Student Self-government Research Articles

The Conditions of Practicing Association Football by Women

The aim of the work was to learn about the conditions of practicing football by women and to determine positive effects and negative stereotypes accompanying this discipline, the basis being the opinions of female players, as well as student self-government representatives. The study was conducted among 100 Polish female footballers from Exstraliga, 1st League and 2nd League, along with 31 members of student self-governments, representing all physical education universities in Poland. The diagnostic survey method was employed and the techniques of questionnaire, interview and participatory observation were used. For the statistical inference frequency of characteristics, the chi-square test of independence and multiple correspondence analysis were applied. The analyzes confirmed a significant correlation between the recognition of benefits of playing football by women, the perception of the functioning of negative stereotypes and the sporting level of the groups distinguished. The 2nd and 1st League players associated practicing football with the possibilities for developing their personality traits, physical fitness and health, and promoting the discipline (in each case p ≤ 0.05). All the footballers emphasized the risk of injury. The Extraliga players most often felt the stereotypical perception of female footballers as non-heterosexual (p ≤ 0.05). Attribution of non-heterosexuality to female footballers was confirmed by self-government activists (p ≤ 0.05). Women who played football showed a high tolerance toward non-heterosexual people. The Extraliga players were characterized by the highest tolerance (p ≤ 0.05). CPEU activists represented stereotypical views on the selection of typically feminine sports. Among ten disciplines suitable for women, they did not list women's football. There is an urgent need for public education to combat negative stereotypes concerning women practicing traditional male sports disciplines, as well as for tolerance toward people of a different sexual orientation.

Іміджеві заходи Інституту журналістики Київського університету імені Бориса Грінченка

This paper describes the image events of Institute of Journalism of Borys Grinchenko Kyiv University for 2017–2018 academic year in the following areas: 1) image educational activities and projects; 2) cooperation with employers; 3) leadership and staff development; 4) corporate culture; 5) state of science development; 6) social and humanitarian events, competitions and festivals; 7) volunteer activities and student charity events; 8) sports life; 9) student victories; 10) participation in universityevents; 11) student self-government. The scholarship program for students is also considered, information on the contingent of students of social categories of this period according to educational levels, courses and sources of funding is given.

The historical development of the student overnment of BSMU

Purpose of the study. The article explores the socio-pedagogical prerequisites and the main stages in the development of student self-management as a socio-cultural phenomenon and as a special form of initiative, independent public activity of students aimed at solving important issues of life activity of the university, developing social activity, supporting civic initiatives of student youth. During the research a number of general scientific methods were used: historical, descriptive and comparative. With the help of the historical method, the main stages of the development of student self-government, the features of its transformation in the educational space, were analyzed. The descriptive method made it possible to single out and systematize the features of the functioning of bodies of student government at all stages of its development. The application of the comparative method helped to identify the main differences and general characteristics in the structures of student self-government and procedurally provided a comparison of the implementation of the rights and competencies of student self-government bodies. Scientific novelty. For the first time, the main stages of the formation and development of student self-government in the Higher State Educational Institution of Ukraine "Bukovina State Medical University" are systematically presented, the understanding of the essence and functions of student self-government in the higher educational institution was deepened, and ideas for attracting students as competent, active and constructive partners in creation and formation of the European Higher Education Area. Conclusions. It is proved that student self-government is a form of self-organization of students, a mechanism for representation and assertion of one's rights, the possibility of self-realization. It is student self-management that is called upon to protect the rights of students and be their representative in the administrations of universities. Student self-government is determined by the law and the real ability of the student community to independently resolve issues within the framework of the current legislation and the university statute. The authors analyzed the development of student self-government in the historical aspect, which made it possible to determine the direct relationship between the essential features of its development and socio-political tendencies in the state.

DEVELOPMENT OF STUDENT SELF-GOVERNMENT SYSTEM IN 1980S

The article analyzes the development of student self-government in 1980s. Main trends, contradictions and laws of the development of student self-government have been identified and classified. The structure, principles, methods and forms of student self-government in the higher education institutions of Ukraine in the context of national education have been identified. The author explained the peculiarities of the development of student self-government in the educational process of national higher education institutions during 1980s. Main tendenciess of the development of student self-government in this period include: organizational, structural and content. The principals of the development of student self-government include: versatile personally valuable and socially useful activity promotes the formation of the identity of the citizen; direct participation in organizational issuesy increases students’ responsibility for the results of the performed work; students’ control provides the realization of the principles of democracy, publicity and legacy. The main tendencies in the development of student self-government in 1980s became organizationally – procedural (mass character of student self-government when most of students takes part in work of their structural divisions), structurally – substantial (bureaucratization and formalization of activity of the Komsomol and trade-union organization in the field of student self-government), it is urgent – defining (strengthening of democratic principles of legacy and publicity at the end of the analyzed period).

