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The limited literature on awareness of differences and stigma in people with intellectual disabilities is largely sociological, emphasises pathology, and has rarely used a developmental perspective with representative samples. Interviews, photographs and standardised tests were used to investigate such awareness with 77 young adults with Down syndrome and their parents. Awareness and social categorisation were significantly associated with verbal mental age, and closely approximated the typical social-cognitive developmental sequence. No associations were found between awareness and chronological age, parent telling, gender, and mainstream experience. Only those with verbal mental ages from around 8 years were making relative social comparisons and beginning to form complex social categories of Down syndrome/disability. Around 13% were rated as showing a negative emotional reaction to Down syndrome/disability, and most of these were male. A similar percentage, mostly female and with higher verbal mental ages, discussed concerns and limitations. Even so, they all had high self-esteem and awareness of Down syndrome and disability did not appear to be a major issue. A number of coping mechanisms to maintain a positive sense of self were suggested. It is argued that both sociological and developmental models are required to inform parent and professional attempts to facilitate self-awareness.

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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the dynamics between local wisdom, cultural values, and religious values in fostering social awareness and improving student integrity. The research design is based on an explanatory model with a quantitative method approach. The results showed that religious values have no effect on student integrity; cultural values have an effect on student integrity; local wisdom has an effect on student integrity; social awareness affects student integrity; there is no effect of local wisdom on student integrity with the mediation of social awareness; social awareness is proven to indirectly mediate the effect of cultural values on student integrity; and social awareness is proven to indirectly mediate the effect of religious values on student integrity. The conclusion shows a clear relationship between local wisdom, cultural values, and religious values in their effect on student integrity; religious values alone have no effect. However, another finding is that the influence of cultural and religious values increases student integrity because social awareness has moderate effects. Social awareness has a direct effect on student integrity rather than acting as a mediator between cultural values and local wisdom. This research fills a gap in existing literature by exploring the collective effects and interactions of cultural and religious values on integrity mediated by social awareness, thereby offering insights for educational frameworks aiming to develop morally grounded and socially aware students. [ABSTRACT FROM AUTHOR]

Social awareness is a very important thing and must be possessed by the community in dealing with conflicts in society. The purpose of this study is to analyze the strategy of analyzing social awareness as a form of conflict resolution in the Kei community. Meanwhile, the method used in this study is qualitative with a phenomenological approach. Data were collected through observation and interviews. The data obtained was analyzed in three stages, namely reduction, data presentation and conclusion drawn. The results of the study show that strategies to increase social awareness as a form of conflict resolution in the Kei community include (a) Education in the family, (b) Promotion of Local Culture, (c) Women’s Empowerment, (d) Joint Activities. The findings can be used as a reference for stakeholders in designing programs and supporting social harmony and emphasizing the values of brotherhood, collective participation and effective communication in society. [ABSTRACT FROM AUTHOR]

Climate change is a global issue that affects the entire world, associated with greenhouse gas emissions and resulting in long-term changes in climate conditions. Scientists conduct numerous research studies focused on climate change and mitigating its effects, making it a central topic of discussion. Overall approaches are typically centered around sustainability and reducing greenhouse gas emissions through green and innovative technologies. However, these approaches and scientific expressions can appear complex and abstract to the public, governments, and civil society organizations. In this regard, the role of communication is significant in creating long-term awareness among the public and generating action-oriented solution proposals. The use of effective language and storytelling techniques, localization, visualization, and effective use of media can help contextualize climate change issues, raise awareness, and build consciousness. The role of communication is undeniable in breaking down barriers between scientists and the public, ensuring that solutions to climate change problems are sustainable and effective, and facilitating the development of appropriate policies by governments and civil society organizations. It is essential to prioritize and conduct advanced research and develop innovative strategies for coordinated efforts between scientists and communication experts in addressing climate change and developing effective solutions. The scope of this review is to examine the role of communication in addressing climate change. This article provides an overview of climate change, its impacts, and solutions, explores the relationship between climate change and communication, and highlights the explanation of communication strategies and intergenerational connectivity to increase awareness of climate change. [ABSTRACT FROM AUTHOR]

