Sense Of Civic Responsibility Research Articles

Компоненты личностной зрелости студентов первого курса.

Research of personal maturity allows to determine the resources of professional responsibility in the development of the doctor’s competencies, which is especially important during the period of adaptation to the new conditions of learning in the first year. Mature person due to developed qualities achieves better results in a short time and effectively interacts with other people. Purpose of the study is to determine the indicators of personal maturity of students enrolled in the first year in 2023. Materials and methods. The Department of General Medical Practice conducted a survey of students enrolled in the first year in 2023. Total 396 persons: 313 women and 83 men. The average age of the respondents was 18,18±1,71 years. The study used the Hilbuch method to assess the level of personal maturity in general and its components. Results. The high level of unsatisfactory indicators of both personal maturity in general and its components was revealed, among which the worst results were noted when assessing the relationship of freshmen to their «I» (74.8% to 63.9% for females and males respectively). The medians of most indicators were not satisfactory. There are no statistically significant differences by sex, but the median sense of relationship to his «I» was significant among female respondents. Findings. The low level of personal maturity of students was revealed with no motivation and undetermined life attitudes in the absence of the ability to psychological intimacy with other people, which can become a psychological barrier to the development of professional competencies and communication in medical professions. Components of personal maturity, sense of civic responsibility and «I»-concept must be formed at the initial stage of learning, using all the possibilities of educational work and psychological support for freshmen.

Крымская тема в русской пейзажной живописи: этапы и особенности творческого освоения (конец XVIII – начало XX веков)

Цель исследования состоит в выявлении особенностей развития российской пейзажной живописи, тематически связанной с Крымом и рассматриваемой как неотъемлемая часть национального культурного наследия. В качестве материалов использованы искусствоведческие исследования и репродукции живописных произведений. Исследованы складывавшиеся на протяжении всего XVIII в. важнейшие факторы, определившие развитие российской пейзажной живописи. Определено, что в русском изобразительном искусстве крымские сюжеты появляются после вхождения полуострова в состав Российской империи. Выявлены и последовательно проанализированы три этапа формирования образа Крыма в русской живописной традиции. Обоснована преемственность в развитии связанной с Крымом пейзажной живописи, состоящая в передаче знаний и навыков от художников-«первопроходцев» к ученикам. Установлены особенности, определяющие специфику крымской пейзажистики в рассматриваемый период. The aim of the study is to identify the features of the development of Russian landscape painting, thematically related to Crimea as an integral part of the cultural heritage of Russia. The complex of materials used included works of art history and collections of reproductions of paintings. The methodological tools involve a combination of systemic, historical-genetic and comparative-historical approaches, with the modern idea of cultural heritage, which represents an unconditional value for any people that must be preserved and passed on from generation to generation, being at the forefront. The most important factors that determined the development of Russian landscape painting and took shape throughout the 18th century have been identified (reforms of Peter the Great accompanied with the secularization of art, the establishment of the Academy of Arts and the presence in Russia of professional visual artists). It has been determined that Crimean subjects appear in Russian fine art after the peninsula became part of the Russian Empire. Three stages in the formation of the image of Crimea in the Russian pictorial tradition have been identified and analyzed: (1) the activities of landscape painters who depicted Crimean landscapes at the end of the 18th century (Mikhail Ivanov and Fyodor Alekseev), (2) the works of Ivan Aivazovsky, and (3) the legacy of representatives of the Cimmerian school of painting (Konstantin Bogaevsky, Maximilian Voloshin, and others). The continuity in the development of landscape painting associated with Crimea is substantiated, which consists in the transfer of knowledge and skills from “pioneer” artists to their students. It has been established that, at the first stage of its evolution, the art of landscape associated with Crimean subjects developed thanks to the desire of artists to demonstrate their own individuality, their skills in working in the natural landscape, a sense of civic responsibility, and the unique features characteristic of the Crimean nature. The features that define the specifics of Russian landscape painting thematically related to Crimea have been identified: (1) Crimean landscape painting was formed as a result of the activities of artists-“video-painters”, carried out on the initiative of the state; (2) the special place of the Crimean landscape in Russian fine art is due to the uniqueness of the landscapes and subjects depicted; (3) the evolution of landscape painting based on Crimean subjects, thanks to the practice of student succession, influenced the development of the entire national painting tradition.

