Knowledge Of Citizens Research Articles

Penentuan Prioritas Masalah Kesehatan terkait Covid-19 dan Intervensinya dengan Pendekatan Problem Solving Cycle

The Covid-19 outbreak has caused many problems for all levels of society. This problem requires a logical problem-solving flow because it requires an easy-to-understand line of thinking, and requires a clear concept of the process and its phases. Problem Solving Cycle is a mental and intellectual process of finding and solving problems based on accurate data and information so that appropriate conclusions and interventions can be drawn. The steps needed in the problem solving cycle method include situation analysis, problem identification, problem prioritization, determining the cause of the problem, determining the priority of the cause of the problem, determining alternative problem solving and implementing interventions. The achievement of goals is influenced by the use of appropriate and effective intervention media. Situation analysis was conducted by interview using the Kobotoolbox application to 25 respondents who were selected by purposive sampling. Determination of priority problems and priority causes of health problems related to Covid-19 is carried out with the Village Community Deliberation (MMD) using the Delbeg scoring table. Fishbone analysis diagram is used to formulate the causes of the problems that have been prioritized. Interventions using posters and educational videos are considered effective as educational media for the problem of lack of knowledge of citizens related to Covid-19 with a lot of hoax information as a priority cause of problems in Krasak Village, Pecangaan District, Jepara Regency.

Designing participatory green area management and biodiversity conservation strategies in the era of population shrinkage: empirical analysis of multi-generational perceptions on Satoyama rare species in central Japan

Underuse, instead of overuse, is a potential threat to biodiversity in semi-natural areas, particularly in East Asia. Due to serious depopulation and aging trends in East Asia, including Japan, few people are being involved in managing green areas and conserving biodiversity. Depending on specific events and age groups that contribute to the experience, knowledge, and preferences of citizens, green area management and biodiversity conservation activities can be effectively conducted through strong collaborations between various stakeholders and generations. We aimed to understand the differences in the perceptions of citizens, belonging to different generations in the metropolitan Nagoya City, towards the Satoyama areas in Japan through an online survey. The status of Satoyama areas is reflected by the rare species of endangered category II in the Act on Conservation of Endangered Species of Wild Fauna and Flora. Analyzing the perceptions revealed gaps in the experience, knowledge, and preference between different age groups for various management and conservation activities. In addition to the intergenerational gaps, gaps between different household income levels and the duration of the activities were identified. The results indicated that reflecting upon the diverse interests among citizens and addressing the causes of the differences is necessary by integrating the differences for consensus building among different stakeholders belonging to different age and socio-economic groups.

“Where does it go?”: Perceptions and problems of riverine and marine litter amongst South Africa and Malawi’s urban poor

With the world’s oceans in crisis, citizen knowledge and awareness around riverine and marine waste has become an increasingly crucial topic of study. For most investigations, spatial analysis has centered on the coastline, or most specifically the beach, i.e., the space where most respondents (urban, Northern, middle class), encounter marine litter. Yet, by focusing onthe beachas the primary space of analysis, most studies have severely limited the scope of citizens they can engage, because in many African cities it is a space of exclusion. Moreover, for individuals further upstream, in spaces distant from the coast, what are their understandings of riverine and marine litter? What is their knowledge of the hydrological systems standing between them and the sea, and how do they see their ability to influence them? Drawing on extensive qualitative fieldwork in low-income, riverine adjacent communities in Durban, South Africa, and Blantyre, Malawi, the purpose of this article is to understand how Africa’s urban poor experience and understand riverine and marine litter. The study utilises Foucault’s notion of problematisations, and more recent adaptations of Foucault’s work toward waste as a lens to conceptualise processes of problem formation: how individual respondents view riverine and marine litter as aproblem. Findings suggest that problematisations around waste, in the community and in the hydrological system, are formed through daily experience and personal hardship; in the case of Blantyre, through the perceived impact waste can have on hydroelectricity generation, and in Johanna Road, by its contribution to flooding within the community. However, understandings of the marine environment and respondents’ impact on the hydrological system, remain limited. Recommendations include rooting education and messaging around riverine and marine litter within low-income individuals’ lived realities. However, any interventions targeted towards the poormustbe accompanied by broader systemic change: improving access to solid waste management services and creating cleaner and more equitable communities.

