Suchergebnisse

The changes happening in societies at the present demand cardinal reforms in education. Modern society needs today not only professional experts of any fieId but also the sociable creative persons who are anxious for harmonious occurrence in the political and cultural space, for communication form of intercultural dialogue. ln fact, the significance of lCC ıs enormous. "Globalization" and "internationalization" are demanding concepts these days. Despite English is a global language. the ways of teaching English is varied, There're lots of countries where English language's taught. ; Bugün toplumda meydana gelen değişimler, eğitimde önemli reformlar gerektirmektedir. Modern toplumun sadece herhangi bir alanda profesyonel bir uzmana değil aynı zamanda kültürlerarası diyalogun iletilişim formu için politik ve kültürel alandaki uyumluluğa merak duyan sosyal yaratıcı bireylere de ihtiyacı vardır. Aslında Kültürlerarası İletişim Yeterliği (KlY) büyük öneme sahiptir, "Küreselleşme" ve "enternasyonallik" bugünlerde revaçta olan kavramlardır, İngilizcenin küresel bir dil olmasına rağmen. İngilizce öğretimi çeşitlilik gösterir. İngilizcenin öğretildiği birçok ülke bulunmaktadır.

This volume explores the panic that is a central affective register of our current international order. Fears of Somali pirates, "Gypsy" kidnappers, African warlords, Ebola, "Mexican meth," pimps, coyotes, gangs, climate refugees and more, structure the dark side of a metropolitan unconscious. These are terrors over things that (might) cross borders, threatening the sanctity of territoriality and capital. Inspired by scholarship challenging panics around human and sex trafficking, the contributors to this volume develop the umbrella category of the global moral panic. Embracing the challenge of grasping a phenomenon not previously regarded as cohering, they consider panics provoked by travel, passage, transgression; panics over bodies that move. Like panics over trafficking, the episodes narrated here ride and feed a field of common sense regarding crime, rights, and state power. Their logics of victims and villains nourish notions of the centrality of punishment, drawing from and feeding taxonomies of gender, race, and nation, solidifying the order craved by capital. They spotlight the coloniality of power, the ongoing salience of empire, the savior logics of rescue, and the profound sexism organizing hierarchies of bodies and places. Panic, this volume diagnoses, is a crucial, undertheorized facet of contemporary local-global relations.

Introductory psychology courses can be demotivating for students of social sciences degrees such as Audiovisual Communication and Journalism. Although the importance of this subject is more than justified, it is essential to design and apply innovative strategies that stimulate the teaching–learning process among first-year students, so that, through activities other than traditional lectures, their interest in behavioural sciences is aroused and they understand the importance of this subject for the future development of their professional careers. The aim of this paper is to present MICROFEST, a PIEU-UMH teaching innovation project, which has been applied as part of the continuous evaluation of students of the Fundamentals of Psychology course, taught in the first year of the Audiovisual Communication, Journalism and Joint Honours degree programmes at the Miguel Hernández University, during the 2020/21 academic year (n = 167). Through a format similar to that of a short film festival, an activity was proposed that involves the development of a series of sequential tasks aimed at creating, in pairs, a fictional audiovisual micro-story that addresses content or a theme directly related to psychology. The results obtained after the implementation of the project during the four months of the course show that the students of the three degree programmes presented a high level of performance in this part of the course, have favourable attitudes towards it and valued the initiative very positively. The indicators of satisfaction with the project were found to be good predictors of motivation towards the subject as a whole. Thus, continuance of the design and application of teaching innovation strategies that favour the teaching–learning process is recommended, and students' satisfaction and attitudes toward it.