Between vision and action. Teaching “Social and cultural project management in the arts”

This study reviews existing taxonomies and proposes a new educational taxonomy that fulfills the educational needs of the current era, the information and Artificial Intelligence (AI) era. The review of previous educational taxonomies revealed that although they provide insights into establishing educational objectives and learning outcomes, they still need to address recent changes and challenges in learning processes. To (1) integrate the new realities into the landscape of learning (i.e., Education for sustainable development (ESD), soft skills development, and AI), (2) maintain the classroom as the formal venue for learning, and (3) strengthen the position and role of instructors as facilitators, a new six-category two-fold hierarchy-based taxonomy is proposed (AlAfnan Taxonomy): (1) Knowledge and Comprehension, (2) Synthesis and Evaluation, (3) Ethical and Moral Reasoning, (4) Application and Strategic Thinking, (5) Creativity and Innovation, and (6) Lifelong Learning and Adaptability. The taxonomy begins with foundational levels of ‘Knowledge and Comprehension’ stressing the importance of understanding fundamental realities and concepts within specific fields. Then, it addresses the importance of ‘Synthesis and Evaluation’ as essential and crucial skills for navigating an information-rich world. ‘Ethical and Moral Reasoning’ highlights the significance of ethical decision-making, moral frameworks, and culture-based diversity. Further, the taxonomy introduces ‘Application and Strategic Thinking’, emphasizing the practical use of knowledge in real-world scenarios and the ability to devise long-term plans. ‘Creativity and Innovation’ are essential drivers of progress in an era characterized by rapid technological advancements encouraging learners to explore novel solutions and approaches. Lastly, ‘Lifelong Learning and Adaptability’ underscores the necessity of continuous learning and flexibility in response to evolving circumstances, ensuring students and graduates remain competitive and relevant throughout their lives. By nurturing a multifaceted skill set encompassing critical thinking, ethical awareness, practical application, creativity, and adaptability, this taxonomy aims to equip learners with the necessary tools to excel in a dynamic and complex world, making it indispensable for modern education.

The first and the last survey of graduate programs in art education was conducted more than 30 years ago by Eisner (1963) and published in the 65th Yearbook of the National Society for the Study of Education which was devoted, at that time, to art education. Fields, from time to time, need to assess their status, to take stock as it were, to secure data that will provide a description of current features. It is time, therefore, to take another look. The study reported here is a follow up to Eisner's study. It is designed not simply to duplicate that study, but to provide information that was not secured in 1963. The data collected make it possible to identify the emergence of new areas of specialization, to examine the status of art education programs in various universities, and to identify the expectations for graduate education in the most active graduate programs in both the United States and Canada. Logistics It is to be noted that unlike the 1963 survey, Canadian universities are included here since Canada is part of the NAEA family, and perhaps more importantly because the borders between Canada and the United States are extremely fluid. Canadian art educators have an active role in various professional meetings in the United States, they contribute to the journals published in the United States, and they often teach in U.S. universities; and the traffic between the countries goes both ways. The procedures we employed are as follows. We sent out two rounds of questions,2 the first round to all the graduate programs we could locate in the United States and Canada, and the second round to 25 programs selected through criteria outlined below as being particularly significant in the field. In both rounds, potential survey participants who did not respond by the stated deadline received a second request. Questionnaires were sent and returned and the data are current as of fall term, 1996. We mailed the first questionnaire (Appendix 1) to 248 college and university programs listed in The American Art Directory (1996), The College Blue Book (1995), The Guide to American Art Schools (Werenko, 1987), and/or Peterson's Guide to Graduate Programs in Business, Education, Health and Law (1995) as having graduate programs in art education. We received 177 responses (71%). Of the 177 programs responding, 124 reported having graduate programs in art education. Nine of the 53 programs reporting no graduate programs art education have recently dropped them due to low enrollments. Most of the other 44 have some art education coursework embedded in other sorts of programs but no art education graduate program per se. Round One Demographics Of the 124 programs reporting graduate programs in round one and constituting the sample, 32 offer the doctorate, with 15 offering only the Ph.D., 6 only the Ed.D. and 11 both. Twelve institutions offer the Ed.S. or six-year degree; 117 some variation of the master's degree (M.A., M.S., M.A.T., M.F.A., M.Ed., and so on, with two programs offering the master's in integrated arts); and 3 programs (all in California) offer a fifth-year certification degree. A handful of the most comprehensive programs offer most or all of these degrees. The general paradigm for doctoral degree-granting institutions is to offer a configuration such as the Ed.D. or the Ph.D. and the M.S. or MA. However, the vast majority of North American graduate programs in art education grant only the master's degree, usually with a certification option. Total art education graduate enrollment at the sample schools was 2,454 as of fall term 1996, with 2,093 being master's level students and 361 being doctoral students. At both the master's and doctoral levels the ratio is about 71% female and 29% male, with 1,655 female master's students to 438 males and 255 female doctoral students to 106 males. In the 1995-96 school year the programs making up the sample reported 49 doctoral and 471 master's level graduates. …

