Between Translanguaging and Gender‐Justice: Teaching Kim de l'Horizon's Blutbuch in the Tertiary German Classroom

Teaching and Learning Guide for: Broadening the study of the Self: Integrating the Study of Personal Identity and Cultural Identity

This paper aims to describe how female military personnel of the Armed Forces of Ukraine perceive the military uniform in terms of its significance for their gender and organizational identities. The research was part of a pilot project in the form of an interview study. Thematic content analysis was used to analyze the results. The data was structured into codes, then categorized and grouped to form general themes. The analysis of the servicewomen’s reflections on the military uniform has shown how important it is for them, especially in developing their identity. Servicewomen’s attitudes toward military uniforms and their psychological well-being levels may be correlated with their organizational and gender identities. Organizational identity becomes a catalyst for positive attitudes toward uniforms when: 1) servicewomen see the uniform as a framework of organizational identity, a guiding principle and a directive that programs the wearer for ethical behaviour and teamwork; 2) the main factors that influence organizational identity are the conceptual constructs of `idealism` and `military professionalism`. The collectivism, patriotism, and philanthropic values on which idealism is based on the perception of the self as a defender of one’s people and country. Military professionalism correlates with the effect of expecting to go to war and satisfaction with fighting; 3) among the identification criteria, which manifest the patterns, regularities and features of the military organizational identity, the parameter `gender equality` is included. When organizational identity dominates, the main risk factors that lead to negative attitudes toward uniform are 1) excessive identification with the organization, in which servicewomen may internalize the goals and objectives of the armed forces to the point that their personal identification may suffer; 2) the formation of an organizational identity that does not include the identifying marker of `gender equality`. This threatens psychological well-being through an unhealthy dependence on the approval of others. In cases where gender identity is central to the personality, attitudes toward the military uniform depend on succeeding in forming a balanced military identity. Based on Culver’s Gender Identity Development of Women in the Military (GIDWM) 4-phase matrix, it can be argued that servicewomen’s position in identity development stages, such as `donning the mask` and `wearing the mask`, likely predicts their negative attitudes toward military uniforms. Wearing a uniform begins to evoke positive emotions only in the fourth stage of `taking off the mask` when servicewomen overcome the masculine ethics of military culture and stereotypical identity expectations. The main reason for the “uniform conflict” can be found in forming gender and organizational identities of servicewomen. Efforts to solve the “uniform problem” in the armed forces should be aimed at introducing standards for servicewomen’s military uniforms and providing psychological assistance to servicewomen in forming a balanced military identity, which is seen as a harmonious combination of organizational and gender identities. In developing mechanisms to ensure gender equality, it is crucial to remember that the identities of military women are not homogeneous. Therefore, no single strategy exists for integrating a gender perspective into the armed forces. The formation and evolution of gender culture in the military can be slowed by ignoring the nuances and intersections of military women’s organizational and gender identities.

The family plays a crucial role in shaping a child's gender and cultural identity from an early age. As the first social unit, the family teaches values, norms, and expectations related to gender roles and culture, which influence how children perceive themselves. In the context of globalization, the family's role becomes increasingly complex due to the influence of media, technology, and cross-cultural interactions that introduce new perspectives and norms. This study aims to investigate how families contribute to shaping children's gender and cultural identity amid the influences of globalization. The research employs a qualitative approach with a descriptive design. The findings indicate that children's gender identity is formed through parenting styles, communication, and social expectations imposed by parents. However, global media exposure often introduces foreign cultures that may blur local values. To address this, families need to play an active role by fostering critical thinking in children, strengthening local identity through arts and traditions, and creating space for healthy discussions on changing gender and cultural norms. By doing so, families can help children integrate traditional and modern values, enabling them to navigate the challenges of globalization without losing their sense of identity. Keywords: Family, Gender Identity and Culture, Globalization

BackgroundHate crimes have raised in Spain and the gender and sexuality-based conflicts persist worldwide which leads to this problem having an effect on health and wellbeing. Following a focus of transforming Higher Education Institutions, this research analysed the problem that affects undergraduate students in six Spanish universities. The research goal is to improve the life quality of lesbian, gay, bisexual, transgender, queer and intersex university students, breaking the silence that exists around the violence that this group suffer in Catalonia, Spain.MethodsFollowing the Communicative Methodology, this study has identified violence based on sexual orientation, gender identity or gender expression in the target universities and provided guidelines to improve anti-discrimination protocols. A qualitative method has reached experiences of university students, heads of equality commissions, professors and administrative staff regarding this conflict. Focussing on the qualitative research tools, 30 semi-structured interviews were conducted with university students and staff around issues related to the violence against lesbian, gay, bisexual transgender, queer and intersex students: 1) perception of violence and discrimination, 2) institutional measures, 3) actions against violence. An analysis of exclusionary and transformative dimensions was used to identify emergent themes.ResultsWe have identified two dimensions for the analysis given their impact in contributing or overcoming violence: exclusionary and transformative. A wide range of forms of violence on the grounds of sexual orientation, gender identity and gender expression perpetrated at universities have been identified as exclusionary facts and described by participants in the study. Equality commissions have not received reports of violence based on sexual orientation, gender identity or gender expression, and university staff shows certain unfamiliarity regarding the measures and politics to prevent and intervene in cases of violence against the lesbian, gay, bisexual, transgender, queer and intersex community. Among the results identified as transformative are the ways through which actions of lesbian, gay, bisexual, transgender, queer and intersex groups against violence and the professors’ commitment to intervene have a relevant impact on student’s wellbeing. An improvement and implementation of anti-discrimination protocols with mandatory applicability has also been documented.ConclusionsFindings highlight the need of collecting more evidence that contributes to the improvement of protocols, measures and politics to protect all the members of the university community. A better understanding of violence based on sexual orientation, gender identity and gender expression in HEI’s may guide national and international governments to improve the health and well-being of lesbian, gay, bisexual, transgender, queer and intersex persons.