Review the Role of Holistic Learning in Cultivating Global Citizenship Skills

This research paper provides a comprehensive review of the role of holistic learning in cultivating global citizenship skills. The paper explores the impact of holistic learning approaches on the development of intercultural competence, social justice awareness, environmental stewardship, and civic engagement among students. Through a thorough literature review, the paper examines the theoretical perspectives, practical applications, and empirical evidence supporting the integration of holistic learning in global citizenship education. The findings consistently demonstrate that holistic learning approaches, such as project-based learning, experiential learning, and integrated curriculum, offer unique benefits in fostering global citizenship skills. By providing students with real-world experiences, interdisciplinary perspectives, and hands-on activities, holistic learning engages students in active learning, critical thinking, and reflection. It promotes intercultural understanding, empathy, effective communication, social justice awareness, environmental stewardship, and a sense of civic responsibility. The paper compares and contrasts holistic learning approaches with other educational approaches, highlighting the distinctiveness and added value of holistic learning in providing a comprehensive and immersive educational experience for global citizenship education. In summary, this research paper contributes to the understanding of how holistic learning can effectively cultivate global citizenship skills, enabling individuals to become responsible and active global citizens in an interconnected world.

Bystander intervention to prevent firearm injury: A qualitative study of 4-H shooting sports participants.

This qualitative study examines how youth and adult members of 4-H Shooting Sports clubs perceive firearm injury risk and risk reduction, and the applicability of a bystander intervention (BI) risk reduction framework in this community.Semistructured interviews were conducted with 11 youth and 13 adult members of 4-H Shooting Sports clubs across nine US states from March to December of 2021 until thematic saturation was reached. Deductive and inductive thematic qualitative analyses were performed.Six overarching themes emerged: (1) The tendency to view firearm injury as predominantly unintentional in nature; (2) Acknowledgment of a wide array of risks for firearm injury; (3) Perceived barriers to bystander action to prevent firearm injury including knowledge, confidence, and consequences of action; (4) Facilitators of bystander action including a sense of civic responsibility; (5) Direct and indirect strategies to address potential risks for firearm injury; and (6) Belief that BI skills training would be useful for 4-H Shooting Sports.Findings lay the groundwork for applying BI skills training as an approach to firearm injury prevention in 4-H Shooting Sports, similar to how BI has been applied to other types of injury (i.e., sexual assault). 4-H Shooting Sports club members' sense of civic responsibility is a key facilitator. Prevention efforts should attend to the broad array of ways in which firearm injury occurs, including suicide, mass shootings, homicide, and intimate partner violence, as well as unintentional injury.

The Power of Passionate Teaching and Learning: A Study of Impacts on Social Science Teacher Retention and Student Outcomes

Social science teachers play a crucial role in shaping students' understanding of the world and their place within it. They not only impart knowledge but also help students develop critical thinking skills, empathy, and a sense of civic responsibility. Passionate teaching and learning are critical elements of effective education. This paper examines the impact of passionate teaching on teacher retention and wellness, as well as student learning, achievement, and well-being. Passionate teachers are defined by their enthusiasm, engagement, creativity, commitment, and flexibility, and have a positive impact on student motivation and engagement. On the other hand, passionate learners exhibit persistence, creativity, and autonomy in their learning journey. The paper also discusses strategies for increasing teacher passion for teaching, including professional development and a supportive school culture, and fostering student passion for learning, including a positive and engaging learning environment and opportunities for autonomy. The results of this study suggest that enhancing both teacher and student passion has a positive impact on teacher retention, teacher well-being, student achievement, and student well-being.

Industry-academic collaboration and problem-based service learning implemented into a trend analysis and forecasting course

ABSTRACT In order to offer students a thorough understanding of the complexity of trend analysis and forecasting and prepare them to be socially responsible citizens and professionals, the author developed an industry-academic collaboration and problem-based service-learning project for a Trend Analysis and Forecasting course. The purpose of this study was first, to explore the characteristics of problem-based service learning; second, to propose a problem-based service-learning model to guide its implementation into a learning exercise; and third, to present a case study of a problem-based service-learning project with industry-academic collaboration that was systemically implemented into a course and discuss its outcomes. Students’ participation in the project developed their sense of civic responsibility and critical-thinking skills while enhancing their discipline-specific learning. This study will help educators better understand problem-based service learning as a viable pedagogical approach and inspire them to effectively implement it into a curriculum.