The article examines the transformation of social project and program management under martial law conditions in Ukraine. Effective management of such initiatives is critically important for maximizing social benefits, achieving a positive impact on society, and ensuring sustainable development. During wartime, managing social projects faces unique challenges, requiring rapid adaptation, reassessment of existing approaches, and the implementation of innovations. Traditional management methods may prove insufficient in a crisis, creating the need for new strategies in planning, coordination, and implementation to ensure stability and effectiveness in an unstable environment.A thorough analysis of recent studies and publications has revealed knowledge gaps in social project management under conflict conditions, underscoring the importance of further research in this field. The article discusses key differences between social and traditional projects, with a particular emphasis on their social value and significance for society. It explores how social projects aligned with the United Nations Sustainable Development Goals can contribute to systemic, long-term changes aimed at improving quality of life, social integration, and support for vulnerable population groups. The article also presents a classification of social projects based on various criteria, providing a structured analysis essential for effective management in crisis conditions. This classification includes the distribution of projects by scale, funding sources, and level of innovation, among other factors, allowing for better adaptation of management strategies to the specific needs of each project. By addressing the complexity and scope of social projects in a martial law context, the study highlights the relevance of flexible, responsive methods tailored to evolving demands. The study concludes that successful management of social projects under martial law requires a shift toward more flexible, inclusive approaches that account for the engagement of diverse stakeholders and adaptation to dynamic conditions. Such strategies enable social projects to not only meet immediate needs but also contribute to resilient, sustainable development in challenging times.

Goal: Present a toolbox applied to improve the processes related to social housing construction projects using Lean Construction. Design / Methodology / Approach: The research presents six phases; (1) literature review, (2) analyze record information and data on social projects, (3) design Lean Construction toolboxcustomized to social housing projects, (4) estimate indicators post application, (5) assessment building process (6) analyze economic outcomes due to toolbox application. Results: Results showed that it is possible to apply lean construction tools to social projects in the poorest areas of urban districts in Latin America, the efficiency building an emergency house increase to 50% implementing LC tools. In an average of 20 projects a year, where around 150 to 200 houses are built, the reduction of time to build the same number of houses is around 20%. Limitations of the investigation: The proposed toolbox was studied on housing projects deal by an NGO with operations in Coastal Lima - Peru, it was considered its sources and limitation to operate, and those own from communities located in the Lima slums. Practical implications: The proposal toolbox can be used as a guide for the construction of housing social projects. Originality / Value: The paper demonstrates its originality and relevance by presenting Lean Construction practices adapted to apply in social projects; reducing resources and wastes used and improving project productivity.

The author analyzes the state of the art in the theory and practice of social project management. It is established that the digital transformation of communities creates prerequisites for improving the efficiency of the processes of initiating and planning social projects. The purpose of the study is to substantiate the prerequisites for increasing the efficiency of social project initiation and planning processes through the digital transformation of communities and, on their basis, to analyze the digital tools used to implement social development projects. The substantiated prerequisites for improving the efficiency of social project initiation and planning include 6 components, which are implemented by 9 types of digital tools. They provide quick access to information, automate management processes, increase the effectiveness of communication with the population of communities, and improve monitoring and evaluation of the effectiveness of social projects. An analysis of existing digital tools for the implementation of social projects for community development is carried out. It is established that they have both individual advantages and limitations for use in initiating and planning social projects. It has been proven that the use of specialized platforms for data collection and analysis helps to increase the efficiency of initiating and planning social projects. Also, the use of specialized platforms for initiating and planning social projects provides better control over resource and budget expenditures. Using the example of using open data on local initiative project competitions held in the Lviv region in 2018-2021, the article analyzes the indicators of implementation of social healthcare development projects in the Lviv region. These projects were funded from the regional budget. It was found that the results obtained are useful for project managers. Prospect for further research is the development of tools to support management decision-making on the implementation of social projects for community development using the proposed digital technologies.