Social awareness and relationship skills are two essential components of children's socioemotional development that undergo rapid consolidation in middle childhood. Previous research has found that growing up in poverty can undermine the development of social awareness and relationship skills and has also suggested that theater education might serve as an important context in which these skills can develop. In the current study, we examined whether participation in a program of theater education was associated with higher levels of two key aspects of social awareness—empathy and perspective-taking—and openness to establishing relationships with their peers among a sample of children placed at risk by poverty. After participating in the program, children exhibited significantly higher scores on measures of empathy (B =.32, SE =.10), t(7.65) = 3.33, p =.011, and openness to establishing peer relationships (B =.77, SE =.23), t(5.05) = 3.29, p =.021, than their comparison group peers. Among a randomly selected subset of students from both the treatment and comparison groups, children in the treatment group exhibited larger gains in their perspective-taking than children in the comparison group. These results are interpreted considering previous research, and their implications for educational policy, especially as it relates to arts education for children in poverty, are discussed. [ABSTRACT FROM AUTHOR]

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The importance of lifelong learning and professional self-education in the modern world is beyond doubt. The search for external and internal incentives to increase people's interest in self-development is an important task for management sciences. External motivation includes the efforts of managers and HR managers to encourage employees to learn. In childhood and adolescence, parents, teachers and professors perform this function. However, it is important to understand what internal factors affect the desire for new knowledge and experience. According to numerous studies, social intelligence plays this role, as it affects the formation of positive qualities of a person from a social point of view. The purpose of this research was to verify the correlation between the level of social intelligence of an individual and his/her desire for self-development and additional training. The survey was conducted on a sample of students from a private online school that provides soft skills, financial and digital literacy training. The research results have complemented the previous survey among senior university students to form a comprehensive picture. High statistical reliability (p≤0.001***) was found for a significant relationship between social intelligence and its components and the desire to study further. The research results indicate the importance of developing a person's social intelligence in order to stimulate professional self-education. Increasing the level of employees' competence has a positive influence on their loyalty to the corporate culture, enhancing the personnel security of enterprises. [ABSTRACT FROM AUTHOR]

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Objectives The purpose of the article is to explore public awareness of knowledge autism and the phenomenon of discrimination in the school environment, their social and legal aspects. The scope of the study included the identification of problems related to the knowledge of the child's functioning, affected by autism , diagnosis and psychological-educational and medical assistance, the role of institutions and the family, the attitude towards children at school and outside school, and respect for the rights of children with autism. Material and methods A survey was conducted using a survey questionnaire. The survey was addressed to parents of students from three elementary schools witch were chosen for their variation in academic performance. The ranking was divided into a national part and a summary for eighteen provincial cities, in which 10,306 elementary schools qualified. In addition, a face-to-face interview was conducted with school principals. Results The results of the study are disturbing and indicate limited public awareness and unsatisfacto-ry understanding by the public of the occurring problem regarding people affected by autism. Studies show that society is is quite negative about the parents of children with dysfunctions. Conclusions The results of the survey indicate moderate public awareness among respondents regarding those affected by autism. The results obtained can contribute to a deeper reflection and awareness of the disorders and functioning of the child, and the implementation of measures to better understand the issues related to the functioning of a student with this condition. The results of the study may help in the decision of the Polish school to promote the discussed issues.

The Makassar Bugis local wisdom, Pacce, contains values that are useful to instil self-confidence, a strong work ethic, and social awareness in individuals. The integration of these values into the learning process may assist in shaping student character. Unfortunately, research into learning models based on the Makassar Bugis local wisdom remains limited. Thus, the aim of this study was to generate a learning model based on the Bugis local wisdom, Pacce. In this study, we also ensured the validity, practicality, and effectiveness of the learning model in promoting student character. The current study employed the Plomp & Nieveen research and development (R&D) model. The model was tried out to 32 tenth-grade students at SMA Negeri 1 Pangkajene, Pangkep Regency. The research instruments comprised validation sheets, questionnaires, achievement tests, and character observation sheets. The results showed that the learning model and student worksheets developed in this study were valid in terms of cultural appropriation. The learning model was also practical and effective in improving student cultural awareness. It can be inferred that the learning model developed from the Bugis local wisdom may be used to develop student social awareness.