PERCEPCIJA GRAĐANA O UHIĆENJU KAO MJERI ZA OSIGURANJE PRISUTNOSTI OKRIVLJENIKA

PERCEPTION OF CITIZENS ON ARREST AS A MEASURE TO ENSURE THE DEFENDANT’S PRESENCE ABSTRACT Arrest is a specific and necessary measure to ensure the defendant’s presence which is made by the police before the beginning of a criminal procedure. Arrest is an “institute” determined by the Constitution of the Republic of Croatia and the most important supranational sources on human rights and freedoms, such as the Universal Declaration of Human Rights, International Covenant on Civil and Political Rights, European Convention for the Protection of Human Rights and Fundamental Freedoms and other sources because it restricts the right to movement as a fundamental right of citizens. Considering the importance of the institutes such as arrest, a research dealing with attitudes on and knowledge of citizens about arrest was conducted. 114 respondents (N = 114) participated in the research and a pure factor structure was given for four factors overall, and the results obtained by testing the hypotheses indicate the existence of a statistically significant correlation between general attitudes on arrest and the attitudes on the arrest of a person that the respondents know. In other words, the respondents who know an arrested person and who have a positive attitude on that concrete arrest will also have a positive attitude on arrests in general. Key words: arrest; attitudes on arrest; perception of citizens

Is Epistocracy Irrational?

Proponents of epistocracy worry that high levels of voter ignorance can harm democracies. To combat such ignorance, they recommend allocating comparatively more political power to more politically knowledgeable citizens. In response, some recent critics of epistocracy contend that epistocratic institutions risk causing even more harm, since much evidence from political psychology indicates that more politically knowledgeable citizens are typically more biased, less open-minded, and more prone to motivated reasoning about political matters than their less knowledgeable counterparts. If so, perhaps epistocratic institutions will perform worse epistemically than corresponding democratic institutions. Call this 'the problem of epistocratic irrationality'. This paper argues that the problem of epistocratic irrationality can be overcome. First, I argue that critics of epistocracy have overlooked several complications regarding the psychological data they claim shows that more knowledgeable citizens are less politically rational. Second, I argue that appropriately designed epistocratic institutions could overcome the problem of epistocratic irrationality even if such critics have interpreted the data correctly. I first explore whether refined selection mechanisms could allow epistocrats to avoid empowering less rational citizens, before assessing the prospects of implementing only those epistocratic institutions with a solid track record of reliable performance.

Comparative analysis of students and faculty level of awareness and knowledge of digital citizenship practices in a distance learning environment: case study.

The COVID-19 pandemic increase the use of distance learning while studies have shown that there is insufficient digital knowledge among students in distance leaning as they do not adequately use technology as a digital citizenship indicator, while the awareness and knowledge of digital citizenship among teachers and students remains a key criterion for improving distance learning that mainly depends on information technology. Therefore, this study comes up to examine the awareness and knowledge of students and faculty of digital citizenship in distance environment by focusing on two different higher academic institutions, namely the Al-Quds Open University (QOU) in the Palestinian territories and the University of Kyrenia (KU) in the Turkish Republic of Northern Cyprus in 2020, using interview, descriptive analysis, and Z-test Technique. The results revealed that students and faculty in both institutions were aware of the digital citizenship concepts, but lacked the in-depth knowledge and understanding of concepts such as digital rights, digital security, and digital ethics. Furthermore, the awareness and knowledge of digital citizenship among KU students are higher than QOU students. Faculty in both institutions agreed with the importance of integrating digital citizenship practices such as digital rights, digital security, and digital ethics into elearning curriculum.

The Impact of the Indonesian Polarization Phenomenon on Javanese Voting Behavior in the 2024 Election

This research analyses the factors that affect people’s preferences in their political decisions. In Indonesia, the people of Java Island account for 56.10% of the total population and lead to changing the contemporary political structure. Researchers held focus group discussions at several cities across Java Island to identify citizen knowledge of socio-political conditions and trace out characteristics of future leaders. One of the significant findings of this paper is that the ability to understand public interest in political issues is an essential factor for Javanese people to consider when selecting leaders in the future.

