Individual Style Research Articles

THE PHENOMENON OF THE JUDGE'S SEPARATE OPINION EUROPEAN COURT OF HUMAN RIGHTS

Background: The authors of the article refer to the institution of separate opinions of the judges of the European Court of Human Rights (hereinafter referred to as the European Court, the Court or the ECtHR). They emphasise that this phenomenon has not been sufficiently studied in the legal literature. However, given the leading role of the European Court, its progressive views and authority – primarily on the European continent, where it serves as an umbrella for those who have not found protection at the national level – a judge’s opinion should not merely be an appendix to the Court’s decision. Instead, it should be regarded as the driving force for the development of the doctrine, warranting academic study, consideration by practitioners at the national level, and a possible reference point for forecasting and shaping future interpretations of the provisions of the European Convention on Human Rights in ECtHR future decisions. Methods: In the article, the authors present the points of view of scientists and practitioners on the phenomenon of separate opinions, illustrating specific examples of what they consider to be the most interesting separate opinions attached to the decisions of the European Court of Human Rights. Based on substantive analysis, they formulate conclusions, emphasising the prospective doctrinal importance for world science, law-making and law-enforcement perspective for national legal systems, as well as unconditional axiological importance, because they play the role of a catalyst for creative judicial search, contribute to the support of judicial independence and personal responsibility. The special importance not only of the decisions of the European Court of Human Rights but also of individual opinions, according to the authors, stems from the fact that those key problematic issues that bring citizens before the ECtHR are a priori difficult for the entire European community. The authors analysed separate opinions, such as that of ECtHR Judge Elósegui, which was expressed in the ECtHR case Mortier v. Belgium, regarding the ratio of the provisions of Article 2 "Right to Life" ECHR and euthanasia. The authors also focused on the key conclusions made by the Portuguese ECtHR Judge Paulo Pinto de Albuquerque, who, in his nine-year tenure, independently or with colleagues, formulated more than 150 separate opinions. The authors particularly explore his opinions in two well-known cases, Bărbulescu v. Romania and Svetina v. Slovenia. Notably, in the former case, although the judge remained in the section in the minority, his separate opinion later turned into the opinion of the majority of the Grand Chamber of the ECtHR. Results and conclusions: The authors consider the phenomenon of a separate opinion of a judge of the European Court as a result of independent and deep thinking, an expression of the judge's individual legal awareness. This perspective is based on the author's immersion in the problems that were the subject of consideration by the panel of judges and found or, on the contrary, did not find their expression in the court decision. In examining separate opinions, the authors also pay attention to the specifics of their structural construction often employed by ECtHR judges. These skillfully structured opinions can serve as a valuable example for national courts, many of which are still in search of their individual legal style.

The upsides to working with a lap book as a study aid

This research assesses the utility of lap books as a didactic aid in teaching crowded classrooms with specific reference to the participation level and academic achievement. The study was carried out over three terms of high school English classes in a school in Quito, Ecuador; the assessment of results was done both through oral lessons and by end-term written tests. Results also reveal that lap books foster better performance in tests in terms of an increased number of high scores and reduced lower scores in subsequent years. Combining constructivist learning and differentiation as a teaching approach, lap books enhance student participation as well as foster individual learning styles that make the content more easily understandable and retained. The change that was observed across terms indicates improved overall performance, and the existence of lap books facilitated equality in terms of high grades. Consequently, based on such findings made in this study, it is recommended that the development and use of lap books can be adopted as a more conceptually appealing approach for enhancing students’ learning in situations where a more direct form of one student/teacher ratio, interaction is due to large group sizes.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

Detection and Correction of Likert Scale Multiplicative Response-Style Bias

Individuals may differ in their tendency to fully use the range of a Likert scale. Such individual response styles may have an effect on estimates of correlations. It is shown with simulated data that a relatively simple nonlinear latent model can be used to detect and correct (to some extent) for the bias introduced by differences in multiplicative response styles. A real-world dataset is examined to show that the effect may occur in reality and may lead to biased conclusions.

Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach.

Phylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities. Participants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style. This study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity. The online version contains supplementary material available at 10.1186/s12052-024-00215-y.

Factors influencing EFL learners’ speaking fluency: A case study at a high school in Vietnam

This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.

“SOUVENIR FROM LVIV” BY VIKTOR KAMINSKY AS AN EXAMPLE OF THE AUTHOR’S EMBODIMENT OF THE CONCERT GENRE

This article highlights the distinctive features of Kaminsky's individual style and musical language as realized in his Concerto "Souvenir from Lviv" four piano duet and orchestra, and determines the main interpretive aspects of the piece. "Souvenir from Lviv" exemplifies Kaminsky's ability to merge postmodern eclecticism with neo-romantic emotionality. Kaminsky integrates elements of neo-styles, including neoromanticism and neo-baroque, which add special depth and complexity to his work. These stylistic elements allow the composer to create a rich sound landscape, where traditional forms mix with contemporary harmonies. This highlights the connection between the past and the present, which is typical for Lviv as a city with a rich history. Kaminsky mixes neo-romanticism and modern music to create a special feel of an old city. He stays open to new experiences and emotions, which helps him express the spirit of the time and place through his music. The piece is notable for its instrumentation, featuring two pianos, percussion, and a string orchestra. The four-part structure of the concerto, with programmatic titles such as Aria and Choral, as well as the subtitle a la Partita, allude to the Baroque suite. However, the selected movement order (fast-slow-slow-fast) and the thematic arch between the first movement and the finale suggest the composer’s rethinking of the genre, merging the cyclic suite form with the virtuosity of the concerto. Based on the stylistic approach of Viktor Kaminsky's Concerto for Two Pianos and Orchestra, we can formulate the performance and interpretive challenges that arise for the solo pianists. The performance and interpretation of a work are influenced by its figurative content and should align with the author's intentions in order to fully reveal the intended meaning.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Importance of learning styles in teaching and learning during the COVID-19 pandemic: A critical review of recent studies

The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.

Teaching the Professional Dimension of Translation in Academic Translation Programmes

Reform policies in higher education have brought about changes in attitudes regarding the education of translators. One of the latest challenges concerns the concept of professionalization of translation and the need for a type of training that would provide students with the specific skills required for the translator’s profession. Indeed, most translation programmes today aim at educating highly qualified translators on a competence-based training. Μore particularly, the emphasis is on metacognitive competence acquisition and the reflexive capacity development taking into account students’ motivation and expectations, their general background knowledge as well as individual learning styles. The present paper proposes a didactic approach on a professionally-oriented basis that would help students enter most effectively the translation industry by realizing at the same time the importance of acquiring a strong theoretical background on translation. Among the main issues to be addressed are the contribution of translation theory to the practice of translation, the role of the translator as cultural mediator, his social responsibilities as well as the translator’s psychological traits and their effect on translation quality. Finally, it proposes a variety of learning activities that are closely related to the act of translating together with a number of student assessment methods bearing a strong professional orientation.

Evaluation of a Visual Cognitive Style in Autism: A Cluster Analysis.

Cognitive style refers to how individuals perceive their environment and solve problems. Among various cognitive styles documented, verbal and visual styles, including object versus spatial cognition, have been widely studied. "Thinking in pictures" is often associated with autism and characterized by enhanced performance and autonomy of certain perceptual areas. This study aimed to characterize the cognitive style of autistic individuals, focusing on this visual "thinking in pictures" style. We assessed 43 autistic and 42 non-autistic adults using the Object Spatial Imagery Verbal Questionnaire to evaluate three dimensions of their cognitive style: visual object, visual spatial, and verbal. Using a cluster analysis, we identified cognitive style profiles. We then examined manifestations of cognitive style within these profiles, including mental imagery abilities (with the Mental Rotation Test), the vividness of mental images (with the Vividness of Visual Imagery Questionnaire), language abilities (with the Mill Hill vocabulary test), and synesthetic experiences. Our results revealed three distinct cognitive profiles: a visual profile characterized by significant mental imagery and vivid mental images, a visuo-spatial profile associated with strong abilities to manipulate mental images but lower vividness of mental images, and a verbal profile with lower spatial imagery and manipulation abilities. While all profiles were observed in autistic individuals, the visual cognitive profile was the most common. Additionally, we found synesthesia to be more prevalent in the autistic population compared to the non-autistic population. This study confirms that, while not exclusive, a visual cognitive style is prevalent among autistic individuals.

