialists can adopt community-engaged strategies and other innovative pedagogies to emphasize local–global connections. It discusses a comparative course on urban social movements that requires sustained, community-based learning. Students are placed in organizations advocating for refugee families, Latinx communities, and people in situations of homelessness. Engagement with community partners supports student learning in meaningful ways. Students apply social-movement theory to real-world situations, develop an understanding of activists and the communities they seek to empower, and gain intercultural competency by working with diverse groups. They also grapple with different modes of social action and models of citizenship. Most important, students learn to investigate activism comparatively through analysis of overseas cases. Bridging the local and the global in a single semester can be an arduous task, but undergraduates have embraced this challenge.
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Alvarez Castro, David y Alistair Ford. "3D Agent-Based Model of Pedestrian Movements for Simulating COVID-19 Transmission in University Students". ISPRS International Journal of Geo-Information 10, n.º 8 (28 de julio de 2021): 509. http://dx.doi.org/10.3390/ijgi10080509.
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On the 30 January 2020, the WHO declared a public health emergency of international concern due to the coronavirus disease 2019 (COVID-19). Social restrictions with different efficiencies were put in place to avoid transmission. Students living in student accommodation constitute an interesting group to test restrictions because they share living places, workplaces and daily routines, which are key factors in the transmission. In this paper, we present a new geospatial agent-based simulation model to explore the transmission of COVID-19 between students living in Newcastle University accommodation and the efficiency of simulated restrictions (e.g., facemask, lockdown, self-isolation). Results showed that facemasks could reduce infection peak by 30% if worn by all students; an early lockdown could keep 65% of the students safe in the best case; self-isolation could keep 86% of the students safe; while the combination of these measures could prevent disease in 95% of students in the best case-scenario. Spatial analyses showed that the most dangerous places were those where many students interact for a long time, such as faculties and accommodation. The developed ABM could help university managers to respond to current and future epidemics and plan effective responses to keep safe as many students as possible.
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Lutfiana, Rose Fitria y Ahmad Arif Widianto. "MERUNTUHKAN STATUS QUO: PARTISIPASI POLITIK DAN KEKERASAN DALAM GERAKAN MAHASISWA DI INDONESIA (TINJAUAN SOSIO-HISTORIS)". Jurnal Civic Hukum 3, n.º 1 (30 de mayo de 2018): 92. http://dx.doi.org/10.22219/jch.v3i1.7731.
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ABSTRAKGerakan mahasiswa turut mewarnai perkembangan demokrasi pada lintas orde kekuasaan di Indonesia. Dinamika demokrasi di Indonesia tidak lepas dari beragam aksi gerakan mahasiswa sebagai bentuk aksi moral dan politis untuk memperjuangkan masyarakat dari ketidakadilan dan penindasan. Gerakan mahasiswa merepresentasikan partisipasi politik dalam bentuk konvensional maupun non-konvensional dan sekaligus menyemai praktik demokrasi di Indonesia. Namun dinamika gerakan mahasiswa diwarnai beragam aksi represiberupa kekerasan oleh aparat pemerintah dan oleh mahasiswa sendiri sebagai respon terhadap penindasan. Artikel ini bertujuan untuk menjelaskan secara sosio-historis bentukbentuk gerakan mahasiswa sebagai manifestasi partisipasi politik dan kekerasan-kekerasan yang menyertainya. Artikel ini merupakan refleksi kritis terhadap dinamika perjuangan gerakan mahasiswa dalam kancah demokrasi nasional. Gerakan Mahasiswa dalam hal ini merupakan praksis sosial yang berlandaskan pada nilai-nilai moral untuk mewujudkan kehidupan masyarakat yang ideal. Untuk mewujudkan tujuan itu, Mahasiswa melakukankajian ilmiah, membentuk lembaga swadaya masyarakat, mobilisasi massa, demonstrasi atau protes, advokasi sosial dan intervensi kebijakan politis pemerintah. Kekerasan terhadap gerakan mahasiswa merupakan konsekuensi perjuangan mereka yang terkadang menentang kekuasaan dan status quo pemerintah. Perubahan sosial yang diperjuangkan mahasiswa butuh perjuangan dan pengorbanan. Kasus kerusuhan, penculikan dan pembunuhan mahasiwa setidaknya menggambarkan parade kekerasan yang dialami oleh gerakanmahasiswa.Kata Kunci: Demokrasi, partisipasi politik, kekerasan, gerakan mahasiswaABSTRACTThe student movement colored the development of democracy across the order of power in Indonesia. The dynamics of democracy in Indonesia cannot be separated from the various actions of the student movement as a form of moral and political action to fight for society from injustice and oppression. The student movement represents political participation in conventional and non-conventional forms and at the same time sowing the practice of democracy in Indonesia. But the dynamics of the student movement are colored by various acts of repression in the form of violence by government officials and by students themselves in response to oppression. This article aims to explainNomor 1, Meisocio-historically the forms of student movements as manifestations of political participation and the accompanying violence. This article is a critical reflection on the dynamics of the struggle of the student movement in the arena of national democracy. TheStudent Movement in this case is a social praxis based on moral values ?? to realize the ideal community life. To realize this goal, students conduct scientific studies, establish non-governmental organizations, mass mobilization, demonstrations or protests, social advocacy and government policy intervention. Violence against the student movement is a consequence of the struggle of those who sometimes oppose the power and status quo of the government. The social change fought for by students needs struggle and sacrifice. Cases of riots, kidnappings and student killings at least illustrate the violent parade experienced by the student movementKeywords: Democracy, Political Participation, Violence, Students Movement