The formation of sewage sludge (SS) is directly related to the number of people served by municipal wastewater treatment plants (WWTPs), while it is also impacted by increasingly upgraded sewage treatment technologies used in such installations. The presence of SS in our environment raises a number of concerns regarding its proper and sustainable management. In practice, the choice of a specific SS disposal method is determined by a number of factors and, as this research has shown, it may vary significantly both on the national and regional scale. This study analyzed this phenomenon in relation to Poznań County, located in the Wielkopolskie province, Poland. As part of this study, the SS chemical composition was assessed based on data obtained directly from local municipal WWTPs over the course of several years (the last 7 years). The currently used SS management methods were analyzed in terms of SS chemical composition. Moreover, in view of the importance of public involvement in decision-making processes related to sustainable management of SS, an original survey was developed to assess local residents' knowledge concerning SS management in Poznań County. Based on the obtained data, it was found that the generated SS, constituting a form of fertilizer, was primarily used for agricultural and reclamation purposes (over 41% of total SS mass in the case of Poznań County). It is facilitated by the chemical composition of this waste, characterized by high contents of organic matter (380–730.3 g·kg−1), nitrogen (13.3–78 g·kg−1), and calcium (9.5–350 g·kg−1), while the amounts of heavy metals were within the permissible ranges. A survey of the local community revealed that although respondents recognized and could accurately identify SS as a waste, their knowledge concerning harmfulness of this waste and its management was fragmentary. Regardless of the age of the respondents, 48 to 66% of them had no opinion concerning problems related to SS in their area. The youngest people (aged 18–25) showed the lowest level of knowledge on SS and its management. People with elementary education were the least knowledgeable about sewage sludge management. Regardless of the above, a majority of respondents (28–56% for different age groups and 7–18% for various educational backgrounds) were convinced of the validity of agricultural SS use. To sum up, research on sewage sludge is an indispensable element of activities aimed at sustainable development, combining aspects of environmental protection, circular economy, and social awareness and acceptance. Additionally, the study results indicated the need for social education to increase environmental awareness and co-responsibility for SS management. [ABSTRACT FROM AUTHOR]

Copyright of Recent Period Turkish Studies / Yakın Dönem Türkiye Araştırmaları is the property of Recent Period Turkish Studies / Yakin Donem Turkiye Arastirmalari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The primary aim of this study is to examine the association between social awareness and the emotional competence of students. Self-awareness and social awareness are the independent variables of the study, while emotional competency is the dependent construct. Additionally, the research investigates the mediating impact of cognitive appraisal and selfefficacy, as well as the moderating influence of personal well-being. The study is carried out in relation to the educational system of China. Students presently enrolled in institutions of higher education constituted the target population of the research. Method: The present investigation utilizes a quantitative methodology. The data was gathered through the administration of a survey questionnaire comprising closed-ended questions. The statistical software packages AMOS and SPSS were utilized in the analysis of the data for this study. Findings: The results of the study revealed a significant correlation between SA and both SAW and SE. The impact of CA on the efficacy of SA and SAW is also significant. A significant association exists between EC and the variables SA, SAW, and CA. However, the relationship between EC and SE is insignificant. While CA's impact is relatively insignificant, SE assumes a substantial role in mediating the situation. Additionally, it was ascertained that the moderating effect of PWB had a significant statistical impact. Conclusion and Implications: The findings contribute to practical applications and theoretical frameworks both. In addition to identifying potential avenues for future research, the study has assessed its own limitations. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper aims to investigate the characteristics of SMEs' partners that can better contribute to the achievement of the SDGs. Given the explorative nature of this research, a qualitative methodology is adopted, with a longitudinal case study employed as the research method. The Wråd case study confirmed that SMEs can contribute to the achievement of the SDGs by developing partnerships with multiple stakeholders. In addition, this research revealed that the characteristics of the SMEs' partners can be referred to the four following dimensions: economic, environmental, social and purpose. Furthermore, it proposed that quality utility value, technique level, profitability are the subdimensions of the economic dimension and that resource consumption efficiency, pollution production, energy efficiency, environment management system and environment equipment and facilities are the subdimensions of the environmental dimension. This research expressed also that public health, employee engagement, brand reputation and local communities' influence are the subdimensions of the social dimension. Finally, it underlined that sustainability-oriented awareness development, sustainable orientation, sustainable collective culture, proactive managerial skills, organisational learning and proactive and innovative leadership are the subdimensions of the purpose dimension. In line with previous studies underlining the importance of increasing the TBL dimensions, this study suggests a further extension of this theory with the 'purpose' dimension. This study highlights the importance of developing a vision supported by a social awareness of the problems that need to be addressed and that transcend the fashion sector. Further researches could explore a larger sample of SMEs operating in different businesses and the point of view of the SME's partners. [ABSTRACT FROM AUTHOR]