Background Previous studies have shown that a small percentage of people in the general population have atypical gender identity and/or sexual orientation. Aim This study aimed to explore variations in gender identity and sexual orientation in university students and determine genetic factors associated with these variations. Methods Deviations from complete gender congruence and exclusive heterosexual orientation in 736 Japanese university students were quantitatively assessed with self-assessment questionnaires. Next, we conducted genetic tests for 80 participants who showed relatively low gender identity scores and/or atypical sexual orientation. These genetic tests consisted of repeat number analysis of the androgen receptor gene (AR) and a SKAT-O: an optimal unified sequence kernel association test, which is an exome-based rare variant association study. The results of the genetic tests were compared with the Japanese reference data and the results of our 637 control samples. Outcomes We calculated the gender identity and sexual orientation scores of all participants and analyzed the molecular data of 80 selected participants. Results The gender identity scores of 736 participants were broadly distributed: only ~15% of natal males and ~5% of natal females had the maximum score that corresponds to complete gender congruence. The sexual orientation scores also varied: ~80% of natal males and ~60% of natal females showed exclusive heterosexual orientation. We found no association between gender characteristics and AR repeat numbers. The SKAT-O showed that rare damaging variants of TDRP and 3 other genes were more common in the 80 participants than in the control group. Clinical Implications Our data support the view that gender is a phenotypic continuum rather than a binary trait. Strength and Limitations This study quantitatively assessed the gender characteristics of a large cohort of university students. Moreover, we conducted systematic screening for genetic factors associated with gender variations. The weaknesses of the study were the limited analytic power of the questionnaires, the relatively small sample for molecular analyses, and incomplete clinical information and relatively advanced ages of the control group. Conclusion This study revealed significant variations in gender identity and sexual orientation in university students, which may be partly associated with variants in TDRP or other genes.

Introduction. Most university students depend significantly, sometimes exclusively, on the Google search engine for their academic information needs. User satisfaction leads to users’ deeper engagement with an information system that is shown to improve learning in an educational setting. This paper evaluates students’ satisfaction with results from personalised Web search against non-personalised Web search. Method. During semi-structured study sessions, twenty-eight participants (university students) were required to complete a series of search tasks using both personalised and non-personalised Web search. Analysis. Evaluation was based on participants’ explicit feedback as well as their implicit behaviour including search time, number of queries and clicked result links per task, finding the answer and relevance of the search results. Results. There was no apparent significant increase in the participants’ overall level of satisfaction with personalised search results compared to non-personalised results. However, it was found that personalised search reduced the time spent to finish a task and reduced the number of clicks required to arrive at the selected outcome. Conclusions. Personalisation of search results does not increase students' satisfaction with their search results. However, it does reduce the time spent by students in locating information they judged to be satisfactory answers to their questions.

We sought to elucidate the presentation of psychological distress across treatment-seeking university students at the intersection of gender and ethnic identity, concentrating on East and South Asian identity. Using retrospective baseline data from 1530 university students utilizing on-campus counseling services, ANOVAs were conducted to evaluate the effects of gender and ethnic identity on total and subscale scores of The Outpatient Questionnaire-45 (OQ-45). Compared to White students, South and East Asians exhibited significantly elevated levels of psychological distress. Although no gender differences emerged across overall psychological distress, there was a significant interaction between gender and ethnicity on total OQ-45 and certain subscales of this measure. Our findings provide important insight towards the limited body of evidence analyzing the intersection of gender and ethnicity in mental health. Revealing how multiple identities contribute to the presentation of psychological distress in postsecondary students can lead to the implementation of more effective interventions.

The instructor in a course in German writing offered electronically at the University of Konstanz in Germany to students at the Alexandru Ioan Cuza University of Ias¸i describes the course. He has used it to teach different styles of writing interactively and to initiate his students in the use of the computer and the Web for the undertaking of research in German literature. He has attempted to structure and to operate his course in such a way as to bring the special characteristics of on-line teaching and learning to the fore and not simply to replicate a traditional course on-line, a frequent situation with on-line teaching and learning.

