Historical Concepts Research Articles

Small-Angle Scattering Indicates Equilibrium Instead of Metastable Capillary Condensation in SBA-15 Mesoporous Silica.

Questions about the origin of the adsorption/desorption hysteresis in mesoporous materials are as old as sorption experiments themselves. The historical conception that underlines most existing methods to extract pore size distributions from sorption data assumes that adsorption is a metastable process and that desorption takes place at thermodynamic equilibrium. In this work, we measure nitrogen and argon sorption on a series of 14 SBA-15 ordered mesoporous silicas and use small-angle X-ray scattering to independently determine their pore sizes. We find that capillary condensation systematically occurs close to thermodynamic equilibrium according to a Derjaguin-Broekhoff-de Boer calculation. Our analysis suggests that many earlier works have significantly underestimated the actual pore size in SBA-15 materials. It also highlights the critical role of the reference isotherm used to calibrate the fluid-solid interaction in the models.

Asylum spaces as spaces of nonrecognition: the ambiguities of welcoming and educating asylum-seeking children in Norway

Asylum has historically been a refuge for the persecuted. However, it now faces a fundamental antagonism between asylum and law, which often overlooks the rights of children seeking asylum. This paper explores the historical concept of asylum law from its inception in antiquity and the Roman era and its entanglements with the education of children. It also examines asylum’s relevance to current conflicts over the educational rights of asylum-seeking children and how international conventions have neglected these rights. To contextualize the ambiguity of asylum and education, the paper presents a case study of Norway’s reception of asylum-seeking children from the 1930s to the present day and how the Norwegian welfare system, which was founded on child rights protection, has struggled with the entry of unaccompanied asylum-seeking children. The paper concludes with reflections on the potential impact of education for these children, considering their encounters as temporary educational moments. This exploration focuses on clarifying historical strands, turning points, and threads rather than taking a subjective historical perspective.

The Impact of Multilingual Education On Developing Communication Skills for University Students Within Foreign Language Learning

Today, multilingualism can be considered as an undeniable reality. The rapid pace of globalisation processes and the fast information spreading compelled society to adapt and keep pace with the new realities. These shifts require significant language proficiency and advanced communication skills. In this sense, the command over multiple languages not only broadens one’s horizons and enhances his and/or her professionalism but also facilitates cross-cultural communication as well as the acquisition of multiple knowledge. The relevance of this study is featured by the dynamic changes in society, highlighting the need of multilingual education for people to fully realise their potential in life. This research investigates the impact of multilingual education on developing communication skills for University students within foreign language learning. It explores the principles of multilingual learning and identifies effective pedagogical methods that enhance language abilities, with a particular emphasis on the role of technology, delving into strategies like gamification and virtual classrooms. Furthermore, this research thoroughly examines the different ways multilingual education affects communication skill development in the study of foreign languages at universities. It aims at identifying progressive teaching methods and strategies that improve the quality of students' language acquisition. It is important to point out that higher education institutions serve as the keystone for multilingual education, providing students not only with linguistic competencies but also with professional knowledge to expand their career prospects. The methodological framework employed in this research provides a comprehensive approach, integrating historical, social, linguodidactic, and pedagogical concepts alongside several scientific methods. The study refers to methods of scientific cognition such as systematic analysis, synthesis, dialectical inquiry, and normative methods to enrich its findings. Moreover, significant advantages of multilingual learning, particularly in enhancing English language proficiency and communication skills, are identified. Also, the study stresses the focal role of modern technologies in multilingual education, highlighting their potential to transform learning experiences and personalise educational approaches. Particularly, the research underscores how multilingual education fosters communication skills, notably in English as a global lingua franca.

Digital construction

The traditional linear narrative of historical concepts is currently facing significant challenges and is being partially supplanted by digital media. Historical games hold immense educational potential, offering a unique digital space that compensates for the shortcomings of traditional history education. Their value lies in open narratives, situational immersion, experiential learning, and the ability to contextualize historical events through avatars. Moreover, well-designed games align with principles of effective learning, enabling seamless integration with classroom education.