Modern realities have many challenges for society and the economy, as the global economic crisis and Ukraine's internal economic and political problems are not conducive to development. Against the background of these challenges, the support of the whole population, the desire to improve the quality of life, in particular in socially vulnerable groups, is becoming important. Social projects in such conditions are designed to maintain social stability, improve the quality of life, and in turn require professional staff. The article examines the essence and features of social projects as a tool to improve the quality of life, ensuring the social effect of implementation, as well as the role of competence development in the context of ensuring effective management of social projects. The content of social project management in modern conditions as organization, planning, management, coordination of labor, financial and logistical resources during the project cycle, aimed at effectively achieving their goals and a certain social effect. Some principles of successful social projects are defined, which allows to increase the efficiency of their management. A certain algorithm of social project management has been formed, which includes: analysis of social sphere problems, determination of social sphere priorities, formation of social project management structure, development and implementation of social projects, achievement of results and social effect. The role of competencies, in particular managerial ones, in ensuring the effectiveness of social project management is determined. Based on the definition of the concept of «competence», the hierarchy of management staff competencies of the social project is revealed. The key competencies of the social projects management stafff, including leadership, discipline, forecasting social development, empathy, emotional intelligence, etc. are identified. Taking into account the specifics of managerial competencies, an algorithm for their development was formed to ensure the effectiveness of social project management in modern conditions, which involves certain stages from analysis of existing competencies of management staff to new competencies goals and objectives of the social project.

Art education plays a vital role in developing artistic talent and nurturing creativity. However, the challenges facing art education in many developing countries, including Ghana, are significant. Traditional teaching methods, lack of resources, and cultural and social factors are barriers to the development of high-quality art education programmes and the cultivation of artistic talent. This qualitative study uses textual analysis to explore the potential of live studio practice as a solution to the challenges facing art education in Ghana. With regards to duration, investigation time frame falls between 2012 and 2023. The analysis of selected texts related to art education in Ghana reveals several key themes and patterns related to the challenges facing art education in Ghana and the potential of live studio practice to promote practical skills development, creativity, community engagement, professional skills development, and cultural exchange. The findings of this study disclose that policymakers, educators, and practitioners in the field of art education in Ghana does not prioritize the factor of the development of policies and practices that promote the development of high-quality art education programmes and the cultivation of artistic talent in Ghana through the use of live studio practice. In terms of suitable spaces for the critical artistic studio practical aspects, it is uneasy to have comfortable dwellings for the consistent practical works. These factors donate the hindrance of potentials in the amateur artists. This study contributes to the ongoing debate about the future of art education in Ghana and provides insights into the potential of live studio practice as a solution to the challenges facing art education in Ghana and other developing countries.

Artificial intelligence constantly puts forward new and sensitive requirements for the knowledge transmission of law discipline, focusing on the development and reform of legal education mode in the era of artificial intelligence, and realizing the perfect integration of artificial intelligence and law. The network teaching caused by novel coronavirus epidemic is changing the teaching methods of teachers and the learning methods of students, especially the influence on the education mode of law major. In the era of artificial intelligence, legal talents should pay close attention to the social reality and actively respond to the great challenges and opportunities given by artificial intelligence and other emerging technologies. With the popularization of network education, its own shortcomings have gradually emerged. This paper investigates the views of law students on the network teaching effect of law major in the era of artificial intelligence through questionnaire survey, and summarizes the survey data to find out the shortcomings of the network teaching model. Aiming at the existing problems, this paper puts forward some innovative strategies, such as establishing a normal crisis coping mechanism, selecting ways to stimulate students' interest in learning and implementing teaching, and establishing a diversified teaching system, in the hope of improving the online teaching of law major.

The advent of Artificial Intelligence (AI) has changed the way various jobs are done globally. In journalism, AI has been increasingly adopted in recent time in newsrooms, with tasks such as content generation, data analysis, and social media management being automated. This trend has sparked concerns among journalists all over the world, including Nigeria, particularly Ebonyi State, on the possibility of machines taking over their jobs in no distant time. This study investigated how practicing journalists in Ebonyi State, Nigeria, perceive the security of their job in the face of emerging era of AI. The objectives of the study were to ascertain the level of awareness of AI by practicing journalists in Ebonyi State, investigate the likely effects of AI on their job security, and evaluate their perception of job security in the era of AI. The study adopted the descriptive survey research design. Structured questionnaire was the instrument for data collection. A total of 280 practising journalist in Ebonyi state participated in the study. Data were collected using a structured questionnaire which had a consistency or reliability coefficient of 0.85. Analysis was done using descriptive statistics and summarised using frequency tables. Findings show that majority of the respondents did not feel that their jobs were at risk of being taken over by AI but that AI would complement them in their jobs and increase their productivity. The study concludes that journalists in Ebonyi State appear not to face immediate replacement by AI. The study recommends that Nigerian journalists particularly those in Ebonyi State should not be complacent with the current situation of things. Instead, they should acquire relevant skills that would make them to remain relevant in the era of Artificial Intelligence (AI).