This praxis‐oriented article reports on the design, implementation, and evaluation of an upper‐level online German course aimed at advancing the second language (L2) proficiency of US university students. Drawing on the noticing hypothesis and empirical L2 acquisition research, the study underscores the necessity of combining attention to linguistic form and meaning to optimize learning. The course design leveraged the multiliteracies approach and a multimodal guided reading framework to address the challenge of integrating multiple linguistic levels and literacy dimensions, prioritizing reading and development of the vocabulary knowledge and utilizing technology to present materials in various formats conducive to multimedia learning. The study presents both an affordance‐based and evidence‐based evaluation of the course. Findings indicate significant improvements in vocabulary size, high engagement levels, and positive learner perceptions toward the course materials and assignments. These outcomes suggest that the complex interplay of the focus on meaning and form within a multimodal online learning environment can effectively enhance L2 proficiency. The article concludes with recommendations for educators looking to implement similar courses, offering a model that can be adapted to various upper‐level university contexts.

الهویة الثقافیة فى ظل العولمة وعلاقتها بمتطلبات التصمیم الداخلى للمسکن لدى عینة من الطالبات الجامعیات المتزوجات

Some organizations have warned that most secondary school curricula do not include a substantial geology component. Inadequate geological knowledge affects not only university students but also the majority of citizens who finish their secondary studies without having learned any basic geological concepts. The insufficient geological training of pre-university teachers who are later expected to teach some geology generates a certain degree of insecurity and fear about teaching geology. Therefore, it is imperative to improve training for trainee teachers to replace usual ways of thinking about geology teaching with new approaches that promote significant geological learning. This research has a dual objective: first, we analyze whether trainee teachers’ theses include geoscience content; second, we explore how innovative ideas and practices can be translated for educational purposes and to promote geologically significant learning. Our findings reveal that environmental impacts, plate tectonics and the hydrosphere are concurrent topics in the geosciences. However, trainee teachers in Spain prefer to develop biology units because many of them have training in bioscience fields of knowledge. Traditional education based on the exposition of learning material by the teacher was identified as the main learning environment developed in the trainee teachers’ theses. However, the number of innovations incorporated into trainee teachers’ theses has increased. Through this process, trainee teachers have a critical role to play: encouraging their future secondary students to develop geology knowledge.

Existing research has linked individuals' flow experience - a positive affective and cognitive state of deep immersion and engagement in daily activities - and their well-being, particularly among university students. A growing number of longitudinal studies have further contributed to this understanding. However, limited attention has been given to exploring the dynamic interplay between these two variables and their underlying mechanisms (i.e., the mediator) of psychological resilience, specifically among university students in the context of the COVID-19 pandemic. To address this research gap, the present study draws on self-determination, flow and broaden-and-build theories. It examines the temporal dynamics and relationships between flow experience and well-being, and the mediating role of psychological resilience among Chinese university students. The study adopts a three-wave longitudinal design with a sample of 474 university students in Southwest China. Participants' flow experience, well-being and psychological resilience were measured across three time waves. The findings of this study reveal that flow experience predicts well-being across the three waves and that psychological resilience mediates this prediction. This empirical evidence emphasizes the significance of both flow experience and psychological resilience in contributing to the well-being of university students over time amid COVID-19. These findings enrich our understanding of the factors contributing to well-being in educational settings and provide highly relevant and timely insights for developing strategies to foster well-being among university students, especially in the transition into the post-pandemic era; findings also offer valuable insights not only for researchers but also for educators and policymakers.

Childhood adversities and depression according to sexual orientation and gender identity among university students in Chile.

BackgroundProcrastination is common among university students and associated with adverse outcomes such as physical and mental health problems. According to the Temporal motivation theory procrastination may vary over time depending on the temporal proximity to goals and deadlines.AimsTo determine if mean procrastination levels among university students varies over an academic year, and if trajectories of procrastination are moderated by gender identity, perfectionistic strivings, and/or perfectionistic concerns.SampleSwedish university students (n = 1410).MethodsThe cohort was followed with web-surveys at four time-points over one academic year (Late semester, Mid semester, After semester, and Early semester). Generalized Estimating Equations were used to estimate mean levels of self-rated procrastination at the different time-points.ResultsWe found only small fluctuations in mean procrastination levels over the academic year. Participants with high perfectionistic concerns demonstrated higher mean procrastination levels at all time-points, but neither gender identity, perfectionistic concerns nor perfectionistic strivings affected the slope of the mean procrastination trajectories.ConclusionsIn this cohort of Swedish university students, self-rated procrastination levels were stable over the academic year. Perfectionistic concerns, but not gender identity or perfectionistic strivings, was associated with higher levels of procrastination.

Struggling with the daimon:Eliza M. Butler on Germany and Germans