Search

In 2015, after Boko Haram pledged allegiance to the Islamic State of Iraq and the Levant and became the Islamic State West Africa Province, online social media’s dominance was nearly instantaneous. This paper analyzes whether Boko Haram’s use of social media results in more effective recruitment and, if so, what trends can be observed in the former that contribute to the latter. I conclude that social media plays an instrumental role in the terrorist organization’s online recruitment since Boko Haram can disseminate instant messages to large online audiences while also exercising control over their visual content. Additionally, Boko Haram’s use of social media ties into recruitment as there is a link to radicalization, religious indoctrination, and sharing its narrative. Finally, the group uses social media to depict itself as the winning entity by representing strength, unity, and taking advantage of the country’s anti-government sentiment. While online influences are undoubtedly crucial for recruitment, it must be emphasized that they are usually coupled with offline physical connections in the Nigerian context.

The basic principles of modern sociolinguistic engineering as a tool for population indoctrination, subjugation, and control have their beginnings in the strategies designed by Joseph Goebbels of the NAZI regime and also those of the USSR. The redefinition of semantics is a dangerous tool used by propagandists to influence the individuals' sense of reality using language on a psychological level. This creates a populace that is more willing to follow harmful ideologies. The study will investigate existing legislation of Australia, the United Kingdom, the United States of America, and Canada about guarantees on free speech especially in academia, and the classification of hate speech. This study further looks at a microcosm of language used by the diversity, Inclusion, and Equity" movement focusing on an analysis of a glossary created by the University of Washington. It also discusses some terminology that is similarly erroneous but not included in the glossary. The history of terminology and their development is discussed as well as the scientific and linguistic validity of the provided semantic definitions in contrast to the original semantics. The study found that sociolinguistic engineering was taking place in universities and wider society which follows the historic pattern of the Third Reich and USSR. The study recommends that universities and education systems desist from such indoctrination and return to the traditional academic foundations of open inquiry and critical thinking.

With mathematics education dominated by practices of standardized test alignment, the quest for mathematical understanding is adrift despite so much talk about the importance of STEM subject matters. To add to the confusion there has long been worries among educators about any curricular programs or instructional practices that can be labeled indoctrinative. The worse combination of practices seems afoot. Standardized testing has led to unmitigated indoctrination throughout much of public education yet the term is indoctrination is shunned as bad pedagogy. The argument here is that entry into any new discipline from times of antiquity to the present necessarily involves responsible and warranted indoctrination. Acknowledging the fruitful role of indoctrination early on should enable educators to benchmark when the practice has become excessive or otherwise inappropriate. Threshold moments demarcate between early instruction enabling the study of math from advanced and independent study wherein students’ development skills of reflection and evaluative deliberation relevant to mathematic thinking.

The ancient Indian aesthetic theory identifies bībhatsa, “disgust / aversion”, as one of the nine sensory states that determine the mood of dramatic and poetic works and by means of visual / verbal techniques affect a spectator/a reader. This term from Bharata’s Nāṭyaśāstra was adopted by Christian missions in India and used as an argument against the cultural traditions of the conquered subcontinent. The translation into Marathi (1864) of The Little Clay Cart, a Sanskrit drama by Shudraka, became the object of violent public controversy initiated by Rev. Henry Ballantine who found the image of the protagonist Vasantasena, a hereditary courtesan, “disgusting” and the play “shameful”. The final subjugation ofIndia after the defeat of the Sepoy Mutiny (1857–1858), and its transition under the British crown rule intensified the process of emotional indoctrination of subjects by resort to the notion of “disgusting” understood as anything not compatible with the Christian morality norms.

Purpose The purpose of this paper is to explore the benefits of incorporating the tenants of followership into leadership curriculums as a means of increasing employee engagement in the organization’s mission. Design/methodology/approach Five years ago, the author reported on the impact instruction in followership had in helping a government agency achieve a significant change in workplace culture. This paper provides an update on the agency’s followership instruction, insights on how development of followership skills can enhance organizational agility, collaboration and engagement and strategies for incorporating followership into a leadership development curriculum. Findings The literature suggests that followers can partner with the leader to advance organizational objectives and enhance outcomes through proactive participation. Evidence from three followership programs suggests that indoctrination in followership principles leads to better understanding of the impact follower contributions play in achieving mission-related goals. Research limitations/implications Much of today’s leadership instruction leverages industrial-age concepts on treatment of followers in the workplace. This type of instruction limits leader/manager thinking on how to best leverage the knowledge-age talents resident in the workforce. This paper suggests that followership instruction increases the potential for followers to make meaningful contributions that enhance organizational agility and competitiveness while simultaneously improving leader strategies for engaging followers. Originality/value Instruction in the principles of followership is gaining momentum in academia and in the public and private sectors. Yet, the number of resources for teaching the subject is limited. This paper provides insights into the impact of teaching followership, suggestions on structuring a followership curriculum and recommends resources for creating meaningful instruction.

In a city like Hong Kong where animal protection laws replicate outdated British legislation from the early 1900s, extensive educational measures must be taken to raise students’ collective awareness of animal welfare and rights, in order to meet the pressing environmental, social, and moral demands of a rapidly developing society. This article argues that the study of animal protection in Hong Kong school curricula is essential to raising future generations of responsible and empathetic community leaders and members. Not only can such curricula encourage students to make well-informed, healthy, and environmentally-conscious choices as consumers, it also challenges the speciesist “hidden curricula” perpetuated in schools, developing students’ critical and independent thinking skills and empowering them to regain ownership over and accountability for their decisions. It instils empathy in students towards animals, as well as vulnerable groups in society that share a similar narrative of oppression and exploitation, such as women and ethnic minorities. This article refutes the critique of animal protection curricula being a form of indoctrination by challenging the notion that any education system can be truly value-free.