This article addresses the urgent need to develop methodological approaches for strategic management in response to the growing numbers of people with disabilities, migrants, and other vulnerable groups affected by military actions. These conditions demand a transformation in social sector management and adaptation of social programs to improve inclusivity. The paper proposes an LRNG model for classifying projects and programs as social, highlighting the particular significance of social projects aimed at shaping public opinion—referred to as “socially-forming” projects. The study emphasizes that both scientific and practical interest is increasingly focused on finding effective methodologies for building an inclusive society in Ukraine. This can be achieved through well-managed social projects that help shape public opinion and foster inclusivity. These projects are essential components of inclusive social programs aimed at the strategic development of an inclusive society, addressing the needs of those impacted by military actions, such as people with disabilities and migrants. Inclusive social programs, by reducing the risk of exclusion among vulnerable groups, can enhance productivity and contribute to the broader economic development of the state. In this context, the article proposes classifying social projects as a distinct category that requires specialized management tools, particularly emphasizing stakeholder management as a crucial area of focus. The concept of “trust” is identified as a critical factor in managing stakeholders involved in social inclusive projects and programs. In conclusion, this study underscores the importance of adapting strategic management approaches to create and sustain inclusive social programs that can respond effectively to the needs of vulnerable populations in challenging socio-political environments.

<p>Universities because of the importance and position they play in the every countries’ socio-economic development, require attention to personnel social capital at the university, because the social capital, makes effective knowledge management possible.</p><p>With respect to the importance of social and human capital and knowledge management, the present study was done to explore the relationship between social capital and knowledge management with emphasis on the human capital.<strong> </strong></p><p>This research is survey- descriptive of correlation type and the required data were collected through library-field. The subjects in this study consist of Payame Noor University staff of Hormozgan province.</p><p>In this study, 54 staff of Bandar Abbas Payame Noor University were selected through random sampling. After gathering the required data through knowledge management questionnaire, knowledge management processes were measured based on the five dimensions such as the capture of knowledge, acquisition of knowledge, transmission of knowledge, creation of knowledge and application of knowledge. In order to provide for the reliability of the questionaire cronbachs alpha was used. In order to check the significance of the difference between responses descriptive and inferential statistics such as regression, one way anova and t test were run using SPSS version 20. The result show that the staff means score of knowledge management was 76/66±20/48. The result shows that there was a significant relationship between social capital and knowledge management. Also there was a significant relationship between social capital and the five components of knowledge management such as capture of knowledge, acquisition of knowledge, transmission of knowledge, creation of knowledge and application of knowledge. Also there was a significant relationship between human capital and the component of knowledge management.</p>

Arts educators, including teachers of the visual and performing arts, face unique challenges in pursuing professional learning opportunities. This chapter discusses various types of gifted learners in detail, as well as the types of arts educators that benefit from professional learning. Arts educators of gifted learners may fall into three groups that serve different types of learners in different contexts. These three types of arts educators are: educators who integrate the arts, general arts educators, and specialized arts educators. These educators also serve various types of gifted and talented learners: intellectually/academically talented learners, artistically talented learners, those who are both intellectually and artistically gifted, and those who may have academic challenges but have artistic talents. The professional learning opportunities should be built upon the principles of active, individualized, collaborative, and reflective practices. Given the unique needs of arts educators, professional learning opportunities must be individualized. This will allow educators to have relevant experiences to their contexts.

At the end of 2022, a nonprofit technology research institution funded by Altman and Musk released an AI-based chatbot, ChatGPT, which within just three months has shown utility across various industries, particularly in jobs like copywriting, news report writing, customer service, and legal document creation. Its ability to provide coherent and insightful answers, as well as serve as a brainstorming partner, has some college professors concerned that this machine may replace various human jobs (Stokel-Walker, 2022). One likely negative impact is students using this AI-based writing tool to complete academic assignments in the form of essays (Hutson, 2022). Another implication is that researchers (both students and lecturers) may be able to compose scientific texts, partially if not wholly, and escape the radar of AI-written text detection tools (Kim, 2022), as well as peer reviewers (Else, 2023). The methodology used is digital discourse, aiming to reveal how youth discourse influences the presence of the ChatGPT application and how the consumption practice of the application impacts their creativity and critical thinking skills. The findings of this study are expected to contribute to understanding the impact of AI-based chatbots on critical thinking abilities among young people as a basis for development strategies to enhance critical and creative thinking skills in the era of Artificial Intelligence.