PREREQUISITES FOR THE ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SERVICES FOR CHILDREN IN UKRAINE

The article analyzes the prerequisites for the organization of psychological and pedagogical services for children in Ukraine. The study has revealed that the content of psychological and pedagogical work with different categories of children is analyzed in the works of Svitlana Bykasova, Olena Karaman, Liudmyla Mishchyk, Yuri Nagorny, Valentyna Orzhekhovska, Vira Polishchuk, Alla Ryzhanova, Iryna Trubavina, Sergiy Kharchenko, Liudmyla Shtefan and others. The study of scientific and pedagogical materials leads to the conclusion that the organization of children’s psychological and pedagogical services in Ukraine dates back to the second half of the XIX century. Various economic and social factors contributed to this process. The works of foreign (P. Bart, A. Disterweg, D. Dewey, M. Richmond and others) and domestic (P. Kapterev, P. Natorp, V. Preobrazhensky and others) educators influenced greatly the opening of children’s psychological and pedagogical services in Ukraine. In the process of scientific research it was established that one of the first attempts to organize the so-called psychological and pedagogical centres, that operated at all state-sponsored educational institutions, was made under the auspices of the Ministry of Public Education. Another prerequisite for the organization of psychological and pedagogical services for children in Ukraine was the role and activities of parent committees (their approval of teachers’ candidacies, peculiarities of organization of leisure time activities for children - excursions, clubs, group visits to theatres and cinemas). It was during this period that children were taught such values as: personal freedom and independence; initiative; critical attitude to manifestations of social injustice; sense of civic responsibility, etc.The research has proved that a significant contribution to the organization of psychological and pedagogical services for children in the late XIX - early XX century was made by non-governmental philanthropic associations engaged in philanthropic activities.The prerequisites for the organization of psychological and pedagogical services for children in Ukraine also include the establishment of schools for children with special needs – the deaf, blind and mentally retarded - and institutions for juvenile offenders, agricultural colonies and craft shelters for young people, setting of orphanages. The founders of these institutions were “zemstvas” and private charitable societies (Society for Labour Assistance to the Deaf and Dumb, All-Russian Guardianship of the Blind, etc.). At the end of the 19th century, similar shelters existed in Kharkiv, Kyiv, Odessa, Simferopol, Chernihiv, and some other cities in Ukraine.

The Medical Metropolis: Health Care and Economic Transformation in Pittsburgh and Houston

The Medical Metropolis: Health Care and Economic Transformation in Pittsburgh and Houston

Factor analysis of teamwork skills and civic responsibility as outcomes of service-learning: perspectives of rural college students

Creating better citizens is one of the significant goals of education. Educational policies of Pakistan also stress on civic development of students as one of its essential goals. However, scholars have shown concerns about Pakistani students’ poor civic sense and teamwork skills. This current study aimed to examine the perspectives of local rural college students on civic responsibility and teamwork as outcomes of service-learning. Data were collected from 136 college students who participated in a service-learning project designed and implemented in Chitral Lower’s local college district. A questionnaire consisting of two scales: civic responsibility and teamwork, was used for data collection. The questionnaire was piloted before data collection. Experts checked content validity, and reliability was assessed by using Cronbach’s alpha. The principal component analysis technique was applied to analyse collected data with a principal component analysis approach. The results showed that respondents strongly agreed that service-learning significantly improved their sense of civic responsibility and teamwork skills. The results of this study extensively support the findings of previous research studies. However, it is suggested that the findings of this study may further be investigated in other contexts for a better understanding of the role of service-learning as civic and teamwork pedagogy.

The origins of education and worldview

The article is devoted to the study of the factors that influenced the formation of education, world outlook and civic position of Academician D.S. Likhachev, whose spiritual and moral potential, being embedded in the family, was formed in a dialogue with time and those people who created his cultural and intellectual landscape. In the personality of D.S. Likhachev harmoniously combined courage and dignity, loyalty to high principles, moral exactingness towards oneself and other people, intellectual freedom and a sense of civic responsibility. D.S. Likhachev without exaggeration can be called “the keeper of the national culture and conscience of Russia”, the brightest phenomenon not only of Russian, but also of world culture. Life and work of D.S. Likhachev is a feat of a Russian intellectual who shared the fate of his country, all the trials that it faced in the 20th century.