Karya sastra merupakan sarana penyambung pesan yang berwujud dalam simbol psikologis. Bima merupakan bagian dari khasanah karya sastra Nusantara yang mengandung seribu makna. Sisi yang jarang dilihat adalah di mana Bima memiliki simbol psikologis yang sangat erat kaitannya dengan budaya agraris. Bima selalu dilihat sebagai kesatria di dalam wiracarita Mahabharata. Artikel ini mengkaji sosok Bima dari sudut pandang yang berbeda. Menggunakan pendekatan tekstual dalam psikologi sastra, artikel ini menampilkan substansi keterkaitan sosok Bima dalam budaya agraris. Ulasan tentang substansi tersebut kemudian menjadi landasan indoktrinasi untuk merefleksikan budaya agraris masa lampau dalam merawat budaya agraris kontemporer.

The importance of open education stems from the interest of the Islamic Sharia in education without being restricted to a certain age. This was manifested in the words of the Prophet (peace and blessings of Allah be upon him): "Seek knowledge from the cradle to the grave." Man is required to pursue lifelong learning. It was therefore necessary for the State to provide many forms of education suitable for age, occupation, accommodation, and work. It was the movement from education to learning through the so-called open education that does not require the student to share his teacher in terms of time and place. He is not required to be present throughout the period of study, but can study from his home. Work, age or scientific degrees do not present any obstacles to man's right to complete his education. Many social, cultural, political and other factors made open education and distance education inevitable. The capacity of the traditional universities is not able to absorb this large number of students due to urbanization and the increase in population in all countries of the world in general, and in Arab countries in particular. Therefore, the State had to move from a traditional style that required a student's personal presence at the university to a more flexible system that did not require presence in time or place. The technological advances have progressed rapidly and electronic educational methods have been introduced. This has led to full interaction between the teacher and his student to the point that the teacher can guide his student without the barrier of time or place between them. Therefore, in open education, the teacher's role changed from mere indoctrination to guidance. The learner is instructed teach himself in a self-learning situation. Despite the advantages achieved by open education, there are some obstacles that stand in the way of achieving the objectives of this type of education; so the subject of this research addresses these obstacles and develops solutions to remove them, and sets the mechanism to put these solutions into effect, for open education to achieve full interactivity, and achieve the desired goals and compete traditional education, if not precede it in this regard.

La presencia del terrorismo islamista en internet ha cambiado cuantitativa y cualitativamente en los últimos años como consecuencia de la irrupción del autodenominado Estado Islámico. Nunca hasta ahora había resultado tan fácil acceder a toda clase de propaganda extremista, en especial, en las redes sociales. Los estrategas mediáticos de Estado Islámico han conseguido convertir el terror más atroz en un espectáculo hollywoodiense, que logra captar la atención de jóvenes de religión musulmana que habitan en Occidente. A partir de estas consideraciones, el presente trabajo analiza los distintos canales en línea a través de los cuales el movimiento islamista está llevando a cabo tareas de propaganda, captación, adoctrinamiento y adiestramiento de nuevos miembros de esta ideología pan-islámica radical dispuesta a extender el terror por todo el planeta.

Background and aims: The main problems of children with learning disabilities are in cognition and their sensations. This study aimed to investigate the comparison of working memory and sensory profile in boys and girls with writing disability. Methods: The methodology of this descriptive study was the comparative type. The statistical population of this study was all girls and boys by the age of 8-10 suffering from the writing disability in Gorgan City during treatment in a writing disability center in summer of 2018. According to the research method, the stratified random sampling method was used and 50 boys and 58 girls were selected from each group. According to research tools, the Dunn profile (1999) was obtained from the parents of the children. In the area of Daneman, & Carpenter working memory (1980), questions were asked from the children directly, and the information related to processing and storage in their memory were received. Data were analyzed using multivariate analysis of variance analysis using SPSS24 software. Results: Descriptive findings showed that mean and standard deviation in boys and girls were respectively in Processing (50.32±6.93, 54.22±7.45), Storage (48.47±6.08, 53.17±6.07), Indoctrination associated with the physical state of the body motion (34.28±7.09, 36.91±6.48), Multisensory processing (34.68±5.21, 37.94±6.57), Auditory Processing (31.74±5.84, 35.52±6.59). Also the results indicate that there is a significant difference in the writing disability among processing (PConclusion: with regard to the results obtained, it can be concluded that the boys group is in worse conditions in working memory and sensory processing styles, which requires a special attention and more focused educational approaches.

In this paper, we want to address how the educative growth of children’s spirituality within religious education can be better understood through Dewey’s theory of valuation. We would like to draw attention to the link between an education for authentic spirituality and the pursuit of a genuine democratic life, because education, even religious education, is always political. In doing so, we point to the urgency and importance of fostering spiritual education for children in the face of the current rise of authoritarianism throughout the world and the demise of authentic democratic life. In order for genuine democracies to survive and thrive, their citizens must be educated. Unlike indoctrination and propaganda, which control populations through manufacturing public opinion by which individuals are compelled to comply to an officially approved consensus, education is emancipatory by offering opportunity for dissensus. Emancipatory education enables individual citizens to initiate and participate in activities at the grass-roots level that pursue public and global goods, without waiting to be led by various authorities. Such an educated way of being, which is essential for democratic life, requires young people to be educated spiritually so that they are able to transcend the pressures to conform to public consensus and the will of authoritarianism, and instead to actively live their spirituality by undertaking activities that pursue the good, even when such activities are deemed to dissent from public opinion.

The change of social demand for English application-oriented talents has affected the transformation of the way of cultivating talents in College English. The traditional training mode of indoctrination has exposed more and more disadvantages, and the demand of new teaching mode is imminent. This paper first analyzes the current situation of College English learning platform in China. Then, it discusses the design and implementation of “Online + offline” College English learning platform based on Web. The overall structure and function of the database are designed in detail. The teaching platform provides students with learning tools, learning resources, communication platform, testing and evaluation functions, and can evaluate students’ learning behavior, learning process and learning effect. This paper traces and collects a large amount of data left by learners in learning college English courses, and analyzes learners’ learning habits, learning progress and learning effect. Finally, according to the learning big data, this paper customized a reasonable personalized learning platform and improved the online teaching personalized service system.