Are knowledgeable voters better voters?

It is widely believed that democracies require knowledgeable citizens to function well. But the most politically knowledgeable individuals tend to be the most partisan and the strength of partisan identity tends to corrupt political thinking. This creates a conundrum. On the one hand, an informed citizenry is allegedly necessary for a democracy to flourish. On the other hand, the most knowledgeable and passionate voters are also the most likely to think in corrupted, biased ways. What to do? This paper examines this tension and draws out several lessons. First, it is not obvious that more knowledgeable voters will make better political decisions. Second, attempts to remedy voter ignorance are problematic because partisans tend to become more polarized when they acquire more information. Third, solutions to citizen incompetence must focus on the intellectual virtue of objectivity. Fourth, some forms of epistocracy are troubling, in part, because they would increase the political power of the most dogmatic and biased individuals. Fifth, a highly restrictive form of epistocracy may escape the problem of political dogmatism, but epistocrats may face a steeper tradeoff between inclusivity and epistemic virtue than they would like.

The effects of deliberation on citizen knowledge, attitudes and preferences: A case study of a Belgrade deliberative mini public

Participation in deliberative arenas is often lauded for its transformative impact on citizens? attitudes, sense of agency and ability to formulate concrete policy proposals. The focus of this paper is the first ever deliberative mini public in Belgrade, centred on the topic of expanding the pedestrian zone and rerouting traffic in the city core. By relying on a set of qualitative and quantitative data collected before and after the deliberation, we aim to explore the effects of the public deliberation on the participants? knowledge, attitudes and preferences. Our hypothesis was that participation in this deliberative process led to better understanding (enhanced knowledge) of the discussed topic and change in attitudes and preferences regarding its realization. The scope of this study is limited, given the non-experimental design and small sample. Overall, the results indicate that participants` knowledge on the topic of deliberation is enhanced, becoming more precise, elaborate and encompassing different perspectives. As for the attitudes and preferences, in most cases, around two-thirds of the sample changed their positions, while about a third of the sample changed sides, mostly agreeing less with the expansion of the pedestrian zone. The findings support the conclusion that, on a local level, deliberation has the capacity to inform and enhance competence for greater political participation.

The impact of age and gender of the head of the university on the development of the entrepreneurial university

In fact, all over the world, universities have to face new challenges in order to assert themselves as constructive organisations, generators of knowledge and trainers of responsible and competent citizens. For this reason, the role of the entrepreneurial university in the promotion of the entrepreneurial spirit is considered fundamental, which must have an important place among the themes of entrepreneurship. Therefore, the analysis of the factors that help with the development of the entrepreneurial university is a current theme. In this work, we have carried out a qualitative exploratory survey using semi-structured interviews with 24 heads of Tunisian universities in order to determine the impact of their age and gender on the development of the entrepreneurial university. Our results showed that a university led by a young male head is more entrepreneurial than other universities. In fact, our research emphasises the importance of new variables that can improve the understanding of the development process of an entrepreneurial university.