Роль органов студенческого самоуправления в принятии решений администрацией учебного заведения

The article considers the process of student's government participation at educational organizations of higher education and professional educational organizations in the activities of working groups to discuss some issues concerning students. Attention is paid to the legal component of the work of student's self-government. Analyzing the situation on this issue throughout the country, the author has noted the main directions of the development of student’s government as a civil institution of a democratic society.

Всеобщие выборы органов студенческого самоуправления в учебных заведениях высшего и профессионального образования как прямой путь развития правового общества Российской Федерации

The article discusses the election of bodies of student self-government in educational institutions of higher and professional education, which can contribute to the development of civil society in Russia. While considering this issue the author used the experience of all-Russian public organizations engaged in student self-government. The executive elections are already being considering according to the submitted scheme in various educational institutions. Creation of all conditions for the election process will allow students to develop a sense of civic responsibility.

АДМІНІСТРАТИВНО-ПРАВОВІ ГАРАНТІЇ ДІЯЛЬНОСТІ ЗАКЛАДІВ ВИЩОЇ ДУХОВНОЇ ОСВІТИ В КОНТЕКСТІ НОВОГО ОСВІТНЬОГО ЗАКОНОДАВСТВА УКРАЇНИ

The article analyzes the administrative and legal guarantees of higher spiritual education institutions in the context of modern educational legislation of Ukraine. Given the insufficient level of scientific and legal study of the topic and given the innovative processes in the Ukrainian educational environment, our intelligence to some extent fills the gaps in the study of this issue. Despite the declared norms in the educational legislation, the administrative and legal guarantees of the activity of institutions of higher spiritual education as religious organizations continue to be formed. The new educational legislation laid down new guarantees for institutions of higher spiritual education and defined a new trajectory for the development of theological education. In particular, the law preserves autonomy from the Ministry of Education and Science of Ukraine, and as a result of accreditation ZVDO may issue a state diploma. The legislator allows religious organizations to maximally correlate the educational policy of ZVDO, to determine the principles of student self-government. Regarding the licensing and accreditation procedure, opening of postgraduate and doctoral studies, specialized academic council on specialty 041 "Theology", the legislator provides for significant concessions and clearly recognizes all documents of the EITI that are equivalent to state documents. The legislation also stipulates that documents on education, scientific degrees and academic titles, which are issued to persons in the ZVDO, may be recognized as equivalent to state documents. However, the institutionalization of theology in the secular education system requires the search for new forms of its presence in the educational and scientific space of Ukraine.

Curatorship in higher education: What to do?

In the article on the basis of the author's questioning of students I and II courses of one of Novosibirsk universities reveals the problems of contemporary curating. To do this in a formalized way are studied students opinion on the need for supervision in the I and II courses of study, the functional responsibilities of curators, the characteristics of group cohesion, promote healthy lifestyles, cultural education, the advisability of establishing the frequency of supervisory hours, attracting parents to solve students' problems, combined personal and business qualities that should be possessed curator. Identified current assessment of the extent to which the curators of their duties. The possibilities of using the institution of tutoring as a supplement to the curatorship. The methods of implementation of student self-government and administrative innovations in order to improve performance of supervisory functions.

Social Competence Formation of Students In the Process of Students Self-Government

The topicality of the researched problem is in the fact that modern society needs educated, moral, pragmatic people who can make responsible decisions, who are able to cooperate, who is characterized by mobility, dynamism, constructive, who has a sense of responsibility for the fate of the country. Requirements for the modern school graduates are primarily concerned with the need to develop his social competence, cognitive competence, communicative information and reflective activity. The article briefly describes the conditions of the experimental work and results, aimed at the formation of social competence of students in the student government. As a result of the experimental work potential of student self-government as a factor of the formation of social competence of students were identified; a structural-functional model of social competence of students in the process of student government were developed; organizational and pedagogical conditions of effective formation of social competence of students in the process of student governments err implemented; criteria for the level of formation of social competence of students in the student self- government were defined. Materials of the article may be useful for the study of problems of competence among secondary school students, teachers, educators, who are responsible for the formation of students' competence, for refresher courses. Materials of the research can be used for developing guidelines for school staff which is involved in the formation of social competence of students.