Graphic design aims to affect human thought or behavior through visual communication. To do so effectively, designers need a robust understanding of why people behave as they do and the appropriate research skills to explore the wider social and cultural landscape. All the principles involved in understanding and affecting behavior are defined in the social sciences, including analyzing their effectiveness. Acquiring this knowledge could allow graphic designers to better reflect on the ethical and social consequences of perpetuating stereotypes and provide a starting point to address the significant issues created by excluding the lived experience of diverse communities. Graphic design has never adopted an industry-wide set of ethical guidelines. To address this lack, the discipline should aim toward incorporating social science knowledge in methodology to help promote social and cultural awareness in practice. In this article, I propose that social science knowledge, particularly social psychology, could become an integral part of graphic design curriculum at the undergraduate level. I also argue that cognition and educational psychology theories contribute important knowledge and research practices to designers' long-term problem-solving, potentially transforming the discipline's influence and producing more socially aware communication in the future. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students' (N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement. [ABSTRACT FROM AUTHOR]

Dengue virus (DENV) infection is a public health issue in tropical and sub-tropical climates, including in Pakistan. A significant population in Pakistan lives in urban slums, where residents are highly susceptible to the risk of DENV transmission. We examine health costs of DENV infection, determinants of adaptation practices and the role of surveillance to control DENV infection using cross-sectional data from urban slums of Pakistan. Information from respondents with and without dengue history indicated that slum dwellers have very little knowledge of dengue mosquitoes and viral transmissions. Practices adopted by the slum dwellers to avoid DENV infection risk appeared to be unsatisfactory. We employed a health belief model to examine factors affecting control practices. Participation in dengue awareness sessions, information from media, and dengue-diagnosis and surveillance team visits are found to be important determinants of high adaptation practices to avoid DENV infection. Dengue surveillance system for controlling DENV infection in urban Pakistani slums needs improvements. Rigorous and continuous monitoring should be vigilantly performed in areas where DENV infection cases originate. Regular presentation of dengue awareness sessions at a union council level and providing timely and appropriate healthcare education to the slum communities could improve household adaptation practices and lower DENV infection rates. [ABSTRACT FROM AUTHOR]

Many universities focus on improving pedagogy through training sessions related to technology and assessment. However, what is missing is an emphasis on the humanistic side of teaching, specifically emphasizing empathy in the classroom. This essay makes an argument for faculty to employ empathy in their teaching. Empathy is a learned behavior that motivated faculty can develop and enhance to better serve students. Empathetic teaching is critical for sport management professors due to the numerous challenges and stressors students face, notwithstanding the competitive sport job market. The essay concludes with a novel example of the lessons faculty can employ using knowledge of the motivations of attending a concert to help create an empathetic classroom experience. [ABSTRACT FROM AUTHOR]

Introduction/Main Objectives: This paper examines the Kampus Mengajar (KM) program, a government initiative aimed at addressing learning loss among primary students in Indonesia due to the COVID-19 pandemic while enhancing the soft skills of college students by giving them teaching experience in schools. Background Problems: The issues investigated in this study are how Kampus Mengajar facilitates the development of social awareness and social responsibility among its participants and its relation to leadership potential. Novelty: This paper analyses the Kampus Mengajar program, its impact on developing social awareness and social responsibility, and its correlation with leadership potential among its participants. While the previous batch focused on its impact in addressing learning loss, more research needs to be done on its potential to enhance socioemotional skills. Research Methods: The research method used in this paper is a qualitative analysis of survey data as primary data and a monitoring report as secondary. The data were analysed using thematic analysis to identify keys related to social awareness and social responsibility themes. Finding/Results: The empirical findings suggest that while Kampus Mengajar does facilitate the development of social awareness among its participants, it may not necessarily facilitate social responsibility. Conclusion: The study concludes that Kampus Mengajar facilitates the development of social awareness among its participants but may need to be supplemented with additional interventions to enhance social responsibility. This study has also indicated that implementing socio-emotional learning at schools, which facilitates social awareness, has increased participants' leadership potential.