Interoperable Visual Representation System: Expression of Physical and Intellectual Matter (Annex to the Development of the General Theory of Matter under Systems Thinking): Generation and Transmission of Knowledge (Circuits) in the Era of Artificial Intelligence

Extended Abstract 1. INTRODUCTION So far, different strategies have been proposed for rural development in different periods of time. Based on international experiences and the current conditions in Iran, this country needs to use a new approach to rural development. In this regard, rural entrepreneurship development strategy can be pointed out. There is a growing consensus that entrepreneurship is the process through which new economic activities and organizations come into existence. Keeping this in mind opportunities are central to this process. The literature about entrepreneurial opportunities has grown rapidly since 2000. Considering the earliest stages of development of new economic activities in villages, this marks bring about redirection of entrepreneurship studies. However, theoretical and empirical issues have been limited to important aspects and dimensions of the role of opportunities and their interaction with actors. But, entrepreneurial opportunity emerges from the nexus of individual aspirations with economic and social conditions perceived as favourable to create a new product or service, either in an existing market or a new one. Entrepreneurs discover, evaluate, and exploit opportunities, and rural areas are full of opportunities for rural youths. The main purpose of this study was to determine the effect of strategic thinking and social capital on recognition of entrepreneurial opportunities among rural youth. This study also aims to investigate the demographic characteristics of rural youth, identify the situation of recognition entrepreneurial opportunities and their components, identify social capital components condition, and identify situation of strategic thinking components. 2. METHODOLOGY In this study, a quantitative method of descriptive-correlation was used. Research area was Kangavar County where four villages (Qazvineh, Dehlor, Fash, and Godin) were selected. Data was gathered through a questionnaire distributed between the rural youths whose age ranged between 20 and 35 (N= 9207). The sample size was determined to be 225 using Bartlett Table. In this study, systematic random sampling was used. Research variables were social capital, strategic thinking and identifying entrepreneurial opportunities. Social capital components consisted of social solidarity, socio-cultural values, social participation, social security, social trust, valuing life, acceptance of differences and social communications. Strategic thinking components were systematic thinking, conceptual thinking, cleverly opportunism and futurity. Moreover, indicators of identifying entrepreneurial opportunities were environmental competitive scanning, seeking pioneer opportunities and innovative strategy of creating opportunity. To measure these variables a five-point Likert scale (1= strongly disagree to 5= strongly agree) was used. In this study, data were analyzed using AMOS and SPSS softwares. The validity of instrument was determined by investigating the views of faculty members of Razi University. And the reliability of the questionnaire has been confirmed using pilot test and Cronbach's coefficient alpha. 3. DISCUSSION The findings showed that rural youths are weak in terms of identifying entrepreneurial opportunities. Results showed that the model fit is appropriate. The results showed that the social capital of rural youths and strategic thinking was moderate. Among the components of strategic thinking, futurism, and among the components of social capital, social participation had the highest priority among rural youths. Having used Amos software, Model fitting results revealed that, social capital and strategic thinking, respectively, predict and explain 54 and 49 percent of changes of entrepreneurial opportunities recognition. In the research, the final model showed that social capital variables and strategic thinking had positive impact on opportunity recognition. Accordingly, reinforcing components of social capital among rural youths can have a strong relationship with strategic thinking and increase this type of thinking. In general, considering that the characteristics of youth entrepreneurship, (including social capital and strategic thinking) will have an impact on youth entrepreneurship intentions, it is expected that rural youth entrepreneurship intentions and their entrepreneurial skills should be improved. Hence, promoting entrepreneurial characteristics of rural youths is very necessary for them to become entrepreneurs in the future and increase the possibility of influencing their productive employment. Based on the findings, it can be offered that different trainings, such as social skills, management skills, expressiveness skill, persuasion, and social adjustment should be available to the rural youths. 4. CONCLUSION The researchers of the present study found that variables such as appreciating the lives of rural youth, futurism, conceptual thinking and opportunism of rural youth had a direct relationship with entrepreneurial opportunities recognition. Rural researchers and planners can use the findings of this study to boost entrepreneurial activities and ventures among the rural youth. These results must, however, be treated with caution because this study is restricted in terms of subject into entrepreneurial opportunities recognition among rural youths of Kangavar County.