THEORETICAL ASPECTS OF CIVIC POSITION FORMATION IN PEDAGOGICAL SCIENCE AND PRACTICE

The problems of the civic position formation of an individual are rooted in multiple factors. These include a challenging stage in the development of Russian society, social, cultural, economic, and political problems, rethinking the country’s past, and unclear value references. All these factors can lead to moral disorientation and a loss of ideals. At the present stage, the formation of civic position is an interesting subject of research for many scientists. They reveal the essence of Citizenship as a concept and describe civic position formation’s psychological aspects. Moreover, citizenship is considered a social phenomenon, the formation of which depends on social relations and the organization of the educational process. During the last decade, there has been an increased interest in research on the problem of citizenship formation at an adolescent age. In pedagogy, the following types of positions are distinguished: lifestyle, social, and internal. The similarity of the concepts of Internal Position and Attitude is emphasized, and it is explained that Attitude defines Position as a unified system of individual-personal relations between a person and their surrounding reality. Objective and subjective factors under the influence of which a person’s civic position is formed are also explained. The objective factors refer to socio-political conditions. Meanwhile, subjective factors refer to the interests of the individual, their needs, abilities, and values. On this basis, the following components, which are most often highlighted by scientists in the study and generalization of a person’s civic position, and contribution to its formation, are listed: cognitive (knowledge of citizenship, civic position, civil rights and responsibilities), motivational-valuable (a humanistic feature of a person’s relationship to society, work, people and themselves, civic value orientations), and activity (ability to fulfill one’s civil rights and duties, comply with social and legal standards, carry out socially significant activities for the public good). Three levels of formation of a person’s civic position are distinguished and described (low, average, high). The relationship and differences of such concepts as Patriotism, Citizenship, Civic Position, as well as Patriot and Citizen are emphasized, and their essence is revealed. By Patriotism, we mean the feeling of love and attachment to a country and alliance with other citizens who share the same sentiment to create a feeling of oneness among the people. As part of the study of the civic position formation, the concept of Civic activity is touched upon, which is explained and classified by the following types: official (electoral process) and unofficial (participation in socially significant activities). The manifestation forms of a person’s civic position affecting their formation are outlined (passive, active, conformist (consumer), rebellious (protest), constructive). At the same time, emphasis is placed on an active civic position, in which society and the state are interested. The conclusion clarifies the definition of Civic Position, which is explained as a system of positive value orientations that an individual may possess in relation to the state, law, civil society, themselves as an active citizen, carrying out socially important activities, and a focus on the public good. The analysis of the studied topic allows us to state its undoubted theoretical and practical significance since this problem is relevant and not fully solved at the present stage of the socio-political development of Russia.

A comunicação pública digital da Câmara Municipal de Itapevi no Facebook e as possibilidades de letramento político / The digital public communication of the Municipality of Itapevi on Facebook and the possibilities of political literacy

The following study seeks to understand how the Facebook page of the City Council of Itapevi, Brazil, made political literacy possible through political education, discussions on the political agenda, and mobilization in its communication on the social network. The corpus of the analysis brings together 683 publications made in 2019, a period in which the page showed an increase in audience compared to the previous year (2018). The quantitative research, though with a qualitative look, identified posts that made political knowledge possible to the citizen, as well as interviews to understand the use of the social network by the institution. An appropriate analysis to understand the use of the network by the public body, since the latest survey by DataSenado shows that 74% of Brazilians have or have had a social network - Facebook, Whatsapp, Instagram, or Twitter. A significant number, especially when compared to data from the Brazilian Institute of Geography and Statistics (IBGE), from 2019, indicates that two-thirds of the country's population (69.8%) have an internet connection. These numbers drive the research of communicologists and political scientists, who seek to understand how this communication network is being part of people's daily lives. Mainly taking into account that the internet, and especially social networks, are becoming a space where different people connect, share content and participate in the political debate a few clicks away. The internet's expansion in Brazil and the number of people connected to networks made different public bodies create profiles on social networks to interact with people. A new channel that aims to establish a rapprochement with this digital audience, ensure transparency in management and encourage the participation of everyone in the decision-making process. As occurred at the City Council of Itapevi (CMI, in Portuguese). However, to guarantee a minimum of success in this digital endeavor, the information available on the networks must be of public interest and its content must be accessible, allowing citizens to understand how public authorities work and to know the process of choosing representatives. A knowledge that can be shared with the citizen through political literacy, as highlighted by Cosson (2016: 51): “these are knowledge related to the functioning of the State, with an emphasis on democratic mechanisms, which involves, on one hand, a knowledge about elections, parties and institutions, and on the other hand, the rights and duties of the citizen”. Therefore, the article was divided into four parts, in addition to the final considerations. The first seeks to clarify the difference between public and political communication; the second addresses how Facebook has supported CMI's communication strategy. Furthermore, there is a literature review on political literacy. Finally, the objective of this study: an analysis of the possibility of political literacy through publications made on the CMI profile on Facebook, in 2019, which concludes that the page is a virtual space for debate and public expression in the city, with growth potential for the promotion of citizenship and political knowledge. The study is based on publications in the areas of public communication (Matos, 2000; Marques, 2009; Correia, 2010), social networks (Recuero, 2009; Ferrari, 2004, Silva, 2020), and political literacy (Cosson, 2020; Biesta, 2009).