Protesting at the intersection of individual characteristics and obstacles to participation: an analysis of the in-person, online and pivoting styles

ABSTRACT Engaging with long-standing debates on the crisis of democracy, manifested as a downturn in civic involvement, this paper scrutinises the evolving landscape of protest participation. First delineating three distinct protest participation styles – in-person, online and what we conceive of as a pivoting style – we identify individual characteristics among protesters that are associated with each style and consider how different obstacles to participation are linked to these individual styles. Using novel survey data from six European countries, we show that online support can be a viable alternative for individuals unable to join protests due to obstacles they face. The online participation style is more common among people who lack connections with social contacts that can facilitate their participation. The in-person style is prevalent among older participants who are less frequent social media users while the pivoting style is more often realised among young, more biographically available people who are media omnivores. Participants who do not embrace the in-person style lack consensus mobilisation whereas those exhibiting a preference for the online or the pivoting styles face obstacles relating to action mobilisation. We conclude the article with a call for a more nuanced understanding of protest participation, as symptomatic of a transformation of democracy.

Идиостиль автора: вопросы параметризации

The paper presents a systematization of the parameters identified for the study of the author’s individual style, which are found in scientific works of recent years, with the aim of creating a general research model. The work presents the results of analysing dissertations from 1996 to 2024, in which authors address the analysis of the author’s individual style in terms of material, object, or subject of study. As a basis for further systematization, features such as research approach, material, understanding of individual style, and, finally, the analyzed parameters were adopted. This work is the first one to present a systematization of parameters included in the system of the author’s individual style, based on dissertation research conducted within different fields, using different approaches and diverse material, with the aim of creating a general model, which accounts for the scientific novelty. The research findings are as follows: a system of parameters has been identified and subjected to authorial classification, consisting of six levels, which includes elements of a level model of language, a pragmatic component (functionality), and the author’s worldview.

Средства выражения итеративной неоднократности с семантикой «цикличность» в произведении «Темные аллеи» И. А. Бунина

The aim of the research is to identify the specifics of the functioning of iterative repetition with the semantics of cyclicity in the individual style of I. A. Bunin. The article considers iterative repetition as a functional grammatical category that constitutes the functional-semantic field of aspectuality; details the ways of expressing iterative repetition in a literary text at the lexical, morphological and syntactic levels; creates a semantic model of iterative repetition with the meaning of cyclicity in the work ‘Dark Alleys’ by I. A. Bunin. The scientific novelty of the research lies in the fact that for the first time the category of iteration is considered in I. A. Bunin’s work from the point of view of the functional approach. The iterative meaning is studied taking into account not only the paradigmatics, but also the syntagmatics of verb forms. As a result, it has been found that the category of iterative repetition in the work of I. A. Bunin is presented as a complex and branched system of multi-level linguistic means. It has been revealed that the category of iterative repetition as an expressive means is actively used in Bunin’s texts when describing everyday habits, lifestyle and activities of characters. It has also been determined that the semantic meaning of iterativity is combined with other components of the functional-semantic field of aspectuality: duration, phase and statality.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

Psychoeducation of higher education seekers with using of the resource-oriented model of stress resiliency in war conditions