Skills are an important means to improve the ability of financial management, to enhance the enthusiasm of students to learn financial management courses also has a significant role in promoting. In this paper, students of class 2018 from a well-known finance and economics college in China are selected as the research objects, and the satisfaction degree of the teaching program of practical training course of finance management major is investigated by means of questionnaire survey and factor analysis. The study found that the financial management major applied in higher vocational colleges should choose the mode of light theory, heavy practice, heavy practical training and light indoctrination, so as to realize the students to learn information from passively receiving information, improve the professional ability of students majoring in finance, and strengthen the cultivation of students' comprehensive professional quality in higher vocational colleges. The teaching reform plan of practical training courses proposed in this study provides reference for the innovation reform of financial management courses and the cultivation of students' innovation and entrepreneurship ability in higher vocational colleges.

At present, most of the mechanics of materials teaching has not got rid of the traditional teaching methods, which exists despite the disadvantages of indoctrination. Therefore, it is necessary to speed up the process of the “gold course” of material mechanics. To this, we can start from two aspects: One is the reform of teaching mode, and the another is reform of teaching content. This article puts forward the teaching mode of four-level thinking to cultivate students’ four abilities. Meanwhile, we expound on the reform methods of teaching contents from three aspects: using artificial intelligence to individualize teaching; introducing case base, and integration of ideological and political education. Finally, the gold course system of material mechanics for application-oriented undergraduate civil engineering major has been established.

limited by teachers and inherent teaching mode, the teaching effect of practical courses in colleges and universities is limited. With the moocs, small-scale restricted online courses used in teaching increasingly; modern undergraduate computer teaching is facing great changes. On the defects of traditional indoctrination teaching model, many new teaching methods are emerging in the teaching of related courses. The teaching method of PBL (Problem Based Learning) is an important direction of teaching mode reform. This paper puts forward the teaching mode of PBL+ flipped classroom and designed based on the PBL classroom teaching model framework. On the premise of strengthening knowledge learning, students’ practical ability and creative ability are enhanced.

Purpose The Corruption Perception Index (CPI) for 2016 shows Pakistan as among the more corrupt nations in the world with a ranking of 117 among 176 countries surveyed. This situation raises concerns about members of the society and especially about the business communities. This paper aims to examine whether the tendency to corruption is also prevalent amongst business students, the future leaders and executives of business organizations. Design/methodology/approach The study uses survey questionnaires in the manner of Parsa and Lankford (1999) to examine the ethical levels of business students. It uses Levene’s (1960) tests for equality of variances and the t-test for equality of means to examine whether there are difference in the ethical perceptions between: bachelors (BBA) and graduate (MBA) students; business students who have taken the ethics course and those who have not; and female and male students. The authors also examine the overall ethical perceptions of business students. Findings The results show that students seem to make a clear distinction in respect of what they consider as acceptable and unacceptable ethical behavior. They would not indulge in behavior that directly falls within the category of stealing, misusing of company’s resources and undertaking actions that are wrong or dishonest, which may stem from their religious indoctrination. However, they would consider as acceptable behavior the overlooking of safety violations, not telling on peers; and fudging of the truth to get the job done. The latter attitude appears to be in line with business objectives of achieving targets irrespective of the means employed and that inform business education. We do not find any differences between the behavior of women and men which may be the outcome of the same religious indoctrination and educational perceptions. While there is a difference in the ethical perceptions between students who have taken the ethics course and those who have not, the course is not able to counter the lack of ethics among business students. There is a need for some stronger measures to inculcate a set of ethical values within students. However, we did find that some of the unethical behavior is diluted at the MBA level in comparison to BBA students. Originality/value This study provides new insights into the ethical perceptions of students in an Islamic emerging country. There is a conflict between ethics conveyed through Islamic precepts, and the ethics of business education with a focus on profits/revenues, costs, performance and competition that endorses a Machiavellian attitude of achieving goals at any cost and the love of money (Tang and Chen, 2008). It is the first study to suggest a differentiation in the ethical behavior of business students that exhibit both ethical and unethical behavior. There appears to be a clear segregation between what students deem as acceptable and unacceptable ethical behavior that may result from their personal/religious beliefs, and their business attitudes that strongly informs their ethical behavior. It provides a basis for developing more customized and effective ethics courses in Pakistan and suggests more importantly that ethics needs to be integrated into business concepts imparted in business programs at universities.

In the present study, 52 Environmental Education (EE) articles published in Turkish originated education journals and 55 unpublished theses were evaluated. Even if similar studies exist, in this study published documents are examined based on their research methodology, content, data collection approach, and suggestions. In addition to this, theoretical framework and the relationship between the findings of the published documents are evaluated. Beyond popularity of the EE, constructivism has also influenced EE research in Turkey. Female students are more environmentally conscious than male ones; post-test results show that the effect of out-door education is positive; when constructivist approach is used, participants grasp more pro-environmental attitudes and such findings are abundant. However, the lack of a theoretical framework of EE studies does not allow us to yield cause-affect connection clearly and explain how question research. In this paper, both frequently used constructivist approach and non-theoretical thinking in previously conducted studies is discussed whether this is an indoctrination. It is hoped that this paper opens a fruitful discussion ambiance in academic circles.

The results of this dissertation research show (1) the orientations of the inclusive insightful da’wah materials in Kecamatan Bacukiki are that da'i must be sincere, that da'i becomesa role model, that da'i always learns and upgrades knowledge. Inclusive da'wah should use local languages, straightforward ways, narrative-substantive da’wah without indoctrination, calm and wise da'wah. Da’wah should be suitable to the needs of mad'u, suitable to the development of science and technology, and the level of knowledge of mad'u. Inclusive Da'wah is carried out based on da'wah maps andits relevance to plural societies. It should encourage social transformation, can be applied, and carried out in a dialogical manner; (2) The obstacles of inclusive da'wah are fanatical people, da'wah that does not enlighten and educate, da’wah that is not in accordance with the situation, conditions and ways of thinking of the people, da’wah that does not useBuginese language, preserved Buginese culture, da’i who are not yet competent, not communicative, and generally still low in IT skills; (3) The solutions to the obstacles of inclusive da'wah are that there should be a mapping of da'wah in Kecamatan Bacukiki, the Regional Government and Ministry of Religious Affairs must be synergistic, da’i should master the local language namely Buginese, da’i should be trained. Inclusive da'wah should be comprehensive, affordable access to the society, having syllabus, enlightening da'wah, and da’i who has competence, integrity and exemplary profile. The implications of this research are that (1) the Regional Government of Parepare must take care of the tolerance and harmony of the Bacukiki society, (2) the Ministry of Religious Affairs of Parepare makes a map of da'wah, trains da'i, compensates da'i, etc.; (3) the Indonesian Ulema Council becomes a representative forum for the people and carries out its main duties and functions; (4) Religious Social Organizations train their da'i professionally and responsibly; and (5) Da’wah practitioners always develop their competence and qualifications, master Arabic, Indonesian, and Buginese, master Information and Communication Technology, and protect them selves to have personality integrity.