ANALYSIS OF STUDENTS' CRITICAL THINKING SKILLS IN HISTORY LEARNING: DIAGNOSTIC APPROACH AT SMA NEGERI 2 MEDAN

This research aims to analyze students' critical thinking skills in learning history using a diagnostic approach at SMA Negeri 2 Medan. The research method used is a qualitative descriptive method. The sample for this research was class XI students at SMA Negeri 2 Medan, consisting of 30 students. The instruments used are written tests and observations. The research results show that students' critical thinking skills in history learning tend to be low. Factors that influence students' critical thinking skills include a lack of mastery of historical concepts, a lack of practice in analyzing and evaluating historical information, and a lack of motivation in learning history. Therefore, it is recommended that teachers use a diagnostic approach to help improve students' critical thinking skills in history learning by identifying students' difficulties and weaknesses and providing guidance and learning that suits students' individual needs.

The Time-Space Regimes of Human Mobility in the North Atlantic Island Spaces (Iceland, Azores, Madeira, the Canary Islands, and Cape Verde)

Throughout history the North Atlantic archipelagos have projected themselves outwards thanks to travel and the innate capacity of their inhabitants to relate to other peoples. This research aims to reveal their nodal character on the stage of global mobility, using a detailed statistical analysis of their migration trends since the 1960s. To this end, it is necessary to recognise the rhythms of the migration transition and its parallelism with the socio-economic development of the island spaces themselves. In addition, common features can be identified in their recent migration patterns in which a great diversification of origins and destinations predominates, as well as a multiplicity of motivations. With this aim, migration in these archipelagos is interpreted from a temporal and spatial perspective, redefining the historical concept of “Atlanticity,” and allowing to identify the strategic position they play in the geography of human mobility in times of global capitalism.

The effectiveness of the differentiated education strategy of Basic Grade Female students for acquiring the concepts

The aim of this research was to identify the effectiveness of the differentiated education strategy in providing eighth grade students with the foundation of concepts and developing their cognitive curiosity. To achieve the goal of the research, the researcher formulated four main hypotheses, and the researcher used the experimental method for the two equal groups, with the pre and posttest, which requires the presence of two groups, one experimental and the other a control group. The researcher randomly chose two divisions of four divisions to represent the research sample, which is Division (D) to represent the experimental group, and Division (A) to represent the control group, which included (66) female students distributed over the experimental group of (33) students, and the control group with ( 33) female students, and the researcher studied the experimental group according to the strategy (differentiated education), while the researcher studied the control group according to the traditional (ordinary) method. Its final form consisted of (50) paragraphs, of the type of objective tests (multiple choice) and its number was (47) paragraphs, while the essay tests were (3) paragraphs, and The researcher distributed the paragraphs according to Bloom's cognitive levels (remembering, understanding, application, analysis) and according to their percentage in the specification table. The coefficient of ease, difficulty, discriminatory strength of the paragraphs and the effectiveness of the wrong alternatives were extracted. The researcher also made sure of the validity and reliability of the test by using the Facrotbach coefficient and Crinbach’s alpha formula -20. . The value of the stability coefficient calculated by this equation was (0.89) for the test items. Among the most important findings of the researcher are the following: - There are statistically significant differences at the level of significance (a = 0.05) between the mean scores of the experimental group and the control group in the acquisition of historical concepts test, in favor of the experimental group. In light of the results that the researcher has reached, she recommends the necessity of activating the differentiated education strategy in the educational process.