Problem solving, collaboration and social skills are crucial skills for the 21st century. In the context of a second grade class at XYZ Elementary School in West Jakarta, it was found that many students had difficulty in solving math problems independently. The post- Covid-19 pandemic conditions also added to the complexity with the lack of collaboration skills seen when students worked in groups in the classroom. Lack of social awareness, as part of social skills, can be one of the main causes of difficulties in collaboration. This research is a Special Action Research (PTK) which aims to observe the improvement of mathematical problem solving skills, collaboration, and social awareness through the application of the Think-Pair-Share (TPS) learning method in second grade students of XYZ Elementary School, West Jakarta. Data collection methods used include observation, interviews, student reflections, and math tests to measure the development of math problem solving skills. The results showed that through three research cycles, the TPS learning method succeeded in improving students' math problem solving skills, collaboration, and social awareness with a moderate success rate. The implications of this study highlight the importance of learning methods that focus on collaboration and social interaction in improving the skills needed in the 21st century, as well as the teacher's role in guiding students' math problem solving skills. [ABSTRACT FROM AUTHOR]

In an age of rapid technological breakthroughs and shifting governance paradigms, the accessibility and success of government operations rely primarily on communication strategies that bridge the gap between administrative institutions and the populations they serve. Young India has higher expectations, and the government must respond by modernizing public service delivery, especially in health, education, government records, and other social benefits. Understanding the dynamics of how individuals desire to access these initiatives, as well as the factors that motivate or discourage participation, has become critical as governments throughout the world continue to implement new laws, programmes, and services to address a wide range of societal needs. The purpose of this research is to investigate the preferred mode of getting information about government initiatives. It also aims to explore the reasons that encourage and discourage the use of disruptive technology in the context of raising public awareness about government initiatives. Based on the conceptual framework, objectives and hypotheses were generated In order to ensure surveys for this research study. The creation of a structured questionnaire was directed by the study objectives. Inquiries concerning demographics, awareness of government initiatives, and preferred modes of getting information about government initiatives and reasons that encourage and discourage individuals through digital platforms are also included. The data was collected using simple random sampling method. Out of 107 questionnaire received, after data cleaning, 99 questionnaires were found suitable for data analysis. The study included a representative sample of people aged 21 and older from a range of demographic categories. Using SPSS Version 20, the data was examined with the objectives and hypothesis in consideration. Mean, standard deviation, and t-tests were employed to perform statistical and inferential analyses. Levene's independent t-test was performed for the reasons encouraging individuals to learn about various government initiatives through digital platforms. Further, Levene's independent t-test was performed on the reasons that discourage individuals from using digital platforms. The result revealed the reasons that encourage and discourage individuals from using digital platforms. Similar studies to detect futuristic disruptive technological improvements in the sphere of government initiatives may be conducted as the technology scenario unfolds in the future. [ABSTRACT FROM AUTHOR]

The aim in visual communication design is to convey messages such as cultural, social, health, economic, which concern the individual and society, to the audience accurately and effectively, with an aesthetic and creative functionality, through visual elements. Empathy is highly needed, especially in visual messages that reflect serious social problems. To raise awareness of social problems, poster designs are one of the areas where empathic design is used intensively. Posters are a powerful form of public communication art and are visual communication design practices that effectively present messages about social issues to the audience in a two-dimensional, one-page format. In this context, the aim of the study is to reveal how social awareness posters, which are handled with the empathic design method, one of the visual communication design applications, affect the audience and the design. In this context, 5 different campaign posters were selected between the years 2013-2023. The posters were analyzed by semiotic analysis method. The study will emphasize the importance of constructing social problems with an empathy design approach according to the needs of the audience and establishing emotional bonds with traceable conceptual visual elements. Thus, a difference will be made in communication and field studies. [ABSTRACT FROM AUTHOR]