Epistemology and the Pandemic: Lessons from an Epistemic Crisis

ABSTRACT Many democratic countries have failed to stand up to the challenge presented by the COVID-19 pandemic. I argue that the collective response to the pandemic has been incapacitated by an ‘epistemic crisis’, (i.e., a breakdown in the social division of epistemic labor) that led to a failure of citizens’ beliefs to converge towards a shared perception of the situation. Neither a paucity of relevant expert knowledge nor democratic citizens’ irrationality is required for the crisis to emerge. In particular, I highlight three obstacles capable of preventing relevant expert testimony from gaining democratic legitimacy necessary for an effective policy response: 1) the proper domain of expertise is uncertain; 2) regular citizens’ meta-expertise – (i.e., ability to discriminate among the putative experts based on their relative epistemic merit) – is not efficacious enough to trigger truth-convergence of the public opinion; 3) the prominent sources of third-party meta-expertise lack credibility due to their conflicts of interest. Since the first two problems appear irresolvable, I propose that the search for a path towards preclusion of future epistemic crises concentrates on upgrading the institutional fundament for meta-expertise provision. Social epistemology plays a vital role in this search, but its close cooperation with other disciplines is a must.

The Incorporation of Citizenship Competency in EFL Learning Materials for Senior High School Students

This study aims at analysing the extent to which citizenship competency was incorporated and describing ways citizenship competency was incorporated in EFL learning materials for senior high school students. A content analysis was used to analyse 53 EFL learning materials from four public senior high school teachers in East Jakarta. The findings show that citizenship competency is incorporated in most learning materials. Three learning materials did not incorporate citizenship competency, indicated from the none fulfilment of the indicators. However, the indicators were fulfilled in other learning materials. All factors of citizenship competency are incorporated with skills as the highest in incorporation (34.2%), followed by citizenship knowledge (33.6%), attitudes and values (32.2%). Citizenship competency is incorporated through the incorporation of the significant topics, opportunities to apply and develop citizenship skills, and opportunities related to citizenship attitudes and values. Since the types and forms of learning materials are varied, citizenship competency is incorporated in varied ways. These findings are expected to aid teachers in choosing and incorporating citizenship competency in their learning materials.

Confucian Democracy in East Asia: A Discussion of Sungmoon Kim’s Democracy After Virtue: Toward Pragmatic Confucian Democracy

Confucian Democracy in East Asia: A Discussion of Sungmoon Kim’s <i>Democracy After Virtue: Toward Pragmatic Confucian Democracy</i>

Moral cosmopolitanism, civic action and ethical consumption: Social differences in young Australians’ global citizenship

The relationship between global citizenship identity and actions remains an unsettled issue. In this article we use the PISA 2018 survey to explore whether global citizenship identity is associated with a greater likelihood of engaging in ‘globally minded’ practices among young Australians. Descriptive analysis reveals that self-reported global citizenship identity is associated with higher levels of moral cosmopolitanism, more so than with greater intercultural values or with more positive attitudes to immigrants. However, this self-declared identity does not necessarily translate into cosmopolitan action. Statistical modelling shows that, in the Australian context, global citizenship knowledge, values and identity account for a limited proportion of differences in self-reported cosmopolitan action. We argue that a sociological theory of practice helps explain these results. We conclude by highlighting future research opportunities to better understand the social determinants of global citizenship practices, including by exploring out-of-school socialisation and a broader range of cosmopolitan practices.

Digital citizenship among Appalachian middle schoolers: The common sense digital citizenship curriculum