Social media offer unprecedented opportunities to terrorist groups to spread their message and target specific audiences for indoctrination and recruitment. In 2013 and 2014, social media, in particular Twitter, overtook Internet forums as preferred space for jihadist propaganda. This article looks into Arabic statements by Jabhat al-Nusra, Islamic State and jihadist forum administrators and online activists to argue that, beside the easier use of social media and disruption and infiltration of the forums, the conflict between the jihadist groups accelerated the migration to social media and the building of a presence on Twitter that provided relative resilience to suspensions.

Shaping environmental values is considered one of the goals of environmental education. At the same time, this creates questions about the line between indoctrination and education. While values education has been widely discussed from various theoretical perspectives, few studies have analyzed how it is being practiced. This article investigates five outdoor environmental education programs and identifies the values the programs promote as well as the means they use to communicate these values to students. Additionally, the article examines the perspectives of 17 program leaders and center directors regarding the ways in which values should be promoted in environmental education and the approaches they use in their practice. According to the findings, all the observed programs applied a normative, value-laden approach, communicating mainly the values of universalism. The most frequently observed strategy was the inculcation of desirable values by moralizing and modeling. Simultaneously, some of the leaders&rsquo, beliefs, while highlighting value-free or pluralistic approaches, contradicted their rather normative practice. This article describes the theory&ndash, practice gap identified and discusses the implications of the prevailing use of the normative approach in outdoor environmental education for the field. It calls for opening an in-depth debate on what, why, and how values belong in outdoor environmental education practice.

OBJECTIVE To identify and explore medical students' perceptions about their academic failure. METHODS The qualitative study was conducted at Shifa College of Medicine, Islamabad, Pakistan, from December 2016 to January 2017, and comprised medical students. Two focus group discussions and 5 semi-structured interviews were conducted with students who had obtained

The extreme right hate speech propagated currently in Brazil addresses a broad social spectrum, from feminist movements to traditional communities. The academic community and higher education institutions are also targets, as they are identified as poles of democratic resistance. Specific hate speech towards academy in Brazil is the subject of this paper. The persecution of academic community and knowledge itself occurs through the discursive dispute especially on social networks, and thus in this analytical exercise, we looked up at Facebook’s largest bolsonarista’s group – the “Jair Bolsonaro Presidency Support Group”, which brings together 317,000 members. We analyzed the memetic discourse on the page, focusing memes that were published between April and June 2019, thematizing higher public education, and presenting a bimodal verb-visual composition. These criteria led to the collection of 115 memes analyzed with the support of a QDA package. Analysis reveals the disqualification of university institutions and their actors through ironies, negative associations including stereotypes, simplification of debate to the shallower. Students are often associated with nudity as immorality, professors of indoctrination and ridicule, protesters of ignorance, or bad character. Political debate is reduced to extreme left-right polarization, with the criminalization of the left.

The political control on Chinese higher education had long been an impression for a lot of people working in the field of higher education. Some might think universities in China lack university autonomy, academic freedom, and critical thinking, as they are controlled politically by the party-state in various ways; for example, 10% of students’ total credits must come from political education courses, academic staff need to be cautious about what they say, and discussing certain historical events in class is taboo. However, these and other mechanisms of political control might not necessarily eliminate all efforts at seeking for university autonomy and academic freedom. The state, in an effort to improve the global reputation of Chinese higher education, has encouraged Chinese universities to be innovative, and to promote the critical thinking required of world-class universities. However, this may largely counter the effectiveness of the political indoctrination the CPC (Communist Party of China) wishes to implement in China’s higher education system. This book focused the research problem on the dynamics and complexity of the interplay among the state, university, faculty, staff, and students in the process of socialization through political education and academic affairs. Theories on political socialization and higher education will be used to guide this study.

The state built a system into universities to maintain its control over politics, and though its mechanisms have been well implemented, there remains some buffer space between state requirements and student expectations. Students’ counselors’, CYL cadres’, and students’ role therein is subtle; on the one hand, their interactions with students dilute their efforts at political indoctrination and increase their openness in party activities; on the other hand, students can find autonomous spaces in university—e.g., joining a political organization to benefit their job hunting, or even leaving the campus physically to be exposed to other cultures and ideologies. This scenario is also different from the promotion of academic freedom and critical thinking which composed a third situation in the complex process.

In 1948 The Public Organization „Service to Poland” (Powszechna Organizacja “Sluzba Polsce”: PO “SP”) was established which aimed at using youths to rebuild the country, their military training and indoctrination. The future of socialistic country. dependent on Soviet Union was mainly depending on the right degree of society obedience and effective work for development of state economy. Significant role in this process was played by PO “SP”, which was supposed to cover entire Polish youths aged 16 to 21. The improvement of combat skills was realized in the form of physical education and sport competition, which in time became an important element of organization life. This activity has gained special meaning in the rural parts of country. Creating circles of Folk Sports Teams (LZS) was helped, sport – shooting competitions, sport Sundays and LZS Spartakida’s were organized. The research involved analysis of archival and press materials as well as literature on the subject applying the inductive method. Furthermore, conclusions were drawn without the possibility of direct access to relevant materials, as well as based on knowledge beyond the source (the method of deduction).