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İklim değişikliğinin, dünyayı tehdit eden önemli sorunlardan biri haline geldiği ve bu konuya Paris Anlaşması'nda geniş bir şekilde yer verildiği belirtilmiştir. Bu çalışmada, iklim değişikliği konusunda farkındalık algısının yüksek olması beklenen ve toplumsal yönetişime pozitif katkı sunma potansiyeli bulunan üniversite öğrencilerinin iklim değişikliği endişe düzeylerinin belirlenmesi ve elde edilen sonuçlar doğrultusunda iklim değişikliğinin olumsuz sonuçlarını en aza indirmeye yönelik çözüm önerilerinin sunulması amaçlanmıştır. Çalışmada; katılımcıların %96’sının 18-23 yaş aralığında olduğu, yaş ile kaygı puanı arasında (r=0,080; p=0,041), yaş ile çaresizlik puanı arasında (r=0,087; p=0,026) ve yaş ile iklim değişikliği endişe ölçeği toplam puanı arasında istatistiksel olarak anlamlı pozitif yönlü zayıf bir ilişki olduğu saptanmıştır (r=0,086; p=0,029). Katılımcıların %59,9’unu kadınlar oluşturmakta ve cinsiyete göre kaygı, çaresizlik puanı ortanca değerleri arasında istatistiksel olarak anlamlı bir fark bulunmuştur (p

This study aims to understand how English Preparatory Schools (EPS) students perceive CLIL and the challenges they encounter. Ten participants were selected through purposive-convenience sampling. Data were gathered via online surveys and semi-structured interviews conducted through Google Meet. The findings reveal that while students generally view CLIL positively, they face significant challenges, primarily due to limited vocabulary and unfamiliarity with the teaching environment. Despite these difficulties, CLIL was found to enhance language proficiency, especially in listening skills, and fostered self-confidence and cultural awareness. However, the dual demands of learning content and language simultaneously led to mental exhaustion and struggle with technical terminology among these students. The study suggests that CLIL can be effective in improving English proficiency, but it also highlights the need for tailored support, such as vocabulary-building strategies and teacher training, to address the challenges students face. These findings have implications for curriculum development and pedagogical practices in CLIL programs.

STEAM (Science, Technology, Engineering, Arts and Mathematics) professions play a crucial role in transforming 21st-century society, as they contribute to developing new technologies that support the achievement of the Sustainable Development Goals (SDGs). Aligning engineering education with sustainable development requires raising awareness among students, fostering commitment among future generations of engineers, and promoting technical vocations. In this paper, an educational experience designed with these objectives is presented, in which more than 130 students from five undergraduate degrees in engineering and architecture at the Higher Polytechnic School of Zamora (HPSZ) of the University of Salamanca actively participated. To carry out the project, an online course was designed to train all participating students on general aspects of the 2030 Agenda, and research works were proposed in the ten involved degree subjects. The assessment of students' prior knowledge and learning regarding the 2030 Agenda was conducted through an objective multiple-choice pre-test and post-test. Additionally, their satisfaction with this educational experience was assessed through a questionnaire. The results revealed a considerable improvement in the students′ knowledge of the general contents of sustainable development, especially after participating in classroom debate sessions. The initial objective test showed a low average score, indicating the lack of knowledge about the 2030 Agenda and the SDGs among engineering students. However, the final objective test revealed a significant improvement of 3 points out of 10. Regarding the research works, out of a total of 91 students, 53 papers addressing complex issues related to sustainable development and current engineering solutions were presented. This approach facilitated collaborative learning and the celebration of World Engineering Day at the HPSZ. The results of the satisfaction survey demonstrated that the experience was positive for both students and faculty Furthermore, its media impact was essential for increasing engineering vocations′ visibility and social recognition.