Perceptions and Aspirations of Undergraduate Computer Science Students Towards Generative AI: A Qualitative Inquiry

This article presents a comprehensive study conducted during the spring semester of 2024, aimed at exploring undergraduate computer science students’ perceptions, awareness, and understanding of generative artificial intelligence (GAI) tools within the context of their Artificial Intelligence (AI) courses. The research methodology employed qualitative techniques, including human-subject research and focus groups, to delve into students’ insights on the evolution of AI as delineated in the seminal textbook by Russell and Norvig. The study-initiated discussions on the historical development of AI, prompting students to reflect on the aspects that intrigued them the most, and to identify which historical concepts and methodologies, perhaps even those not directly covered in their curriculum, piqued their interest. Furthermore, the dialogue encompassed the learning methodologies highlighted in the textbook, seeking students’ feedback on the strategies that have been most effective for mastering complex AI theories and their practical applications. Interdisciplinary applications of AI were also discussed, encouraging students to contemplate AI’s role beyond the realm of computer science and its potential to foster innovative solutions across various fields. Finally, the conversation shifted towards students’ personal goals and aspirations in AI, urging them to consider how their perspectives have evolved in light of technological advancements, societal needs, and ethical considerations. The findings underscore a notable gap in students’ awareness of AI’s history and its current capabilities, indicating a need for educational strategies that not only deepen understanding but also foster a broader appreciation of AI’s potential. This study contributes valuable insights into enhancing AI education and encouraging interdisciplinary innovation among the next generation of computer scientists.

Acquiring historical concepts and the psychology of communication for the primary stage

ان اكتساب المفاهيم التاريخية لها دور مهم ؛إذ تبين اهداف المنهج الدراسي والوسائل التعليمية اللازمة لتعليم التلميذ وتعلمه وتقويمه,كما تساعد المختصين في مادة التاريخ بتنظيم خبرات المادة التاريخية,كما تساعد التلاميذ على تفسير المواقف والاحداث الجديدة,والتخفيف من حدة التعقيد والغموض بالحقائق التاريخية من خلال دورها بالتفسير والتوظيف؛أما سيكولوجية التعلم والتواصل بين التلميذ والمعلم لابد من تتوفر شروط منها الدافع والنضج.

“Mental map” in “Letters of a Russian Traveler” by Nikolay Karamzin and the problem of the national myth representation

The article analyzes “Letters of a Russian Traveler” by Nikolay Karamzin in terms of the symbolic-mythological perception of space, suggesting a view of the countries, depicted in the travelogue, as symbolic-mythological units of the “mental map” in the book. A “mental map” is understood as a holistic image of a geographical space, value-restructured in accordance with the author’s vision of European cultural and the historical situation. The purpose of the work is to reveal the hidden additional plot of Karamzin’s book, which determines the logic of the perception of geographical space and its comprehension, taking into account the historical and political situation witnessed by Karamzin’s hero-traveler. Using the methodology of the structural-semiotic, historical-genetic and comparative-typological reading of the text, as well as the methodology of human geography, the article shows how Karamzin generalizes ideas about the logic of the Western European history and culture development at the end of the 18th century. We also characterize the writer’s symbolic and mythological view of the cultural dialogue between Russia and Europe, the place and role of the “Letters...” of France, Switzerland, England and the countries of the German world on the “mental map”. Conclusions are drawn about the significance of the spatial image of “Letters...” for the design of Karamzin’s historical and political concept of the late 18th century, in which the key role was played by the ideas of the dialogue, the ability to evaluate the achievements of European culture and to develop the potential of Russian culture.

Global Performances of a Belated Concept

This article uses a global concept history approach to critically engage with the semantically overdetermined and contested concept of modernity at the turn of the twentieth century. Eschewing grand theories, a more empirical method is applied by investigating the history of modernity as a concept used by historical actors. It thereby seeks to reveal anachronistic readings of it, as well as unearth the global scope of modernity performances. Tracing first West-European and then Ottoman-Turkish modernity translations (modernité, die Moderne, modernity, yeñilik, ʿaṣrīlik), the article shows how marginal this concept was in West-European discourse. The Turkish translations, in contrast, became central in indigenous reform rhetoric; ʿaṣrīlik (1916) even displayed a level of theoretical abstraction that West-European modernity concepts only acquired later. This analysis argues that the global circulation of the historical modernity concept was propelled by its semantic indeterminacy, normativity, and Eurocentrism, and thereby also critique modernity as an analytical concept.