The rise of the soft skills movement should be seen in line with modernization, in the sense of keeping education responsive to the needs of a changing society, including changing demands of the labor market as well as cultural trends. In the case of “twenty first century skills” labor market demands were the most important impetus, while a more cultural trend was stimulated through the development of the “emotional intelligence” theory, with the development of social emotional learning programs (SELs) in its wake. Institutionally and geographically the roots of the movement are situated in the United States. The movement obtained an important boost from international organizations, with strong technical developmental input from the OECD. It is noted that students’ social and emotional functioning have always been an explicit concern in education, but the relatively new movement seeks to expand its scope and importance. What has changed is that the reservation with which the “non-cognitive” domains used to be treated, because of privacy concerns and fear of indoctrination, seems to have disappeared and is being replaced by very deliberate attempts to stimulate “social emotional learning” and promote “social emotional outcomes”. Next to the developmental history the chapter discusses various lines of criticism that the movement has evoked.

When and how does state indoctrination work? Building upon research on motivated reasoning and family socialization, I argue that only those individuals whose parents have connections to political patronage are subject to state indoctrination because their pro-regime biases transmitted from parents induce higher receptivity prior to government messages. Focusing on political education in China, I conduct a quasi-experimental analysis exploiting the sharp variation in textbook content generated by China’s most recent curriculum reform. Results based on a national survey show that the new politics textbooks successfully affected only those individuals whose parents had worked for the government. The finding survives extensive robustness checks and falsification tests. I also consider several alternative explanations of the effects: preference falsification, selective attention, parental indoctrination, and educational quality. This paper not only highlights the role of intergenerational transmission in moderating the effectiveness of state indoctrination but also casts doubt on the actual degree to which regimes can change minds by changing educational content.

The weekly NO-DO newsreels, official and of obligatory projection in cinemas, held an information monopoly during the Francoist dictatorship (1943-1975) in Spain. The NO-DO was used as an instrument of indoctrination and legitimation, building a discourse based on the regime's needs and interests. In this study, we examined newsreels on medical subjects related to vaccine-preventable diseases. A majority of reports centred on poliomyelitis, and two differentiated periods could be defined, coinciding with the evolution of the Franco regime's foreign policy. The first period reflected the regime's era of isolation and referred to polio as a foreign disease, with the NO-DO showing the US initiatives to fight against it, as it had become the scientific model to follow. Subsequently, the ambiguities of the news related to the disease reflected the dictatorship's refusal to confront the epidemic suffered by the Spanish population until the vaccination campaigns began in 1963. Even then, the consequences that the negligent management of the disease had for many families were concealed. Meanwhile, the image of a modernized country concerned about national public health was legitimized.

In this article, the observation comes from a specific context in the analytical work of the linguist, philosopher and activist Noam Chomsky: the occa- sion of implantation of the New World Order. As staunch critic of US foreign policy, his analysis is inherent to changes in the international order that began just after World War II (1939-45). Chomsky exposes the American plan of domination or global supremacy whose primary intent was conquest of so called "Grand Area", launched after the war, wich triggered the Cold War. The thinker discusses the contradictions and farces of the war and the terrorist state, as well as evaluating the attempts of indoctrination through propaganda and its mechanisms of persuasion, manipulation and control of popular judgment in the search for the formation of a public opinion favorable to establishment and maintenance of the status quo. One of the most effective tactics of propaganda observed by Chomsky is the lan- guage used to undermine or exalt ideologies. Speech and word are fundamental elements in understanding propaganda inlight of Chomsky’s thinking. Propaganda brings forth facade terms, that is, signifiers with previously disguised meanings to evoke misconceptions and misrepresent ideas and facts. In this sense, the ’common’ meaning does not corres- pond to the ’doctrinal sense’.

Since the emergence of the national protests at Higher Education Institutions (HEIs) in South Africa in 2015, both the public media and social media platforms were inundated with debates justifying the credibility and validity of the protests. It appears that the public and social media had succeeded in swaying public opinion in favour of the protests, as much media attention was focused on portraying the protests in the same manner as those of June 1976, namely that these were students fighting for equality in education, similar to those of 1976. However, since the protests hit their peak in 2015, and even through 2016, what have we learnt about the crisis in higher education that the protests have created? First, is there a crisis? Second, do the protests reflect the reality of the state of education in South Africa, namely, that institutions no longer seek to educate, but to indoctrinate? These are the key questions addressed in this article.

When the cultural industry is booming, fashion industry and fashion education emerge as the times require, and they are also derived from each other. Through the research, it is found that their relationship is specific, and the fashion education extends from the traditional only to the education of the industry, the education of the market and the education of the consumers. The form of fashion education is still education, but the essence has evolved into the pursuit of fashion innovation and the indoctrination of fashion culture, which is required by the development of fashion industry. This pursuit and instillation is through the production, management, marketing, brand, design and propaganda of the fashion industry. The external performance of fashion education is to cultivate all kinds of professional talents in fashion industry, but it is rooted in the innovation and creative breakthrough of fashion industry and products, thus promoting the continuous development of fashion industry through the role of human resources in fashion industry, and finally reaching the goal of leading the fashion industry with the power of knowledge. Fashion industry is developing. Fashion education is also developing, and is more and more popular in front of fashion industry, leading the development of fashion industry.

Since opinion leaders are usually university graduates, the field of study has an influence on public support for economic policies and policy reforms intended to enhance efficiency because advocating such policies often requires appreciation of the beneficial roles of markets and economic freedom. We investigate whether the field of study influences German university students' political attitudes. We disentangle self-selection from learning effects and reveal systematic differences between incoming students' political attitudes across eight fields of study. In a second step we explore how the students' political attitudes change as they progress in their academic training. Only studying economics has an unambiguous pro-market influence on political attitudes: by the time of graduation, economics students are some 6.2 percentage points more likely than they were in their initial year of study to agree with free-market policy positions. Studying humanities and natural sciences has a pro-leftist influence.

Over time, terrorism has evolved into different forms. One of the most dangerous is certainly cyber terrorism. There are many different motivations for terrorists to deploy cyber terrorism as a tool in their fight. Internet and computer networks are powerful resources on which contemporary society relies heavily. Terrorist groups have developed new tools and methods of the fight and they have become more effective, efficient, and unpredictable. Virtual, or cyberspace, is perfect and very safe ground for terrorist groups’ various activities, such are secret encrypted communication, file sharing, indoctrination and recruitment of vulnerable individuals, fundraising and promotions of their future actions and accomplishments spreading fear among common people. Are we adequately aware of these facts and prepared for countermeasures? The fact is that terrorists use mostly open-source tools (software) for their purposes, widely available and free of charge, as well as video games, popular social networks (mostly Twitter), and software developed by their programmers. The purpose of this paper is to point out some of the methods radical Islamic terrorist groups have been using and underline the importance of responding to this new security challenge.