Становление органов студенческого самоуправления в 1920-е гг.: (на материалах Томского государственного университета)

Становление органов студенческого самоуправления в 1920-е гг.: (на материалах Томского государственного университета)

Self-determination or Self-discipline? The Shifting Meanings of Student Self-Government in 1920s Jiangnan Middle Schools

(1998). Self-determination or Self-discipline? The Shifting Meanings of Student Self-Government in 1920s Jiangnan Middle Schools. Twentieth-Century China: Vol. 23, No. 2, pp. 1-39.

Self-determination or Self-discipline? The Shifting Meanings of Student Self-Government in 1920s Jiangnan Middle Schools

Self-determination or Self-discipline? The Shifting Meanings of Student Self-Government in 1920s Jiangnan Middle Schools

Self-determination or Self-discipline? The Shifting Meanings of Student Self-Government in 1920s Jiangnan Middle Schools

Self-determination or Self-discipline? The Shifting Meanings of Student Self-Government in 1920s Jiangnan Middle Schools

The Activity of Teaching Engineer Cadres

Considerable difficulties have arisen in the course of implementing general education and vocational education. Changes have affected primarily the external aspects of the teaching-upbringing process: the training-material base has been improved somewhat, administrators have imposed higher standards on educators, discipline has improved in the teaching engineer [engineer is the equivalent of specialists with a higher technical education—Tr. Ed.] collectives, and the link between training and productive labor has been strengthened. But the main concern—the quality of the teaching-upbringing process—has changed very little, and in some aspects things have even deteriorated. I refer here to the moral upbringing of the students, student self-government, and so on. The main cause of failures in the reform, as I see it, is that the technology of pedagogical activity is not changing. Masters and instructors are continuing to work in the old way. So far, unfortunately, our psychological-pedagogical science has sh...

Some comments on the Japanese student movement in the sixties

There are two important questions to be asked about the student movement in Japan in the I96os. First, in what ways does it differ from its counterpart in the I930S ? Second, how has it changed, if at all, since the end of its campaign against the JapaneseAmerican Security Treaty of 1960? The characterization given here of the students who opposed the security treaty of 1960 is based on the results of a survey of one hundred students from three universities in Tokyo (Tokyo University, Chiu University, and Kei6 University), conducted by the author in 1962, while the data of the movement in 1969 are mainly drawn from the writings of the students themselves.1 In 1956, an organization called the Bund emerged and took over the leadership of the Zengakuren (Zengakuren is the Japanese abbrevation of the National Federation of Student Self-Government Associations), which led the I960 campaign against the security treaty. This was an epoch-making event, since it meant the coming into existence, for the first time in the history of the Japanese student movement, of a powerful political organization independent of the Communist Party of Japan or of any other country. The Bund was born out of three traumatic experiences. The first was Japan's defeat in I945. Second, there was the sense of being betrayed by the older generation, most of whom at the time of Japan's defeat switched abruptly from the one extreme