Social intelligence (SI) helps the visually impaired adolescents (VIAs) to adjust in social environment by maintaining healthy interpersonal relationship. The purpose of the study was to explore differences in SI of VIAs and varying demographic factors. For this purpose, sample of 385 VIAs (204 males, 181 females) of age range 11 to 19 years, was taken from two divisions of Punjab, that is, Rawalpindi and Lahore, Pakistan. Translated Urdu version of Tromso Social Intelligence Scale (TSIS) containing 21 items was used to get responses on Likert-type scale from 1 (describes me extremely poorly) to 7 (describes me extremely well). The tool was found to be reliable for the given population as alpha reliability of Urdu-translated TSIS was 0.91 and test–retest reliability was 0.748. Mean, frequencies, and percentages were used to summarize the results. Multiple comparison analysis was computed to assess significant differences regarding gender, socioeconomic status (SES), education, and SI of VIAs. Results revealed that there was no significant difference in SI among VIAs across gender. In addition, significant difference was indicated in SI among VIAs belonging to different SES. VIAs belonging to high SES revealed to have high level of SI. Furthermore, there was significant difference in parents' education and SI of VIAs. It was recommended that social intervention training programs might help to create awareness and development of skills and capabilities related to SI. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goal (SDG) 7 aims to ensure that all people have access to affordable, reliable, sustainable, and clean energy by 2030. Therefore, the objectives of this study were to investigate (1) the daily attitudes of foreign students at a prestigious university in Taiwan towards energy conservation, (2) their perspectives on biofuel as a renewable energy source, and (3) how an education for sustainable development (ESD) lesson could enhance students' knowledge about biofuel as a renewable energy source. Data were collected using questionnaires through probability and non-probability sampling methods and analyzed using descriptive statistics and the non-parametric Friedman test. The probability method was employed to analyze 100 responses collected from foreign students representing various regions, including North America, South America, Europe, the Middle East, South and Southeast Asia, North and Northeast Asia, and Africa. The findings indicated that their daily attitudes towards energy conservation and awareness about biofuel were at a satisfactory level. For postgraduate students at the Institute of Education and the Institute of Environmental Engineering, a non-probability test was chosen, and their knowledge of biofuel was enhanced through an ESD lesson. Prior to the ESD, 3.33% of participants had never heard of biofuels, and 30–40% had no understanding of what biofuel entailed. However, approximately 95% of participants demonstrated improved understanding after the ESD. To foster a knowledgeable and active community, it is crucial to incorporate the SDGs into school and university curricula and leverage social media platforms to promote awareness and engagement. [ABSTRACT FROM AUTHOR]

Introduction: COVID-19 has emerged as a globally serious concern in recent times. The pandemic has raised several questions about our hygiene practices, social behaviors, and attention to health conditions. Understanding and following certain behavioral and social changes is cumbersome for the children. Practicing proper hand hygiene is of immense importance for the children for their safety and to prevent the disease spread. The present study was conducted to understand the influence of several social factors and instructions to maintain and practice better hand hygiene for school children. Methods: The present cross-sectional survey was conducted between Nov 2019 and Mar 2020 among 3462 students. The survey was conducted using a suitable questionnaire that contained questions on the participants' awareness of the pathogens and diseases, the importance of hygiene, and the response of the students to the instruction provided by their parents or teachers related to hand washing and hygiene maintenance. All categorical responses were scaled using the Likert scale in the range of 1-5. Analysis of the data was done using standard descriptive and inferential statistical measures. Results: The considered students were between the age of 7 and 11. The selected participants were from the 2nd, 3rd, and 4th grades. Out of the total participants, 35.6% were the single child of their parent, whereas 64.44% were having siblings. When the parents of the participants were classified into higher education, the rate of fathers was 7.07% and the rate of mothers was 12.94%, which was statistically significant. Discussion and Conclusion: The outcomes, follow-ups, and observations in this study suggested that the students often follow instructions that are attractively presented. During following instructions related to hand wash, they often miss the minute details. [ABSTRACT FROM AUTHOR]