The thesis uses literature research, information research methods, and logical reasoning methods. After in-depth research on the current situation of the development of school sports activities between classes, it is found that some schools still adopt the form of interclass exercises due to insufficient hardware or software facilities. The problem is that there is very little communication between schools, and the school itself has no position in the inter-class activities of sports. To fill this gap, we must not only strengthen policies, but also integrate with the rapid development of modern information. In the era of big data, the traditional physical education teaching model is being impacted and challenged. College students no longer like the passive “indoctrination” teaching model, but prefer to explore the autonomous learning method. How does the teaching of sports innovation practice adapt to the era of big data? Development is worth pondering, and it is of great significance to explore teaching models that are conducive to cultivating students’ autonomous learning ability and inquiry ability.

This paper explores the perception of Bahraini graduates from the University of Bahrain on the speaking skills they acquired in EFL courses in higher education and to what extent it served them in job interviews and at work. The study employed an online survey to collect data from Bahrainis who have graduated from the University of Bahrain in the last five years, and 214 responses were collected. The results showed that the majority of participants thought that university EFL courses should focus more directly on English speaking skills as they affected their success in job interviews and for work. According to the participants, the three major obstacles to improving English speaking skills required for increasing employability in EFL courses were that these courses were mostly based on indoctrination, that students rarely found a chance to talk in class and also that topics were far from verbal communication needs at work. The study suggested some in-class strategies for improving English speaking skills and also recommended either making speaking a compulsory graded component of EFL courses and/or adding a compulsory English speaking course to the university programmes.

This paper explores how the new Communist government developed a political consciousness of discipline and collegiality among traditional rural midwives in Chinese villages during the 1950s. It argues that selected traditional rural midwives were taught to observe discipline by attending meetings and studying, and to develop collegiality with peers through criticism and self-criticism of their birth attendance techniques and personal characters in short training courses from 1951 onwards. A legitimized midwife identity gradually formed in rural communities, but with it came conflicts and rivalry. By keeping these midwives under institutional surveillance and creating a dynamic and constant moulding process, the new government intended to foster professional and political discipline and collegiality within the group based on a normativized notion of selflessness performed within a changing series of indoctrination schemes that demonstrated continuity and complementarity and which I have described as common, preliminary, institutionalized, and dynamic schemes. This article examines how the state attempted to retrain marginalized and derided midwives with appropriate class backgrounds in order to incorporate them into the modern medical world, then still dominated by doctors and nurses with suspect class backgrounds. Ironically, in creating “socialist new people” to intervene in traditional rural birthing practices and introducing fee-for-service professionalism, the CCP accidentally created a degree of petit-capitalist thinking among women whose traditional mode of work may have been more selfless, thus complicating the process of indoctrinating selfless dedication.

The article presents the main facts from the biography and scientific activity of historian Stasys Matulaitis with a special focus on the final years of his life. Matulaitis’ public speech delivered on 10 November 1950 in the Institute of History of the Academy of Sciences of the Lithuanian Soviet Socialist Republic which was targeted against the head of the institute Juozas Žiugžda as a falsifier of history is one of the examples of attempted resistance to the policy of control and indoctrination of historical memory undertaken by the totalitarian system. A former long-year Bolshevik and advocate of the Soviet system convinced in the rightness of his activities, Matulaitis took a critical approach towards his earlier position and became an unpersuadable opponent of the Soviet regime. The metamorphoses of Matulaitis’ life reflect the dramatic changes of the epoch. The present article evaluates the evolution of Matulaitis’ attitudes in the context of the attitudes of various other leftist intellectuals who admired Bolshevism for a certain period of time in their lives or leftist intellectuals who were simply sympathizing with the USSR towards Soviet regime and their disappointment with it. The article comes with some previously fully unpublished Matulaitis’ texts of anti-Soviet content: the act of finding of anti- Soviet texts (Matulaitis’ proclamation Citizens and Diary), written by the employees of the State Museum of History and Revolution of Lithuanian Soviet Socialist Republic, Matulaitis’ Diary written at the end of 1950 and a proclamation Citizens as well as his anonymous letter to the editorial office of the newspaper Tiesa. Keywords: biography of Stasys Matulaitis, Soviet historiography, historian’s relationship with the totalitarian regime, effect of ideology and censorship on the studies in history, the conflict in the Institute of History in 1950. Summary The article presents the main facts from the biography and scientific activity of historian Stasys Matulaitis with a special focus on the final years of his life. The twists and turns of the life of Stasys Matulaitis, a leftist by ideological orientation, were tightly linked with important events in Lithuania’s public and political life. A personal, intellectual and political biography, which was influenced by those events and itself influenced them (as well as acted through them) encompassed the tension, drama and controversy that shaped the history of Lithuania of the second half of the 19th century–the first half of the 20th century. Certain little known (or barely known until recently) aspects of evolution of attitudes of Stasys Matulaitis as a historian and politician after World War II are especially noteworthy. Matulaitis’ public speech delivered on 10 November 1950 in the Institute of History of the Academy of Sciences of the Lithuanian Soviet Socialist Republic targeted against the then head of the institute Juozas Siugžda as a falsifier of history is one of the examples of attempted resistance to the policy of control and indoctrination of historical memory undertaken by the totalitarian system. A former long-year Bolshevik and advocate of the Soviet system, Matulaitis took a critical approach towards his earlier position and became an unpersuadable opponent of the Soviet regime. The strong personality, especially productive on the creative dimension, would often draw the attention of nearly all governments within whose jurisdiction he lived owing to his peculiar and independent positions, which he had no fear of demonstrating in public. The final conflict with the representatives of the official government in Lithuania under the Soviet occupation, which occurred at the end of 1950 in the Institute of History, Matulaitis being its certain “guilty party”, could easily come to a tragic end for him. He succeeded in avoiding another arrest and deportation; however, he spent the last years of his life in a state of constant nervous tension and in straitened circumstances. The documents enclosed to this article do not only reflect the personal opinion and experiences of their author; in addition to his resentment against the system of that time, they contain rather accurate characteristics and facts which were about to fall into oblivion. The metamorphoses of Matulaitis’ life reflect the dramatic changes of the epoch. The present article evaluates the evolution of Matulaitis’ attitudes in the context of the attitudes of various other leftist intellectuals who admired Bolshevism for a certain period of time in their lives or leftist intellectuals who were simply sympathizing with the USSR towards Soviet regime and their disappointment with it. The article somes with previously fully unpublished Matulaitis’ texts of anti-Soviet content: the act of finding of anti-Soviet texts (Matulaitis’ proclamation Citizens and Diary), written by the employees of the State Museum of History and Revolution of Lithuanian Soviet Socialist Republic, Matulaitis’ Diary written at the end of 1950 and a proclamation Citizens as well as his anonymous letter to the editorial office of the newspaper Tiesa. DOI: http://dx.doi.org/10.15823/istorija.2015.24