The origins of education and worldview

The article is devoted to the study of the factors that influenced the formation of education, world outlook and civic position of Academician D.S. Likhachev, whose spiritual and moral potential, being embedded in the family, was formed in a dialogue with time and those people who created his cultural and intellectual landscape. In the personality of D.S. Likhachev harmoniously combined courage and dignity, loyalty to high principles, moral exactingness towards oneself and other people, intellectual freedom and a sense of civic responsibility. D.S. Likhachev without exaggeration can be called “the keeper of the national culture and conscience of Russia”, the brightest phenomenon not only of Russian, but also of world culture. Life and work of D.S. Likhachev is a feat of a Russian intellectual who shared the fate of his country, all the trials that it faced in the 20th century.

Молодые политические активисты Уральского региона: возможности политической карьеры или перспективы общественных перемен?

The paper provides the study outcomes with respect to the political activism process by young people as illustrated by the comparative analysis of campaigns by young activists of pro-governmental and opposition political organizations of the Urals Federal District.
 The conclusions made by the authors are based on the results of the quantitative survey of activists from the pro-governmental youth socio-political organizations (N = 304) and non-systematic opposition activists (N = 298), as well as on informal interviews with young representatives of political parties and movements (22 interviews).
 According to the findings, the crucial role in motivating the political participation of young activists is played by value-based sociocentric attitudes: a sense of civic responsibility and a strive for a more equitable society. Pragmatic attitudes towards career and self-fulfilment in the socio-political sphere are of less importance. Negative social well-being is typical for both groups of respondents, but it is stronger among opposition-minded young people and is the major motivator for them to be engaged with politics.
 The significant differences between the pro-government and opposition activists in the course of their political self-identification have been identified: pro-government activists are characterized by the vague and indefinite ideological views, while the ideological orientation of opposition youth is more clearly defined and focused mainly on liberalism.
 The common characteristic of the idea regarding the ideal social structure for both groups of activists is a high standard of living. However, pro-government and opposition activists significantly differ in their views regarding other ideas about the social ideal: opposition-minded young people put a greater focus on the role of information technologies, the market economy, tolerance for minorities, and humanism, while pro-government activists much more often refer to the significance of a strong government and the country’s international credibility.
 These differences in ideas regarding the goals of political participation on the background of the negative social well-being of varying degrees determine the choice of relevant forms of political activities by young people.

Launching a saliva-based SARS-CoV-2 surveillance testing program on a university campus.

Regular surveillance testing of asymptomatic individuals for SARS-CoV-2 has been center to SARS-CoV-2 outbreak prevention on college and university campuses. Here we describe the voluntary saliva testing program instituted at the University of California, Berkeley during an early period of the SARS-CoV-2 pandemic in 2020. The program was administered as a research study ahead of clinical implementation, enabling us to launch surveillance testing while continuing to optimize the assay. Results of both the testing protocol itself and the study participants' experience show how the program succeeded in providing routine, robust testing capable of contributing to outbreak prevention within a campus community and offer strategies for encouraging participation and a sense of civic responsibility.

Immersion learning at an aphasia camp: Analysing student video reflections

Purpose Aphasia camps provide a learning context where students can gain knowledge and skills for clinical practise and regarding the lived experience of individuals affected by aphasia. The aim was to examine student learning experiences at a rustic, residential aphasia camp and explore the potential utility of video reflections. Method Twenty-two student participants, who served as volunteer staff at an aphasia camp, reflected daily on their learning experiences. Manual, qualitative coding was used to characterise individual, verbal reflections conducted through video modality. Result Three overarching themes were identified: applied learning, service, and clinical experience. Categories within applied learning included increased application of content knowledge, an evolving perspective of living with aphasia, and collaborative learning. Within service, students identified a commitment to making a meaningful impact, interpersonal relationships, and meeting the challenge. The clinical experience theme included increased confidence/self-efficacy and inspirational/rewarding categories. Conclusion Aphasia camp is a unique learning environment where hands-on experiences influence students’ knowledge, sense of civic responsibility, and developing clinical skills. Being immersed in a remote environment alongside individuals affected by aphasia fosters insights into the lived experience of aphasia and may enhance empathy. Video reflections appear to be a viable means of capturing authentic, organic, and emotional reflections.