Only Child Male and their Perception Towards Romantic Relationship and Gender Roles

Abstract: The purpose of this study is to provide a thorough understanding of the attitudes and experiences of only child men by examining their opinions of romantic relationships and gender roles. Due to the lack of siblings, the historical concept of "only child syndrome" has perpetuated unfavourable perceptions about only children, implying possible social skill impairments or selfish behaviour (Falbo & Polit, 1986). Modern research, however, contradicts these theories, showing that only children frequently perform comparably to siblings and, in specific situations, even outperform them in particular areas (Falbo & Polit, 1986). This study (Braithwaite & Holt-Lunstad, 2017) offers a nuanced perspective among only child guys, who value equality, partnership, and mutual respect in their romantic relationships through qualitative interviews and thematic analysis. They stress how important it is to spend time together, give back to the community, and engage in similar interests in order to promote emotional closeness and fulfilment (Falbo & Polit, 1986). Additionally, participants advocate for flexibility and shared responsibility in partnerships, rejecting established gender norms (Bukowski et al., 1987). Good communication techniques, such having candid conversations and paying attention, become essential instruments for resolving disputes and preserving harmonious relationships (Furman & Shaffer, 2003). These findings contribute to a deeper understanding of contemporary relationship dynamics by challenging stereotypes and providing insights into building fulfilling and healthy partnerships among male only children (Bukowski et al., 1987).

The Zaghawa Ethnic Group of Sudan and Chad: Clans and Traditional Nobility

The presented article highlights the issues of the history of the Zaghawa people in Sudan and Chad, as well as major social structures and various clans that make up this ethnic group. Research on Zaghawa clans and their history is still rare in Russia, while the importance and influence of this group on public and political life are becoming more and more noticeable. A significant difficulty in determining the hierarchy of major Zaghawa factions is the identification of the “original” clans, as distinct from the clans which are treated as not having a common origin with the Zaghawa. Moreover, the ethnonyms that are used by different neighbours to designate the Zaghawa are problematic, since the designation of this people by other communities in Sudan and Chad can be contradictory and vague. The Zaghawa clans have their own historical traditions and concepts of clan hierarchy. While preparing the present work, the authors scrutinized research papers and books in multiple languages (including Arabic), as well as the first-hand data obtained during interviews with with the representatives of several Zaghawa clans.

Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction

Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.

PjBL-based digital history model to improve historical concept skills and historical consciousness

Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.

Social Studies Teacher Candidates’ Perceptions of Historical Concepts

Concepts, which are the basic building blocks of knowledge, play an important role in history education. This study was conducted to reveal the perceptions and misconceptions of social studies teacher candidates about historical concepts. The study was carried out using qualitative research method. Purposeful sampling method was used for selecting the research participants. Equal numbers of female and male Social Studies teacher candidates studying at a state university were selected as research participants in the study. A semi-structured interview form was used to reveal the participants’ perceptions about the concepts under scrutiny. Descriptive data analysis technique was used to analyze the collected research data. As a result of the data analysis, it was found that the pre-service teachers had difficulty in giving scientific definitions of the historical concepts examined in the study, and they defined the concepts on the basis of the connotations and analogies in their minds. It was also found that most of the pre-service teachers could not fully define the concepts, and they experienced confusion and misconceptions about some historical concepts. The reasons for their misconceptions are attributable to their incomplete and incorrect knowledge about concepts or their inability to associate the concepts with each other within the context of the relevant subject learned.