Background: Nearly 60% of teenagers in the USA have experienced abusive online behaviour. Identifying effective programmes to address these behaviours and promote digital citizenship is a research priority to reduce the rate of occurrence and consequential harmful effects of abusive online behaviour. Purpose: To evaluate the effectiveness of a Digital Citizenship Curriculum in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression among middle-schoolers in an underserved community using a free curriculum. Method: Middle-schoolers participated in pilot implementation of a Digital Citizenship Curriculum (DCC) to evaluate its effectiveness in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression. Follow up interviews were conducted to explore participants’ perceptions of the curriculum. Results: Participants demonstrated a statistically significant increase in their knowledge of digital citizenship with an increase of 2.96 in the mean score ( p &lt; .001). Paired t-tests by gender demonstrated a significant difference in pre-post assessment mean scores for girls ( p &lt; .001). Post-intervention perceptions indicate the curriculum was positively received and informative. Conclusion: Identifying cost-effective and resource-friendly programmes that support social-emotional learning and promote digital citizenship is crucial for underserved populations. Regions such as Appalachian Ohio often lack the resources to fund costly curriculum aimed at online aggression prevention. This study supports the implementation of the DCC and indicates the need for future research on the long-term effects of the curriculum on middle school participants.

University Students’ Perception toward Global Citizenship’s Knowledge, Skills and Values in the Sultanate of Oman

Global citizenship refers to a sense of belonging to a larger culture and humanity in general. It emphasizes the people's political, economical, social, and cultural interdependence and interconnection at the local, national, and global levels. This study explores university students’ perceptions toward global citizenship knowledge, skills, and values in the Sultanate of Oman. To achieve this objective, a descriptive approach was followed by developing a questionnaire including 47 items covering three major dimensions of global citizenship education, namely cognitive, socio-emotional, and behavioral (CSeB). The questionnaire was tested to ensure its validity and reliability and applied to a study sample of 299 students (122 males and 177 females). The findings show statistically significant differences at (α=0.05) between the mean of students’ responses who studied Global Citizenship Course (GCC) and those who did not. This reflects the effectiveness of the GCC on students’ points of view. Also, the findings show a significant difference between students’ points of view regarding the accommodation variable in the cognitive domain in favor of students who live with their families compared with those who live on-campus. GCC plays a significant role in developing student skills and pro-social behavior. The effort to establish a concept of global citizenship is a small step towards a better understanding of its impact and effect.

THE ROLE OF THE BODY IN EDUCATIONAL PROCESSES: PERFORMING ARTS AS A MULTISENSORY STIMULATION TOOL IN AN EMBODIED PERSPECTIVE

The studies on mirror neurons have made it possible to understand that man has begun to learn thanks to imitation: an action that translates as a reading of the movement of others, recognizing it as one’s own despite not knowing fully the motor program because it is unknown until a given moment. By nature we tend to imitate our neighbor, an aspect that suggests that we look at the other as a projection of ourselves (Rizzolatti G., 2019). The observation of motor actions activates neural mechanisms that appear to be the same ones that operate in the understanding of sounds and in the semantic attribution of communication codes, both verbal and paraverbal (Gallese & Lakoff, 2005). To fully understand the neuroperceptive potential, the proposal is to consider the valid and possible educational implications of the performing arts. If art is an experience (Dewey, 2020) and « in the Piano delle arti a new conception of the school is expressed in which the dimension of knowledge of artistic manifestations and expressiveness finds full citizenship » (Legislative Decree 60/2017), it is imperative to emphasize the process and how the mind works with artistic materials to produce creative results (Webster, 1990). According to an approach that refers to embodied cognition (Bersalou L., 1999) and to the role of the body in learning processes, these tools will be useful for the construction of an artistic identity , a profile necessary to define the traits of a complete personality on the way out from compulsory school.

South African citizens’ self-assessed knowledge about the fourth industrial revolution

This study assessed the levels of knowledge of South African citizens about the fourth industrial revolution (4IR) to determine how organizations can assimilate the implications of 4IR to leapfrog the development of the country. The findings show that knowledge was higher among citizens with better socio-economic status, higher education, with in excess of R6 500 (US$464.29) household income per month, are employed full-time, and have access to uncapped internet data or could afford to spend more than R150 (US$10.72) on data per month (more than 1 GB). There were low levels of knowledge among unemployed citizens (excluding tertiary institution students and unemployed graduates) and entrepreneurs. This was concerning as these groups are the main target for the country’s economic development and growth. The study recommends increasing knowledge sharing about the 4IR and related technologies and raising awareness or advocating appropriate skills for future careers. This study serves as a baseline for the policymakers and other development agencies or stakeholders to effectively set a national agenda to respond to opportunities and challenges emerging with the 4IR.