Between integration and repatriation – frontline experiences of how conflicting immigrant integration policies hamper the integration of young refugees in Denmark

ABSTRACT Confronted with global migration pressures, European countries face the dual challenges of border control and the incorporation of immigrants into society. Danish immigration and integration policies aim to restrict the influx of refugees and to develop newcomers’ sense of civic responsibility. We analyse 2017 policy problematisations and local integration policy workers’ experiences with integrating young, newly arrived refugees under the mandatory municipal integration programme. We find that these policies lead to paradoxical effects when integration goals interact with immigration laws that create precarious temporary living conditions. Moreover, when integration is problematised as an exclusive problem of refugees’ employability and prompt economic self-sufficiency. The policy problematisations neglect the needs of young refugees by overlooking critical aspects of social and cultural integration and obscuring the possibilities for individually tailored services, which, from frontline integration workers’ perspective, are necessary to realise young refugees’ integration.

Exploring the effects of a serious game-based learning package for disaster prevention education: The case of Battle of Flooding Protection

This study aims to develop a serious game-based learning package for disaster prevention education. Disaster education is one of the most effective processes in disaster management. However, traditional educational methods are not sufficient for passing on past experience and triggering learner interest. Therefore, serious game-based learning, a more engaging educational method, is a promising direction for disaster prevention education. This study integrated a serious game, Battle of Flooding Protection, and Kolb's Experiential Learning Cycle to develop a learning package that would raise students' level of interest in learning, inspire their self-awareness, and increase their willingness to participate in disaster-related citizen actions. The learning package was implemented in a 67-student class for validation. The results showed that the Battle of Flooding Protection learning package had significant effects on students' disaster prevention skills, interest in learning, self-awareness, and sense of civic responsibility.

SERVICE LEARNING AS A MEANS TO ENHANCE CONNECTIONS TO OLDER ADULTS

Aging is a distinct part of the life cycle. College students enrolled in courses in gerontology often have difficulty relating to aging, that part of life not yet experienced. They may not fully appreciate that adults become more unique, not more similar, as they age. We describe courses in an undergraduate gerontology certificate program that incorporate experiential learning activities with older adults across a hierarchical sequence of courses. These courses feature service learning opportunities focused on increased understanding of course content, broader appreciation of the discipline and improved sense of civic responsibility. Much like the course content of the curriculum, the incorporated experiential learning opportunities for each course level fit a hierarchy leading to student competence and skills development needed for success in the final independent practicum. For the described courses, students provided community service, experienced direct contact with older adults and used reflective practices to integrate course content into service learning activities. We report on qualitative data obtained from students enrolled in the foundational course, Biophysical Aspects of Aging and the third level course, Aging and Mental Health. Content analyses of reflective essays identified five themes: (a) insights about the realities of aging in America (b) perceptions concerning personal negative stereotypes about older adults; (c) feelings of accomplishment/awareness of new skills in providing community services; (d) understandings related to the importance/value of community service; and (e) successes in integrating the course work on aging into service-learning experiences. Other experiential learning activities incorporated into this gerontology certificate program are highlighted.

ГРОМАДЯНСЬКІСТЬ ЯК ІНТЕГРАТИВНА ЯКІСТЬ ОСОБИСТОСТІ МАЙБУТНЬОГО ФАХІВЦЯ

Метою статті є аналіз змістових аспектів поняття «громадянськість» як інтегративної особистісної якості майбутнього фахівця, складової його громадянської професійної позиції. У контексті розкриття термінологічного поля окресленої проблеми проаналізовано дефініції поняття «громадянськість» як категорії соціології, політології, психології, педагогіки. Узагальнено, що громадянськість є соціально-психологічним поняттям, позаяк у ньому фіксується психолого-етичний зв’язок особистості з державою, а як складне ціннісно-емоційне утворення спонукає до участі у громадянському житті. Наголошено, що громадянськість є якістю особистості, яка не надається людині формально, а виховується в ній і розглядається як кінцевий результат її громадянського виховання. Закцентовано на характеристиці громадянськості як цілісного особистісного утворення; як зовнішньої та внутрішньої сторони структури особистості, взаємозв’язаних і взаємозумовлених, що посилює внутрішню сутність громадянськості, актуалізує прояв громадянської позиції. Зроблено висновок, що громадянськість є інтегративним у змістовому сенсі поняттям, а підготовка майбутнього фахівця для будь-якої професійної галузі має забезпечити формування в ньому громадянськості, наявність якої дозволяє стверджувати про сформованість в особистості громадянської позиції й готовності до її прояву.