Analisis Konsep Sejarah (Bernard Lewis) dan Filsafat Strukturalisme: Kajian Makna Simbolis Temuan Candi di Situs Batujaya

The Batujaya site is one of the relics that reveal the historical heritage of Indonesia in the Hindu-Buddhist era. The objectives of this study are to; 1) Analyzing the study of historical concepts (Bernard Lewis in the case at the Batujaya Site and 2) Reviewing evidence of historical findings) at the Batujaya Site through the philosophy of structuralism (meaning of symbols in the temple area. This research uses qualitative methods (case study approach) through observation, interviews, and excavation reports. The results of the study stated that in the historical concept of Bernard Lewis related to the history of rediscovered has a connection with the discovery at the Batujaya Site which reveals lost history, and can be found by being reconstructed by historians through archaeological reports that have contributed to the collective memory of the Indonesian nation. In addition, the discovery at the Batujaya Site has structuralism meaning as evidenced by the existence of a temple stupa or Vivote Table symbolically about the beliefs of Buddhism.

Культурно-историческая концепция О. Шпенглера в современной российской историографии

The article examines the main trends in the analysis of the cultural and historical concept of the author of the “Decline of Europe” in Russian humanitarian thought of the late XX–XXI centuries. The authors of the article have studied the modern stage of Russian humanitarian thought, within the framework of which the process of transition from Soviet ideological and methodological monism to methodological pluralism in the study of O. Spengler’s legacy is taking place. Having studied the works of historians, philosophers, cultural scientists, sociologists, political scientists and other representatives of Russian humanitarian thought, the authors analyzed modern interpretations and modern perception of O. Spengler’s cultural and historical concept in the Russian humanities. The article proves that the crisis of the methodology of humanitarian cognition of Soviet Marxism opens up for domestic researchers completely new theoretical and methodological approaches to the interpretation of O. Spengler’s cultural-historical concept, which, as a result, will affect the development of modern Russian historiography.

Resonaciones: sounds vibrating sympathetically into time and space

This article unfolds the research and exhibition project Resonaciones. An Embrace to Awake, that originates from an encounter with ancient whistling vessels from the Moche culture from the collection of the Ethnological Museum Stuttgart (Linden Museum). Different forms of knowledge and practices from sound art, new materialism, quantum physics and indigenous philosophies connect within the experiential and experimental setting of the exhibition space. Thus, the potential of curatorial and artistic practice is revealed in forging connections and relations and opening up reflections on philosophical, natural and historical concepts. By reactivating the ancestral technology of whistling vessels, Resonaciones explores the vibrational essence of matter and energy, manifested in sound as a medium of connection and agency. Perceiving reality through vibrations, the ontological boundaries between subject and object, between past, present and future, and spatial conceptualizations break down and reconfigure opening up other modes of remembering and relating to one another.

What is Alzheimer's disease? An analysis of nosological perspectives from the 20th and 21st centuries.

Recent US proposals suggest defining Alzheimer's disease (AD) based on β-amyloidosis alone. This sparked debates that echoed historical ones about the significance of brain lesions and clinical phenotype. This review covers debates on AD nosology through three key periods: AD's discovery in German-speaking countries in the early 20th century, its redefinition in Anglo-Saxon countries in the 1960s-1980s, and current debates on the biological or clinicobiological definitions of AD. Key players' opinions are focused on. At the beginning of the 20th century, AD was defined as a clinicopathological entity. Debates arose around the pathological anchor, which included extended neurofibrillary tangles versus neuritic plaques (Alzheimer vs. Fischer) and its association with senile dementia (Kraepelin). In the 1960s-1980s, the debate shifted towards whether AD could be diagnosed using qualitative or quantitative neuropathological features and whether it was a unique process (Terry and Katzman) or had subtypes (Roth). The current definition proposed by the US Alzheimer's Association is based purely on biological β-amyloid abnormalities and represents a double break: from the historical clinicopathological definition of AD and from the historical emphasis on tau or combined tau and β-amyloid high levels of pathology. Conversely, the clinicobiological proposal of the International Working Group remains aligned with historical concepts of AD. This historical perspective illustrates the unresolved questions surrounding AD pathogenesis, role of lesions, and the clinical phenotype, especially for sporadic cases. The intense nosological debates throughout the history of AD also illustrate the diversity of theoretical frameworks for defining disease in medicine.