The article presents the study results of resiliency modalities and the content of psychoeducational measures for higher education seekers in war conditions. The purpose of the study was to increase the effectiveness and to balance resiliency modalities use by higher education seekers in war conditions while using psycho-educational measures. 174 seekers of higher education were examined, including 144 students of the 4th-6th year of the medical faculty and the faculty of medicine and pharmacy of the Dnipro State Medical University, specializing in 222 «Medicine» (main group) and 30 students of the 4th-5th year of the metallurgical and electro-metallurgical faculties of the Ukrainian State University of Science and Technology (comparison group). A psy­chodiagnostic method using the resource-oriented model of stress resiliency "BASIC Ph" was employed. The first stage involved a statistical analysis of resiliency modalities and their average scores in both groups. In all participants of the main group, it was found that the highest average score was registered in the resiliency modality “Cognitive strategy”. The lowest score was observed for the “Social support” modality. In all participants of the comparison group, it was found that the “Cognitive strategy” modality, as in the main group, had a clear advantage over other modalities, and the lowest score was already observed for the “Emotions” modality. These results formed the basis for creating psychoeducational measures for stress resiliency among higher education seekers in wartime. Psychoeducation for higher education seekers was conducted from September to November 2023, including lectures and individual conversations upon request. The «BASIC Ph» model of stress resiliency was utilized as a framework for determining optimal human resource utilization during crises, with six modalities forming individual style of resiliency. It is crucial to identify dominant modalities and develop those that are less effective. The identified stress resiliency modalities provided a conceptual basis for developing of psychoeducational measures to enhance their effective and balanced use in war situations among higher education seekers. During psychoeducational work with higher education seekers, their resiliency models were analyzed, interpreted, and balanced. Study results should be taken into account in psychological support efforts for higher education seekers in war and post-war time.

Reading Skills of Grade 6 Learners

The reading skills of Grade 6 learners typically vary depending on various factors such as their prior exposure to reading materials, the quality of education they’ve received, individual learning styles, and their home environment. In this context, this study aimed to determine learners’ reading skills in an elementary school under a medium-sized Division in Central Philippines during the School Year 2023-2024. Data needed for this descriptive study was collected from 176 students using a self-made questionnaire that has passed the stringent tests of validity and reliability. Overall, the results of the study showed that students’ reading skills in terms of comprehension and fluency were moderate. Subsequent analysis indicated no significant difference in students’ reading skills level in comprehension and fluency when grouped according to the number of siblings. Conversely, a significant difference was found in students’ reading skills in terms of parents’ education and family income. This result calls for various stakeholders in the education sector to improve student reading skills and create a more supportive learning environment. Keywords: Education, reading skills, reading difficulties, learners, Bacolod City, Negros Occidental

Generative artificial intelligence tools for diverse learning styles in design education

The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.

Autistic traits linked to anxiety and dichotomous thinking: sensory sensitivity and intolerance of uncertainty as mediators in non-clinical population

A recent theoretical cognitive model posits that three cognitive constructs—intolerance of uncertainty, lack of predictive processing, and dichotomous thinking—may interact with anxiety in autistic individuals. However, the interrelationships among these constructs remain unclear. We investigated this relationship in a non-clinical population using five questionnaires (Autism Spectrum Quotient, Glasgow Sensory Questionnaire, Short Intolerance of Uncertainty Scale, Penn State Worry Questionnaire, and Dichotomous Thinking Inventory) and conducted a path analysis. Data were collected from 405 adults (aged 20–22 years) in Experiment 1 and 628 (aged 20–49 years) in Experiment 2. In both experiments, autistic traits were significantly associated with both anxiety and dichotomous thinking, mediated by intolerance of uncertainty. Autistic traits were linked to intolerance of uncertainty, mediated by atypical sensory processing. Furthermore, autistic traits were directly associated with anxiety. No direct association was observed between anxiety and dichotomous thinking. Our results confirm the validity of Stark’s cognitive model in a non-clinical population. These findings provide new insights into anxiety and dichotomous thinking and shed light on the cognitive styles of autistic individuals.