The Thought and Behavior of Zengakuren: Trends in the Japanese Student Movement

A decade ago it would have been sufficient to describe the Japanese student movement by discussing the ways in which it differed from student movements in Western countries. At that time, the Japanese student organization, Zengakuren, was unique in being a militant movement based on a Marxist-oriented ideology. But today, the rise of student radicalism seems to have become an international phenomenon, particularly evident in the developed countries, and the resemblance between the milieu -and tactics of the and those of Western movements is striking. Therefore, -after discussing first the characteristics and problems of the Zengakuren, I shall move on to analyze current trends in the movement which appear to be shared by student radicalism elsewhere. While Japanese society is basically a highly developed, industrial one, a residue of feudalism remains in the social system as well -as in the attitudes of the people. And it is natural that the student movement, as a reaction to this society, is inclined to reflect the character of the very thing against which it rebels. Thus, the complexity of the current student movement in Japan is displayed in an ideological ~and organizational rigidity resulting from a Marxist tradition, on the one hand, and in the new left-type radical trends that make for the dynamism of the movement, on the other. This two-way pull indicates that the movement is undergoing a process of transformation in accordance with the rapid changes being wrought within Japanese society 'in general. The term Zengakuren has generally been accepted as a synonym for the Japanese student movement and its radicals. In fact, however, Zengakuren is the Japanese acronym of Zennihon Gakusei Jichikai Sorengo, which is translated literally as the National Federation of Student SelfGovernment Associations. Most university campuses in Japan have highly organized student self-government associations, usually in each school or department. Membership in them is compulsory. Zengakuren, the national organization, comprises the maj ority of these local -associations. One would expect, then, that would represent the maj ority of university students in Japan. But the fact is that it actually represents only a relatively small number of activists belonging to various student political groups. (In this it is similar to the movements in other countries.) The

The Political Role of Students in Underdeveloped Countries

THE STUDENTS in underdeveloped countries are a political force of some consequence. In most of these societies, students assume political participation even before finishing their studies, bringing national, tribal and local politics into campus in a very direct way. It is true that student population in many of developing nations is really numerically small (in proportion to total population), but very facts that governments in many of new nations argue with students or force them to accept their policies, or that students themselves can impose their demands upon their governments, are indications of potential power of 'educated youth'. Governments, conscious of student community, always hope to influence it or even repress some of its leaders. (Thus President of Ivory Coast recently engaged in a dialogue with student leaders, arguing with them, and finally threatening to suspend important government scholarships in order to ensure loyalty of student organization. And yet it is hard to imagine that head of a Western nation would engage in a protracted dispute with student leaders in order to ensure loyalty of student union.) But if all else fails, governments close universities for extended periods-as happened recently in Burma and India. On other hand, high school and university students can even force radical changes of their governments, as happened in 1966 in Indonesia; or they can even change course of international events, as happened in Japan in I960, when riots promoted and headed by National Federation of Student Self-Government Associations (Zengakuren) forced government to cancel its invitation to President Eisenhower to visit Japan. In fact, if we include average college and university student in category of 'intellectuals', then we can accept Shils' thesis that the gestation, birth, and continuing life of new states of Asia and Africa, through all their vicissitudes, are in large measure work of intellectuals. In no state-formation in all of human history have intellectuals played such a role as they have in these events of present century., In fact, since I960's, and especially since 1965, role of student movements in politics has taken on disturbing, if not terrifying, aspects. Recent events in South-east Asia, Africa and other restless parts of world have demonstrated importance played by college-and even high school-students in politics. A student's job is, of course, to study; but there are occasions when his decision to lay aside his books and to take up a political banner can make all difference in political future of his country. The coup against President Sukarno of Indonesia in 1966 is a good example of student action at its best-or at its worst. There are, of course, very many causes and factors involved in present troublesome situation. What are some of most important ones ?

More on Student self-government

It is impossible to provide a general formula for self-government. As the student collective, and collective habits and traditions develop, the rights and functions of self-government should increase more and more.

An Effective Means of Education (On Student Self-Government in School)

Problems of the organization of self-government in school are intimately related to the fundamental problems of the communist upbringing of the rising generation. Self-government in the school, organized in a manner appropriate to the objectives of education, is one of the means of shaping a socially active personality with a highly-developed sense of duty and responsibility as a citizen of a socialist country and builder of communism. As they participate in the administration of school affairs, students acquire organizational skills, and the ability to live and function in a collective. The student becomes independent, businesslike, disciplined, and gradually develops into a master of life.

Creative and Functional: STUDENT SELF‐GOVERNMENT

The Personnel and Guidance JournalVolume 32, Issue 7 p. 404-408 Creative and Functional: STUDENT SELF-GOVERNMENT DENNIS L. TRUEBLOOD, DENNIS L. TRUEBLOOD Dennis L. Trueblood is a Counselor at the Indiana University Counseling Office.Search for more papers by this author DENNIS L. TRUEBLOOD, DENNIS L. TRUEBLOOD Dennis L. Trueblood is a Counselor at the Indiana University Counseling Office.Search for more papers by this author First published: March 1954 https://doi.org/10.1002/j.2164-4918.1954.tb00893.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume32, Issue7March 1954Pages 404-408 RelatedInformation