Every year, lives are lost due to electrical safety accidents that could have been prevented with proper education and awareness of electrical safety. To prevent such accidents, experiential education is more effective than indoctrination education. This paper describes the electrical safety education system based on virtual reality (VR) and evaluates effect of the proposed system. Users operated the experiential electrical safety education system, and they were provided electrical stimulation in an electric shock experience using a haptic device. Appropriate stimulation values were calculated according to age (children vs. adults) and gender through experiment. The scenario in which participants experience electrical safety in the home environment was structured, and related educational contents was produced. A total of 68 healthy elementary students evaluated the educational effect of the system. The results showed that the educational effect and the sustainability of effect of the proposed system are superior to those of existing multimedia learning methods. By implementing electrical safety education stimulating the senses of human, the learning effect was promoted and this experiential education would be able to prevent electrical accidents.

Korea was not only the first country to accept Confucianism, but has also complied with Confucianism to the extreme. Korean critics’ acceptance and criticism of the Ming Dynasty literature embodied distinctive characteristics of Confucianism. The highest standard they used to judge the quality of a literary work was whether the work supports the Confucian government and emphasizes moral indoctrination; they considered excellent works to be those that complimented virtues and moderately satirized immorality, and they tended to approve of Confucian works. With these characteristics, Korean critics’ acceptance and criticism of the Ming Dynasty literature accorded with the mainstream traditional Confucian literary criticism, which was not only helpful for pushing Korean literature criticism in an orthodox direction, but also beneficial to the critics’ self-moral cultivation, to the perfection of social morality and the stability of the domination. However, the acceptance and criticism of such literature also had negative effects, such as the overemphasis on the edifying function of literature and the eulogizing function of literature, ignoring the artistic nature of the literature and the overestimation of Confucian works, thereby causing some Korean literary criticism to fall short of objectivity and impartiality.

This research reports on the experiences of higher education English language teachers who teach as critical pedagogues. The aim was to discover the key challenges of critical pedagogy and how this practice is understood. Thirteen teachers from higher education institutions around the world were interviewed and all had a clear agenda for greater social justice. Eleven had to contend with the criticism that critical pedagogues indoctrinate students and they recognised that this was difficult to avoid in such a distinct ideological space. Teachers endeavoured to withhold their own political views from students while accepting a certain degree of risk not normally associated with teaching a language. For some teachers, the impact of exposing students to culturally challenging political ideas was not fully considered and in general, the long-term impact of its social and linguistic goals remains unknown and should be a goal for future research.

Physical education and sports maintain a position of high prominence in Soviet Estonia, as indeed they do throughout the Soviet Union. The Estonian people have a long tradition of participation in sports and other various forms of physical activity; consequently, the contemporary scene reflects, in part, the pre-1940 heritage. The preceding statements about the aims and philosophy of the physical-culture movement are proclaimed in newspapers, journals, and mass gatherings. The very aims of the physical-culture movement encourage political indoctrination. The organization and administration of the Soviet Estonian physical-culture program follows the all-union model, and allunion changes have also been effected in Estonia. Physical-education teachers and sports coaches receive their professional preparation at the Faculty of Physical Education of the University of Tartu and at the Tallinn Pedagogical Institute. Although the sport and physical-education programs have proclaimed Soviet political objectives, the majority of Estonians participate in them in order to fulfill their needs and desires for exercise, health, and recreation.

In recent years, the Uyghurs in Xinjiang-Uyghur Autonomous Region (XUAR) have increasingly been viewed disapprovingly by the Chinese government. This followed a series of unwanted incidents that broke out in Xinjiang, especially from the 1990s onwards. Consequently, the Uyghurs who are a minority group of Turkic origin have been subjected to some repressive measures aimed to undermine their Turkic-Uyghur and Islamic identities such as the prohibition on the wearing of veils or burqas, growing beard by young men, as well as restriction on performing prayers in mosques, fasting during Ramadhan, etc. Additionally, mass internment camps were set up for indoctrination purposes. While the Beijing government argued that the measures are necessary in order to curb possible threats to Chinese national security posed by some Uyghur nationalist and separatist groups, the latter viewed the oppressive policy as an unjustified ethnic discrimination against the Uyghurs primarily due to their Turkic–Uyghur–Islamic identity that does not blend well with the dominant Chinese or Han culture. Using mainly content analysis and library research approach, the paper sheds light on the brief history of Xinjiang and the Uyghur community, as well as their socio-economic and political conditions under the Chinese rule. The contemporary situation in Xinjiang including the tenacious issue of Uyghur nationalism and separatism form the central discussion of the paper followed by the countermeasures of the Chinese government to overcome the problems, some of which are repressive, and finally, the reactions of the Uyghurs towards those measures.