In the face of the contemporary market for translation services, it is becoming increasingly apparent that translation pedagogy should holistically embrace the teaching and learning process by integrating as many in- and out-of-classroom activities as possible into the real-life experience of students, thus leading them to acquire broadly defined skills and competences that are vital in the translation profession (cf. EMT Competence Framework 2022). A holistic approach to translation teaching and learning may be also reflected in an attempt to reconcile the two extremes of 'creativity' and 'automaticity' in translation, i.e., the creative contribution of the translator as an intermediary in intercultural communication on the one hand, and the requirement to know and use the latest technologies (CAT tools, machine translation, terminology databases, etc.), on the other hand. A holistic approach may also be associated with socially engaged pedagogy and the application of Project Based Learning (PBL), based on constructivist premises that we acquire knowledge by participating in intersubjective interactions. The paper attempts to show how translation teachers may holistically respond to the above-mentioned needs by using PBL methods and socially relevant interdisciplinary content in their teaching of the art and craft of translation. [ABSTRACT FROM AUTHOR]

In the face of the contemporary market for translation services, it is becoming increasingly apparent that translation pedagogy should holistically embrace the teaching and learning process by integrating as many in- and out-of-classroom activities as possible into the real-life experience of students, thus leading them to acquire broadly defined skills and competences that are vital in the translation profession (cf. EMT Competence Framework 2022). A holistic approach to translation teaching and learning may be also reflected in an attempt to reconcile the two extremes of ‘creativity’ and ‘automaticity’ in translation, i.e., the creative contribution of the translator as an intermediary in intercultural communication on the one hand, and the requirement to know and use the latest technologies (CAT tools, machine translation, terminology databases, etc.), on the other hand. A holistic approach may also be associated with socially engaged pedagogy and the application of Project Based Learning (PBL), based on constructivist premises that we acquire knowledge by participating in intersubjective interactions. The paper attempts to show how translation teachers may holistically respond to the above-mentioned needs by using PBL methods and socially relevant interdisciplinary content in their teaching of the art and craft of translation.

Religion-motivated terrorism still substantially affected Indonesia in recent years. Whole-of-government and whole-of-society had attempted counter-terrorism efforts to combat radical-terrorism from all possible aspects. Nevertheless, analyses and studies regarding mental disorders are still neglected in Indonesian counter-terrorism policies. The current law for dealing with perpetrators of terrorism does not consider their mental disorders. The writing reviews the experiences of two former terrorism convicts in Indonesia who experience mental disorders from law and psychological perspectives. The research uses a qualitative approach with a case study model through in-depth interviews and document studies. As a result, the research prioritizes the development of studies on the issue of mental disorders in terrorism prevention policies in Indonesia while building social awareness. This paper is an initial finding in providing an overview of the correlation between countering terrorism and mental disorders. It also encourages psychological intervention as a basic need and the government, professionals, and academics to collaborate in conducting further research as a foundation for formulating mental health-based counter-terrorism policies in Indonesia. [ABSTRACT FROM AUTHOR]

Executive function (EF) and social function are both critical skills that continue to develop through adolescence and are strongly predictive of many important life outcomes. Longstanding empirical and theoretical work has suggested that EF shapes social function. However, there is little empirical work on this topic in adolescence, despite both EF and social function continuing to mature into early adulthood (e.g., Bauer et al., 2017). Further, adolescence might be a phase of life where social interactions can shape EF. We tested the longitudinal relation between EF and social function across adolescence utilizing a sample of 99 individuals (8–19 years) from the greater Austin area tested annually for 3 consecutive years. Although EF showed significant improvement in that span, the social function was largely consistent over age. Cross-lagged panel models revealed a bidirectional relation, such that Year 1 EF predicted social function in Year 2, and social function at Years 1 and 2 predicted EF in Year 3. When examining different components of social function, social motivation in earlier adolescence seemed to most consistently predict future EF outcomes, relative to other social functions. Our findings advance the field's theoretical understanding of how these two critical skills might develop alongside one another over adolescent development with particular emphasis on the role of social motivation on EF maturation. Public Significance Statement: Our work demonstrates that there is a bidirectional relationship between EF and social function across late childhood and adolescence, with EF predicting future outcomes of social function and vice versa. These effects seem particularly driven by social motivation, such that those with higher social motivation have stronger EF ability. These findings advance our theoretical understanding of how EF and social function might develop alongside one another over time, which can ultimately inform interventions aiming to improve either skill. [ABSTRACT FROM AUTHOR]