Enhancing the Learning of Packaging Design through Service-Learning Programs

Abstract Learning packaging design requires knowledge of the design theory and practice of packaging making that can then be applied in the community. Our packaging design class was first implemented as a regular program for five years and has been a service-learning (S-L) program for 13 years. We observed that the quality of packaging design learning improved after implementing the S-L program. In order to identify an effective program, we examined packaging design learning by comparing classes that use a regular program to classes that implement the S-L program. We collected the data from students’ reflections and interviews with them. The study outcomes provide important discussions about S-L programs and how students enhance their learning by moving from passive through active learning to solve real design problems. Through the experiences of dealing with real clients and problems, students develop their sense of civic responsibility and citizenship. Moreover, students have contributed their packaging design to the welfare of urban and rural people in need. Regarding character development, students become more concerned with their attitudes. In addition to the positive outcomes from a S-L program, we also evaluate some challenges related to economic, cultural, and social aspects of S-L. The S-L program helps us to solve real problems in packaging design.

Wychowanie państwowe w Drugiej Rzeczypospolitej w świetle programów szkolnych (po wprowadzeniu Reformy Oświatowej z 1932 roku)

<p>Lansowana przez obóz Józefa Piłsudskiego idea budowy wielkomocarstwowej Polski wiązała się z potrzebą stworzenia silnej organizacji państwowej oraz ukształtowania skonsolidowanego, homogenicznego światopoglądowo społeczeństwa, solidarnie i wytrwale pracującego na rzecz dobra najwyższego, czyli – w retoryce sanacyjnej – państwa. Nie mogło się to odbyć bez przyjęcia przez obóz władzy odpowiedniej doktryny wychowawczej i przekucia jej w sprawnie działający system edukacyjny obejmujący jak najszersze kręgi społeczne. W efekcie krystalizująca się po 1926 r. ideologia wychowawcza sanacji zyskała miano tzw. wychowania państwowego2, przez które, urabiając pożądany ideał obywatela-państwowca, spodziewano się „uzdrowić” stosunki społeczne w kraju. Jego konceptualizacją stała się reforma szkolnictwa z 1932 r. przynosząca nową ramę programową. Wytykając starym programom miałkość celów i zbytnią ogólnikowość, autorzy nowej podstawy stawiali na wybitnie praktyczny charakter nauczania. Hasło, jakie miało mu przyświecać, to Polska i jej kultura. Spodziewano się bowiem, iż położenie akcentu na dorobek kulturalny Polski wniesie walor integrujący w zróżnicowane etnicznie społeczeństwo II Rzeczypospolitej. Dawano w ten sposób do zrozumienia, że Polska to spuścizna wielu nacji, które tworzyły jej mozaikę kulturową w swoisty sposób przyczyniającą się do ciągłości państwa, pomimo jego formalnie ponad stuletniej nieobecności zarówno na mapach, jaki i w ludzkiej świadomości. W myśl nowych założeń, najważniejszym dla każdego obywatela winno stać się poszanowanie tej wartości, jakim było państwo, oddanie dla jego rozwoju, kształtowanie poczucia odpowiedzialności obywatelskiej niezależnie od przynależności do grupy narodowej. Krzewienie tychże wzorców musiało odbywać się na wielu płaszczyznach życia społecznego, nie tylko instytucjonalnej. Stąd kładziono nacisk na powiązanie pracy dydaktycznej z oddziaływaniem wychowawczym, pracy szkolnej z pozaszkolną. Niniejszy artykuł zajmuje się analizą założeń programów szkolnych, szkoły powszechnej i średniej pod kątem treści związanych z wychowaniem państwowym.</p>