A performance appraisal is a progression of evaluating an employee’s recital of a job in terms of its necessities. Individually or collectively, it is a part of all the other staffing processes, as a requirement, selection, placement and indoctrination. Telecommunication Industry in India has entirely distorted its face in last decade. The conformist telephony has now become a narration and is replaced with the latest of the 4G products. A layman in the country is able to right of entry most complicated handsets and telecom products at economic rates. Number of company’s contribution broad assortment of products also increased quickly in the market thereby imposing a challenge of employee retention. The paper is based on the results of a well prearranged questionnaire administered to 129 employees of BSNL, Tirupati.

Do states manage to build education systems that produce students with political values they uphold? We test the indoctrination hypothesis using World Value Survey data spanning 96 countries. We devise an empirical strategy that can identify the effects of education on political values by using information about the political regime under which individuals live, and regimes under which they got educated. Our results suggest that state indoctrination is at work. For example, we find that higher education increases voting behavior by at least 45 percent more for cohorts that have studied in a democratic rather than an autocratic country.

The magnitude of aircraft accidents due to the spatial disorientation (SD) experienced by the aircrew has encouraged efforts to provide optimum training to prevent and minimize those unexpected accidents. In their publication, USAF has stated that SD had caused 15-69% of their aircraft fatal accidents. This study aims to determine the extent of which the SD training program in Aerophysiological Indoctrination and exercise (ILA) of the Indonesian Air Force has been carried out effectively, making it useful for the crew to prevent accidents. The main focus of the study is to analyze the willingness of aircraft crew; leadership support policy, simulator tool condition, and qualification of instructors. This research designed to use a qualitative descriptive approach. Data collections obtained through depth interviews involving Indonesian Air Force aircrews, aviation health experts, instructors officer of Health Service of Indonesian Air Force, and also through the search of publication and related documents. The results show that there are still many aspects required more attention from the Indonesian Air Force authorities; insufficient simulator facilities that are too old and out of Job, inadequate software as the basis of the implementation of the training program, the limited .qualifications of training instructors, and lack of support from higher commands.

Background Most surgeons are ethical. Increasingly, however, a variety of unprofessional behaviors are surfacing. Awareness of these behaviors and their causation is required to plan their eradication. Objectives To (i) identify the prevalent causes of unprofessional behaviors amongst surgeons; and (ii) suggest corrective interventions. Methods Literature was searched and models constructed to interpret interrelationships between causes. Findings Unprofessional behaviors extend beyond those frequently discussed, necessitating the term ‘ dysprofessionalism '. Causal influences arise from (i) an overpowering society; (ii) limited education and (iii) the underdeveloped state of human nature at birth. Societies corrupt by role-modeling avarice and encouraging industry—despite consequent pollution. Society brooks no interference. Surgeons are loath to oppose, resulting in an unprofessional silence. Surgical education based on best evidence is an indoctrination, with little opportunity to deploy alternatives. Evidence based guidelines increasingly risk errors, as publication fraud increases. Effective interaction with government/legislation is not taught. Human nature and our brain remain arrested in a stage of strongly stabilized evolutionary selection. Humans are born with larval brains requiring intense educational interventions. Genetic modification holds promise as it can circumvent birth in undeveloped states, and facilitate trans -generational transfer of knowledge. CRISPR/Cas-9 techniques make this possible, necessitating ethical discussion–an urgent issue. Reforming society would otherwise be an impossible task as behaviors cannot be taught in classrooms. Conclusion Instances of dysprofessionalism are unlikely to diminish using current approaches. Discussion of the ethics of genetically modifying embryos is urgently needed, as this could provide a possible shortcut to positive changes in human behavior, but risks unwanted changes and misuse.

I first met John Macklin in the 1970s when he was a young lecturer at the University of Hull and I was a not much older one at another Yorkshire institution, the University of Leeds. Striking up a friendship came quickly and naturally. Although brought up in very different parts of the world (he in Belfast, I in Gibraltar), we were both products of the educational system of the (Irish) Christian Brothers, about whom we shared endless jokes but for whom we retained a common respect and deep affection. We both rebelled against our early religious indoctrination while remaining at heart spiritual sons of our educators even if thoroughly heterodox ones. Our research interests also turned out to have quite a bit in common. We were both hooked by the unconventionality of the noventayochistas (or Modernists, as we preferred to call them) and wondered why they had been excluded from the European family of the Modernist generation with whom they had so much in common. In 1980 we joined forces to give papers at the annual AHGBI conference (held at Nottingham that year) on the urgent need to ditch the 'Generacion del 98' concept as an artificial and catastrophic distortion of Spain's literary history. Unsurprisingly our elders and betters (notably Donald Shaw and Richard Cardwell) laid into us in the ensuing fracas in no uncertain manner. We stuck to our guns and had the ultimate satisfaction of seeing these respected figures eventually contribute their own considered reflections to our way of thinking. Since that time John and I shared ideas, worked on similar topics, and accepted a mutual influence. Alas, the joint book that we planned when I returned to Leeds to join him in 1999 was foiled by his departure in 2001 to become Principal of the University of Paisley.Although I regretted his departure, it was in fact no great surprise that John proceeded to greater things from his Cowdray Chair of Spanish at Leeds. Already in his first academic post at Hull he had shown clear signs of administrative flair, first as Faculty Admissions Officer and then as Head of Department. At Leeds, where he took over from me the Headship of the Department of Spanish 232 C. Alex Longhurst bhs, 93 (2016) and Portuguese when I moved to Exeter in 1987, he very quickly made his mark as an efficient administrator and held a succession of demanding managerial posts as Chairman of the School of Modern Languages, as Dean of the Faculty of Arts, as Director of Research in the Humanities, and finally as Deputy Vice- Chancellor for Teaching and Learning. He also acted as the Vice-Chancellor's representative at the time when the Santander Group of European Universities was being set up, a job which I concurrently happened to be doing for Exeter, and I well remember our sumptuous accommodation, lavish entertainment and gourmet dining (and of course rollicking discussions) during our meetings in Santander in those heady days when the EU could afford to pamper otherwise underpaid academics. John was in his element, always at the centre of the spirited affray, whether in the auditorium or later in the bar. He also played a key role in bringing the Instituto Cervantes to Leeds, a role which earned him the recognition of the Spanish authorities who made him a Comendador de la Orden de Isabel la Catolica. …